Republic of Zambia

MINISTRY OF EDUCATION

DIRECTORATE OF CURRICULUM DEVELOPMENT

ENGLISH LANGUAGE
TEACHING MODULE

FORM 1 TERM 1

Developed Curriculum Development Centre

Lusaka

2025
 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

© Curriculum Development Centre, 2025

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without prior written permission of the copyright owner.

ISBN: 9982-00-929-x

Zambia Educational Publishing House

Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zambia

Printed by:
Zambia Educational Publishing House (ZEPH)

ii
 WRITERS

Nawa Mushiba : Curriculum Development Specialist, English Language-

Secondary, Curriculum Development Centre (CDC), LUSAKA
Stephen Moyo : Curriculum Development Specialist, English Language -Primary,
Curriculum Development Centre (CDC), LUSAKA
Annel Sibajene Siaciwena: Head of Department, Languages, Ntambu Day Secondary School,
MWINILUNGA
Charles Chibwika: Zambia Reading for Education and Development (ZREAD)
Specialist, World Vision Zambia, LUSAKA
Estelle Kasonde: Headteacher, Ibenga Girls Secondary School, MPONGWE
Fridah Samoyu Musonda: Subject Teacher, Jacaranda Secondary School, LUSAKA
Handili Jimaima: Senior Lecturer, Head of Department, Chalimbana University,
CHONGWE
Jack Hassan Museshyo: Senior Lecturer, Mansa College of Education, MANSA
Lazalo Sinkala: Subject Teacher, Mpelembe Secondary School, KITWE
Nora Lipenda: Head of Department, Languages, David Kaunda STEM School,
LUSAKA
Precious Malambo Monde : Headteacher, Sambala Day Secondary School, LUNTE.

iii
 CONTENTS

Preface vii
Acknowledgment ix
Introduction x
Listening and speaking 1
Greetings 1
Sub-Topic: Informal and Formal Greetings 1
Introduction: 1
Reading Comprehension 3
Introduction 3
Sub-topic: Listening Comprehension: 4
Summary: 5
Composition Writing 6
Topic Title: Basic Writing Skills 6
Basic writing Skills 6
Sub-Topic 2: Spelling 9
Structure 10
Topic: Parts of Speech 11
Topic: Linking Verbs 12
Summary writing 14
Topic: Introduction to Summary 14
Listening and Speaking 18
Topic: Rrequests 18
Comprehension 19
Topic: Listening Comprehension 19
Composition 21
Topic: Basic Writing Skills 21
Sub-topic 2: Paragraphing 24
Structure 25
Topic: Tenses 25
1.0. Introduction 25
5.0. Sub-Topic: Present Simple Tense 26
8.0. Summary 27
Sub-Topic 2: Present Continuous Tenses 27
Sub-Topic topic 3: Past Simple Tense 29
Sub-Topic 4: Past Continuous Tense 30
Sub-Topic 5: Future Simple Tense 32
Sub-topic 6: The Future Continuous Tense 33
Summary 34
Topic: Introduction to Summary 34

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

Listening and Speaking 35

Topic: Introductions 35
Comprehension 38
Topic: listening Comprehension 38
Composition 40
Topic: Narrative Writing 40
Structure 43
Topic Title: Tenses 43
Sub-topic 2: The Present Perfect Continuous Tense 46
Sub-topic 3: Past Perfect Tense 47
Sub-topic 4: Past Perfect Continuous Tense 49
Sub-topic 5: Future Perfect Tense 50
Sub-topic 6: The Future Perfect Continuous Tense 52
Summary Writing 55
Topic: Introduction to Summary 55
Listening and Speaking 59
Topic Title: Invitations 59
Comprehension 61
Composition Writing 63
Topic Title: Composition 63
Structure 65
Topic Title: Agreement 65
Topic: Summary Writing 70
Listening and Speaking 73
Topic: Apologies and Compliments 73
Comprehension 74
Topic: Reading Comprehension 74
Composition 76
Topic: Letter Writing 76
Structure 80
Topic: Reason 80
Summary Writing 81
Topic: Summary 81
Summary Writing 84
Listening and Speaking 86
Topic: language in Social Setting 86
Topic: Comprehension 88
Composition 91

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

Topic: Expository Writing 91

Structure 94
Topic: Purpose 94
Summary Writing 96
Topic: Advertisement 96
Listening and Speaking 98
Topic: Telephone /Mobile Phone Conversations 98
Topic: Comprehension 100
Sub-Topic 2: intensive reading 101
Composition Writing 105
Topic: Persuasive Writing 105
Sub-Topic 2- Discursive Composition 107
Structure 109
Topic Title: Nouns 109
Sub-Topic 2- Irregular Nouns 111
Sub-topic 3- Countable Nouns 113
Sub-topic 4- Uncountable Nouns 114
Sub-topic 5- Collective Nouns 115
Summary Writing 116
Topic Title: Note Summary 116
Listening and Speaking 119
Topic: Making an Offer 119
Topic: Reading Comprehension 121
Sub-Topic 2: Extensive Reading 122
Composition 128
Topic: Diary Writing 128
Structure 130
Topic: Articles 130
Summary 131
Topic: Tabulation 132
References 135

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 PREFACE

The advent of the Competence-Based Curriculum (CBC) heralds a new era of dynamic and practical
learning experiences designed to equip learners with the 21st century skills.
The choice of the Competence-Based Curriculum (CBC) marks a transformative step in improving
education quality and relevance. The Ministry of Education understands the challenges that come
with transitioning to a new curriculum and is therefore committed to ensuring provision of quality
teaching and learning materials to support effective lesson delivery.
The English Language Teaching Module has been shaped in line with the Competence Based
Education principles which seek to link education to real life experiences. The General Competences
provided in the 2023 Zambia Curriculum Framework such as collaboration, critical thinking, creativity
and innovation, problem solving, analytical thinking, emotional intelligence, digital literacy and
entrepreneurship.
Effective implementation of the CBC requires clarity of focus, undivided dedication, commitment and
setting higher level competences. It is my sincere hope that this CBC English Language Teaching
Module for Form 1, will greatly improve the quality of education provided to English Language as
outlined and emphasized in various policy documents; 'Education for Sustainability, 2023', and '2023
Zambia Education Curriculum Framework.
This module reflects the Ministry's unwavering commitment to making this journey as smooth as
possible for teachers, by providing structured guidance, suggested activities, and formative
assessments that align with the CBC's objectives. However, teachers are encouraged to supplement
this module with their own research and innovations in order to address any gaps that may arise
during implementation.

Joel Kamoko (Mr.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

vii
 ACKNOWLEDGEMENT

The English Language Teaching Module is a result of wide consultation involving several stake holders
within and outside the Education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing
Form 1 Term 1 English Language Teaching Module and to accord an opportunity to make suggestions
for the Competence Based Curriculum. The Ministry of Education wishes to express heartfelt
gratitude to all those who participated for their valuable contributions which culminated in the
development of this English Language Teaching Module.
Finally, I acknowledge the dedication and hard work of the staff at the Curriculum Development
Centre, whose efforts were instrumental in ensuring the successful completion of the English
Language Teaching Module.

Charles K. Ndakala, (Dr.)

Director Curriculum Development
Ministry of Education

viii
 INTRODUCTION

The Form 1 Teaching Module has been meticulously designed to support teachers in the effective
delivery of English Language lessons under the reformed curriculum. The module is developed based
on the approved 2024 Competence-based English Language Syllabus. It aims to bridge the gap created
by the absence of approved textbooks and to equip educators with practical tools, activities, and
assessments tailored to the learners' level and needs.
The Ministry, understands the challenges that come with transitioning to a new curriculum that is
Competence Based. The choice of the Competence-Based Curriculum (CBC) marks a transformative
step in improving education quality and relevance. This module reflects the Ministry's unwavering
commitment to making this journey as smooth as possible for teachers, by providing structured
guidance, suggested activities, and formative assessments that align with the CBC's objectives.
However, teachers are encouraged to supplement this module with their own research and
innovations in order to address any gaps that may arise during implementation.
The suggested activities and assessments provided in this module are designed to foster practical and
critical thinking skills in learners while ensuring relevance and adaptability to different school
contexts. Teachers are encouraged to tailor these suggestions to their unique classroom dynamics and
to explore alternative, acceptable approaches when necessary. This flexibility is key to ensuring that
all learners, regardless of their environment, benefit from meaningful and impactful Curriculum.
It is envisaged that this module will serve as a valuable resource for teachers as they navigate the new
Competence-Based Curriculum, enhancing their ability to inspire and equip learners with essential
English Language knowledge, skills and positive attitudes desired to create a vibrant and responsive
education system.

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 CHAPTER 1: GENDER

LISTENING AND SPEAKING

GREETINGS
1.0. INTRODUCTION
1.1. Overview: Mastering greetings is essential for building positive relationships and
effective social interaction. In this topic, teacher will guide learners to appreciate the
importance of greetings in communication. Learners will explore formal and informal
greetings, practise their use, and understand how to choose the appropriate greeting
based on the context.
1.2. General Competence(s):
1.2.1. Communication: Use appropriate language (verbal and non-verbal) in
different situations
1.3. Hook: "Why do human beings greet each other? Do we greet all people the same
way?
2.0. KEY TERMS /WORDS/VOCABULARY:
· Formal greeting: Polite and respectful way of recognising or welcoming someone
· Informal greeting: Casual way of recognising someone's presence
· Response: Answer or reaction
· Context: Situation or circumstance
3.0. SUB-TOPIC: INFORMAL AND FORMAL GREETINGS
3.1. Introduction:
Greetings are a first step in any conversation. Understanding when and how to use
formal and informal greetings helps build rapport and show respect in various social
and professional situations.
3.2. Specific Competence(s): Use appropriate greetings in different contexts.
3.3. Learning Activities:
3.3.1. Activity 1: Discussing informal greetings and responses
· Teacher divide the learners into groups and ask them to:
i. Discuss the different greetings and responses to friends/peers.
ii. Demonstrate ways of greeting and responding to greetings (groups
present to whole class or role play)
· Teacher writes examples of informal greetings on the board:
Informal Greetings:
"Hello, Waana?”
“Hi!”
“Good to see you, Mutinta!”
3.3.2. Activity 2: Discussing formal greetings and responses
· Divide the learners into groups and ask them to do the following:

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ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

i. Discuss the different greetings and responses to teachers, headmen,

doctors, PTA Chairpersons, priests…
ii. Demonstrate ways of greeting and responding to greetings (group
presents to the whole class or role play greeting and responding to
formal greetings)
· Teacher writes examples of formal greetings on the board:
Formal Greetings:
"Good morning, how are you Mr Mweemba?"
"Good afternoon, ladies and gentlemen."
"How do you do?"
"It's a pleasure to meet you."
· Teacher explains the contexts where each greeting is appropriate
(For example, formal greetings are used for professional or
unfamiliar settings while informal greetings are used for casual or
friendly settings).
3.3.3. Activity 3: Practising Use of Greetings in Different Contexts
· Dialogue Practice: Teacher pairs the learners and provide them with
example dialogues on how to use greetings in different contexts and
have them practice.
Example 1 (Informal):
Learner A: "Hey James, how's it going?"
Learner B: "Not bad, Mary. How about you?"
Example 2 (Formal):
Learner A: "Good morning, sir. How are you?"
Learner B: "Good morning. I am fine, thank you. And you?"
· Role Play: Teacher divides the class into groups and assigns them with
different scenarios: (gender balance should be upheld, if applicable)
a. Scenario 1: Meeting a teacher for the first time.
b. Scenario 2: Greeting a friend at a market.
c. Scenario 3: Introducing yourself at a formal event.
d. Scenario 4: Meeting your cousin at a wedding.
· Individual Oral Assessment:
Teacher asks learners to demonstrate how they would greet someone
in the following contexts:
a. A job interview.
b. A family gathering.
c. Meeting a friend.
d. Meeting a doctor.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

4.0. EXPECTED STANDARD: Greetings in different contexts used appropriately

4.1. Assessment:
· Ask Learners to continue practising using appropriate informal and formal
greetings in different contexts individually, in pairs and groups.
5.0. SUMMARY
Key Points:
· Greetings can be formal or informal depending on the context.
· Formal greetings are used in professional or unfamiliar settings.
· Informal greetings are used in casual or friendly interactions.
· Practice is essential to using greetings confidently and appropriately.
READING COMPREHENSION
1.0. INTRODUCTION
1.1. Overview:.
Comprehension is a process of active engagement that leads to accurate
understanding and interpretation of what is heard or read. The importance of
comprehension lies in its application to real-life situations such as understanding
instructions, engaging in conversations, and interpreting information. Learners will
practice listening to passages, extracting main ideas, and engaging in discussions to
enhance their understanding. This topic introduces learners to the foundational
skills of comprehension, focusing on listening comprehension.
1.2. General Competence(s):
1.2.1. Problem Solving: Make sense of the gathered information from diverse
sources by identifying misconceptions, main and supporting ideas,
conflicting information, point of view or biases.
1.2.2. Communication: Apply good Listening, Speaking, Reading and Writing Skills

1.3. Hook: Have you ever misunderstood someone because you didn't hear them well?
What happened?
2.0. KEY TERMS/WORDS/VOCABULARY:
· Comprehension: The ability to understand something.
· Passage: A complete piece of writing that conveys a specific idea,
message or story.
· Retelling: Tell a story again or differently.
· Main Idea: The primary message, point or argument that a text,
passage or author is trying to convey.
· Details: Elements or pieces of information that collectively describe or
explain a topic, situation or object.
· Discussion: The action or process of talking about something in order
to reach a decision or to exchange ideas.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

3.0. SUB-TOPIC: LISTENING COMPREHENSION:

3.1. Introduction:
Listening comprehension involves understanding spoken information. In this lesson,
learners will practise listening carefully to passages and identifying key ideas. This
skill is crucial for following instructions, participating in conversations, and learning
new information.
3.2. SPECIFIC COMPETENCE(S): Listen and comprehend information.
3.2.1. Learning Activities:
3.2.1.1. Activity 1: Listening to a read passage or information
· Teacher writes the title of the story on the board and asks
learners to predict what the story might be about.
· Teacher encourages learners to listen carefully without
interrupting while he or she reads the passage.
Boxing Heroes in Zambia
Apart from football, Zambians enjoy boxing. The country has seen a number of boxers who can be
considered heroes in the sport.
Lottie Mwale was, without doubt, one of the best boxers Zambia has ever seen. He was born in
1952, in Kitwe, Zambia (then Northern Rhodesia). He was known for his impressive career as a
Light-Heavy Weight Boxer and held titles such as the Commonwealth and Africa Boxing Union
Champion. Mwale also won the World Boxing Council International title in 1990.
Lottie Mwale was affectionately known as 'Gunduzani'. On October 18, 2005, when he died at the
age of 55, Mwale had a professional boxing record of 44 wins (34 knockouts) 9 losses and no
draws.
Pause (Teacher pauses and asks learners to listen to the next passage)
Teacher says: 'Now listen to the next passage'.
Esther Phiri is celebrated as the first female Zambian boxer to gain international recognition. She
was born on June 14, 1987 in Lusaka, the capital city of Zambia. Phiri has won multiple World titles
including the Womens' International Boxing Association (WIBA) Walter Weight World champion
title.
Her journey to success is truly inspiring. After the death of her father and becoming a mother at
the age of sixteen, Phiri turned to boxing as a way to support herself and her family. She has faced
numerous challenges, including societal expectations and personal sacrifices, but she has
persevered and become a symbol of hope and empowerment for many.
Pause (Teacher pauses and asks learners to listen to the next passage)
Teacher says: 'Now listen to the next passage'.
Catherine Phiri is another accomplished boxer born on January 1, 1987 in Lusaka. She is known
for her impressive career in boxing and has held multiple titles. Catherine made her professional
debut on July 25, 2011 and quickly rose through the ranks. She won the WWBC Female
Bantamweight Champion title on January 30, 2016, by defeating Yazmin Rivas in Mexico. She
became the first Zambian to win the WBC title, a title she successfully defended against Gabisile

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

Tshabalala on August 27, 2016.

She challenged for the WBC female Super-Bantamweight title twice, in 2017 and 2019, but was
defeated both times by Fatuma Zarika. She also faced a setback when she was suspended from
boxing for two years in October 2022 after testing positive for a banned substance. Despite this,
she remains a significant figure in Zambian boxing history.
3.1.2.2. Activity 2: Discussing the Passage
· Teacher pairs learners and asks them to retell the story in their own words.
· Teacher asks a few pairs to present to the rest of class.
3.1.2.3. Activity 3: Completing given table while passage is being read.
· Teachers provides learners with a simple table to fill out as they listen to the
passage for the second time.
· The learners should fill in the table as teacher is reading.

Name Other Year of City of Greatest

Name Birth Birth Achievement
1. Lottie Mwale Boxing record of
________ wins

2. Esther Phiri Won ______ titles

3. Catherine Phiri Female ___________

title on____________

1.1.2.4. Activity 4: Answering questions based on the read passage or information.

· Teacher prepares open-ended and closed questions based on the passage.
Example questions:
1. Are you familiar with the names mentioned in the story?
2. How many of the boxers are female?
3. Is boxing a safe sport for women?
1.0. EXPECTED STANDARD: Information listened to and comprehended correctly.
Assessment:
· Practical Demonstration: Observe how well learners re-tell the story in their
groups.
· Written Assessment: Observe how learners how learners participate in the
given assignment and whether they are able to listen to information and
comprehend correctly.
2.0. SUMMARY:
· Comprehension means understanding spoken or written information.
· Listening carefully is the first step to good comprehension.
· Activities like retelling, filling tables, and answering questions improve
comprehension skills.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

COMPOSITION WRITING
TOPIC TITLE: BASIC WRITING SKILLS
1.0. INTRODUCTION
1.1. Overview: This lesson focuses on developing learners' basic writing skills,
emphasising the ability to construct grammatically correct sentences. It covers the
types of sentences, punctuation rules, and grammar application, which are essential
for effective written communication in real-life situations.
1.2. GENERAL COMPETENCE(S):
· Communication: Express oneself (spoken and written) clearly and
effectively.
1.2.1. Creativity and innovation: Organise information and ideas
1.3. HOOK: Have you ever struggled to write a message or an essay? What makes a
sentence easy or difficult to understand? Imagine reading a text with misspelt
words. Would you get any meaning out of it?
2.0. KEY TERMS/WORDS/VOCABULARY
· Sentence: a group of words that express a complete thought
· Subject: part of the sentence that names whom or what the sentence is
about
· Predicate: a part of a sentence or clause containing a verb and stating
something about a subject
· Simple sentence: a sentence consisting of only one clause, with a single
subject and predicate
· Compound sentence: one with two or more simple sentences co-joined by
conjunctions such as 'but', 'and', and 'or'
· Complex sentence: a sentence with at least one main clause and
subordinate clause
· Compound-Complex sentence: has two or more main clauses and at least
one subordinate clause.
· Punctuation: a series of marks that clarify the meaning of a piece of writing
· Consonant: a speech sound that is produced with complete or partial closure
of the vocal tract
· Vowel: a speech sound that is produced with less or no obstruction
· Prefix: a group of letters added to the beginning of a word
· Suffix: a group of letters added to the end of a word
· Root: the basic part of a word that carries its main meaning
3.0. SUB-TOPIC 1: THE SENTENCE
3.1. INTRODUCTION: A sentence is group of words that is complete in itself, typically
containing a subject and predicate, conveying a statement, question, exclamation or
command, and consisting of a main clause and sometimes one or more subordinate
clauses. A sentence begins with a capital letter and ends with a period (.), a

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

question mark (?), or exclamation mark (!).

This lesson introduces the sentence as the foundation of effective writing. Learners
will explore different types of sentences, punctuation rules, and essential grammar
practices to enhance clarity and correctness in their writing.
3.2. SPECIFIC COMPETENCE(S): Write correct sentences
3.3. LEARNING ACTIVITIES:
3.3.1. Activity 1: Discussing Types of Sentences:
· Teacher writes four sentences on the board based on the four types of
sentences (Simple Sentence, Compound Sentence, Complex Sentence,
and Compound-Complex sentence)
a. The sun is shining
b. The sun is shining, and the birds are singing.
c. Although it was raining, we went outside.
d. Although it was raining, the boys
continued playing volleyball while the girls were plaiting their hair.
· Teacher asks learners to read and identify the subject and predicate
of the sentences.
· Teacher explains the four types of sentences.
i. Simple Sentence: The sun is shining. (Contains one independent
clause)
ii. Compound Sentence: The sun is shining, and the birds are singing.
(Contains two independent clauses joined by a conjunction)
iii. Complex Sentence: Although it was raining, we went outside.
(Contains an independent clause and one or more dependent
clauses)
iv. Compound-Complex sentence: Although it was raining, the boys
continued playing volleyball while the girls were plaiting their hair.
v. (Contains two or more main clauses and at least one subordinate
clause)
· Teacher asks learners to identify the types of sentences written on the
board and explain the parts of the sentences.
Examples:
§ The dog barked loudly. (Simple)
§ I was tired, so I went to bed early. (Compound)
§ Even though I was tired, I finished my homework. (Complex)
§ I read 'The River Between', which was written by Ngugi, and I wrote a
report about it. (Compound-Complex)
3.3.2. Activity 2: Applying Rules of Grammar in Writing:
· Teacher discusses the rules of grammar and their importance in
sentence construction.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

a. Tense Use: Ensure verbs agree with the subject and time frame.
b. Sentence Structure: Emphasise subject-verb-object order.
c. Spelling: Highlight common errors and corrections.
d. Punctuation: Highlight key punctuation marks and their usage
3.3.3. Activity 3: Constructing Different Types of Sentences Correctly:
· Teacher divides learners into groups and assigns tasks where learners
write simple, compound, complex and compound-complex sentences.
· Group Practice Tasks: Learners, in their groups, to write four
sentences: one simple, one compound, one complex and one
compound-complex.
Example:
a. The baby is sleeping. (Simple)
b. The baby is sleeping, and the mother is cooking. (Compound)
c. While the baby is sleeping, the mother is cooking. (Complex)
d. Lushomo was confused about the assignment that was due on
Wednesday, so he asked his teacher for help. (compound-complex)
· Individual Written Assessment:
Teacher asks learners to write the given exercise individually.
Example: Identify the sentence types:
a. She likes to read books. (Simple)
b. He went to the park, but it started to rain. (Compound)
c. Because she was late, she missed the bus. (Complex)
4.0. EXPECTED STANDARD: Correct sentences written accordingly.
4.1. Assessment:
Teacher assigns exercises and asks learners to write.
· Observe learners' ability to identify sentence types and use punctuation
correctly.
· Provide feedback during individual, pair and group activities.
SUMMARY
· A sentence is the basic unit of writing and contains a subject and predicate.
· Types of sentences include simple, compound, complex and compound-
complex.
· Punctuation marks like full stops, commas, and question marks ensure
clarity in writing.
· Grammar rules, including tense use and spelling, are essential for
constructing correct sentences.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

BASIC WRITING SKILLS

SUB-TOPIC 2: SPELLING
1.1. INTRODUCTION: Spelling is an essential aspect of writing that ensures clarity and
prevents misunderstandings. This lesson will introduce common spelling rules, including
the doubling of consonants, silent letters, and the application of prefixes and suffixes.
1.2. SPECIFIC COMPETENCE(S): Apply spelling rules
1.3. Learning Activities:
1.3.1. Activity 1: Discussing Spelling Rules and Strategies:
Using word sort and spelling relay race;
· Teacher gives learners a list of words and have them sort them based
on a spelling rule. E.g. words with 'ie' vs.'ei', words with silent letters, or
words following the doubling rule
· Teacher divides learners into teams and gives them words that follow a
particular rule. Ask one learner to write the word correctly on the
board before passing the piece of chalk to the next member of the
team.
Rule Explanation:
Teacher explains the different spelling rules.
· Doubling of Consonants: Explain the rule of doubling consonants when
adding -ed or -ing to words ending in a single consonant preceded by a
single vowel
e.g., "run" becomes "running," "stop" becomes "stopped"
· Silent Letters: Highlight common silent letters in words (e.g., "kn" in
"know," "gn" in "gnome".
· Prefixes and Suffixes: Discuss how adding:
Prefixes e.g., "un-" in "unhappy"
or suffixes e.g., "-ly" in "quickly" changes the meaning or function of
root words.
· Practice: Teacher allows learners to play a role throughout the
discussion by supplying additional examples.
1.3.2. Activity 2: Applying Spelling Rules:
· Teacher provides learners with a list of base words and asks them to
add -ed or -ing according to the rules discussed.
e.g., "plan," "sit," "run"
· Group Work: Divide learners into groups and write sentences with
blanks and have them fill in the correct form of the words:
a) She is _______ (run) to the store.
b) They _______ (plan) a trip to the park yesterday.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

c) The cat is _______ (sit) on the mat.

d) He felt _______ (happy) after receiving the gift.
· Individual Written Assessment: learners to identify the specific spelling rule
in each of the given sentences (e.g., doubling consonants, silent letters,
using prefixes and suffixes)
Example:
Doubling consonants: "She is stopping by the store after school."
Silent letters: "The knight rode his horse into the castle."
Prefixes and suffixes: "He was unhappy about the careless mistake.”
2.0. EXPECTED STANDARD: Spelling rules applied correctly
2.1. Assessment:
· Teacher ensures that all learners are fully engaged in the lesson.
· Teacher observes that learners are applying spelling rules correctly in
sentences and written tasks.
3.0. SUMMARY
· Spelling is essential for clear and effective communication.
STRUCTURE
TOPIC: PARTS OF SPEECH
1.0. INTRODUCTION
1.1. Overview:
This topic introduces learners to the Parts of Speech, which are the building blocks of
the English language. By the end of this topic, learners will understand the eight main
parts of speech namely: nouns, pronouns, verbs, adverbs, adjectives, prepositions,
conjunctions, and interjections. They will learn how to identify and use these parts of
speech correctly in sentences, which is essential for effective communication in both
spoken and written English.
1.2. General Competence(s):
1.2.1. Communication:
· Use appropriate language (verbal and non-verbal) in different situations.
· Express oneself (spoken and written) clearly and effectively.
1.3. Hook: How do words work together to create meaningful sentences?
2.0. KEY TERMS/WORDS/VOCABULARY
Noun: Names a person, place, thing, or idea.
Pronoun: Replaces a noun.
Verb: Describes an action or state.
Adjective: Describes a noun.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

Adverb: Describes a verb, adjective, or another adverb.

Preposition: Shows relationship.
Conjunction: Connects words or phrases.
Interjection: Expresses emotion.
3.0. SUB-TOPIC: INTRODUCTION TO PARTS OF SPEECH
3.1. Introduction:
This lesson provides an overview of the eight parts of speech, their definitions, and
their roles in sentences. Learners will explore how each part of speech functions and
practise using them in context.
3.2. Specific Competence(s): Use parts of speech in sentences.
3.2.1. Learning Activities:
3.2.1.1. Discussing Parts of Speech:
· Teacher explains each part of speech and asks learners to provide
examples:
Noun: Names a person, place, thing, or idea.
e.g., dog, city, happiness.
Pronoun: Used in place of a noun.
e.g., he, she, it, they.
Verb: Denotes an action or state.
e.g., run, is, think.
Adjective: Describes a noun.
e.g., happy, tall, blue.
Adverb: Describes a verb, adjective, or another adverb
e.g., quickly, very, well.
Preposition: Shows a relationship between a noun, pronoun, or a noun
phrase and the rest of the sentence.
e.g., in, on, at, with.
Conjunction: Connects words or phrases.
e.g., and, but, because.
Interjection: Expresses emotion.
e.g., wow! oh! ouch!
· Teacher to use visual aids (charts, flashcards) to reinforce
understanding
· Teacher to prepare cards with words written on them.
e.g., run, happy, she, quickly, and, wow.
· Teacher divides learners into small groups and asks them to sort the
cards into categories based on the parts of speech. The first group to
correctly sort all the words wins.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

3.2.1.2. Constructing Sentences Using Parts of Speech:

· Using the categorised words, teacher asks learners to work in pairs to
construct sentences using specific parts of speech.
a. Write a sentence with a noun.
e.g. Moonde is tired.
b. Replace the nouns with pronouns
e.g. She is tired.
· Teacher encourages learners to share their sentences with the class.
4.0. EXPECTED STANDARD: Parts of speech used correctly in sentences.
4.1. Assessment:
· Teacher observes learners' participation in discussions and group work.
· Teacher provides immediate feedback to learners on their ability to identify
and use parts of speech.
· Teacher to use quick oral quizzes to check understanding.
e.g., What part of speech is the word 'quickly'.
5.0. SUMMARY
· The eight parts of speech are nouns, pronouns, verbs, adverbs, adjectives,
prepositions, conjunctions, and interjections.
· Each part of speech has a specific role in a sentence.
· Understanding parts of speech helps learners construct clear and meaningful
sentences.
· Practice and application are essential for mastering the use of parts of
speech.

TOPIC: LINKING VERBS

1.0. INTRODUCTION
1.1 Overview: This topic introduces learners to verbs in general, and to linking
verbs in particular. Verbs are words that describe actions, state of being or events.
Verbs are essential because they help to convey the dynamic nature of sentences.
Learners will identify and use verbs correctly in sentences, so that they can
demonstrate effective spoken and written communication in English.
2.0. General Competence(s):
1.2.1. Communication:
· Express oneself (spoken and written) clearly and effectively
2.1. Hook: Do you ever wonder what makes sentences convey meaning?
Do you ever wonder what gives sentences life?
3.0. KEY TERMS /WORDS/VOCABULARY
Action Verbs: they express physical or mental actions. For example, run, jump, think.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

Linking Verbs: they connect the to a subject complement. For example, is, are, seem.
Helping (Auxiliary) Verbs: they help the main verb in a sentence by extending its meaning. For
example, have, do, will.
Regular Verbs: they follow a standard pattern in their past tense and past participle forms. For
example, walk (walked), play (played).
Irregular Verbs: they do not follow the standard pattern in their past tense and past participle
forms. For example, go (went), eat (ate)
4.0. SUB-TOPIC: LINKING VERBS
4.1. Introduction:
Linking verbs are verbs that connect the subject of a sentence to a subject
complement such as a noun or adjective that identifies it. They do not express
action. In other words, they serve as bridge between the subject and the
complement. The most common linking verb is the verb “to be” in its various
forms: am, is, was, were, be, being, been.
5.0. SPECIFIC COMPETENCE: Use linking verbs in sentences
5.1. Learning Activities:
5.1.1. Activity 1: Discussing linking verbs in sentences:
· Teacher writes a number of sentences on the board and underlines the
linking verbs in the sentences. Teacher then asks learners to discuss the
role of the underlined words (linking words) in the sentences.
· Learners give their responses and teacher consolidates on their
responses
· Teacher explains that linking verbs connect ideas to each other. Examples
of linking verbs include: to be: am, is, was, were, be, being, been; sense
verbs: seem, look, sound, taste, feel, smell, appear; other verbs:
become, stay, remain
5.1.2. Activity 2: Identifying linking verbs in sentences
· Teacher writes a number of sentences on the board and asks learners
to identify the linking verbs. For example:
i. She is talented.
ii. The people were happy with the response of president on the issue
of corruption.
iii. The weather became quite cold overnight.
iv. She felt exhausted after the marathon.
v. Your idea sounds so interesting.
vi. The tea tastes a bit too strong for me.
vii. We were to stay calm during the emergency
5.1.3. Activity 3: Constructing sentences using intensifiers
· Teacher to ask learners as individuals or in pairs to construct sentences

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

either orally or in writing using different linking verbs

6.0. EXPECTED STANDARD: Linking verbs in sentences used correctly
6.1. Assessment:
· Sentence creation- have learners create their own sentences using
different linking verbs.
· Identification exercise- Provide sentences and ask learners to
identify the linking verbs
· Role playing- Use role playing scenarios where learners describe
feelings or conditions using linking verbs.
· Teacher writes sentences, and asks learners to identify and
underline linking verbs from a number of sentences
7.0. SUMMARY
· Linking verbs do not show action, but they link the subject with additional
information about the subject.
· Common linking verbs are: be, become, seem, appear, feel, sound, stay etc.
· Linking verbs are used to describe a state of being or condition.
SUMMARY WRITING
TOPIC: INTRODUCTION TO SUMMARY
1.0. INTRODUCTION: A summary is a concise and brief retelling of the main points and key details
from a larger piece of content, such as an article, book, movie or speech. It extracts the
essential information into a shorter format while preserving the core message or storyline.
Summarising is a vital skill in both academic and everyday settings. It allows individuals to
shorten lengthy texts or stories into their most important points, making information more
manageable and easier to communicate.
This topic introduces learners to the concept of summaries, encouraging critical thinking and
efficient communication.
2.0. GENERAL COMPETENCE:
2.1. Critical Thinking: Analyse texts to improve the ability to understand.
2.2. Creativity and Innovation: Organise information and ideas
3.0. HOOK: Have you ever tried to explain a long story to a friend in just a few sentences?
What did you include? What did you leave out?
4.0. KEY TERMS/WORDS/VOCABULARY:
· Note summary: a list of certain information or 'points' obtained from a passage
· Prose summary: a type of summary in which language flows naturally as that of
speech and grammatical structure.
· Main idea: the central point or primary message that the author intends to convey
· Retention: ability to remember, recall and retain information over time.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

5.0. TEACHING AND LEARNING MATERIALS:

6.0. SUB-TOPIC: TYPES OF SUMMARIES
6.1. INTRODUCTION: A summary is a brief statement or account of the main points of
something.
This lesson will identify different types of summaries.
7.0. SPECIFIC COMPETENCE: Identify Types of Summaries
7.1. Learning Activities
7.1.1. Activity 1: Discussing the concept of summary.
· Teacher provides a short passage to learners and asks them to read
· Teacher asks the learners what the passage is all about
· After learners have given their responses, teacher gives a brief
explanation of the passage
Gender is a social and cultural construct that defines the roles, behaviours, activities, and
attributes that a society considers appropriate for men and women. It influences various
aspects of life, including career opportunities, education, and social interactions.
Traditional gender roles often dictate that men should be strong, assertive, and providers,
while women are expected to be nurturing, passive, and caretakers. However, these roles
have evolved over time, and many societies are working towards gender equality,
advocating for the elimination of stereotypes and promoting equal opportunities for all
individuals, regardless of their gender. Understanding gender helps us recognise the
diversity and complexity of human experiences and promotes inclusivity and respect for
everyone's rights.
· Teacher explains the concept of summary to the class.
7.1.2. Activity 2: Discussing the importance of summary in real life
· Teacher engages learners into a discussion of the importance of
summary in real life.
Importance of summary in real life:
· Efficiency: summaries allow quick understanding of the main points
of a larger piece of writing.
· Retention: summaries help reinforce understanding and retention.
· Communication: summary helps enhance clear and concise
information
· Information filtering: summaries help learners to filter through vast
amounts of data to find what is important.
7.1.3. Identifying Types of Summaries
· Teacher introduces and explains the different types of summaries.
Types of summaries:
a) Note Summary: A list of key points or ideas.

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ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

b) Prose Summary: A paragraph that condenses the main ideas into

continuous text.
c) Filling in the Blanks: Completing a partially written summary by
filling in missing information.
· Teacher asks learners to identify the types of summaries from different
situations, e.g. church, club meeting, class lesson, during study…
· Teacher groups learners and gives worksheets with different scenarios
to learners based on the different types of summaries. Learners to
write note and prose summary based on given work.
· Note: Teacher to mention that letters, symbols, Roman numerals,
dashes, can be used in note summary.
· Teacher distributes worksheets.
a. Simple Story
Once upon a time, in a small village surrounded by dense forests, lived a young girl named
Lushomo. Lushomo was known for her love of adventure and her curiosity about the world.
One day, while exploring the forest, she found an injured bird with a broken wing. Feeling
compassionate, she carefully carried the bird home and nursed it back to health. Over time,
Lushomo and the bird developed a bond, and once it was strong enough to fly, Lushomo set
it free. The bird, grateful for her kindness, returned often to visit her, bringing shiny trinkets
it found in the forest as gifts.
Prose Summary
Lushomo, a curious girl from a small village, discovered an injured bird in the forest and
brought it home to nurse it back to health. She cared for the bird until it was strong enough
to fly and set it free. The bird, grateful for her kindness, often returned with gifts, forming a
special bond between them.
· Individual Exercise: Teacher to write on the board or present on a chartLushomo, a ______
girl from a small village, found an ______ bird in the ______ and brought it home to nurse it back
to ______. She cared for the bird until it was ______ enough to ______ and then set it ______. In
gratitude, the bird often returned with ______, forming a special ______ between them.
· Individual Exercise: Teacher to write on the board or present on a chart

· Join the notes and write prose summaries.

Homework
· Divide the learners into small groups.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Ask them to interview each other to gather information on the professions

they hope to pursue after their secondary education.
· Ask learners to organise the gathered information and present it in note form.

Data Collection Template.

Serial No. Profession Number of Girls Number of Boys

Interested Interested
Teaching 07 11

9.0. SUMMARY:
· Summary helps to condense lengthy information into key points, making it easier to
understand and communicate.
· It saves time by focusing on the most important details while leaving out
unnecessary information.
· Summarising enhances critical thinking and comprehension, as it requires
identifying and organising the main ideas effectively.

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 CHAPTER 2: GOVERNANCE

LISTENING AND SPEAKING

TOPIC: REQUESTS
1.0. INTRODUCTION
Making requests is an important aspect of conversation in everyday life. Requests are
common in conversations. When making a request, polite language is used. The response
to a request can either be positive or negative.
This lesson will look at polite ways of making requests as well as responding to requests.
2.0. GENERAL COMPETENCE
2.1. Communication: Use appropriate language in different situations (non-verbal and
verbal).
3.0. HOOK: Have you ever made a request?
4.0. KEY TERMS/WORDS/ VOCABULARY
4.1. Request- an act of asking politely or formally for something.
4.2. Polite- having or showing behaviour that is respectful and considerate of other
people.
4.3. Response- a verbal or written answer.
5.0. SUB-TOPIC: POLITE REQUESTS
5.1. INTRODUCTION
Politeness in conversation is crucial as it fosters respect, reduces
misunderstandings, promotes positive relationships and creates a friendly and
cooperative atmosphere in both personal and professional interactions. Depending
on the situation in which we find ourselves, we are likely to make different requests.
Since we have no control over the responses of the people, we make the requests
to, the responses we get may either be positive or negative.
5.2 Specific Competence: Make polite requests in different contexts
5.2.1. LEARNING ACTIVITIES:
5.2.1.1 Activity 1: Using appropriate language to make polite requests:
· Teacher pairs learners and asks them to discuss phrases or ways in
which they can make polite requests (Will you…, Would/Could you…,
Excuse me, would/could you…, Would you mind…, Excuse me, would
you be so kind as to…)
e.g. Excuse me, would you be so kind as to open the car door for me?
5.2.1.2 Activity 2: Using appropriate language to respond to polite requests;
· Teacher pairs learners and asks them to discuss ways in which they can
respond to polite requests either positively or negatively
(Yes, Yes of course, Not at all, Of course not, Certainly, Yes, certainly, All
right, No, Certainly not, I'm sorry I can't, I'm afraid I can't, I'd rather not

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

(if you don't mind), Certainly I would, Yes, I would, I'm sorry, I can't, I'm
afraid I can't, I'd rather not (if you don't mind…)
5.2.1.3 Activity 3: In pairs, learners practise making and responding to polite
requests (dialogue)
a. Mwamba: Would you mind buying a drink for me?
Machila: Of course not.
b James: Excuse me, will you close the door?
Jack: Sorry I will not.
6.0 EXPECTED STANDARD: Polite requests in different contexts made appropriately.
6.1 Assessment: Teacher provides different scenarios and observes as the learners
practise making and responding to polite requests as follows:
a) In pairs, learners role-play use of appropriate language to make and respond
positively to polite requests. in different contexts.
b) In pairs, learners role-play use of appropriate language to make and respond
negatively to polite requests. in different contexts.
7.0 SUMMARY
· Depending on the context we find ourselves in, an appropriate request may be
made.
· Using appropriate language is important in order for us to be polite.
· Teacher should encourage learners to be assertive. E g., declining a request politely.
COMPREHENSION
TOPIC: LISTENING COMPREHENSION
1.0. INTRODUCTION
Comprehension is a process of active engagement that leads to accurate understanding
and interpretation of what is heard or read. The importance of comprehension lies in its
application to real-life situations such as understanding instructions, engaging in
conversations, and interpreting information. Learners will practice listening to passages,
extracting main ideas, and engaging in discussions to enhance their understanding. This
topic introduces learners to the foundational skills of comprehension, focusing on listening
comprehension.
2.0. GENERAL COMPETENCE
2.1. Problem Solving: Make sense of the gathered information from diverse sources by
identifying misconceptions, main and supporting ideas, conflicting information,
point of view or biases.
2.2. Communication: Apply good Listening, Speaking, Reading and Writing Skills
3. Hook: Why is being a good listener important?
4. Key Terms/Words/ Vocabulary
Comprehension: The ability to understand something.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Passage: A complete piece of writing that conveys a specific idea, message or story.
· Retelling: Tell a story again or differently.
· Main Idea: The primary message, point or argument that a text, passage or author
is trying to convey.
· Details: Elements or pieces of information that collectively describe or explain a
topic, situation or object.
· Discussion: The action or process of talking about something in order to reach a
decision or to exchange ideas.
6.0. SUB-TOPIC: LISTENING COMPREHENSION
INTRODUCTION
Listening comprehension involves understanding spoken information. In this lesson,
learners will practise listening carefully to passages and identifying key ideas. This skill is
crucial for following instructions, participating in conversations, and learning new
information.
7.0. Specific Competence: Listen and comprehend information.
7.1.1. Learning Activities
7.1.1.1. Listening to a read passage or information:
· Teacher provides a story and reads it to learners.
7.1.1.2. Discussing the passage (retelling the story or main subject):
· Learners to retell the story focussing on main ideas and subjects.
7.1.1.3. Completing a given table while passage is being read:
· Teacher re-reads the passage and asks learners to complete a given table
in pairs or groups.
7.1.1.4. Answering questions based on the passage or information.
· In group or pairs, learners answer questions based on the passage or
information.
e.g.
a) Who are the people mentioned in the story?
b) What are they doing?
c) What have learnt from the story?
8.0. EXPECTED STANDARD: Information listened to and comprehended correctly.
Assessment:
a) The teacher reads while learners listen to comprehend.
b) In groups/pairs/individually, answer questions based on the passage or information.
9.0. SUMMARY
· Listening with thoughtful attention is a very important skill.
· Always pay particular attention when listening to a passage or information being given
out.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

COMPOSITION
TOPIC: BASIC WRITING SKILLS
1.0. INTRODUCTION
When writing composition, it is important to write with clarity. One of the ways through
which clarity could be realised is through the use of correct punctuation marks.
Punctuation has a way of adding emphasis and rhythm to our written sentences. Still, many
people are not always sure when and where to use punctuation marks. When writing any
piece of work, it is important to write good, clear sentences.
This lesson will look at punctuation.
2.0. GENERAL COMPETENCE
· Organise information and ideas
· Express oneself (spoken and written) clearly and effectively
3.0. HOOK: Is Punctuation and paragraphing necessary in writing?
1.0. KEY TERMS/WORDS/ VOCABULARY
· Punctuate: insert punctuation marks in a sentence or text
· Rhythm: the measured flow of words and phrases in verse or prose as
determined by the relationship of long and short stressed and unstressed
syllables
· Paragraph: a series of sentences that are organised and coherent, and are all
related to a single topic.
· Topic sentence: the main idea of the paragraph
· Supporting details: sentences that explain the main idea
· Concluding sentence: the final sentence that wraps up the paragraph
· Coherence: making sentences flow logically
2.0. SUB-TOPIC 1: PUNCTUATION
2.1. Introduction
A sentence must start with a capital letter and end with a punctuation mark. The
punctuation mark used at the end of a sentence is dependent on its purpose or
what it is expressing. Consider a sentence meant to make:
· A statement, e.g. Zambia shall be saved.
· A command, e.g. Close the window.
· An exclamation, e.g. A snake! A snake! Kill it before it enters the house!
· A question, e.g. What is your favourite dish?
In this lesson, we are going to look at punctuation.
2.2. Specific Competence: Use punctuation marks in sentences.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

3.0. LEARNING ACTIVITIES

3.1. Activity 1: Identifying different punctuation marks
· Teacher pairs learners and asks them to identify the punctuation marks that are
used in the following sentences:
a) Zambia shall be saved.
b) Close the widow.
c) A snake! A snake! Kill it before it enters the house!
d) What is your favourite dish?
e) The government has prioritised three key areas: education, healthcare, and
infrastructure.
f) The new policies are aimed at reducing corruption; they will also improve
transparency and accountability in government operations.
g) The president’s speech emphasised the importance of good governance and
citizens' active participation.
h) The Minister of Education stated, “We will prioritize improving the quality of
education in Zambia.”
3.2. Activity 2: Discussing functions of different punctuation marks:
· Teacher reads out sentences with rhythm (intonation) and asks learners to write
down the expected punctuation marks in their books. E.g. He is a good
president (.)
He is a good president (!)
He is a good president (?)
· Teacher discusses with learners the functions of different punctuation marks.
Full stops are used at the end of sentences and in abbreviations
e.g. I am coming. V.I.P
Question marks are used at the end of questions
e.g. What is your name?
Exclamation marks are used:
to show strong feelings e.g. that's fantastic!
with short exclamations Oh no!
with commands Stop that!
Capital letters are used for:
starting sentences e.g. They will come
names of people and places e.g. Mwewa, Michelo, Mansa, Kalomo
titles e.g. Mr. Dr. Mrs.
names of books, movies, etc e.g. The Lion and the Jewel, The A Team, Lion
King

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

names of organisations e.g. Southern African Development Community-SADC

nationalities e.g. Zambian, Indian, Malawian
days and months e.g. Monday, June
holidays Easter, Christmas), personal pronoun I.
Commas are used to:
Separate items e.g. I need books, pens, pencils a mathematical set and a calculator
separate linking words e.g. Even then, I won the race. make a pause to help understanding
e.g. When you put ice on fire, it melts.
To separate additional information which can be left out The Headteacher, who is feared
by many pupils, has been promoted.
separate speech from the speaker e.g. Maurice said, “I will reach the finals in the
Olympiads.”
to separate question tags from the stem e.g. Jump, will you?
Apostrophes are used with 's' to show possession e.g. John's car, Mary's house. If the name
ends in 's', only the apostrophe is added e.g. James' horse, the boys' money They are also
used to show where an omission has been made e.g. can't, won't, I'm, doesn't
Colons are used to:
introduce items in a list e.g. the following were late: Jack, Kombe, Rae, Chipako
to introduce an explanation of the first part of a sentence e.g. I did no more: I was sure I
had had enough.
Semi-colons are used to join two sentences with related meaning
e.g. We need new books; new books will develop our skills.
6.4. Activity 4: Punctuating sentences with appropriate punctuation marks.
· Teacher gives sentences/passage without any punctuation marks and asks learners
to write and punctuate them correctly. For example, the following sentences:
a) george is in the pure science class
b) are you going for extra lessons today
c) i watched the movie things fall apart
d) we celebrate our independence on 24th October every year
e) however the teacher forgave the learners for losing the pencils he gave them to
use
7. EXPECTED STANDARD: Punctuation marks used correctly in sentences.
7.4. Assessment: The teacher to monitor:
· Learners work in groups or pairs to punctuate sentences correctly.
· Learners punctuate sentences individually.
8. SUMMARY
· When writing sentences, correct punctuation is very important.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Punctuation has the power to change the meaning of a sentence if not done accurately.
· So, you have to punctuate your sentences correctly in order to give accurate thoughts.
SUB-TOPIC 2: PARAGRAPHING
1.0. INTRODUCTION
When we are writing compositions, we must always take care to write in paragraphs. A
paragraph is a group of related sentences expressing one idea.
2.0. Specific Competence: Write paragraphs.
3.0. LEARNING ACTIVITIES
3.1. Activity 1: Discussing importance of paragraphing in writing:
· Teacher divides learners into groups and gives them a set of jumbled
sentences and asks them to arrange the sentences in the correct order to form
a paragraph.
· Teacher asks group leaders to make presentations to the class. (Activities may
include: Paragraph Puzzle, Paragraph Challenge, Write & Pass, Transition Relay
Race etc)
· Teacher explains the importance of paragraphing (Paragraphing is to signal
shifts in ideas and give readers a rest. It is a way of making visible to the reader
the stages in the writer's thinking from one point to the next. Dividing your
writing into paragraphs shows that you are organised. A neat series of
paragraphs acts like stepping stones that can be followed pleasurably across a
river).
3.1.1.1. Identifying and discussing types of paragraphing:
· Teacher writes a paragraph on the board or hands out sheets with
poorly formatted paragraphs (incorrect block or indentation)
· Teacher then asks learners to identify and correct the mistakes in
paragraph formatting.
· Thereafter, teacher asks learners to discuss the importance of
consistency paragraph structure and where each format is appropriate.
· Teacher asks Learners to present what they discussed to the class
· Teacher then explains the two ways of paragraphing (The indented
type also called semi-blocked is when a writer indents the first line of
each new paragraph. The block type is when every line of the
paragraph starts at the same place – the left margin of the page. This is
commonly seen in Business letters).
3.1.1.2. Discussing components of a paragraph.
· Teacher divides learners into groups and advises them to work
together using the sentence sorting relay or paragraph build up. After
which the learners in their respective groups will make a presentation
to the class.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Teacher explains the components of a paragraph. Teacher may use the

following notes:
a) The key idea of a paragraph, the topic sentence, should be stated in
the opening sentence of a paragraph.
b) Every paragraph should contain a single developed idea.
c) A variety of methods should be used to develop the topic sentence.
Teacher may use specific examples to illustrate this point and use
vivid details to create a clear picture of his or her idea.
d) Connectors should be used between paragraphs to unify your
writing.
e) A paragraph also should have a concluding sentence.
3.1.1.3. Constructing well written paragraphs
Teacher asks learners to write a paragraph on the topic of their choice.
An example of an introductory paragraph is as follows:
The concept of 'governance' is not new. It is as old as human
civilisation. Simply put, governance means the process of decision-
making and the process by which decisions are implemented (or not
implemented). Governance can be used in several contexts such as
corporate governance, international governance, national governance
and local governance.
4. EXPECTED STANDARD: Paragraphs written correctly.
4.1. Assessment: The teacher observes and gives guidance as:
· In groups, learners write paragraph on any topic and present their pieces of writin to
the class through group leaders.
· Learners individually write paragraphs on any topic.
· Learners write a standard outline of a paragraph
5. SUMMARY
· When writing any form of text, paragraphing is very important.
· It shows that you are organised. Always strive to paragraph your compositions correctly.
STRUCTURE
TOPIC: TENSES
1.0. INTRODUCTION
This topic introduces learners to the concept of tenses, emphasising their importance in
constructing meaningful sentences and narratives. By understanding how tenses
function, learners will be better equipped to describe actions, share experiences, and
articulate ideas in a way that aligns with the intended timeframe. This knowledge is not
only vital for academic success but also for real-world applications, such as engaging in
conversations, writing reports, or narrating events. Through this topic, learners will

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

develop the ability to recognise and use tenses appropriately, enhancing their overall
communication skills.
2.0. GENERAL COMPETENCE:
2.1. Communication: Use appropriate language (verbal and non-verbal) in different
situations
3.0. Hook: “What is something you do every weekend or something your family does
regularly?”
4.0. KEY TERMS/WORDS/VOCABULARY:
· Affirmative sentences. negative sentences, question forms, time expressions (e.g.,
always, usually, often, every day, never)
· Present continuous tense: Tense used to describe actions that are happening right
now or around the current moment
5.0. SUB-TOPIC: PRESENT SIMPLE TENSE
5.1. INTRODUCTION
In this lesson, learners will practice using the Present Simple Tense in affirmative,
negative, and question forms, focusing on accuracy and fluency. They will also
explore time expressions that frequently accompany this tense.
6.0. SPECIFIC COMPETENCE: Use Present Simple tense in sentences
6.1. Learning Activities.
6.1.1. Activity 1: Discussing Present Simple Tense
· Teacher writes three types of sentences on the board:
a) Affirmative: “She walks to school every day.”
b) Negative: “She does not walk to school every day.”
c) Interrogative: “Does she walk to school every day?”
· Teacher asks Learners to discuss the sentences on the board.
· Teacher explains that all the sentences on the board are in the
Present Simple Tense. Teacher explains that the Present Simple
Tense is used for repeated actions/occurrences and habits in the
present.
6.1.2. Activity 2: Applying spelling rules when constructing sentences.
· Teacher asks learners to identify the differences in structure and
assist them in understanding the role of auxiliary verbs (e.g.,
do/does). The teacher explains that If the verb ends with 'o', 'ch',
'sh' or 'ss', we add 'es'. E.g. go, becomes goes…)

6.1.3. Activity 3: Constructing sentences using the Present Simple Tense.

· Teacher asks learners to construct sentences using the Present Simple
Tense e.g. Sampa walks to school every day…)

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7.0. EXPECTED STANDARD: Present Simple Tense correctly used in sentences correctly.
7.1. Assessment: Observe as the learners practise writing sentences as follows:
7.1.1. Individually, learners write one affirmative, one negative and one
interrogative sentence for each.
7.1.2. In groups, learners conduct surveys by asking questions to at least three
fellow learners. Findings to be presented to the rest of the clas
8.0. SUMMARY
· The Present Simple Tense is used for routines, habits, general truths, and schedules.
· Sentence forms include:
· Affirmative: Subject + base verb (add “-s” or “-es” for third-person singular).
· Negative: Subject + do/does + not + base verb.
· Interrogative: Do/does + subject + base verb?
· Time expressions like “always”, “usually”, and “often” enhance sentence clarity.
SUB-TOPIC 2: PRESENT CONTINUOUS TENSES
1.0. INTRODUCTION: In this lesson, learners will explore how to use the present Continuous
Tense to describe actions happening at the moment of speaking. Understanding this tense
is crucial as it helps learners express themselves clearly and effectively in both spoken and
written English. This knowledge is applicable in real-life scenarios, such as describing events
or narrating actions in progress. The Present Continuous Tense. For example, "She is
reading a book."
1.1. Specific Competence(s): Use the Present Continuous Tense in sentences.
1.1.1. Learning Activities:
1.1.1.1. Discussing the Present Continuous Tense:
· Teacher explains the structure: Subject + Auxiliary Verb (is/am/are)
+ Verb(-ing).
· The teacher explains that the Present Continuous Tense is used for
actions that are happening now. The teacher provides examples:
a) "I am studying English."
b) "He is playing football."
c) "They are watching a movie."
· Practical Demonstration (Group Work):Teacher asks learners to
perform activities (e.g., reading, writing, or playing), and have their
classmates describe the action using the Present Continuous Tense.
1.1.1.2. Activity 2: Applying spelling rules when constructing sentences in
Present Continuous Tense
· Teacher writes a number of sentences using the Present
Continuous Tense and ask the learners to discuss any change in
spelling in the verbs used in the sentences

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Teacher explains the following spelling rules when adding '-ing'

to verbs:
a) For verbs ending in 'e': Drop the 'e' and add '-ing' (e.g., write →
writing).
b) For one-syllable verbs with a single vowel followed by a consonant:
Double the final consonant and add '-ing' (e.g., run → running).
c) For verbs ending in 'l' after a single vowel: Double the 'l' and add '-
ing' (e.g., travel → travelling).
· Guided Practice: Teacher writes a few sentences on the board with
missing words, such as:
a) She is ______ (dance) at the party.
b) We are ______ (watch) a movie.
c) I am ______ (study) for the test.
d) They are ________(play) football.
· Teacher asks learners to fill in the blanks with the correct Present
Continuous form of the verbs, in their exercise books.
1.1.1.3. Activity 3: Constructing sentences using the Present Continuous
Tense.
· Teacher asks learners to go outside and observe people for 5 minutes
and write three sentences about what they are doing, using the Present
Continuous Tense. E.g. "There is a boy sweeping the corridor."
2.0. Expected Standard: The Present Continuous Tense used in sentences correctly.
2.1. Assessment:
· Encourage learners to continue using the Present Continuous Tense in their day
today lives
· Ask learners to observe their family members for 10 minutes at home and
write five sentences about what they are doing, using the Present Continuous
Tense. Example: "My mother is cooking nshima."
· Observe learners as they fill in the blanks and construct sentences, providing
feedback where necessary.
3.0. Summary:
· The Present Continuous Tense describes actions happening now or around the
current moment.
· The structure is: Subject + Auxiliary Verb (is/am/are) + Verb(-ing).
· Key spelling rules include dropping the final 'e', doubling the final consonant, or
doubling the 'l' in specific cases.
· Practicing this tense helps learners describe ongoing actions clearly in real-life
situations.

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SUB-TOPIC TOPIC 3: PAST SIMPLE TENSE

1.0. INTRODUCTION:
The Past Simple Tense is used to express actions and events which were completed in
the past.
1.2 Specific Competence: Use the Past Simple tense in sentences.
1.2.1 Learning Activities
1.2.1.1 Discussing the Past Simple Tense.
· Teacher asks learners questions that will arouse responses using the
past simple tense.
E g.
a. Where were you this morning? (e.g. I was at school)
b. What did you do yesterday? (e.g. I went to church)
· Teacher explains the following use of the Past Simple Tense:
a) The past simple tense is used for actions that started and
finished in the past.e.g. Mwansa studied Medicine at the
University of Zambia.
b) It is used when telling stories involving actions that happened
one after another.e. g. She ran, hopped onto the horse and rode
to the farm.
c) It is used with words which tell us when something happened.e.
g. Mutinta was elected President of the Lions Club in 2023.
d) To use the negative form of the verb in the past tense, we use
'did not' (or didn't) before the verb. e. g. They didn't study hard
so they didn't do well in the examination.
e) To make questions in the past tense, we use 'did' with the base
form of the verb. e.g. Did you sweep the classroom?
1.2.1.2 Applying spelling rules when constructing sentences:
Teacher explains the following changes to verbs when used in the past
simple tense:
a. The past simple form of regular verbs ends in -ed (e.g. walk-
walked, I walked to town yesterday., jump-jumped, He jumped
over the fence last night., follow-followed. Monde followed her
uncle to town in the morning. With words that end with a silent
'e' such as love, hope, etc. The silent 'e' is removed and -ed
added (love-loved, hope-hoped).
b. The past simple form of irregular verbs does not end in -ed (do-
did, eat-ate, see-saw, go-went, fly-flew).
c. When the verb has one syllable and single vowel followed by a
single consonant, the final consonant is doubled (except w, x,or

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

y) (ban-banned, stop-stopped, chat-chatted)

d. When a verb ends in a consonant followed by 'y', the 'y' is
changed to 'I' and 'ed' is added (cry-cried, marry-married,
worry-buried).
e. If the verb has more than one syllable and the last syllable has
a single vowel followed by a single consonant, the consonant is
doubled (occur-occurred, prefer-preferred, omit-omitted).
f. A final 'l' after a single vowel is doubled (control-controlled, excel-
excelled, repel-repelled)
1.2.1.3 Constructing sentences using the Past Simple Tense:
· Teacher asks learners to construct sentences using the past simple
tense.
Examples:
Mwansa contested for the presidency in 2011.
a.
The Member of Parliament visited our school last week.
b.
Did you meet the donors who visited our school?
c.
The Permanent Secretary came to address the learners and
d.
cracked a lot of jokes.
e. The Ministry of Education was commended for introducing the
new curriculum.
f. The government gave the school money to renovate the toilets.
1.0. EXPECTED STANDARD: Past Simple Tense used correctly in sentences.
1.1. Assessment:
· Teacher to pair or group learners to construct sentences using the past simple
tense. Teacher to monitor work learners are doing and give guidance.
· Teacher to give learners an exercise/homework on the use of the past simple
tense to practise individually.
2.0. SUMMARY:
· To show that an action occurred in the past, we use the past simple tense of the
verb.
· To change regular verbs to the past simple tense we inflect (add) -ed, -d.
SUB-TOPIC 4: PAST CONTINUOUS TENSE
1.0. INTRODUCTION
The past continuous tense is used for an action which was continuing in the past, but has
now stopped.Past tense of the verb to be (was/were) followed by the present participle of
the main verb (adding -ing to the end). Essentially subject plus was/were plus verb -ing.
2.0. Specific Competence: Use the Past Continuous Tense in sentences
2.1. Learning Activities
2.1.1.1. Discussing the Past Continuous Tense:
Teacher asks learners questions that would arouse responses using the
past continuous tense. .e.g.

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i. What were you doing between 10 00 hours and 11 00 hours in the

morning?
ii. What was happening during the struggle for independence?
· Teacher explains the following use of the past continuous tense:
a. The past continuous tense is used to talk about actions continuing in
the past. E.g. Mainza was pretending to be deaf.
b. The past continuous tense is formed by using the helping verb 'be' in
the past tense (was, were) plus the verb ending in -ing, e.g. I was
campaigning for the Member of Parliament in my constituency. They
were waiting for the Member of Parliament to address them.
c. It is often used to describe two actions which were happening at the
same time.
E.g. It was raining when we were driving to church.
d. It is used to express an action in progress that was interrupted by
another one in the past. e.g.
They were studying when the prefect went to pass some
announcements.
e. We make negatives in this tense using 'not' between was/were and
the main verb. E.g. He was not dancing. They were not digging.
f. We make questions by changing the word order.
E.g. Was he not dancing? Were they not digging?
2.1.1.2. Applying spelling rules when constructing sentences:
Teacher explains the following changes to verbs when used in the past
continuous tense:
If the verb ends with the silent e drop the e and add -ing, e.g like – liking.
Double the final consonant if a verb ends with a single vowel followed by
a consonant and the last syllable is stressed. e.g run – running ….
2.1.1.3. Constructing sentences using the Past Continuous Tense:
· Teacher asks learners to construct sentences using the past
continuous tense.
Examples:
a) Pamela was getting dressed
b) They were playing chess in readiness for the world
championship competition.
c) Where were you going when I met you yesterday?
d) Mutale was not paying attention when I was telling her about
the results for the English test we wrote.
e) The president was discussing the benefits of free education in

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parliament.
3.0. EXPECTED STANDARD: Past Continuous Tense used correctly in sentences.
Assessment: The teacher observes as the learners:
· In groups, construct sentences using the past continuous tense
· Individually construct sentences by changing the verbs in brackets into the past
continuous tense. (Refer to ZBEC English Book 1, Page 173)
4.0. SUMMARY
· It is important to use the correct tense of verbs in order to show when an action or
occurrence happened.
· The use of the different forms will show whether an action was continuing in the
past or not.
· Spelling rules must be adhered to.
SUBTOPIC 5: FUTURE SIMPLE TENSE
1.0. Introduction
The correct use of the future simple tense makes it possible for accurate and clear
information to be communicated. This lesson will focus on the future simple tense.
2.0. SPECIFIC COMPETENCE: Use future simple in sentences
2.1. Learning Activities:
2.2. Activity 1: Discussing the future simple tense:
· Teacher to explain the rule formation of the future simple tense. It is used to
express action in the future: subject + will/shall + the base form of the verb.
Example: The Government will implement stricter measures to end corruption.
· Teacher to divide the learners into groups and give them prediction cards with
different scenarios to discuss the future simple tense.
2.3. Activity 2: Constructing sentences using the future simple tense
· Teacher asks learners to construct sentences using the future simple tense in
dialogue/conversation in groups or pairs.
Examples of positive sentences in the future simple tense:
She will speak to the Head teacher tomorrow.
I think I will go to town after school.
Our guests will arrive before lunch.
Examples of negative sentences:
I think I won't be able to attend church this Sunday.
They will not deliver the books if we don't pay them in advance.
You won't speak to our so disrespectfully as you did to me.
Examples of sentences in question form:

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Will accompany us to the beach next weekend?

Will we get the tickets for the Saturday Show before they are sold out?
Will dad speak to the head teacher about my school trip?
3.0. EXPECTED STANDARD: Future simple tense used in sentences correctly.
4.0. ASSESSMENT:
· Teacher to assess learners by observing them dialogue in groups/pairs.
· Teacher to assess learners by giving written tasks where learners construct sentences
according to instructions given.
5.0. SUMMARY:
The Future Simple Tense is used to describe an action which will happen in the future
SUB-TOPIC 6: THE FUTURE CONTINUOUS TENSE
1.0. INTRODUCTION
The correct use of the future continuous tense makes it possible for accurate and clear
information to be communicated. This lesson will focus on the future continuous
tense.
2.0. SPECIFIC COMPETENCE: Use Future Continuous Tense in sentences.
2.1. Learning Activities
2.2. Discussing the Future Continuous tense:
· Teacher explains that the Future Continuous Tense is used to express
continuous actions in the future and also used to express a definite future
arrangement. To form the Future Continuous Tense: subject + will + be +
present participle (verb -ing)
· For negative expressions we use: subject + will + not+ be + present participle
(verb -ing)
· Teacher asks learners to say what they will be doing at specific time in the
future. E.g. What will you be doing on Friday evening?
After which they will be asked to share and discuss the predictions with the
class.
2.3. Constructing sentences using the future continuous tense:
Teacher divides learners in pairs and asks them to engage in
dialogue/conversation. Examples of positive sentences in the future
continuous tense:
· She will be speaking to the principal tomorrow.
· I think I will be going to town after school.
· Our guests will be arriving before lunch.
Examples of negative sentences:
· I think I won't be attending the anti-corruption meeting this Sunday.

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· They will not be delivering the books if we don't pay them in advance.
· You won't be speaking to our teacher so disrespectfully as you did to me.
· I will be working at the farm on Saturday all day.
· My family and I will be going to visit my grandparents over the Easter
holiday.
· They will be waiting for you at the bus station when you arrive.
· Will you be attending the anti-corruption sensitisation meeting?
Examples of sentences in question form:
· Will you be accompanying us to the beach next weekend?
· Will we be getting the tickets for the Saturday Show before they are sold
out?
· Will dad be speaking to the head teacher about my school trip?
3.0. EXPECTED STANDARD: Future continuous tense used in sentences correctly.
4.0. ASSESSMENT:
· Teacher can assess learners by observing them in their dialogue in groups/pairs.
· Teacher can assess learners by written tasks where learners construct sentences
according to instructions given. Example:
· I will not be going on the school trip next month.
· They will not be travelling until they get permission from the principal
· That kind nurse will not be working in this hospital anymore.
· Will the school be harvesting beans next school?
· Will dad be going to the farm with us next Saturday?
· Will be watching football tonight?
5.0. SUMMARY
· The Future Continuous Tense is used to indicate an action that will be in progress at a
specific time in the future.
· To form the Future Continuous Tense: subject + will + be + present participle (verb -ing)
SUMMARY
TOPIC: INTRODUCTION TO SUMMARY
1.0. INTRODUCTION
A summary is a concise and brief retelling of the main points and key details from a
larger piece of content, such as an article, book, movie or speech. It extracts the essential
information into a shorter format while preserving the core message or storyline.
Summarising is a vital skill in both academic and everyday settings. It allows individuals to
shorten lengthy texts or stories into their most important points, making information
more manageable and easier to communicate.
This lesson will look at Title Summary.

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2.0. GENERAL COMPETENCE

2.1. Critical Thinking: Analyse texts to improve the ability to understand.
2.2. Creativity and Innovation: Organise information and ideas
3.0. HOOK: Imagine picking up a book and reading just the title. Can you guess what the book
is about?
4.0. KEY TERMS/WORDS/ VOCABULARY
4.1. Title- the name of a book, composition, or other artistic work.
5.0. SUB-TOPIC: TITLE SUMMARY
5.1. INTRODUCTION
A concise title can help convey the main idea of the summary and provide context
for the reader. Titles are like a sneak peek into the content they represent, giving us
a glimpse of what to expect, and always appear at the top of the passage.
This lesson will look at title summaries.
5.2. Specific Competence: Choose best title summary
5.3. Learning Activities
5.3.1. Activity 1: Reading given passage:
· Teacher provides learners with summary passages to read.
Provided Passage (For example)
Namwinga is a very wise girl. Since she set her goals, she has been
doing everything to make sure she achieves them. She has made friends
with only those classmates who help her to achieve her goals. In class
she answers questions and teachers always praise her. She always takes
position one. Everybody in class likes the way she behaves. We think she
will soon be appointed a prefect.
· Teacher ask learners to analyse content of the passage to help them
come up with titles.
5.3.2. Activity 2: Choosing the best title for a given paragraph:
· Teacher guides learners to pick the most appropriate title for the given
paragraph. For example: Which of the following is the best title for the
given paragraph?
a) Namwinga, the Class Prefect
b) My Classmate
c) Namwinga, the Wise Girl
d) The Best Girl in our Class
5.3.3. Activity: Supplying the best title
· Teacher gives learners paragraphs to read and asks them to supply best
titles.
Example: Read the following paragraph and supply the best title

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

summary for it.

The world we live in is part of a larger family of bodies floating in
space. This family is called the solar system. The solar system consists
of the sun, planets, moons, asteroids, meteors, comets, meteorites,
dust and gases. The sun is at the centre and the planets revolve around
it in orbits.
6.0. EXPECTED STANDARD: Best title chosen correctly.
6.1. Assessment:
· Teacher divides learners into groups and guides them into discussing given
paragraphs and supplying the best title summary.
· Learners individually read a paragraph and supply the best title summary for
it.
7.0. SUMMARY
· A title is in itself a summary. It summarises the entire passage in very few
words.
· The title summary can help the reader identify the subject matter of a
passage.

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 CHAPTER 3: CORRUPTION

LISTENING AND SPEAKING

Topic: INTRODUCTIONS
1.0. Introduction
Communication in daily conversation requires etiquette such as introducing participants in a
conversation. This is mainly done as a way of showing respect, ease discomfort, and get a
conversation started. Communicating with strangers can present uneasiness if no
introductions are done. This lesson will focus on making introductions
2.0. GENERAL COMPETENCE:
2.1. Communication:
· Use appropriate language (verbal and non-verbal) in different situations
· Apply good listening, speaking, reading and writing skills
2.2. Emotional Intelligence:
· Demonstrate self-control
3.0. HOOK: How can you introduce yourself and others?
4.0. KEY TERMS:
· Etiquette: the manners or decent behaviour to be observed in social life
5.0. Subtopic: Personal introductions
5.1. Introduction
Making introductions of oneself is an important aspect of communication in order to
start conversations.
6.0. Learning Activities
6.1. Activity 1: Discussing situations when you need to introduce oneself
· Teacher asks learners to discuss situations when they would need to introduce
themselves; e g., during interviews, at meetings, when you meet strangers
(people you do not know)
6.2. Activity 2: Practising how to introduce oneself
· Teacher asks Learners. In pairs or groups, to practise how to introduce
themselves by taking turns in and switching roles according to the teacher's
instructions e.g. I am Patricia…, I am a teacher at .... As they introduce
themselves, Learners should observe the following:
· They should use appropriate verbal and non-verbal language
· Non-verbal language can include, but not limited to eye contact and hand
shake(s)
· Etiquette may include use of titles, mentioning the name of the most
important person first in the conversation cycle.
Examples of language to be used during introductions:
· I am Nawa, one of the students here.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· My name is Lazalo Musonda.

Please note: “My names are Lazalo Musonda” is a wrong expression.
· I am Handili.
6.3. Activity 3: Responding to introductions of others
· Teacher discusses with Learners ways of responding to introductions
Examples of responses to introductions:
a) It's my pleasure to meet you Chibwika.
b) I am so pleased to meet you, sir.
· Teacher divides learners into groups or pairs and allocates them roles to practise
making introductions through simulation:
For example:
a) Deputy head teacher: I am Ms. Makisa Samoyu. I am taking over from
Mr. Moyo who has been transferred to .... I am coming from … where I
was serving in the same capacity for 8 years.
b) Ms. Makisa: It's my pleasure to meet you all. I look forward to having
great work relationship with you.
c) All in the group: We are pleased to meet you madam.
d) HOD -Languages: My name is Ulaya, Richard. I am heading the
Languages department. I have been looking forward to meeting you.
You are welcome, madam.
7.0. EXPECTED STANDARD:
· Introductions of oneself made correctly.
7.1. ASSESSMENT
7.2. Teacher will assign learners different situations and roles, and observe them during their
practice.
8.0. SUMMARY
· Self-introduction is required before you begin a conversation.
· Communication in daily conversation requires etiquette.
COMPREHENSION
TOPIC: LISTENING COMPREHENSION
1.0. INTRODUCTION: Comprehension is a process of active engagement that leads to accurate
understanding and interpretation of what is heard or read. The importance of
comprehension lies in its application to real-life situations such as understanding
instructions, engaging in conversations, and interpreting information. Learners will practice
listening to passages, extracting main ideas, and engaging in discussions to enhance their
understanding. This topic introduces learners to the foundational skills of comprehension,
focusing on listening comprehension.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

1.0. GENERAL COMPETENCE(S):

· Communication: Apply good Listening, Speaking, Reading and Writing Skills
· Problem Solving: Make sense of the gathered information from diverse sources by
identifying misconceptions, main and supporting ideas, conflicting information, point of
view or biases.
2.0. HOOK: Listening is quite a daunting task.
3.0. KEY TERMS:
· Comprehension: The ability to understand something.
· Passage: A complete piece of writing that conveys a specific idea, message or story.
· Retelling: Tell a story again or differently.
· Main Idea: The primary message, point or argument that a text, passage or author is
trying to convey.
· Details: Elements or pieces of information that collectively describe or explain a topic,
situation or object.
· Discussion: The action or process of talking about something in order to reach a
decision or to exchange ideas.
4.0. Subtopic: Listening Comprehension
Introduction
Listening comprehension involves understanding spoken information. In this lesson,
learners will practise listening carefully to passages and identifying key ideas. This skill is
crucial for following instructions, participating in conversations, and learning new
information.
1.0. Specific Competence: Listen and comprehend information.
1.1. Learning Activities
1.1.1.1. Listening to a read passage or information:
· Teacher provides a story and reads it to learners.
1.1.1.2. Discussing the passage (retelling the story or main subject):
· Learners to retell the story focussing on main ideas and subjects.
1.1.1.3. Completing a given table while passage is being read:
· Teacher re-reads the passage and asks learners to complete a given table
in pairs or groups.
1.1.1.4. Answering questions based on the passage or information.
· In group or pairs, learners answer questions based on the passage or
information.
e.g.
a) Who are the people mentioned in the story?
b) What are they doing?

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

c) What have learnt from the story?

7.0. EXPECTED STANDARD: Information listened to and comprehended correctly.
ASSESSMENT
1.0. The teacher reads while learners listen to comprehend.
2.0. In groups/pairs/individually, answer questions based on the passage or information.
8.0. SUMMARY
· Listening with thoughtful attention is a very important skill.
· Always pay particular attention when listening to a passage or information being given
out.

COMPOSITION
TOPIC: NARRATIVE WRITING
1.0. INTRODUCTION
Narrative writing is an aspect of composition that tells stories which consist of a beginning,
middle and ending, and with characters as the main movers of the action in a story. Narratives
are presented in different forms. These are linear, non-linear, viewpoint and quest.
2.0. GENERAL COMPETENCE
2.1. Communication
· Effectively share one's thoughts and emotions and understand others
2.2. Creativity and Innovation
· Organise information and ideas
3.0. HOOK: What if the life you thought was yours was actually a lie?
4.0. KEY TERMS/VOCABULARY
5.0. Setting: place, time, lifestyle, and weather associated with the events in a story
6.0. Character: person or another being in a narrative
7.0. Plot: sequence of events in which each event affects the next
8.0. Conflict: struggle between opposing forces in a narrative
9.0. Theme: central topic or message in a story
10.0. Subtopic: Story Writing
10.1. Introduction
Story writing is an important aspect of writing that allows a writer to share experiences
and feelings and lets readers know about different cultures and ways of life. Story
writing or telling enhances creativity and imagination.
11.0. SPECIFIC COMPETENCE: Write stories
11.1. Learning Activities
11.2. Activity 1: Identifying the elements of a narrative

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Teacher and learners read a given story.

Example: A Tale of Courage

In the bustling town of Lusaka, young Mwansa discovered a
secret that would change his life. His father, Mr. Banda, worked as a
clerk at the local government office. One evening, Mwansa stumbled
upon a hidden drawer filled with envelopes of cash. Confused, he
asked his father about it.
Mr. Banda sighed and confessed, "Mwansa, this money is from
bribes. Many officials take them to speed up services or overlook
wrongdoings. I took it to secure our family's future."
Shocked, Mwansa felt a surge of determination. "Father, this is
wrong! Corruption only brings harm to our community. We must do
the right thing."
Inspired by his son's courage, Mr. Banda decided to take a
stand. The next morning, he returned the money to the authorities
and reported the corrupt practices. It wasn't easy—he faced threats
and intimidation—but he knew it was the right thing to do.
Mwansa's bravery inspired others in the community to speak
out against corruption. Gradually, Lusaka began to change for the
better. People worked together to build a fair and just society, where
honesty and integrity were valued.
Mwansa learned that even one voice, no matter how small,
could make a big difference in the fight against corruption.
· Teacher and Learners discuss elements of a story.
a. The following are the elements of the story:
Setting: place, time, lifestyle, and weather associated with the events in a story
Character: person or another being in a narrative e.g. main characters and minor
characters
Plot: sequence of events in which each event affects the next
Theme: central topic or message in a story
Style: a unique way an author expresses their thoughts through word choice
Conflict: struggle between opposing forces in a narrative
Teacher emphasises that a story should have the discussed elements in order to give
clarity and capture the reader's interest.
11.3. Composing stories based on picture strips/jumbled sentences, paragraphs
· Teacher divides learners into groups and distributes worksheets with jumbled
sentences.
· Teacher asks learners to rearrange them and create a story.

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For example: Let us take these jumbled sentences and create a coherent story from them:
a. The rain poured relentlessly, drenching everything in its path.
b. The old library was eerily quiet, save for the occasional creak of the wooden
floorboards.
c. Sarah clutched the ancient book tightly, feeling a sense of anticipation.
d. She had spent years searching for this very tome, rumoured to contain secrets
of a long-lost civilization.
e. With trembling hands, she opened the book, revealing pages filled with cryptic
symbols and illustrations.
f. As she deciphered the first few lines, a sudden gust of wind slammed the library
door shut.
g. Startled, Sarah looked around, her heart pounding in her chest.
h. The symbols on the pages began to glow faintly, casting an eerie light on her
face.
i. She knew she was on the brink of discovering something extraordinary.

Now, here's the coherent story:

The rain poured relentlessly, drenching everything in its path.
The old library was eerily quiet, save for the occasional creak of the
wooden floorboards. Sarah clutched the ancient book tightly, feeling a
sense of anticipation. She had spent years searching for this very tome,
rumoured to contain secrets of a long-lost civilization.
With trembling hands, she opened the book, revealing pages
filled with cryptic symbols and illustrations. As she deciphered the first
few lines, a sudden gust of wind slammed the library door shut.
Startled, Sarah looked around, her heart pounding in her chest. The
symbols on the pages began to glow faintly, casting an eerie light on
her face. She knew she was on the brink of discovering something
extraordinary.
11.4. Write short stories
Teacher provides a model of a story or writes a story with the learners:
· This could be composed from picture strips or jumbled sentences
· Learners craft stories of choice individually or in pairs
12.0. EXPECTED STANDARD: Stories written correctly
12.1. ASSESSMENT
· The teacher to give learners either in groups or pairs or individuals a project to
compose stories.
· Learners submit their stories for marking by teacher or discussion by class.

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13.0. SUMMARY
· Story writing is an important aspect of communicating emotions, experiences, and
developing creativity and imagination.

STRUCTURE
TOPIC TITLE: TENSES
1.0. INTRODUCTION
Tense is an aspect of grammar that indicates the time of an action, event, or state. Tenses
help convey whether something happened in the past, is happening in the present, or will
happen in the future. It is important to understand tenses because they form the backbone
of sentence construction.
This topic introduces learners to the concept of tense, emphasising their importance in
constructing meaningful sentences and narratives. By understanding how tenses function,
learners will be better equipped with skills to describe actions, share experiences, and
articulate ideas in a way that aligns with the intended timeframe. This knowledge is not
only vital for academic success but also for real-world applications, such as engaging in
conversations, writing reports, or narrating events.
1.1 TEACHING AND LEARNING MATERIALS
· Form one English Teacher's book
· Form one Learner's book pp 177-180
· Comprehensive English Grammar p 69
· Present Perfect Tense Worksheets (with questions in the Present Perfect Tense)
1.2 GENERAL COMPETENCE(S):
1.2.1 Communication:
· Use appropriate language (verbal and non-verbal) in different situations.
· Express oneself (spoken or written) clearly and effectively.
2.0 Hook: Have you ever wondered how to express things you have done and experienced in life
without sounding like you are stuck in the past?
2.1 KEY TERMS /WORDS/VOCABULARY
· Tense: Tense refers to the verb-forms that show differences in time. Put simply,
Tense is a form of a verb that allows us to express time. Tense describes the way
in which events or actions, processes and states relate to the time axis.
· Past Participle: This is a verb form that shows that an action has already happened
or an action that has taken place in the past.
· Since: is used to refer to a period of time from a particular point the past until now.
It indicates a time between a specific.

· For: is used to denote the duration of an action or event, indicating the length of time.

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3. Sub-Topic 1- Subtopic Title: The Present Perfect Tense

3.1 Introduction:
To express ourselves accurately, we carefully select appropriate language structures and
locate/relate them in/to time or context. The Present Perfect Tense is one of such ways
we use to describe actions in relation with time. Therefore, when we want to describe
past actions that are related to the present, we use the Present Perfect Tense.
This lesson discusses the Present Perfect tense, its grammatical structure or form and its
uses in real life situations. This topic is important because it places all our communication
within a particular time frame to covey intended speaker meaning.
4.0 SPECIFIC COMPETENCE(S):
4.1. Use the Present Perfect tense in sentences
4.1.1 Learning Activities
4.1.1.1 Activity 1: Discussing the present perfect tense
· Teacher facilitates learners' discussion the form of the present
perfect tense
· Rule explanation: Teacher explains that the present perfect tense is
formed with the present tense of has/have + the past participle. In
short, you form the Present Perfect tense by using the auxiliary has or
have with the past participle of a verb: has started, have started.
Teacher clarifies that 'has' is used with the third person singular and
'have' with all other persons e.g.
i. He/she/it has worked
ii. I/we/they/you have worked
· Teacher pairs learners and asks them to ask each other questions like:
a) Have you ever travelled to another country?
b) How many countries have you visited?
4.1.1.2 Activity 2: Discussing the uses of the Present Perfect tense
· Think-pair-share: Teacher asks learners to think about the different
uses of the Present Perfect tense.
· Then learners in pairs together share their responses.
· Teacher asks for volunteers to share their responses to the rest of the
class.
· Teacher clarifies the misconceptions about the uses of the Present
Perfect tense as follows:
a. It is used to describe a past action repeated up to now (time the
action started and the end is not specified): e.g.
i. I have worked for the company for the last two months.
ii. I have lived here for two years.

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b. The tense also describes an event that has started in the past but
continue to the present: e.g.
iii. The lesson has already started. (and it continues)
iv. The teachers have arrived. (and they are here)
a. The tense is also used for past actions and events with a result now: e.g.
i. I/we/they have eaten (and now satisfied).
ii. He/she has watered the garden (and now it is wet).
Example:
· Teacher asks learners to think about something significant they have accomplished in the past
year and encourage them to use the present perfect tense.
For example:
a) I have learnt to beat drums.
b) I have passed my Grade 7 examination.
c) I have watched the African cup of nations qualifiers.
· In pairs, the learners orally practise using the present perfect tense.
4.1.1.3 Activity 3: Constructing Sentences using the Present Perfect tense
· Teacher pairs learners and gives them worksheets or bingo cards with the
Present Perfect tense and asks them to construct sentences using the Present
Perfect tense in different contexts; e.g.
Handili: What kind of movies have you seen that excited you?
Mushiba: I have seen Mpali before.
Mushiba: Have you travelled to Livingstone before?
Handili: I have not travelled to Livingstone before.
Handili: What place in Zambia has impressed you the most?
Mushiba: The place that has impressed me the most in Zambia is Livingstone.
Mushiba: Have you read 'Things Fall Apart'?
Handili: No, I have not read that book.
5.0 Expected Standard:
· The Present Perfect tense used in sentences correctly.
5.1 Assessment:
· Teacher observes as learners write given work by filing in the blanks.
· Teacher asks Learners to fill in the correct form of the verb given in the following sentences:
a) Go: The price of mealie meal ………… up
b) See: I have already ……….. this movie.
c) Bite: This monkey ……… the baby.
d) Fall: The price of diesel …………..

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e) Pass: Nora and Mulala …………… their examinations.

5.2 Home work
1. Teacher asks learners to divide into groups of three to complete two tasks.
2. Ask learners to write four sentences in the Present perfect tense.
3. Ask learners to write a one paragraph story on GBV using the Present Perfect tense.
Three of the verbs should describe an action that took place in the indefinite past.
The other two should describe an action that began in the past and is continuing in
the present. The last two should describe a past action with a result now.
6.0 Summary
· The Present Perfect tense, like other tenses indicate the connection between time periods
and help convey meaning.
· The tense allows speakers to communicate effectively and express context.
· In turn, this allows the listener or reader understand the meaning of an utterance.
· It is used to describe a past action repeated up to now (time the action started and the end
is not specified):
· The tense also describes an event that has started in the past but continue to the present.
SUB-TOPIC 2: THE PRESENT PERFECT CONTINUOUS TENSE
Key Terms /Words/Vocabulary
· Present participle: The form of the verb ending in the –ing used to express a
continuous action.
· Recently: means not long ago or a time started not long ago during a recent period of
time.
· Lately: means recently. It is used with the Present Perfect to describe states or
repeated actions.
· Since: is used to refer to a period of time from a particular point the past until now. It
indicates a time between a specific.
· For: is used to denote the duration of an action or event, indicating the length of time.
1.0. INTRODUCTION:
The present perfect continuous verb tense is used to describe actions that started in the past
and are continuing into the present. It emphasises the continuity of the action. This describes
an activity that began sometime in the past and not finished yet.
2.0. SPECIFIC COMPETENCE(S):
2.1. Use the Present Perfect Continuous tense in sentences
3.0. LEARNING ACTIVITIES
3.1.1. Activity 1: Discussing the Present Perfect Continuous tense
· Teacher writes a number of sentences expressing the Present Perfect Continuous
tense and asks learners to discuss the form of the sentences.

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· Teacher explains the form of the Present Perfect Continuous tense as; the Present
Perfect Continuous tense is formed with present tense of has/have + been +
present participle (verb + -ing). e.g.
a) I have been owning my Samsung phone since 2018.
b) Sinkala has been arriving late for work recently.
c) Nora has not been feeling well lately.
· Using a chart, teacher further explains that the Present Perfect
Continuous/Progressive tense uses two auxiliary verbs together with a main verb.

Form/Structure of the Present Perfect Continuous tense

subject + auxiliary have + auxiliary be + main verb
conjugated in Past
Present Simple Participle
have, has been Present
Participle
I/You/We/They have (not) been working
He/she/it has (not) been working

· In a meaningful context, teacher adds that in additions to the two auxiliary

verbs, the Present Perfect Continuous tense also uses 'for' and 'since'. e.g.
i. The girls have been dancing since morning.
ii. James has been travelling for two hours.
· Teacher gives learners bingo cards or asks them to do a storytelling chain using
the present perfect continuous tense
Example: storytelling chain
· One learner starts the story and then each of the learners adds a sentence to
the story to express the present perfect continuous tense.
For example: .I have been living in this town for five years. Every morning I have
been jogging on this road. …
1.1.1. Activity 2: Discussing the uses of the Present Perfect Continuous tense
Think-pair-share
· Teacher asks leaners to think about the different uses of the Present Perfect
Continuous tense.
· Then learners in pairs together share their responses.
· Teacher asks for volunteers to share their responses.
· Teacher clarifies the misconceptions about the uses of the Present Perfect
Continuous tense.
· With teacher, leaners discuss the uses of the Present Perfect

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Continuous tense as: the tense used when you wish to indicate that an
action which started in the past has been continuing up to the
present…e.g.
i. I have been studying for the test all morning.
ii. Mary has been doing her homework for two hours.
1.1.2. Activity 3: Constructing sentences using the Present Perfect Continuous
tense
· Teacher divides learners into groups or pairs (in a meaningful context).
Using Present Perfect Continuous tense worksheets, learners construct
sentences using the Present Perfect Continuous tense.
Handili: How long have you been teaching at Mpelembe Secondary school
Nora?
Nora: I have been teaching at Mpelembe Secondary school since 2014.
Beene: How long have Jane and John been learning English?
Chingi: Jane and John have been learning English for five years.
4.0. Expected Standard- Present Perfect Continuous tense used appropriately in
sentences.
5.1 Assessment: Teacher asks learners to write the given assessment and observes them.
· Class exercise: Change the verbs in the following sentences into the Present Perfect
Continuous Tense
a) It (rain) continually since last week.
b) What (you do)? You look so tired.
c) The teacher (teach) English to his students.
d) The poachers (shoot) down the elephant for two months now.
e) The students (learn) this lesson.
1.2 Home work
a) Teacher asks individual leaners to complete two tasks.
b) Ask learners to write four sentences in the Present Perfect Continuous tense.
c) Ask learners to write a paragraph on Human Rights, which includes five sentences with
verbs in the Present Perfect tense. Three of the verbs should describe an action that took
place in the indefinite past. The other two should describe an action that began in the past
and is continuing in the present. The last two should describe a past action with a result
now.
3.0. Summary
· The Present Perfect tense, like other tenses indicate the connection between time
periods and help convey meaning.
· The tense allows speakers to communicate effectively and express context.
· In turn, this allows the listener or reader understand the meaning of an utterance.
· The tense is used when you wish to indicate that an action which started in the

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past has been continuing up to the present.

· The tense is also known as the Present Perfect Progressive Tense.
SUB-TOPIC 3: PAST PERFECT TENSE
KEY TERMS
· Past Perfect Tense: A tense used to describe an action that was completed before
another past action or time.
· Past Perfect Continuous Tense: A tense used to show that an action was ongoing for a
period of time before another past action or time.
· Action Completed: Refers to an event that was finished before another past event.
· Action in Progress: Refers to an event that was ongoing for a duration in the past, up
until another event occurred.
· Sequence of Events: The order in which actions happened, often clarify by the past
perfect.
· Duration: The length of the time an action continued, emphasized in the past perfect.
1.0 INTRODUCTION: The Past Perfect Tense is essential for showing the relationship between
two past events and emphasizing actions that occurred over time in the past. The tense
provides context and clarity, ensuring that listeners or readers can accurately understand or
interpret when actions occurred and their relevance to another.
This lesson will look at Past Perfect. The Past Perfect tense is used to describe an action
that was completed in the past before another action.
2.0 SPECIFIC COMPETENCE: Use Past Perfect Tense in Sentences
2.1 Learning Activities
2.1.1. Activity 1: Discussing the use of the Past Perfect Tense
· Teacher facilitates the discussion on the use of the Past Perfect Tense as follows:
a. It is used to describe an action which was completed before another action
in the past.
b. Sequence Events: Use the Past Perfect to show which event occurred first
when discussing multiple actions in the past:
Example: By the time the bus left, the had already boarded.
2.1.2. Activity 2: Constructing sentences using the Past Perfect Tense
· Teacher asks Learners to compose sentences using the Past Perfect Tense
Example:
a. Jimaima watched television after he had finished eating
b. She had eaten before I arrived
3.0 EXPECTED STANDARD: The two tenses used appropriately in sentences.
3.1 Assessment: Written exercises to practise the use of the Past Perfect Tense

4.0 SUMMARY

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By actively these competencies, learners will confidently express complex ideas involving
past actions and their sequences.
SUB-TOPIC 4: PAST PERFECT CONTINUOUS TENSE
KEY TERMS
· Past Perfect Continuous Tense: A tense used to show that an action was ongoing for a
period of time before another past action or time.
1.0. INTRODUCTION: This lesson will look at Past Perfect Continuous tense. The Past Perfect
Continuous Tense is used to show that an action was ongoing for a period of time before
another past action or time.
5.0 SPECIFIC COMPETENCE: Use Past Perfect Continuous in Sentences
6.0 LEARNING ACTIVITIES
6.1. Activity 1: Discussing the use of the Past Perfect Continuous Tense
· With the help of the teacher, Learners discuss the use of the Past Perfect Tense (…
used to describe an action which was completed before another action in the
past……).
6.2. Activity 2: Constructing sentences using the Past Perfect Continuous Tense
· Teacher helps Learners construct sentences using the Past Perfect Tense
Example
Jimaima watched television after he had finished eating.
He had been sleeping all day before the meeting
7.0 EXPECTED STANDARD: The two tenses used appropriately in sentences.
7.1 Assessment:
· Written exercises to practice both form and use of the two tenses.
· Apply Contextually: Employ the Past Perfect Continuous tenses accurately in
storytelling, dialogues, or real-life situations to convey clear and vivid timelines of
events.
8.0 SUMMARY
By actively these competencies, learners will confidently express complex ideas involving
past actions and their sequences.
SUB-TOPIC 5: FUTURE PERFECT TENSE
KEY TERMS/WORDS/VOCABULARY
1.1 Tense: the time an action takes place (past, present, future)
1.2 Subject: the person or thing performing the action (e g., I, she, we)
1.3 Verb: the action word in the sentence
1.4 Auxiliary verb: helping verbs like will, have, been used to form complex tenses
1.5 Past Participle: the third form of the verb (e g., finished, written, eaten, done)

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1.0. INTRODUCTION
The time when an action had been going on and when it had been completed depends on the
specific time in the future. Understanding tense will help learners in expressing themselves
more clearly and accurately, especially when discussing plans, expectations, or predictions for
the future. The tense can be used in everyday situations, such as talking about school, family
events and future goals.
When you want to describe an action that will be completed by a specific point in the future,
use the future perfect tense.
2.0. SPECIFIC COMPETENCE
2.1.1. Use the Future Perfect Tense
3.0. LEARNING ACTIVITIES
3.1. Activity 1: Discussing the use of the Future Perfect Tense
· Teacher engages learners to discuss their future plans. Then asks them to
think about what they hope to accomplish by the end of the week, month or
year.
· The following are some of the expected responses:
a) I will finish my form 1studies.
b) I will attend church service.
c) I will visit my friend.
· Teacher explains the use of the future perfect tense. (We use the tense for an
action which will be completed by a specific time in the future). Teacher
invites a pair of learners to read out a dialogue and pay particular attention
to the highlighted words.
Example:
Chanda: By 2030, we will have increased our use of renewable energy
sources in Zambia to fight climate change.
Mwansa: That's right. By then, we will have implemented more sustainable
agricultural practices to reduce our carbon emissions.
Chanda: Yes, and hopefully, we will have seen a reduction in deforestation rates as
a result of these efforts.
Mwansa: I agree. By 2030, we will have established more community-based
conservation programs to protect our natural resources.
Chanda: And by 2035, we will have transitioned to electric public transportation,
reducing our reliance on fossil fuels.
Mwansa: It's encouraging to think that by 2040, we will have restored many of our
degraded ecosystems through reforestation projects.
Chanda: Absolutely. If we stay committed, we will have made significant progress
in mitigating the effects of climate change in Zambia by mid-century.

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· Teacher explains the following rule:

The future perfect tense is formed by: will + have + past participle
3.2. Activity 2: Constructing sentences using the Future Perfect Tense.
· Teacher asks Learners to practise constructing sentences using the Future
Perfect Tense.
Example: Mwakoi will have completed her degree in nursing by the end of
next year.
· Teacher provides situations for learners to practise the future perfect tense.
Examples:
a) An activity which you will have completed by 16 00 hours in the afternoon.
b) An activity which they will have completed by the end of the lesson.
· Teacher explains the use of the negative and interrogative forms of the
future perfect tense.
Examples: Will you have finished your homework by 12 00 hours.
No, I will not have done my homework by 12 00 hours.
4.0. EXPECTED STANDARD: Future Perfect Tense used appropriately in sentences.
4.1. Assessment:
· Teacher asks learners and write sentences using the future perfect tense.
· Practising the future perfect: organise pair work where learners practise the
future perfect tense. One learner starts with the first part of the sentence
and the other completes it. E.g.
Learner A: By the end of this week,
Learner B: I will have known how to use the future perfect tense.
Summary:
· The tense can be used in everyday situations and future goals.
· When you want to describe an action that will be completed by a specific point
in the future.
SUB-TOPIC 6: THE FUTURE PERFECT CONTINUOUS TENSE
KEY TERMS/WORDS/VOCABULARY
· Tense: the time an action takes place (past, present, future)
· Subject: the person or thing performing the action (e g., I, she, we)
· Verb: the action word in the sentence
· Auxiliary verb: helping verbs like will, have, been used to form complex tenses
· Present Participle: the verb ending in -ing (e g., studying, working, dancing, reading)
1.0. INTRODUCTION
When you want to describe an action that will have been ongoing for a specific duration up

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to a particular point in future, use the future perfect continuous tense. It emphasizes the
duration or continuity of the action rather than its completion. The tense indicates an
ongoing and continuous action that is anticipated to be completed at a specific point in the
future.
2.0. SPECIFIC COMPETENCE:
2.1.1. Use the Future Perfect Continuous Tense in Sentences
3.0. LEARNING ACTIVITIES
3.1. Activity 1: Discussing the use of the Future Perfect Continuous Tense
· Teacher engages learners to discuss their future plans. Then asks them to think
about what they will have been doing by the end of the week, month or year.
Example: By December, I will have been learning in this school for one year.
· Teacher explains the use of the future perfect continuous tense. (This tense is
used to show that an action or state that will have been continuing up to a
specific time in the future and will likely continue after that time...).
Teacher invites a pair of learners to read out a dialogue and pay particular attention to the
highlighted words.
Museshyo: By the time we finish our meeting, we will have been experiencing this cold
weather for over a week.
Chola: Yes, it's unusual for Zambia. By tomorrow, we will have been wearing our
warmest clothes for ten days straight.
Museshyo: I know! And by the end of the month, we will have been using our heaters
every night to stay warm.
Chola: Hopefully, by then, we will have been adapting to the cold and finding ways to
stay comfortable.
Museshyo: True. By the time the weather warms up, we will have been sharing tips on
how to cope with the cold for weeks.
· Teacher explains that the structure of the future perfect continuous tense is:
Subject + will have been + present participle (verb + -ing)

Past Present Future

5 O'clock Morning 6 O'clock morning 8 O'clock morning

Action begins: Ongoing action: Action still ongoing and

duration emphasised

Started studying Still studying Will have been studying

for 3 hours by 8 O'clock

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a) Duration: focus on how long an action has been happening.

b) For: indicates the length of time the action has been ongoing.
c) By: marks the point in the future when the duration ends.
d) Ongoing action: a process or event in progress until a specific time
e) Progress: the continuous nature of the activity up to a point in the future.
Examples:
a. By this time next year, she will have been teaching in this school for 10 years.
b. He will have been exercising for an hour by the time the class starts.
c. By the time you arrive, I will have been waiting for three hours.
· Teacher explains the use of time markers with the future perfect continuous tense
as follows:
a) for + duration: for three hours
b) By + specific time: by tomorrow, by next month, by 9 hours
c) By the time: by the time you arrive …, by the time the lesson ends …
USEFUL PHRASES
a) By tomorrow …
b) By next week …
c) For three hours/days/years …
d) Before the end of the month …
e) By the time …
(My father will have been teaching at secondary school for thirty years by December
this year...)
· Teacher provides situations for learners to practise the future perfect continuous
tense.
Examples:
By next year, I will have been working at this company for ten years.
They will have been studying for two hours by lunch time.
My sister will be exhausted when she gets here because she will have been working out
for two hours continuously.
Teacher explains the use of the negative and interrogative forms of the future perfect
continuous tense. Negative: subject + will not have been + present participle e.g.
They will have not been studying abroad for a full term by next rain season.
Interrogative: will + subject + have been + present participle? E.g.
Examples: Will you have been learning at this school for five years by the end of 2025?
No, I will not have been learning at this school for five years by the end of 2025.
By this time next year, she will have been teaching in this school for 10 years.

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He will have been exercising for an hour by the time the class starts.
By the time you arrive, I will have been waiting for three hours.
1.1. Activity 2: Constructing sentences using the Future Perfect Continuous Tense.
2.0. EXPECTED STANDARD: Future Perfect Continuous Tense used appropriately in sentences.
2.1. Assessment:
· Teacher asks learners to write sentences using the Future Perfect Continuous
tense.
· Practising the Future Perfect Continuous Tense: organise pair work where learners
practice the Future Perfect Continuous Tense. One learner starts with the first part
of the sentence and the other completes it. E.g.
Learner A: what will you have been doing by the end of this week?
Learner B: I will have been learning the use of the future perfect continuous tense
by the end of the week.
Summary:
· The tense is used to denote an action that will keep going on until a specific point of
time or another event in the future.
· It is used to depict an action or event that is the cause of some other action or
event that will happen in the future.
· Understanding and using these tenses allows for more precise and sophisticated
communication about future events.
SUMMARY WRITING
TOPIC: INTRODUCTION TO SUMMARY
1.0. INRODUCTION: A summary is a concise and brief retelling of the main points and key details
from a larger piece of content, such as an article, book, movie or speech. It extracts the
essential information into a shorter format while preserving the core message or storyline.
Summarising is a vital skill in both academic and everyday settings. It allows individuals to
shorten lengthy texts or stories into their most important points, making information more
manageable and easier to communicate.
This topic introduces learners to the concept of summaries, encouraging critical thinking and
efficient communication.
2.0. GENERAL COMPETENCE:
2.1. Critical Thinking: Analyse texts to improve the ability to understand.
2.2. Creativity and Innovation: Organise information and ideas
3. HOOK: Have you ever struggled to shorten an entire sentence into just a few words without
losing its meaning?
3.0. KEY TERMS/WORDS/VOCABULARY:
· Main Idea: The central point or the most important thought of a sentence or passage.
· Supporting Details: Information that explains, proves, or enhances the main idea.

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· Conciseness: The quality of being brief and to the point without losing essential
meaning.
· Relevance: Information that is directly related to and supports the main idea.
· Paraphrasing: Restating information in your own words while maintaining the
original meaning.
· Clarity: The quality of being easily understood, free from ambiguity.
· Topic Sentence: The sentence that expresses the main idea of a paragraph or
passage.
· Summarise: To provide a brief statement of the main points.
· Brevity: Shortness in duration or extent; concise expression.
· Inference: A logical conclusion or deduction based on evidence and reasoning.
4.0. TEACHING AND LEARNING MATERIALS:
· Written Passage
5.0. SUB-TOPIC: SENTENCE SUMMARY
5.1. INTRODUCTION: A Sentence summary is a concise summary of a text condensed into a
single sentence. It aims to capture the main idea, key point or central argument of the
original text. A good sentence should be clear and concise, focus on the same idea or
key point, avoid unnecessary details or examples, use simple language and avoid
jargon, preserve the original meaning and tone of the text.
This lesson will look at Sentence summary.
6.0. SPECIFIC COMPETENCE: Choose the best Sentence summary
6.1. Learning Activities
6.1.1. Activity 1: Reading given passage.
· Teacher gives worksheets to learners with a passage and asks them
to read and come up with a sentence summary.
Example:
The benefits of regular exercise include improved cardio vascular health,
increased strength and flexibility, and enhanced mental wellbeing.
Exercise can also help reduce stress and anxiety, improve sleep quality, and boost
self-esteem.
Sentence summary:
Regular exercise provides numerous physical and mental health benefits, including
improved cardio vascular health, increased strength, and enhanced mental
wellbeing.
· Teacher explains the importance of summarising sentences and discusses
how summarising helps us to understand and convey the main idea of a
sentence in a concise manner.
· Teacher distributes work cards with sentences to learners in groups.

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· Teacher instructs learners in their groups to read their sentence carefully

and identify the main idea.
· Teacher asks learners in their groups to write concise summaries of their
sentences in their own words on the writing paper or index card.
· Teacher encourages learners to focus on brevity and clarity while
maintaining the original meaning.
6.1.2. Activity 2: Choosing best sentence summary for a given paragraph
· Teacher groups learners and gives them worksheets with paragraphs
which they should give the best summary sentence and present their
work to the class.
Example:
Corruption is a pervasive issue that undermines the integrity of institutions and erodes
public trust. It often involves the abuse of power for personal gain, leading to unfair
practices and inequalities. In many countries, corruption affects various sectors, including
politics, business, and law enforcement, resulting in a lack of transparency and
accountability. Efforts to combat corruption require strong legal frameworks, public
awareness, and the promotion of ethical behaviour among officials.
Possible Sentence Summaries:
I. Corruption undermines institutions and erodes public trust through the abuse of power
for personal gain.
ii. Efforts to combat corruption require legal frameworks, public awareness, and ethical
behavior among officials.
iii. Corruption affects politics, business, and law enforcement, leading to unfair practices
and lack of accountability.
· Teacher explains that to choose the best sentence summary, there is need to consider
which one best captures the main idea of the paragraph. In this case, the main idea is
that corruption undermines institutions and erodes public trust through the abuse of
power for personal gain.
Teacher explains to the Learners that; therefore, the best sentence summary is:
I Corruption undermines institutions and erodes public trust through the abuse of
power for personal gain.
6.1.3. Supplying the best Sentence Summary
· Teacher gives learners worksheets with paragraphs and asks them to
read and supply the best Sentence summary.
Example
Environmental conservation is crucial for the health and well-being of our planet. By
protecting natural habitats and preserving biodiversity, we ensure that ecosystems remain
balanced and resilient. Efforts such as reforestation, wildlife protection, and reducing
pollution contribute to the sustainability of our environment. Additionally, educating
communities about the importance of conservation fosters a sense of responsibility and

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encourages sustainable practices. Collective action is needed to combat climate change

and protect our natural resources for future generations.
· Teacher invites individual learners to present their sentence summaries to the
class and facilitate a discussions there after
7.0. EXPECTED STANDARD: Best Sentence summary chosen correctly
7.1. Assessment:
· Teacher distributes worksheets with passages and asks learners to provide best
sentence summaries. Teacher to mark individual learners' work.
SUMMARY:
· A Sentence summary identifies the central point of the text.
· Keeps the summary brief and to the point, removing any unnecessary information.
· Ensure that only relevant information is included in the summary

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 CHAPTER 4: HUMAN RIGHTS

LISTENING AND SPEAKING

TOPIC TITLE: INVITATIONS
1.0. INTRODUCTION
Man is social by nature. Therefore, interaction and communication between human beings is
quite natural. In fact, communication has become unavoidable and we may share views either
orally or in writing. Being social beings, we hold many social functions which include birthday
celebrations, engagements, weddings, anniversaries, appointments, promotions and many
others. In celebrating all these, we extend invitations to friends either orally or in writing. An
invitation is a request to an individual to come or go somewhere, or do something and can be
both formal or informal.
This lesson is about how to extend and respond to invitations, and the appropriate language
that would possibly be used in so doing.
1.0. TEACHING AND LEARNING MATERIALS
· Worksheets with appropriate language for invitations and responding to invitations
2.0. GENERAL COMPETENCE(S):
2.1. Communication.
· Use Appropriate Language (Verbal and Non-Verbal in different situation
2.2. Emotional intelligence
· Communicate and relate effectively with others
3.0. HOOK: Have you ever been invited to a party?
4.0. KEY TERMS /WORDS/VOCABULARY
· Invitation: a formal or informal request asking someone to attend an event or activity.
· Formal invitation: the structured and polite request to attend an event.
· Informal invitation: a casual request inviting someone to an event or activity.
5.0. SUB-TOPIC 1- EXTENDING AND RESPONDING TO INVITATIONS
· Introduction:
Knowing how to invite someone and how to respond to an invitation is important to
everyone. Care needs to be taken when phrasing invitations and responding to them.
6.0. SPECIFIC COMPETENCE(S) 6
6.1. Use appropriate language when extending and responding to invitations.
7.0. LEARNING ACTIVITIES
7.1. Activity 1: Using appropriate language to invite
· Teacher explains to learners that in extending and responding to an invitation, it is
required that appropriate language is used.
· Teacher divides learners into groups and asks them to discuss the various ways of
extending an invitation based on different scenarios. E g., church, wedding, birthday
party, meeting.

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· Teacher asks group representatives to make presentation on how to extend an

invitation.
· Teacher further states that there are other possible phrases for actual invitation,
which mainly vary in formality. e.g.
· “It would be our (very) great pleasure if you could attend…”
· “We would like to invite you to…”
· “I was wondering if you would like to…”
· “Do you fancy…?” “Do you feel like…?”
1.2. Activity 2: Accepting an invitation
· Teacher guides learners to discuss expressions that could be used to respond to
invitations; e.g.
a) “I would be delighted.”
b) That's very kind of you. What time is the party?
c) “(Thanks.) I would love to/ I'd love to. (Where shall we meet?)”
d) “(Sure). That sounds great/perfect/lovely. / That sound like just my kind of
thing (See you there!)”
1.3. Activity 3: Refusing an invitation
· Teacher explains that it is not always that an invitation could be accepted. When
busy or not interested an invitation could be declined.
· Teacher asks learners to discuss different ways of declining an invitation.
· Teacher asks group representatives to make presentation on how to decline an
invitation.
· Teacher consolidates by giving more expressions used when declining an
invitation. e.g.
a) “(Oh) I would have loved to, but I have a meeting in Kabwe and won't be back
until 14 hours.”
b) “(Ah) that sounds perfect, but (the thing is that) I have an exam in the morning
so I really shouldn't. So I will see you at the meeting on Monday.”
c) “That's very kind, but I'm afraid I have a flight this evening, so I have to prepare
for that.”
· Practice – Pair work: Teacher distributes worksheets with expressions on
invitations and responses and asks learners to work in pairs to practise inviting and
responding to invitations.
· Using worksheets provided, learners practise extending and responding to
invitations e.g.
Jimaima: I was wondering if you would like to attend my birthday party this evening.
Nora: Thanks. I would love to. Where is it being held?
Teacher invites volunteers to demonstrate their practice before the whole class.

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7.0 EXPECTED STANDARD-

· Language of extending and responding to invitations used appropriately.
7.1 Assessment:
· Using the worksheets with expressions used to extend and respond to invitations, list
down the expressions in order of formality.
· In pairs, create situations and appropriate expressions to extend invitations and
provide possible responses.
· Home work: Teacher asks individual learners to create dialogues in which they extend
invitations and respond to them appropriately.
8.0 Summary
· When an invitation is extended it can be accepted or declined depending on the
situation.
· How to respond to an invitation, depends on whether we have accepted it or not.
COMPREHENSION
1.0 INTRODUCTION
Comprehension is a process of active engagement that leads to accurate understanding and
interpretation of what is heard or read. The importance of comprehension lies in its
application to real-life situations such as understanding instructions, engaging in
conversations, and interpreting information. Learners will read passages, extract main
ideas, and engage in discussions to enhance their understanding. This topic introduces
learners to the foundational skills of comprehension, focusing on reading comprehension
1.0. TEACHING AND LEARNING MATERIAL
· Assorted texts
· Worksheets focused on specific skills
· Creating Literacy Instruction for All Students pp 310-323
· Teaching Reading Source Book pp 609-632
5.0. SUBTOPIC: READING COMPREHENSION – EXTENSIVE READING
Introduction:
5.1.1. Reading silently for enjoyment or information
· Teacher explains the habits that should be avoided during reading:
a) Head movement
b) Verbalising
c) Whispering
d) Finger or pen pointing at words.
5.1.2. Discussing or analysing passage read.
· Teacher leads class in discussing and analysing the passage by looking
at the following:
a) Theme
b) Setting

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c) Plot
d) Characterisation
e) Style
5.1.3. Locating information using different materials
· Teachers provides different books, newspapers and magazines (class
library) to learners and asks them to share what they have read.
· Teacher encourages learners to write down unfamiliar words and
look up during the lesson or in their spare time.
Passage (Text )
Alcohol
Drinking alcohol affects the body quickly. The stomach and intestines absorb it, and it travels through
the blood, affecting nearly every organ. High amounts of alcohol slow down the brain and nervous
system. The more alcohol in the blood, the stronger its effects. The liver breaks down alcohol, but if
drinking is faster than this process, alcohol builds up, keeping a person intoxicated for hours.
Alcohol changes a person's behaviour and thinking. It can make them feel more confident and less shy,
anxious, or guilty. As they drink more, they may speak loudly, slur words, and make poor decisions.
Continued drinking can cause loss of physical control, unconsciousness, or even death. Throughout
history, societies have judged heavy drinkers as weak or irresponsible. Today, many experts see
alcohol dependence as a disease, but attitudes toward it remain mixed.
Drinking too much can damage the liver. The liver removes toxins from the blood, but alcohol kills liver
cells. Over time, scar tissue replaces healthy liver tissue, a condition called cirrhosis. This blocks blood
flow and prevents the liver from working properly. Some people also develop hepatitis, which causes
liver inflammation and jaundice. If liver damage becomes severe, toxins build up in the blood, which
can be fatal.
Alcohol abuse also harms the heart. Nearly half of all cases of cardiomyopathy (a disease of the heart
muscle) are caused by alcohol. The heart weakens and struggles to pump blood, leading to fluid build-
up in the lungs, which can be deadly. Alcoholics also develop irregular heartbeats, high blood
pressure, and a higher risk of stroke.
When heavy drinkers stop suddenly, they may experience withdrawal symptoms. A serious condition
called delirium tremens (DTs) causes sleeplessness, depression, shaking, and terrifying hallucinations.
While small amounts of alcohol may have some health benefits, long-term heavy drinking severely
damages the body and can lead to life-threatening conditions.
6.1.4 EXPECTED STANDARD: Variety of texts read extensively.
Assessments:
· Teacher guides learners in discussing or analysing the passage read.
· Learners to interact with various reading materials
7.0. SUMMARY:
· Extensive reading can be defined as a casual type of reading done for pleasure or
gaining general understanding on a topic.
· In extensive reading, learners read long texts and various supporting study material,

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simply to enjoy the reading and gaining a better understanding of the concepts.
· Learners should be encouraged to read a variety of books for enjoyment and
information.

COMPOSITION WRITING
TOPIC TITLE: COMPOSITION
1.0 INTRODUCTION
Being naturally social, we humans interact and communicate with each other quite often.
Communication therefore, lies at the center of human existence. As we communicating one
with the other, we may share views either orally or in writing. In schools, learners often
communicate their ideas through different kinds of writing and it is not uncommon that
composition is one of them.
A composition is a test of how well one can communicate through writing. It involves crafting
words, sentences and paragraphs to create a coherent work. Composition writing covers all the
kinds of writing one may encounter as a learner. There are four familiar modes/types of
composition which include description, exposition, narration and argumentation.
This lesson is about Descriptive Composition. It will look at what descriptive composition is,
what it ability it tests and how it should be written.
2.1. TEACHING AND LEARNING MATERIAL
· Form one Teacher's Book
· Form one pupil's Book
· Comprehensive English Grammar
· Chart
· Subject-Verb Agreement Worksheets
· Grammar and Composition Handbook pp 214-230
· Writer's choice: Grammar and Composition pp 114-152
2.0 GENERAL COMPETENCE(S):
2.1. Creativity and Innovation
· Organise information and ideas
2.2. Emotional Intelligence
· Collaborate with others
2.3. Communication
· Express oneself (spoken and written) clearly and effectively
3.0 HOOK: Is it possible to paint pictures with words?
4.0 KEY TERMS /WORDS/VOCABULARY
· Descriptive Composition: a piece of writing that uses vivid details to create mental imageof
a person, place or thing. It is a type of composition that describes something or someone,

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listing characteristic features and significant details.

· Figurative language: language that uses words or expressions with meaning that is
different from the literal interpretation.
· Metaphor: a figure of speech which compares two non-similar things without using 'like'
or 'as.'
· Personification: a figure of speech in which an inanimate object or abstraction is given
human qualities.
· Simile: a figure of speech involving the comparison of one thing with another thing of a
different kind used to make a description more emphatic or vivid.
· Adjectives: a word that describes or modifies a noun
2.4. SUB-TOPIC 1- SUBTOPIC TITLE: DESCRIPTIVE WRITING
2.5. Introduction:
Descriptive writing is the kind of writing that aims to vividly portray a person, place, thing or
situation. To achieve this, the writer engages the senses by using specific details,
incorporating figures of speech to evoke sensory impressions in the reader's mind. The goal is
to help the reader experience the topic through imagery and figurative language.
2.0. SPECIFIC COMPETENCE:
2.1. Describe a person, an animal or an object
3.0. LEARNING ACTIVITIES:
3.1. Activity 1: Reading model descriptive compositions on people, animals or objects.
· Teacher divides learners into groups and distributes worksheets with model
descriptive composition. Learners should read and pay attention to the
descriptive language used in the passage. e.g.
It started the first day at my horrible secondary school. I remember walking
through that big school on a grey, evil morning. I walked to the library and sat next
to the bony lanky boy who would turn my world upside down. I remembered
looking toward the window and seeing his spiking hair outline against the dreary
horizon. He was looking at me. I knew that he must have been looking at a girl
behind me or something. He could not possibly be looking at me. I could almost
hear his eyelids flapping as he flickered sluggishly, gazing at the girl sheathed in a
cobweb tender skirt. His eyes looked more as if looking inwards than towards me,
sunken in their charcoal black sockets. He certainly was not looking at me. A
deathly silence fell across the room and I could hear the girl's heart thumping in
the corner of the room as she shook out of fear, wetting her pants. The boy
abruptly rose to his feet and dashed for the now pulsating little girl. He held her
ferociously with both hands, on her frail shoulders and shook her awfully, almost
lifting her off her lean legs. She coiled into herself, lifeless.
3.2. Activity 2: Discussing features of a descriptive composition
· Teacher now asks the groups to discuss the features of a descriptive composition;
the following are the expected responses:
a) Vivid details that appeal to reader's senses

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b) Figurative language; use of similes, metaphor, analogy, personification,

hyperbole
c) Precise language; avoid general adjectives, nouns, passive verbs, sentence
fragments
d) Thoughtful organisation; clear structure and logical flow (spatial order, order of
importance, order of impression)
e) Engagement of all senses; adding specific details to help readers visualise,
smell, feel, hear and taste
3.3. Activity 3: Using appropriate descriptive language
· Teacher engages learners in discussing appropriate descriptive language;
a) Use of strong adjectives, adverbs, verbs, nouns and words that appeal to the
five senses
b) Use of figurative language
3.4. Activity 4: Writing short descriptive compositions
· Teacher groups learners and distributes worksheets with notes. Then asks learners
to write descriptive compositions of people, animals, objects, based on given
notes.
· Teacher asks group leaders to read their short descriptive compositions to the
whole class.
· Teacher and learners discuss and agree on a grade for each composition.
4.0. EXPECTED STANDARD: Descriptive compositions of person, an animal or object written
correctly.
4.1. Assessment:
· Teacher asks individual learners to write short descriptive compositions in their
books.
· Teacher asks individual learners to write short descriptive compositions during
their free time and submit in the next class.
Summary:
· To write descriptive composition one must organise and arrange details in an orderly manner
to enhance clarity and make an impact on the senses.
STRUCTURE
TOPIC TITLE: AGREEMENT
1.0. INTRODUCTION
Agreement, also known as concord refers to the grammatical relationship between different
elements in a sentence, ensuring that they correspond in terms of number, gender, or case.
This concept is vital for achieving clarity and coherence in communication, as it ensures that
subjects and verbs, as well as nouns and pronouns, are correctly matched. When elements
agree, it helps the reader or listener understand who or what is being discussed without
confusion.

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Agreement is crucial for ensuring that sentences make sense. All the words in a sentence need to show
the correct relationships with each other. Without proper agreement, sentences can become
confusing or misleading.
This lesson is about Subject – verb agreement.
1.0. TEACHING AND LEARNING MATERIAL
· Form one Teacher's Book
· Form one pupil's Book
· Comprehensive English Grammar pp 139-142
· Chart
· Subject-Verb Agreement Worksheets
· Grammar and Composition Handbook pp 214-230
2.0. GENERAL COMPETENCE(S):
2.1. Communication
· Use appropriate language (verbal and non-verbal) in different situations.
· Express oneself (spoken and written) clearly and effectively.
3.0. HOOK: Imagine what would happen if we spoke anyhow without agreement.
4.0. KEY TERMS /WORDS/VOCABULARY
· Agreement: also known as concord is the grammatical relationship between
different elements in a sentence, ensuring that they correspond in terms of number,
gender, or case.
· Subject: the subject is the part of a sentence or clause that commonly indicates (a)
what the sentence is about, or (b) who or what performs the action (when the
sentence is in the active voice).
· Subject-verb agreement: This is a grammatical rule that the verb or verbs in a
sentence must match the number, person and gender of the subject.
· Number: number refers to the grammatical contrast between singular and plural
forms.
5.0. SUB-TOPIC 1- SUBTOPIC TITLE: SUBJECT-VERB AGREEMENT
5.1. Introduction:
Subject-Verb agreement is the grammatical rule that the verb or verbs in a sentence
must match the number, person and sometimes gender of the subject; in English, the
verb needs to match just the number and sometimes the person.
6.0. SPECIFIC COMPETENCE(S): Use correct verb forms with the subject in a sentence.
7.0. Learning Activities
7.1. Activity 1: Identifying subjects and verbs in sentences
· Teacher distributes worksheets with sentences and invites learners to work in
groups to underline subjects and circle verbs. e.g.

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a) The cat lazily sleeps on the mat.

b) Time and tide waits for no one.
c) Gold and silver are precious metals.
d) The house, with its contents, was insured.
e) Petrol, as well as diesel, has fallen in price.
f) Ten kilometres is a long walk.
· Teacher invites learners to change the subjects in the sentences as suggested: e.g.
a) The cats lazily sleep on the mat.
b) The houses…
· Rule Explanation: Teacher states that:
a. the verb must agree in number with the subject: singular subject requires a singular
verb, and plural subject requires a plural verb. He further emphasises that as the
subject changes, the verb must also change to agree in number.
1. Two or more singular nouns or pronouns conjoined by and require a plural
verb:
e.g.
1. The Iliad and the Odyssey were composed between 800 and 700 B.C.
2. Light and darkness are never friends.
b. If the nouns suggest one idea to mind, or refer to same person or thing the verb is
singular as: e.g.
1. Bread and butter is his favourite meal.
2. The horse and carriage is at the door.
c. Words joined to a singular subject by 'with,' 'as well as,' etc., are parenthetical. The
verb should therefore be put in singular as:
I. The teacher, as well as his learners was late today.
II. Lazalo, with his friends, is visiting us tomorrow.
d. Two or more singular subjects connected by 'either … or' or 'neither … nor' require a
singular verb as:
I. Neither Kabinga nor Saboi was responsible for the late arrival of the
Prince.
II. Either the cat or the dog has eaten the meat.
III. Neither the teacher, the prefect nor the librarian is aware of the missing
book.
· But when one of the subjects joined by 'either … or' or 'neither … nor' is plural,
the verb must agree with the subject that is closest to the verb in the sentence:
as
I. Neither the lecturer nor the students are present.
II. Either the teachers or the head boy is corrupt.
b) Either', 'neither', 'each', 'everyone', 'many a', must be followed by singular verb
as:
I. Either Nora or Jimaima is teaching Form one 'A' this year.
II. Many a woman does not know her own good deeds.

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ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

c) Two nouns qualified by 'each' or 'every', even though connected by 'and,'

require a singular verb as:
I. Every boy and every girl has been given some money.
II. Each story and novel was carefully studied.
d) Some nouns which are plural in form, but singular in meaning, take a singular
verb as:
I. Mathematics is not as difficult as many students think.
II. Politics is a game for the weak minded.
e) Pains' and 'means' take either the singular or the plural verb, but the
construction must be consistent as:
I. The means employed by you is sufficient.
II. All possible means have been tried.
III. The pains of growing up are something we all experience.
f) In the sense of income, the word 'means' always takes a plural verb as:
I. His means were reduced in the last two months.
II. My means are not able to sustain my family.
g) A collective noun takes a singular verb when the collection is thought of as one
whole, but takes a plural verb when the individuals of which it is composed are
thought of as:
I. The committee has issued a statement on the new project.
II The committee are divided on one small issue.
7.2. Using subject-verb agreement in sentences
· Think-pair-share: Teacher asks learners to think about different rules learnt about
the subject-verb agreement.
· Then learners, in pairs share their responses.
· Teacher asks volunteers to share their responses to the rest of the class.
· Teacher clarifies any misconceptions about the rules on agreement as follows:
Example:
a) The learners is studying for their test.
b) Is the verb 'is' correct? Why or why not?
c) Learners in pairs discuss the reasoning behind their responses.
d) The answer should be shared with the class explaining why 'are' should be used
instead of 'is' because 'learners' is a plural subject.
7.2.1. Agreement with compound subjects
· Teacher explains that a compound subject that is joined by 'and' or
'both…and' is plural unless its parts belong to one unit or they both
refer to the same person or thing. e.g.
a) The lion and the tiger are roaring.
b) Both smoking and drinking are health hazards.
c) Nora's best friend and companion is Saboi.

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7.2.2. Agreement with indefinite pronouns as subjects

· Teacher clarifies that some indefinite pronouns are always singular, some
are always plural, and others may be singular or plural. e.g.
a) Everybody is going to the concert.
b) Few have the patience she has.
c) Most of the pie was eaten. (most refers to pie, a singular noun)
d) Most of the cookies were still there. (most refers to cookies, a plural
noun)
e) Any of these bikes is ready. (any one bike is ready)
f) Any of these bikes are ready. (all these bikes are ready)
g) None of these pens has a cap. (not one pen has a cap)
h) None of these pens have caps. (no pens have caps)
7.2.3. Agreement in intervening phrases
· Teacher further clarifies that if a single subject is linked to another noun by
a phrase, the subject is still considered singular. e.g.
a) Sibajene, along with his friends, writes poems for the school.
b) Cool water, accompanied by cool winds, sounds terrible in desert
areas.
8.0. Expected Standard: Correct verb forms used with subjects in sentences appropriately.
8.1 Assessment:
· Teacher instructs learners to complete given sentences by supplying the
correct verb form.
· In each of the following sentences supply a verb in agreement with its
subject:
a) To take pay and then not to do work ……. dishonest.
b) Either of the English language teachers………. available for teaching.
c) A good-sized piece of watermelon is left, but ……. there enough for four
people?
d) Many kites are flying, but few ……. so decorative.
e) Someone …... a skirt with a giant flower on it.
f) One of the first games in the tournament ……. Snakes and ladders.
· Home work
a) Teacher asks learners as individuals to form sentences using any of the
rules on subject-verb agreement.
b) Learners to write a short paragraph of six sentences, ensuring all
subjects and verbs agree in every sentence.

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9.0. SUMMARY
· Agreement is crucial for ensuring that sentences make sense.
· Without appropriate agreement, sentences can be confusing and misleading.
· In English language, the most common form of agreement occurs between subjects
and verbs, as well as between nouns and their corresponding pronouns.
· Subject-verb agreement is a grammatical rule that the verb or verbs in a sentence must
match the number, person and gender of the subject.
· In subject-verb agreement, the verb must agree in number with the subject: singular
subject requires a singular verb, and plural subject requires a plural verb. He further
emphasizes that as the subject changes, the verb must also change to agree in number.
TOPIC: SUMMARY WRITING
1.0. INTRODUCTION: A summary is a concise and brief retelling of the main points and key
details from a larger piece of content, such as an article, book, movie or speech. It extracts
the essential information into a shorter format while preserving the core message or
storyline. Summarising is a vital skill in both academic and everyday settings. It allows
individuals to shorten lengthy texts or stories into their most important points, making
information more manageable and easier to communicate.
This lesson will look at Paragraph Summary.
2.0. TEACHING AND LEARNING MATERIAL
· Worksheets bearing paragraph texts and sample summarised paragraphs
· Form one pupil's Book
· Chart
· Grammar and Composition Handbook pp 214-230
3.0. GENERAL COMPETENCE(S):
3.1. Critical Thinking
· Analyse texts to improve the ability to understand.
3.2. Creativity and Innovation
· Organise information and ideas
4.0. HOOK: Have you ever tried to explain a whole movie/story in just one sentence?
5.0. KEY TERMS /WORDS/VOCABULARY
· Paragraph: A group of related sentences or a unit of writing in a larger body of work
dealing with or expressing a single idea/topic.
· Paragraph Summarisation: The process of crafting a brief overview of a specific
paragraph, emphasising its main ideas and important supporting details.
· Topic sentence: A sentence central to the paragraph that states the main idea in the
paragraph.
· Supporting sentence: A sentence that provides details to support the topic (main idea)
of the paragraph.

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· Concluding sentence: The sentence in the paragraph that restates the main idea found
in the topic sentence.
· Skimming: This is a reading technique meant to look for main or general ideas in a text.
In skimming, the reader reads only important information, not everything.
· Scanning: A technique in reading that allows the reader to quickly locate specific
information in a text. It involves looking for particular facts, figures, names, or phrases
without the need for understanding the overall theme.
6.0. SUB-TOPIC: PARAGRAPH SUMMARY
6.1. Introduction: A paragraph summary captures the essence of the original paragraph,
presenting the main idea and the key details in a condensed form.
7.0. SPECIFIC COMPETENCE(S): Choose the best paragraph summary
8.0. Learning Activities
8.1. Activity 1: Reading the given summary passage (paragraph)
· Teacher to provide a paragraph and asks learners to read and discuss the content
in the paragraph.
Example:
Human rights are the fundamental rights and freedoms that belong to every
person, regardless of nationality, gender, ethnicity, religion, or any other status.
They include civil, political, economic, social, and cultural rights, such as the
right to life, freedom of speech, education, and fair treatment under the law.
Human rights are essential for ensuring dignity, equality, and justice for all
individuals. They protect people from abuses and discrimination, and promote a
society where everyone can live freely and safely. Upholding human rights is
crucial for fostering peace, development, and respect for all.
· Teacher distributes the summary texts to the learners (in groups of three) and
tells them the purpose for which the texts are to be read (to choose the best
paragraph summary).
· Teacher asks learners to apply reading skills of skimming and scanning, as they
interact with the texts, to identify main points and write them down in their
own words.
· Teacher guides learners into identifying the topic sentence, supporting
sentences and concluding sentence in the paragraph.
8.2. Activity 2: Choosing the best paragraph summary
· Teacher distributes worksheets with different paragraph summaries and asks
learners in the groups to choose the best paragraph summary.
· In groups, learners read through the paragraph summaries and choose the
best.
9.0. EXPECTED STANDARD: Best paragraph summary chosen correctly
9.1. Assessment:
· Teacher provides paragraphs to learners and asks them to write according to
instructions. Read the paragraphs provided using the skills learnt and do the following:

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a) Identify the topic sentence of the paragraph

b) Identify the support sentences
c) Trace the concluding sentence
d) Choose the best paragraph summary.
· Home work: Teacher gives worksheets with paragraph texts and asks
learners to read and make paragraph summaries.
10.0. Summary
· Summary writing is important because it enhances comprehension skills and helps
learners to improve writing skills by demonstrating the ability to absorb information.
· Summary writing also helps learners use the skill of summarising to keep notes that would
help them remember what they have read.

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 CHAPTER 5: ENTREPRENEURSHIP EDUCATION

LISTENING AND SPEAKING

TOPIC: APOLOGIES AND COMPLIMENTS
1.0. INTRODUCTION
For communication to be effective, it is important to build strong personal and professional
relations. In order to achieve this, one needs to have two key aspects; the ability to
apologise sincerely and to give meaningful compliments.
This lesson will focus on how to apologise and express compliments.
2.0. GENERAL COMPETENCE
· Communication: use appropriate language (verbal and non-verbal) in different
situations.
· Emotional Intelligence: negotiate and resolve differences effectively.
3.0. HOOK: How can one use clear and appropriate language when apologising and
complimenting?
4.0. KEY TERMS/WORDS
· Apology: These are expressions of regret for a mistake or misbehaviour.
· Compliment: These are expressions of praise or admiration.
· Sincerity: the absence of pretence, deceit or hypocrisy.
· Forgiveness: the act of excusing a mistake or offence.
· Empathy: the ability to understand and share the feelings of another.
· Gratitude: readiness to show appreciation for and to return kindness.
· Tone: the general character or attitude of a place, piece of writing, situation
· Harmony: agreement of ideas, feelings or actions.
5.0. SUB-TOPIC: Expressing Apologies and Compliments.
5.1. INTRODUCTION
Expressing apologies and compliments is an important aspect of effective
communication which helps to maintain harmony and promote positive
relationships. Apologies and compliments help strengthen relationships by building
rapport, creating a relaxed atmosphere, and facilitating a strong bond or connection
with others.
6.0. SPECIFIC COMPETENCE: Use appropriate language when apologising and complimenting.
6.1 Learning Activities
6.1.1 Activity 1: Using appropriate expressions when apologising
· Teacher divides learners into groups, and asks them to come up with situations
which would make one apologise.
· Teacher asks learners to demonstrate (role play) how to apologise.
· They should use appropriate expressions when apologising such as:
(I am sorry…, I regret…, forgive me…,
RESPONSES: that is alright, never mind, don't worry about it, don't mention it' I
quite understand…)
6.1.2 Using appropriate language when complimenting
· Teacher asks learners to be into pairs, and tells them to come up with situations
which would make one compliment.
· Teacher asks learners to demonstrate (role play) giving compliments. They
should use appropriate expressions when complimenting such as:
(Congratulations on…, compliments of the season! Happy New Year/Christmas!

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

that is a very beautiful dress you are wearing!, well done, I love how passionate you
are about… you are so creative, I am so inspired by how you…
RESPONSES: Thank you, I really appreciate, Compliments of the season, Happy New
Year/Christmas to you too, That is so kind of you, …)
· In pairs or groups, learners practise apologising and complimenting. (Role-
playing and dramatising).
Example: NORA: Good morning, Nawa. With me here is Lazalo who you
insulted and nearly assaulted yesterday. Why did you behave in that manner?
NAWA: Thank you for calling me here. I was actually looking for a way to meet
Lazalo so I could apologise. I am very sorry for what I did. It was very
unfortunate that I lost control of myself over nothing. Please find room
in your heart to forgive me. I don't even know what came over me.
NORA: Please Lazalo, accept Nawa's apology and forgive him.
LAZALO: That's alright, don't worry about it. I understand.
NORA: Well done both of you. I am very delighted and inspired by the way you
have handled the matter.
NAWA: Thank you so much for accepting my apology. I promise it will never
happen again.
7.0. EXPECTED STANDARD: Language when apologising and complimenting used appropriately.
7.1. Assessment:
· Teacher gives roles to groups to act out. Teacher observes and grades as the
learners present by way of role-playing how they apologise and compliment.
8.0. SUMMARY
· Knowing what language to use when apologising and complimenting is very
important.
· Depending on the situation, apologies and compliments strengthen
relationships in families and societies.
COMPREHENSION
TOPIC: READING COMPREHENSION
1.0. INTRODUCTION
Comprehension is a process of active engagement that leads to accurate understanding and
interpretation of what is heard or read. The importance of comprehension lies in its
application to real-life situations such as understanding instructions, engaging in
conversations, and interpreting information. Learners will read passages, extract main ideas,
and engage in discussions to enhance their understanding. This topic introduces learners to
the foundational skills of comprehension, focusing on reading comprehension
2.0. GENERAL COMPETENCE
· Communication: Apply good reading skills.
· Critical Thinking: Analyse texts to improve the ability to understand.
3.0. HOOK: What would happen if learners were unable to read?
4.0. KEY TERMS/WORDS
· Comprehension: The ability to understand something.
· Reading comprehension: Ability to process written texts, understand its meaning a n d
to integrate with what the reader already knows.
· Extensive reading: involves large quantities of text for pleasure so as to improve
reading fluency and comprehension.

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· Plot: Refers to the sequence of interconnected events within the story, film, epic, p l a y
or any other narrative literary work.
· Setting: This refers to the time, place and environment in which narrative events
unfold.
· Theme: This is the central element of a story or the underlying message that the
author wants to convey to the reader.
· Characterisation: The process by which an author creates and develops a character's
personality, traits and characteristics in a story.
5.0. SUB-TOPIC: EXTENSIVE READING
5.1. INTRODUCTION
Extensive reading can be defined as a casual type of reading done for pleasure or
gaining general understanding on a topic. In extensive reading, learners read long
texts and various supporting study material, simply to enjoy the reading and gaining
a better understanding of the concepts. Learners should be encouraged to read a
variety of books for enjoyment and information. A class library would be ideal to
achieve the objective of extensive reading.
6.0. SPECIFIC COMPETENCE: Read a variety of texts extensively
6.1.1. Learning Activities:
6.1.2. Activity 1: Reading silently for enjoyment or information
Teacher asks learners to mention bad reading habits. (covered in previous
lesson).
· Teacher provides different reading materials and observes and corrects
the following as learners read:
a) Head movement
b) Verbalising
c) Whispering
d) Finger or pen pointing at words.
6.1.3. Activity 2: Discussing or analysing passage read.
Teacher invites learners to share with the class what they have read,
focussing on the following:
a) Theme
b) Setting
c) Plot
d) Characterisation
e) Style
6.1.4. Activity 3: Locating information using different materials
a) Teachers provides different books, newspapers and magazines
(class library) to learners and asks them to share what they have

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read.
b) Teacher encourages learners to write down unfamiliar words and look
up during the lesson or in their spare time.
7.0. EXPECTED STANDARD: Variety of texts read extensively.
Assessments:
· Teacher guides learners in discussing or analysing the passage read.
Learners to interact with various reading materials.
· Teacher gives a passage to learners to read and give the analysis in terms of theme,
setting, plot, and characterisation.
8.0. SUMMARY:
· Extensive reading can be defined as a casual type of reading done for pleasure or
gaining general understanding on a topic.
· In extensive reading, learners read long texts and various supporting study material,
simply to enjoy the reading and gaining a better understanding of the concepts.
· Learners should be encouraged to read a variety of books for enjoyment and
information.
· Developing specific competences in extensive reading promotes not only linguistic
skills but also critical thinking, cultural awareness and passion for lifelong learning.
COMPOSITION
TOPIC: LETTER WRITING
1.0. INTRODUCTION: One of the most common and effective methods of communication is by
writing letters. It serves as a means of conveying thoughts, emotions, information and
requests to others, either formally or informally. Despite the rise of digital communication,
letter writing remains an art form that allows individuals to express themselves freely.
There are three types of letters and we need to know how to write each type correctly. The
three types are Informal letter, Semi-formal letter and Formal letter.
This lesson will look at Informal letters.
1.0. GENERAL COMPETENCE
· Effectively share one's emotions and understand others
· Communicate and relate effectively with others
2.0. HOOK: Hold up an envelope and say: “Guess what? I just got a letter from an old friend!
But there's something special about it – can you figure out what makes it different from a
formal letter?”
3.0. KEY TERMS/WORDS/ VOCABULARY
· Salutation/Greeting: Opening line of a letter which addresses the recipient
e.g. “Dear Mr. Sinkala,” “To Whom it May Concern,”
· Closing/Complimentary Close: The formal sign off at the end of a letter
e.g. “Sincerely,” “Best regards,” “Yours faithfully,).

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· Subject Line: A brief write up of a letter's purpose.

· Body: The main content of a letter.
· Signature: The name and signature of the writer, mainly at the end of a letter. It
confirms the authorship.
· Tone: The general attitude or emotion that is expressed in a letter, such as
polite, formal or friendly.
· Date Line: The line indicating the date when a letter was written, typically
positioned just below the sender's address.
· Address: The part of a letter that contains the Sender's address, and/or, in
formal letters, the Receiver's address.
4.0. SUB-TOPIC: INFORMAL LETTER
Introduction
Informal letters are letters that are written to friends, relatives or people of our own age.
The kind of language used in these letters is that which we use when we are speaking to
our friends. However, the language must be correct and acceptable for academic purposes.
5.0. SPECIFIC COMPETENCE: Write Informal letters
6.1 Learning Activities
6.1.1 Activity 1: Discussing features of Informal letters
· Teacher prepares a model informal letter for learners to study.
For example:
Situation:
Your cousin has just qualified to Grade 8 and has been offered a place at Mpelembe Secondary
School. He has written to you asking for advice about how best to conduct himself when he joins
the school so that he can have a fruitful and enjoyable stay and at the end of which he should
achieve academic excellence.
Respond to his letter.

Response:

23 Mupundu Street
Kabundi South,
CHINGOLA.

18th September, 2018.

Dear Nsama,
How are you today? I want to first start by congratulating you on being accepted into
Mpelembe Secondary school. I was very happy when I heard the news.
I am glad that you decided to seek advice from me about how to conduct yourself when you join
the school. Having been a pupil at this school for nearly five years now, I have come to know the
'Dos' and 'DONTs' very well and I would not mind giving you some tips.

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When you go to school, you will find people from various backgrounds. What you need to
remember is to choose your friends wisely. Bad company corrupts badly. You might meet people
that will try to trick you into harmful activities such as smoking and drinking. Please, do not give in.
On the other hand, there will be people that know what is right and wrong. These are people you
should try to make your close associates.
Try your best to be punctual for all school programs. This will not only benefit you alone but
others as well. The rising bell in the morning is at 05.00 hours. I know waking up early can be
difficult at times, especially in the cold season, but please try your best to do so. Meals in the dining
hall are compulsory. Breakfast, lunch and supper are at 06.30 hours, 12.30 hours and 17.30 hours
respectively. Lessons start at 07.20 hours and end at 15.00 hours and prep starts at 18.30 hours. It is
important that you are on time for all these routine activities.
It is also important that you study very hard. The school is known for producing excellent results in
the grades nine and twelve examinations. The school management does not tolerate any poor
performances from the pupils. Students with poor grades at the end of each year end up repeating a
grade or, even worse still, are withdrawn from school.
Being polite also goes a long way. It does not hurt to say a simple 'good morning', 'excuse me' or
'thank you'. Respect all the teachers and avoid trouble at all costs.
The above tips will help you have a fruitful and enjoyable stay at Mpelembe Secondary School. I
hope you will enjoy your time at school. Continue working hard and you can be rest assured of
achieving academic excellence whenever you write you exams.
I hope to hear from you soon.
Yours Truly,
Kyuma.

(Adapted from Sinkala L., English Composition and Summary for School Certificate, Page 95)

· Teacher tells learners to discuss the various aspects of the layout of an informal letter
and present group reports;
· Sender's address, slanted or block address at the top of the right-hand side of the
page.
Example:
Indented:
Kwilanzi Secondary School,
P.O. Box 1967,
NAKONDE.

Or

Blocked:
Kwilanzi Secondary School
P.O. Box 1967
NAKONDE

· Date – written in full with line space between address and date.
Example:
21st July, 2018.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

21 July 2018
st
July 21 , 2018

· Salutation
Example:
Dear Mr. Siwale, Dear Chola, Dear Sir,
· Greeting
· Body – divided into paragraphs
· Farewell – begins half way across the page
Example:
Yours sincerely,
Yours,
Your friend,
With love,
Yours ever,
· Writer's name – written just below the farewell. Only first name or name that the
addressee knows well is used.
Example:
Martin
Martin J. Zimba – no Mr needed.
M.J. Zimba (Mr)
Catherine Nambela (Mrs, Miss or Ms)
C. Nambela (Mrs, Miss or Ms).
(Adapted from Lazalo Sinkala (2019), English Composition and Summary for School Certificate,
Page 89-93)
6.1.2 Activity 2: Using appropriate language to write an informal letter
· Learners identify and discuss various beginnings of each paragraph in the
letter;
a) I was delighted…
b) I have been very busy…
c) Thanks a lot for…
d) Remember me to your family…
e) Pass my regards to your…
6.1.3 Activity 3: Producing Informal Letters
· Teachers ask Learners to write an informal letter individually or in groups

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6.0. EXPECTED STANDARD: Informal letters written correctly

Assessment:
· Teacher observes and grades as group leaders present group letters.
· Pupils critique by way of discussing each group letter presented.
· Learners write informal letters individually.
7.0. SUMMARY
· Informal letters are very import in anyone's life. It is a life skill that every person needs.
STRUCTURE
TOPIC: REASON
1.0. INTRODUCTION
To express reason effectively, one should use various phrases and structures to explain why
something happened or happens or why someone did or does something or why a
particular situation exists.
2.0. GENERAL COMPETENCE:
Communication: Express oneself (spoken and written) clearly and effectively.
3.0. HOOK: How can one express reason effectively?
4.0. KEY TERMS:
· Conjunctions: A word that connects words, phrases or clauses in sentences.
· Reason: An explanation or cause of something.
5.0. SUBTOPIC: EXPRESSING REASON (SINCE, AS, BECAUSE).
5.1. INTRODUCTION
There are several ways of expressing reason some of which include the use of
conjunctions such as Since, As, and Because.
5.2. SPECIFIC COMPETENCE: Use expressions of reason in sentences.
6.0. Learning Activities.
6.1. Activity 1: Discussing the words that can be used to show reason (since,
as, because)
· Teacher divides learners into groups learners asks them to read the given
passage. Learners to identify how since, as, and because are used to express
reason.
Once upon a time, a beautiful girl called Elere lived near the city of Benin in
Nigeria. Elere was very unhappy because her father, who was a king, had
promised an old chief that she would be his wife. Elere did not want to
marry the chief since she had fallen in love with a young prince called Ohen.
As she feared that the chief would kill her, and because she did not wish to
anger her father, she did not dare to refuse the chief. Because of this, Elere
and Ohen had to be careful to meet in secret.

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Eventually, Ohen managed to take Elere to his house. Both of them dressed
up as masked dancers. They danced their way to Ohen's palace unnoticed
since it was during the night. Once they had reached the palace, nobody
could make Elere go back as their custom did not permit it.
Adapted from ZBEC English 8 Pupil's Book 2 p.204.
6.2. Activity 2: Identifying the main clause and the clause that is expressing reason in
a sentence.
· Teacher explains to the learners that sentences expressing reason have a
main clause and a reason clause.
e.g. He did not go to school because/since/as he was sick.
He did not go school (main clause)
because/since/as he was sick (reason clause)
· Teacher asks the learners to identify the main and reason clauses of the
sentences in the passage they have read.
6.3. Activity 3: Punctuating sentences with a comma when the sentence begins with
the reason clause.
· Teacher explains that a comma is used to separate the two ideas if the
sentence begins with the reason clause.
e.g. Because he was sick, he did not go to school.
· Individual work: learners to punctuate given sentences correctly.
e.g. Since she runs her own business she is financially stable.
Because the chickens were underfed Mainza made a loss.
As Mutuna is hardworking her farm is thriving.
6.4. Activity 4: Constructing sentences expressing reason
· Teacher pairs learners and asks them to construct sentences expressing
reason.
7.0. EXPECTED STANDARD: Expressions of reason in sentences used correctly.
ASSESSMENT:
· Teacher asks learners to construct sentences expressing reason.
SUMMARY:
· There are several ways of expressing reason.
· Since, As, and Because used to express reason.
SUMMARY WRITING
TOPIC: SUMMARY
1.0 INTRODUCTION
Summary writing is a process of shortening a larger piece of text or information into
shorter, concise version that brings out its main points and essential ideas. It requires the
ability to identify key details, remove unnecessary information, and present the core
message in a clear manner. It is a skill that is commonly used in academic, professional

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and everyday contexts to relay information efficiently.

This lesson will look at abbreviations.
2.0 GENERAL COMPETENCE:
· Communicate and relate effectively with others
· Express oneself using different media and symbols
3.0 HOOK: Did you know you can make your writing shorter and more powerful with just a few
letters?
4.0 KEY TERMS/ WORDS/VOCABULARY
· Abbreviations: shortened forms of words or phrases often consisting of initial letters
or a combination of letters from the original term.
· Main ideas: the central point or primary message that an author wants to convey
· Supporting details: pieces of information, examples, facts and descriptions that
explain the main idea in a passage.
· Key points: crucial pieces of information essential to understanding the overall
message
· Core message: fundamental idea or primary points
· Condense: summarising or reducing a large amount of content into its most
essential and relevant points
· Paraphrase: express the meaning of something written or spoken using different
words, especially to achieve greater clarity
5.0 SUBTOPIC: ABBREVIATIONS
5.1 INTRODUCTION
Abbreviations are used to convey information quickly and efficiently. They involve
shortening words, phrases, or sentences while retaining the intended meaning. This
is common in text messaging, social media and note-taking.
6.0 SPECIFIC COMPETENCE: Apply Abbreviations and short messages in writing.
6.1 Learning Activities:
6.1.1 Activity: Discussing Abbreviations
· Teacher begins by explaining what abbreviations are and why they
are used.
· Teacher with learners discuss how they make communication
quicker and more efficient.
· Teacher provokes learners to provide some abbreviations and their
full forms.
Examples:
a) United Nations – UN
b) University of Zambia – UNZA

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

c) Road Transport and Safety Agency - RTSA

d) Zambia Electricity Supply Corporation - ZESCO
6.1.2 Discussing the Types of Abbreviations:
· Teacher leads learners into discussing the types of abbreviations.
Examples:
Shortened forms of words or phrases.
Example:
· ASAP (As Soon as Possible)
· FYI (For Your Information)
· DIY (Do It Yourself)
· Applying Common Abbreviations and symbols in writing
e.g.
· Ave (Avenue), Dr. (Doctor), Wk (week), % (percent).
· Discussing Acronyms
Words formed from the first letters of multiple terms
e.g.
· WHO (World Health Organization)
· ZESCO (Zambia Electricity Supply Cooperation)
· Discussing Initialism
Similar to Acronym but pronounced letter by letter.
e.g.
· ATM (Automated Teller Machine)
· FBI (Federal Bureau of Investigation)
· Applying Contractions in writing
e.g. do not (don't)
· Discussing Clipping
Words shortened by removing parts while maintaining meaning
e.g.
· Info (Information)
· Ad (advertisement)
· Exam (examination)
· BTW (By The Way)
7.0 EXPECTED STANDARD:
Abbreviations in writing applied correctly.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

7.1 ASSESMENT:
· Teacher asks learners to find as many abbreviations as they can.
8.0 SUMMARY
· Understanding and effectively using abbreviations is essential for efficient
communication in today's digital world.
SUMMARY WRITING
1.0. INTRODUCTION: Summary writing is a process of shortening a larger piece of text or
information into shorter, concise version that brings out its main points and essential
ideas. It requires the ability to identify key details, remove unnecessary information, and
present the core message in a clear manner. It is a skill that is commonly used in
academic, professional and everyday contexts to relay information efficiently.
This lesson will look at Short messages (SMS).
2.0. SUBTOPIC: Short Messages
2.1. INTRODUCTION
Short messages are used to convey information quickly and efficiently. They involve
shortening words, phrases, or sentences while retaining the intended meaning. This
is common in text messaging, social media and note-taking.
3.0. General Competence:
· Communicate and relate effectively with others
· Express oneself using different media and symbols
4.0. Specific Competence:
Use Short messages.
5.0. Learning Activities:
5.1. Activity 1: Discussing short message system
· Teacher to explain the key features of SMS texts and mention the importance of using
abbreviations and keeping messages concise.
Examples:
a) Brevity: concise and exact use of words in writing or speech
b) Clarity: the quality of being clear and easy to understand
c) Informality: relaxed, friendly, or unofficial style or nature
· Teacher divides learners into groups and gives each group a card with a different
scenario for an SMS text, e.g. reminding a friend about a meeting, inviting a
classmate to a study session, apologising for missing an appointment.
· Teacher then instructs each group to write an SMS text for each scenario, ensuring
their messages are clear and concise.
· Teacher to ask learners to share some of the SMS texts with the class and discuss the
clarity and brevity of the messages, then provide feedback.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

· Teacher encourages learners to highlight any effective use of abbreviations or informal

language.
5.2. Activity 2: Composing Short Messages
· Teacher asks learners to discuss the ways of composing short messages.
a) Keep it short
b) Applying symbols/emojis
c) Abbreviations
d) Acronyms…
· Teacher consolidates the lesson after the class discussion.
· In pairs or groups, learners practice by giving various short messages.
6.0. EXPECTED STANDARD:Short messages used correctly.
6.1. ASSESSMENT:
· Teacher pairs learners and provides situations where they write SMSs to each
other;
e.g. inviting a friend to a birthday party.
· Teacher asks learners to present their SMSs to the class and asses if key features
of SMSs have been adhered to.
Homework
Teacher gives learners situations and tells them to draft SMSs to their friends or relatives.
7.0. SUMMARY
· Understanding and effectively using short messages is essential for efficient
communication in today's digital world.

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 CHAPTER 6: CLIMATE CHANGE

LISTENING AND SPEAKING

TOPIC: LANGUAGE IN SOCIAL SETTING
1.0. INTRODUCTION
Language is the most important means of human communication. As a social phenomenon it
is used to share information and communicate feelings, needs and wants. The social function
of language refers to the way we relate language to our relationships with other people.
2.0 GENERAL COMPETENCE
2.1 Communication
· Use appropriate language (verbal and non-verbal) in different situations
2.2 Emotional intelligence
· Communicate and relate effectively with others
2.3 Collaboration
· Respect the views of group members while working together
2.4 Critical thinking
· Solve complex problems
3.0 HOOK: Imagine you are at a family dinner or in a classroom with friends, would you speak the
same way in each situation?
4.0 KEYTERMS/WORDS/VOCABULARY
· 4.1 Social context: the situation or environment in which communication takes place,
influencing how language is used.
· Formal language: polished structured language used in professional or respectful
situations (e g., addressing a teacher or at a job interview)
· Informal language: casual and relaxed language used in familiar of friendly situations (e
g., chatting with friends)
· Communication style: the way we express ourselves, including choice of words, tone and
body language
· Tone: the attitude or emotion conveyed through the way something is said (e g., polite,
friendly, serious)
· Body language: non-verbal cues such as gestures, facial expressions and posture that
accompany speech.
5.0. SUB-TOPIC: LANGUAGE USE IN DIFFERENT SOCIAL SETTINGS
INTRODUCTION
We use language differently depending on the social context. Understanding why our speech
changes when communicating with various people is crucial. Our choice of words, tone, and
even body language often shifts based on who we are speaking to and the setting in which the
interaction occurs. Adapting our communication style to fit the context—whether formal or
informal—helps ensure clarity and fosters positive relationships

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1.0. SPECIFIC COMPETENCE

Use appropriate language in different social settings.
1.1. Learning activities
1.1.1. Activity 1: Identifying different social settings.
· Teacher pairs learners and asks them to identify different social
settings
(restaurant, hospital, station - bus/railway/airport, post office,
police station, place of worship, bank, …)
1.1.2. Discussing appropriate language used in different social settings.
· Teacher asks learners to suggest appropriate language used in social
settings (role play, group work, pair work, quiz, cue cards)
a) RESTAURANT: Can I book a table for one, please…
b) SHOP: Do you have…in stock…,
c) HOSPITAL: I have a headache/stomach ache …
d) STATION: bus/railway/boat/airport, when is departure time…? …
7.0. EXPECTED STANDARD: Language in different social contexts appropriately
used.
7.1. ASSESSMENT:
· Teacher provide scenarios and observe learners as they role play use of
language in different social settings such as:
a. A formal meeting (e.g., a teacher addressing students).
b. An informal conversation (e.g., friends chatting about a football
match).
c. A service interaction (e.g., ordering food at a restaurant).
Task: After the dialogues, teacher asks learners to identify the
following:
I. The setting (formal/informal).
II. The relationship between the speakers.
III. Key phrases that signal politeness, formality, or casualness.
IV. What phrases indicate whether a conversation is formal or
informal?
· Follow-up activity: Discuss how tone, vocabulary, and body language differ
in various contexts.
1.0. SUMMARY
· Language is used differently depending on the social context.
· Understanding why our speech changes when communicating with various people is
crucial.

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· Our choice of words, tone, and even body language often shifts based on who we are
speaking to and the setting in which the interaction occurs.
· Adapting our communication style to fit the context—whether formal or informal—helps
ensure clarity and fosters positive relationships
TOPIC: COMPREHENSION
1.0. INTRODUCTION
Comprehension is a process of active engagement that leads to accurate understanding and
interpretation of what is heard or read. The importance of comprehension lies in its
application to real-life situations such as understanding instructions, engaging in
conversations, and interpreting information. Learners will read passages, extract main ideas,
and engage in discussions to enhance their understanding. This topic introduces learners to
the foundational skills of comprehension, focusing on reading comprehension
1.1. General Competence(s):
· Communication: Apply good reading skills.
· Critical Thinking: Analyse texts to improve the ability to understand.
1.2. Hook: Have you ever read something and felt like you understood every word, but
still missed the deeper meaning?
2.0. KEY TERMS /WORDS/VOCABULARY
· Skimming; reading quickly to note only the important points
· Scanning: Reading carefully to find specific information
· Factual: actually happening
· Inference: conclusion reached on the basis of evidence and reasoning
3.0. SUBTOPIC: INTENSIVE READING
3.1. Introduction:
The ability to read with understanding allows a learner to understand other
subjects in school. Learners need to develop skills in reading at a good speed,
answering questions, recalling details and deducing meaning of unfamiliar words.
This lesson gives an opportunity for the learner to practise and develop intensive
reading skills.
4.0. SPECIFIC COMPETENCE: Read and comprehend information (Intensive Reading).
4.1.1. Learning Activities
4.1.1.1. Intensive reading and comprehending various pieces of information or
texts:
· Teacher asks learners to look at the title of the passage and say what they
understand.
· Teacher asks learners to Skim through the passage to get the general idea
· Teacher times learners to ensure that they read at a speed of 200 words
per minute.

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· Teacher tells Learners to read the passage below and answer the questions that
follow.
PASSAGE: THE IMPACT OF CLIMATE CHANGE IN ZAMBIA
1. Zambia, like many other African countries, is increasingly feeling the adverse effects of
climate change. The country's economy heavily depends on agriculture, which
employs about 70% of the population. Though this is argued by many that 50% depend
on mining and others say only 60% depend on agriculture. Unfortunately, climate
fluctuations, including extended periods of drought, erratic precipitation patterns, and
extreme temperature variations, have profoundly disrupted agricultural operations.
For example, the farming season of 2018–2019 was marked by one of the severest
droughts recorded in recent times, resulting in extensive crop failures and heightened
food insecurity. Other calamities like floods due to unprecedented rainfall in some
cases have equally impacted the country.
2. Moreover, the incidence of flooding in specific regions of Zambia has escalated. These
floods not only destroy crops but also displace numerous families and inflict damage
on essential infrastructure, including roads and schools. This situation has further
strained the country's capacity to deliver fundamental services. Rising temperatures
are additionally impacting water resources, particularly within the Zambezi River
Basin, which serves as a pivotal water supply for both domestic consumption and
industrial use. In other parts of Africa, the Nile River and the Congo River suffer the
same fate due to encroachment of settlers.
3. Climate change has also introduced substantial challenges to Zambia's energy sector.
The country predominantly depends on hydroelectric power, which depends on stable
water levels in rivers and dams. Reduced water levels in storage facilities, such as the
Kariba Dam, have led to energy shortages, leading to recurrent blackouts that affect
both households and industries.
4. The Zambian government has acknowledged these challenges and is actively
formulating strategies to alleviate the impact of climate change. Such strategies
include the promotion of climate-smart agricultural practices, investments in
renewable energy sources, and the enhancement of early warning systems for
extreme meteorological phenomena. Nonetheless, additional resources and
international assistance are imperative to effectively address the impact of climate
change and to foster resilience among vulnerable populations.
(Slightly adapted from UN Environmental Agency, 2022)
· Discussing the main points.
Teacher uses the question-and-answer technique to lead a discussion of the new
vocabulary in passage
· Retelling details of stories or passages
Teacher asks learners to say any facts they have learnt from the passage
· Scanning pieces of texts to locate specific information.
Teacher asks learners to answer the questions in their books

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· Answering factual and inference questions.

· Deducing meanings of unfamiliar words and idiomatic expressions.
· Drawing inferences from texts by direct or indirect reference.
· Describing feelings, qualities and motives of characters in stories.
Now answer the following questions.
1. Paragraph 1. What percentage of Zambia's population is employed in agriculture?
A. 50%
B. 60%
C. 70%
D. 80%
2. Paragraph 1. What major natural disaster affected Zambia during the 2018-2019 farming
season?
A. Rain
B. Floods
C. Earthquake
D. Drought
3. Paragraph 1. How has climate change impacted Zambia's agriculture sector? It has …
A. caused crop failure and food insecurity
B. improved irrigation systems
C. increased crop yields
D. reduced soil fertility
4. Paragraph 2. The Zambezi river basin is a critical source of….. in Zambia.
A. crop destruction
B. displacement of families
C. rising temperatures
D. water supply
5. According to Paragraph 3, the Kariba Dam is an example of…
A. a substantial challenge
B. a water storage facility
C. an energy sector
D. climate change
6. Paragraph 3. Which of the following has caused energy shortages in Zambia?
A. Decreased water levels in reservoirs
B. Increased demand for energy
C. Lack of investment in energy infrastructure

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D. Over-reliance on fossil fuels

7. According to the passage, which one of the following is true?
A. Floods have not destroyed schools and roads.
B. Hydroelectric power is the only source of power in Zambia.
C. Zambia's economy does not depend on agriculture.
D. Zambia is promoting climate-smart agricultural practices.
8. Paragraph4. Fill in the blanks with one word to complete information.
To effectively address the impact of __________ __________and to foster resilience among
_____________ populations, additional resources and __________ assistance are
imperative.
a. Expected Standard-Information read and comprehended correctly.
Assessment:
· In pairs. learners to discuss the main points of the passage
· Teacher uses the question-and-answer technique to lead a discussion of the new
vocabulary in passage.
5.0. Summary
· Intensive Reading is the ability to read with understanding allows a learner to understand
other subjects in school.
· Learners need to develop skills in reading at a good speed.
· Learners practise and develop intensive reading skills.
· Comprehension skills help learners to reach deeper meaning in the text.
COMPOSITION
TOPIC: EXPOSITORY WRITING
1.0 INTRODUCTION
An expository composition is a type in which one is expected to explain a thing or a process in
full. The compositions should explain subjects, events and concepts to the reader, sometimes
walking them through a process. Expository composition writing, is used to give directions,
explain a new term or idea, compare one thing to another or explain how to do something.
Expository composition must use clear and concise language. It must be easy to understand.
The composition should be well organised with clear structure. It should include:
2.0 GENERAL COMPETENCES
· Effectively share one's thoughts and emotions and understand others
· Communicate and relate effectively with others
3.0 HOOK: Have you ever explained the impact of environmental pollution on the people and the
land?
This lesson will look at expository writing.

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4.0 KEY TERMSWORDS/VOCABULARY

· Expository writing: a type of writing that explains, informs, or presents facts
· Thesis statement: a sentence that states the main idea or purpose of the writing
· Topic sentence: the main idea of a paragraph
· Fact-based: supported by evidence, research, or real-life examples
· Transitions: words or phrases that connect ideas smoothly
5.0 SUB-TOPIC: FEATURES OF EXPOSITORY WRITING
5.1 Specific competence: Write expository essays
5.1.1 Learning Activities:
5.1.1.1 Activity 1: Discussing the significance of expository essay writing
· Teacher divides the learners into small groups and distributes examples of short expository
essays and asks each group to highlight the key components of the essay: introduction,
body of paragraphs, and conclusion. After which they should discuss the importance of
expository essays in academic and everyday writing.
The Benefits of Regular Exercise
Regular exercise is essential for maintaining good health and well-being. It offers
numerous physical, mental, and emotional benefits that contribute to a higher quality of
life. This essay will explore the various advantages of incorporating regular exercise into
our daily routine.
One of the primary benefits of regular exercise is improved physical health. Engaging in
physical activities such as running, swimming, or cycling helps to strengthen the
cardiovascular system, lower blood pressure, and reduce the risk of chronic diseases
such as heart disease and diabetes. Additionally, regular exercise aids in weight
management by burning calories and increasing metabolism.
In addition to physical health benefits, regular exercise has a positive impact on mental
health. Exercise stimulates the release of endorphins, which are known as "feel-good"
hormones that help to reduce stress, anxiety, and depression. Furthermore,
participating in physical activities can improve cognitive function, enhance memory, and
boost overall mental clarity.
Regular exercise also promotes emotional well-being. Engaging in physical activities
provides an opportunity to socialize and connect with others, which can lead to
improved self-esteem and a sense of belonging. Moreover, achieving fitness goals and
overcoming physical challenges can foster a sense of accomplishment and increase
confidence.
In conclusion, regular exercise offers a multitude of benefits that contribute to a
healthier and happier life. By improving physical health, enhancing mental well-being,
and promoting emotional stability, exercise plays a crucial role in our overall well-being.
Incorporating regular physical activity into our daily routine is a simple yet effective way
to achieve a better quality of life.

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5.1.1.2 Activity 2: Discussing features of Expository essay writing

· Teacher explains the features of expository essays
5.1 Clear and Concise Language: The language used should be straightforward and easy to
understand. Avoid using complex sentences and jargon.
5.2 Logical Organisation: The composition should be well-organized with a clear structure.
Typically, it includes an introduction, body paragraphs, and a conclusion.
5.3 Thesis Statement: The introduction should contain a clear thesis statement that outlines the
main idea or purpose of the composition.
5.4 Supporting Details: Each body paragraph should focus on a single point that supports the
thesis statement. Use facts, examples, and evidence to back up each point.
5.5 Transitions: Use transitional words and phrases to connect ideas and ensure a smooth flow
of information from one paragraph to the next.
5.6 Objective Tone: The writing should maintain an objective and neutral tone. Avoid
expressing personal opinions or emotions.
5.7 Explanatory Content: The main goal is to explain or inform, so the content should be
informative and educational. Provide clear explanations and definitions where necessary.
5.8 Conclusion: The conclusion should summarize the main points discussed in the composition
and restate the thesis in a new way. It should provide a sense of closure to the reader.
Teacher divides learners into groups and gives them an informative topic and asks them to gather
information from reliable sources such as books and websites about the given topic.
Example of topics:
Effects of Climate change.
The Importance of Recycling
Teacher to ask learners to bring out features of an expository essay.
7.0 EXPECTED ATANDARD: Expository essays written correctly.
7.1 MODEL EXPOSITORY COMPOSITION
Question: Describe your favourite hobby. Explain why you enjoy it, how you started it
and what you need to do it.

Reading is my Favourite Hobby

Reading is my favourite hobby, and it has been a significant part of my life since I was a child. This
hobby not only provides me with endless entertainment but also enriches my knowledge and
broadens my perspective on various subjects.
To begin with, reading allows me to explore different worlds and cultures without leaving my home.
Whether it is a thrilling mystery novel, an inspiring biography, or an informative science book, each
piece of literature offers a unique experience. Through reading, I can travel to distant lands, meet
fascinating characters, and learn about historical events and scientific discoveries.
Moreover, reading enhances my vocabulary and language skills. By encountering new words and

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phrases, I can improve my communication skills and express myself more effectively. Additionally,
reading helps me develop critical thinking and analytical abilities as I interpret and evaluate the
information presented in the texts.
Another reason I love reading is that it provides a sense of relaxation and escape from the stresses of
daily life. When I immerse myself in a good book, I can forget about my worries and enjoy a peaceful
moment of solitude.
In conclusion, reading is a hobby that offers numerous benefits, from expanding my knowledge to
improving my language skills and providing relaxation. It is an activity that I cherish and will continue
to enjoy for years to come.
7.1 Using the model composition, ask the pupils to identify the various features of the essay. E g.,
hook, topic sentence and thesis statement.
7.2 ASSESSMENT
Teacher gives the pupils a topic and asks them to write an expository composition.
· Explain the various human activities and natural processes that contribute to global
warming.
· Discuss how changing weather patterns affect crop production and food security.
Teacher monitors pupils as they write the composition and later mark the written work and
give feedback.
7.3 SUMMARY
· Using concise and clear language is important in expository essay writing.
· It makes readers to easily understand what is being expository.
STRUCTURE
TOPIC: PURPOSE
1.0 INTRODUCTION
Every action you take has a purpose. In communicating with others, we need to know how to
say why we do certain things. Clarity in expressing the purpose of a certain action is very
important.
2.0 GENERAL COMPETENCE
Communication: Use appropriate language in different situations.
3.0 HOOK: You are walking home from school on a hot day. You see an ice cream man. You
decide to buy an ice cream. Why did you buy the ice cream?
4.0 KEY TERMS/WORDS/VOCABULARY
· Purpose: the reason why something is done or created (The purpose of studying is to
gain knowledge)
· To: a preposition used to indicate the purpose of an action (She left early to catch the bus)
· In order to: a phrase used to explain why an action is done (He studies in order to pass his
exams)

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· So that: a conjunction used to show the purpose of an action (I spoke loudly so that
everyone could hear me)
· For the purpose of: a phrase used to introduce the specific reason for doing something
(They met for the purpose of discussing the project)
· With the aim of: a phrase used to show an intended goal (She joined the team with the aim
of improving her skills)
5.0 SUB-TOPIC: DIFFERENT WAYS OF EXPRESSING PURPOSE
6.0 Specific competence:
6.1 Use different expressions of purpose
6.2 Learning activities
6.2.1 Activity 1: Discussing different expressions of Purpose. (the infinitive (to+ a
verb), in order to and so as to, for + noun, so that and in order that)
Teacher gives a passage to learners and asks them to identify the expressions
used to show purpose.
Example:
Recycling is essential to protect our environment. To reduce waste, we should
recycle materials like paper, plastic, and glass. In order to save energy, factories
use recycled materials instead of raw resources. So that we can conserve
natural resources, it is important to recycle items whenever possible. To
decrease pollution, we must encourage everyone to participate in recycling
programs. In order to create a cleaner world, we should all make an effort to
recycle regularly. So as to minimize our environmental impact, we need to
adopt sustainable practices in our daily lives.
6.2.2 Activity 2: Constructing sentences to show Purpose (I went to the market in
order to see my friend…)
· Teacher divides learners in groups and asks them to construct sentences
with expressions for purpose.
Example: He is looking for a part-time job to save some pocket money.
She wakes up early in order to be on time to work.
They visited him so as to offer their condolences for the death of his wife.
7.0 EXPECTED STANDARD: Different Expressions of Purpose used correctly in sentences.
8.0 ASSESSMENT:
· Pupils will identify the purpose of different actions or events.
· Provide each group with a list of sentences describing different actions.
· Ask each group to discuss and determine the purpose of each action.
· Pair work: ask each pair to create a dialogue where they ask and answer questions used
in structures of purpose. E g.,
A. Why are you going to the tuck-shop?

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B. I'm going to buy some scones.

9.0 SUMMARY
· Understanding and expressing purpose in communication, helps pupils understand the
reason for doing things in real life scenarios.
· Pupils will be better equipped to make their messages meaningful and impactful.
SUMMARY WRITING
TOPIC: ADVERTISEMENT
1.0 INTRODUCTION: An advertisement is a notice or announcement in a public medium
promoting a product, service, event or publishing a job vacancy. Advertisements are
everywhere; in magazines, on Television and social media. They play an important role in
influencing the choices we make as consumers; from the clothes we wear to the food we eat.
They also shape our opinions and create awareness about important issues. Understanding
how advertisements work and their impact on society can help us become more informed and
critical viewers.
1.3. GENERAL COMPETENCE
· Communication: Express oneself using different media and symbols.
· Digital Literacy: Communicate responsibly using social media.
2.0. HOOK: If you have something to sell, how can you make the public aware?
3.0. KEY TERMS/WORDS/VOCABULARY
· Advertisement: a message designed to promote or sell a product, service or idea
· Target audience: a specific group of people an advertisement is designed for
· Branding: the process of creating a unique identity and image for a product or
company
· Slogan: a catchy phrase used in advertisements to make the message memorable
· Persuasion: the act of convincing someone to do or believe something
· Marketing: the overall strategy of promoting and selling products or services
· Media: the platforms used to deliver advertisements, such as television, radio,
print or digital.
4.0. SUB-TOPIC: TYPES OF ADVERTISEMENTS
4.1. Introduction:
There are several types advertisements. These include traditional, digital, experiential,
interactive, native, influencer, direct response and public service. The target audience
will influence the type of advertisement to be used.
5.0. SPECIFIC COMPETENCE: Write advertisements.
5.1. Learning activities:
6.1.1 Activity 1: Discussing advertisement.
· Teacher explains to learners that an advert is an announcement online, in a

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newspaper, on television or on a poster about something such as a product, an

event or a job.) In advertisements, persuasive language is used.
· Teacher mentions the types of advertisements.
a. Traditional (print, broadcast, outdoor)
b. Digital (online display, social media, email)
c. Experiential (event marketing, sponsorship)
d. Interactive (virtual reality)
e. Native (sponsored content, product placement)
f. Influencer (celebrity endorsement, social media partnerships)
g. Direct response (Direct mail, telemarketing)
h. Public service (non-profit, government, social awareness)
· Teacher divides the learners into groups and asks them to mention adverts
they have seen on television; heard on radio or posters they have seen in their
community.
· Groups to present to the class.
6.1.2 Activity 2: Discussing the purpose for advertising.
· In their groups, learners give reasons why people make adverts.
a. To sell a product
b. To offer a job,
c. To offer a service or product,
d. To announce an event…
6.1.3 Activity 3: Composing adverts in a given situation.
· Teacher assigns each group a product.
e.g. a soft drink, a school bag, or a phone.
· Teacher asks each group to design a simple advertisement (poster or slogan)
· Teacher asks the groups to present their adverts to the class.
6.0. EXPECTED STANDARD: Advertisements written correctly.
6.1. ASSESSMENT:
· In groups, learners should design adverts.
7.0. SUMMARY
· Advertisements are created to inform, persuade and influence people to take
action, such as buying a product, attending an event, or supporting a cause.
· They are designed to appeal to a target audience using catchy headlines,
emotional appeals and creative strategies in branding.
· By understanding how advertisements work, pupils can critically analyse
adverts and create their own to communicate a message effectively.

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LISTENING AND SPEAKING

TOPIC: TELEPHONE /MOBILE PHONE CONVERSATIONS
1.0. INTRODUCTION
Technology has made it easier for people to communicate verbally over a long distance and get quick
feedback. A phone call allows for a direct conversation and personal communication to convey
emotions more effectively than letter writing or messages. It is the best means of communication
when an immediate answer is needed. This lesson will cover appropriate language to be used when
making and receiving phone calls.
1.0. GENERAL COMPETENCE
· Communication: using appropriate language (verbal and non-verbal) in different
situations.
· Emotional Intelligence: communicate and relate effectively with others.
2.0. HOOK: Why make Phone calls?
3.0. KEY TERMS/WORDS/ VOCABULARY
· Landline: (Not common Today) A telephone that uses physical wires for connection
usually found in homes or offices
· Cell phone/ mobile phone: portable telephone that uses wireless cellular technology
to make and receive phone calls
· Smartphone: a phone that performs many of the functions of a computer, can
access the internet, send emails and use various applications
· Dial: to enter a series of numbers on a telephone in order to make a call
· Ring: the sound a telephone makes when someone is calling
· Hang up: to end a telephone conversation
· Voicemail: a system the records messages from callers when you are unable to
answer the phone
· Voice call: conversation in real time with a phone
· Video call: call made with a cell phone with a camera and a screen, allowing
participants to see each other as they talk
4.0. SUB-TOPIC: MAKING AND RECEIVING PHONE CALLS
1.1. INTRODUCTION
Making and receiving phone calls has become an essential means of communication
for different purposes. Learners need this skill to communicate with other people for
different reasons. Calling someone you feel close to and engaging in a meaningful
conversation over the phone is beneficial because it can alleviate loneliness and help
one reconnect with others.
This topic aims at equipping learners with appropriate language to use when making
and receiving phone calls.
5.0. SPECIFIC COMPETENCE: Use appropriate language when making or receiving phone calls

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6.1. Learning Activities

6.1.1. Activity 1: Using appropriate language when making or receiving phone calls
· Teacher pairs the learners and asks them to make imaginary phone calls based
on situations of their choice.
· Teacher jots down language used by learners during phone calls.
· Teacher guides learners in identifying appropriate language for making and
receiving calls by taking into consideration the relationship, purpose for calling,
the age or status of the person called etc.
· Teacher encourages learners to remain clear when speaking and to use every day
phrases and words to make it easy for both to follow the conversation.
· Teacher encourages learners to practice turn taking during conversation (politely
interrupting etc.)
· Teacher encourages learners to engage in active listening i.e. agreeing or sounds
to indicate that one is listening.
6.1.1.1. Making calls
· Teacher guides learners to always start phone conversations with a greeting
word such as hi, hello, Good morning, Good afternoon or Good Evening
· Teacher indicates to learners that the caller may say the name of the person they
are talking to when calling them directly and identify themselves ('This is
Museshyo …. or It's Museshyo …)
· Teacher tells the learners that they may use the following expressions when
making phone calls:
I. May I speak with…
II. I am calling regarding…..
III. I am calling to find out…
IV. I was given your line by…,
V. Sorry, I missed your call…,
VI. Someone phoned me from this number…,
VII. Well, just a quick call to say…,
VIII. Is this the right number for…,
IX. Is that the…,
X. I found your number…
6.1.1.2. Receiving phone calls
· Teacher tells the learners that they may use the following expressions when
receiving phone calls: For example: Hello, this is…
· Teacher asks learners to practise saying hello,
· Teacher asks learners to use appropriate language in finding out who is calling.
· Practise: Teacher provides scenarios using cue cards asking learners to do role

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plays of making and receiving calls using appropriate language (pair work)
i. Call a confectioner (one who makes cakes) to order a cake (caller/ confectioner)
ii. To tell your mother that you will be late for lunch (You/ Mother)
iii. Call for ambulance service ( Caller/ ambulance attendant)
iv. Call to advise your grandmother on good nutrition in her old age (grand child/ grand
mother)
v. Call to encourage a sick friend (caller? Sick friend)
6.0. EXPECTED STANDARD: Language for making or receiving phone calls used correctly.
· Assessment:
· Teacher observes as the learners practise making and receiving phone calls
· In pairs, learners role-play use of appropriate language to make and receive phone
calls in different contexts.
7.0. SUMMARY
· Making and receiving phone calls is a means of communication
· Communication is used for different purposes: to build relationship, to resolve issues,
for immediate action, to provide support, to make appointments or bookings, to
access customer services
· There is need to use appropriate language when making and receiving phone calls
TOPIC: COMPREHENSION
1.0. INTRODUCTION
Comprehension is a process of active engagement that leads to accurate understanding and
interpretation of what is heard or read. The importance of comprehension lies in its
application to real-life situations such as understanding instructions, engaging in
conversations, and interpreting information. Learners will read passages, extract main ideas,
and engage in discussions to enhance their understanding. This topic introduces learners to
the foundational skills of comprehension, focusing on reading comprehension
1.0. GENERAL COMPETENCE(S):
· Communication: Apply good reading skills.
· Critical Thinking: Analyse texts to improve the ability to understand.
2.0. HOOK: What would happen if learners were unable to read and understand?
3.0. LIST OF KEY TERMS /WORDS/VOCABULARY
· Comprehension: The ability to understand something.
· Reading comprehension: Ability to process written texts, understand its meaning and
to integrate with what the reader already knows.
· Extensive reading: involves large quantities of text for pleasure so as to improve
reading fluency and comprehension.
· Intensive Reading: reader carefully examines every part of the passage to fully

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understand its meaning, often focusing on specific vocabulary, grammar structures

and nuances
· Plot: Refers to the sequence of interconnected events within the story, film, epic, p l a y
or any other narrative literary work.
· Setting: This refers to the time, place and environment in which narrative events
unfold.
· Theme: This is the central element of a story or the underlying message that the
author wants to convey to the reader.
· Characterisation: The process by which an author creates and develops a character's
personality, traits and characteristics in a story.
· Style: The way a writer writes.
4.0. SUB TOPIC 1: EXTENSIVE READING
Introduction: Extensive reading can be defined as a casual type of reading done for pleasure
or gaining general understanding on a topic. In extensive reading, learners read long texts and
various supporting study material, simply to enjoy the reading and gaining a better
understanding of the concepts. Learners should be encouraged to read a variety of books for
enjoyment and information. A class library would be ideal to achieve the objective of
extensive reading.
5.0. SPECIFIC COMPETENCE: Read a variety of texts extensively
6.0. LEARNING ACTIVITIES:
1.1. Activity 1: Reading silently for enjoyment or information
Teacher asks learners to mention bad reading habits. (covered in previous lesson).
Teacher provides different reading materials and observes and corrects the following
as learners read
a. Head movement
b. Verbalising
c. Whispering
d. Finger or pen pointing at words.
1.2. Activity 2: Discussing or analysing passage read.
Teacher invites learners to share with the class what they have read, focussing on
the following:
a. Theme
b. Setting
c. Plot
d. Characterisation
e. Style
1.3. Activity 3: Locating information using different materials
· Teachers provides different books, newspapers and magazines (class

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library) to learners and asks them to share what they have read.
· Teacher encourages learners to write down unfamiliar words and look up
during the lesson or in their spare time.
2.0. EXPECTED STANDARD: Variety of texts read extensively.
Assessments:
· Teacher guides learners in discussing or analysing the passage read.
Learners to interact with various reading materials.
3.0. SUMMARY:
· Extensive reading can be defined as a casual type of reading done for pleasure or gaining
general understanding on a topic.
· In extensive reading, learners read long texts and various supporting study material,
simply to enjoy the reading and gaining a better understanding of the concepts.
· Learners should be encouraged to read a variety of books for enjoyment and information.
SUBTOPIC 2: INTENSIVE READING
1.0. INTRODUCTION: The ability to read with understanding allows a learner to understand other
subjects in school. Learners need to develop skills in reading at a good speed, answering
questions, recalling details and deducing meaning of unfamiliar words. This lesson gives an
opportunity for the learner to practise and develop intensive reading skills
1.0. KEY TERMS /WORDS/VOCABULARY
· Skimming; reading quickly to note only the important points
· Scanning: Reading carefully to find specific information
· Factual: actually happening
· Inference: conclusion reached on the basis of evidence and reasoning
2.0. Hook: Have you ever read something and felt like you understood every word, but still
missed the deeper meaning?
3.0. SPECIFIC COMPETENCE: Read and comprehend information (Intensive Reading)
4.0. LEARNING ACTIVITIES: Intensive reading and comprehending various pieces of information
or texts:
4.1. Activity 1: Reading the Passage
· Teacher asks learners to look at the title of the passage and say what they
understand.
· Teacher asks learners to Skim through the passage to get the general idea
· Teacher times learners to ensure that they read at a speed of 200 words per
minute.
PASSAGE: ALLERGIES
1. When I went to a boarding school, I discovered that many pupils refused to
eat beans. They said that they were allergic to the beans because they got sick
whenever they ate them. What does it mean to be allergic to food?

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2. It is a common habit for people to call any reaction to food as a food allergy.
Most of the time it is not a food allergy they describe but a food intolerance. If
you have a problem with lactose in milk, for example, you are not allergic to it;
you lack an enzyme to break it down. You are lactose intolerant, not lactose
allergic. This intolerance does not necessarily mean you will get sick if you drink
milk. People with blood type B who are lactose intolerant, for example, are often
able to gradually introduce milk products into their diets. There are also products
that add the lactose enzyme to milk products, making them more palatable for
the intolerant.
3. A food allergy is a very different type of reaction that occurs, not in the
digestive tract, but in the immune system. During an allergic reaction, the
immune system over-reacts to a harmless substance, causing the body to release
chemicals that cause symptoms. Your immune system literally creates an
antibody to a food. Antibodies help the body to fight off foreign substances or
disease-causing organisms in the body. The reaction is swift and severe – rashes,
swelling, cramps or other specific symptoms that indicate your body is struggling
to rid itself of the poisonous food.
4. Not everything in nature is simple or easy to understand. Occasionally, you
will come across people who are allergic to food recommended for their blood
type. All they need to do is to remove that food from their diet. The person may
not feel sick when he or she eats such food but it is nonetheless affecting their
system. People with blood type A should also be aware that if they produce
excessive mucus, it may appear to be an allergy when they should actually be
avoiding mucus- producing foods.
5. People with blood type O are more likely to be asthma sufferers, and even hay
fever. A wide range of pollens contain elements which stimulate the release of
the powerful chemicals that cause itching, sneezing, runny nose, wheezing,
coughing, red, watery eyes. All these are symptoms of allergies.
6. Many food nutrients, especially wheat interact with antibodies found in
blood. These antibodies stimulate white blood cells to produce chemicals that
can cause severe allergic reactions such as the swelling of the throat tissues and
constricting of the lungs.
7. I have noticed from my patients that asthma and hay fever sufferers do best
when they follow the diet recommended for their blood type. When they get rid
of all the food that is not recommended for their blood type, all the sneezing,
respiratory problems, snoring or persistent digestive disorders are eliminated.
Adapted from Dr. Peter J. D'Adamo with Catherine Whitney, (1998) Eat Right For
Your Type

· Teacher guides the learner to avoid bad reading habits

4.2. Activity 2: Discussing the main points.
· Teacher uses the question-and-answer technique to lead a discussion of the new

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vocabulary in passage
4.3. Activity 3: Retelling details of stories or passages.
· Teacher asks learners to say any facts they have learnt from the passage
4.4. Activity 4: Scanning pieces of texts to locate specific information.
· Teacher asks learners to answer the questions in their books
4.5. Activity 5: Answering factual and inference questions.
4.6. Activity 6: Deducing meanings of unfamiliar words and idiomatic expressions.
4.7. Activity 7: Drawing inferences from texts by direct or indirect reference.
4.8. Activity 8: Describing feelings, qualities and motives of characters in stories.
QUESTIONS
1. According to paragraph 1, many pupils at the author's boarding school…
· did not like beans.
· got home sickness.
· liked eating beans.
· were allergic to food.
2. According to Paragraph 2, Food intolerance is a….
A. reaction to food.
B. food allergy.
C. eating habit
D. common habit.
3. Paragraph 2. “People with blood type B who……….. are often able to gradually introduce milk
products into their diets.” What is meant by the word gradually?
o soon
o slowly
o quickly
o immediately
4. Paragraph 3. Fill in the blanks with one word to complete information from
Rashes, swelling and cramps are some of the (i) ...………….. of an allergic reaction. They
appear when the (ii) ……………….. (iii) ………………… creates an antibody upon sensing the
presence of foreign (iv) ………………….. in the body.
5. Paragraph 5. All the following are symptoms of allergic reactions except
A. coughing
B. fever
C. Sneezing
D. Wheezing
6. Which of the following statements is true about the passage

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A. Antibodies are not found in human bodies

B. Many people are allergic to lactose in the milky
C. Some food is suitable for certain blood types not all
D. The immune system does not react to foreign substances
7. From the passage, we can conclude that the writer is a
A. teacher
B. lawyer
C. journalist
D. doctor
5.0. EXPECTED STANDARD-Information read and comprehended correctly.
5.1. Assessment:
· Learners to discuss the main points of the passage in pairs.
· Teacher uses the question-and-answer technique to lead a discussion of the new
vocabulary in passage.
6.0. SUMMARY
· Intensive Reading is the ability to read with understanding
· It allows a learner to understand other subjects in school.
· Learners need to develop skills in reading at a good speed,
· Learners practise and develop intensive reading skills
· Comprehension skills help learners to reach deeper meaning in the text
COMPOSITION WRITING
Topic: PERSUASIVE WRITING
1.0. INTRODUCTION
Overview: Persuasive, which is also known as discursive writing attempts to convince or
persuade the audience to adopt a particular point of view or take a specific action by
presenting reasoning, supporting evidence and compelling arguments. In persuasive writing,
there is arguing or discussing. With an argument it takes one side where the writer wants to
win the reader to his side. Or a discussion that analyses both sides of the topic and draws a
logical conclusion from what has been presented.
2.0. GENERAL COMPETENCE(S):
2.1. Critical Thinking
· Ensure opinions are based on facts
· Participate in debates and discussions on global issues
2.2. Emotional Intelligence
· Communicate and relate effectively with others
3.0. HOOK: Convince me why class should start at 07 00 hours.

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4.0. KEY TERMS /WORDS/VOCABULARY

· Argue: give reasons or cite evidence in support of an idea, action, or theory, typically
with the aim of persuading others to share one's view.
· Discuss: a detailed treatment of a topic in speech or writing
· Discourse: written or spoken communication
· Stance/ point of view: particular attitude or way of considering a matter
· Persuade: convince to do something through reasoning or argument
5.0. SUB-TOPIC 1- AN ARGUMENTATIVE COMPOSITION
5.1. Introduction: An argumentative composition uses facts and evidence to support a
position. The writer has a clear stance on the topic and tries to compel the reader to
agree with him or her.
6.0. SPECIFIC COMPETENCE 1- Write an argumentative composition
7.0. LEARNING ACTIVITIES
7.1. Activity 1: Discussing features of an argumentative composition
· The teacher uses the following short passage to lead the class into discussing the
features of an argument;

Passage: Negative Effects of Medicine

Medicine has been more of a curse than a blessing for humanity. It is true that
it has broken the cycle of epidemics and discovered a remarkable
advancement in surgery but it has also weakened the natural health of man
and caused illnesses to multiply. It has made us dependent and afraid.
It has taught us neither to seek the help of what is naturally good nor to let our
bodies heal themselves. Rather, it has taught us to rely on pills and drugs.
Medicine develops a drug for the illness: either it hits the nail on the head, or it
does not. The mistakes are not taken into consideration. The successful
medicines are put into the system. It is not so much the remedies that heal,
but the faith placed by the sick in the doctor and cure.
Humanity's healthiest periods were those that had the least material
remedies. There was a time when people were naturally in good health.
Adapted from the writing of SRI AUROBINDO, 1872-1950 (Progress in English
9)
· Teacher leads learners to identify features of an argumentative essay in the given passage.
7.2. Using appropriate language to express opinions in writing by agreeing or disagreeing
with controversial statements
e.g. corruption disadvantages the poor. Do you agree or disagree?
Teacher conducts a debate using the sample topic and note down the language used to try
and convince the other side to agree

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· Teacher discusses the structure of the composition with the learners

a. Introduction; Introduces the problem statement
b. Body paragraphs: The writer presents his arguments and evidence while refuting
opposing arguments as well.
c. Conclusion: Concludes the writer's argument
· Teacher stresses the use of sequence indicators using example from the arguments of the
learners e.g. first.../ second..., after that..., then……, lastly, in addition, furthermore, next, in
conclusion, and, so,)
7.3. Writing an argumentative composition
· Teacher to ask learners to write an argumentative composition and give feedback.
8.0. EXPECTED STANDARD- An argumentative composition written appropriately.
8.1. Assessment:
· Teacher groups learners and asks them to discuss and write an argumentative
composition on either of the two topics:
a) Home cooked food is better than junk or fast foods. Do you agree?
b) Youth should be allowed to consume alcohol. Do you agree?
9.0. SUMMARY
· Argumentative compositions promote critical thinking and is essential for anyone on
the quest for knowledge
SUB-TOPIC 2- DISCURSIVE COMPOSITION
1.0. INTRODUCTION: In a discursive Composition, the writer explores both sides of a topic
and draws a conclusion. The composition could be on opposing opinions, cause and
effect, compare and contrast, problem and solution, advantages and disadvantages or
just exploratory.
2.0. SPECIFIC COMPETENCE(S) – Learners to: Write a discursive composition
3.0. LEARNING ACTIVITIES
1.1. Activity 1: Discussing features of a discursive composition
· Teacher to explains the purpose and structure of a discursive essay and then
discusses how it presents both sides of an argument in a balanced way and
includes an introduction, body of paragraphs and conclusion.
· Teacher divides learners into groups and distributes sample passages of
discursive essays. Teacher then asks Learners discuss the structure and
features of the essay.
· Teachers discusses the structure of the discursive composition as follows:
a. Introduction: Introduce with a catchy statement that would hook
your reader. Give the reader a concise idea of the topic by presenting
both sides of the topic.
b. Body paragraphs: The writer presents the different arguments of the

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topic while keeping a cohesive flow in each part.

c. Conclusion: The conclusion summarises the findings. A personal opinion
may be give based on the evidence provided. The conclusion should
encourage the reader to think about the topic and take action
1.2. Using appropriate language to express different points of view
· Teacher explains that there are special expressions used to express different points
of view. of formal language with technical terms where necessary. Use connecting
words to show shifts in discussion, for instance, it goes without saying, I am
convinced without any reasonable doubt that, regardless, under such
circumstances, it is widely accepted that, there is strong evidence, alternatively,
similarly, in contrast, on the one hand, on the other hand, while, whereas…)
· Teacher emphasises that the writer should maintain an impersonal and formal tone
while writing the arguments to give an objective and unbiased opinion
1.2.1. Writing a discursive compositions based on given subjects
· Teacher pairs learners and asks them to write a discursive essay on various
topics.
Example of topics:
pact of Globalisation on Local Cultures.
· Teacher asks volunteers to present their essays to the class and they discuss
whether the discursive essay has been correctly written.
4.0. EXPECTED STANDARD- Discursive composition written correctly.
1.1. Assessment
· Teacher asks learners to write discursive essays on given topics.
Example:
Outline the causes and effects of obesity among adolescents.
· Teacher to lead the class discussion on the topic asking learners to note the
points as the discussion is going on.
· Make the learners write a discursive composition individually using the
points gathered from the class discussion. For example:
Some causes of Obesity
Over eating
Junk/ fast foods
Lack of exercise
Bad eating habits
Some effects of obesity
Diseases
Negative self-image

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Body shaming
· Teacher to mark and give feedback.
2.0. SUMMARY
· Discursive compositions equip learners with the skill of discussing any topic and seeing
issues from different perspectives.
· This is an important skill for people who may find themselves in decision making positions
in future.
· Discursive writing is a valuable skill for academic writing and effective communication.
STRUCTURE
TOPIC TITLE: NOUNS
1.0. INTRODUCTION: Words can be used in different ways in a sentence. To show their uses in a
sentence, words are called by eight different names. These are parts of speech. The noun is
one of the parts of speech. A noun is a word used to name a person, place, thing or idea. Nouns
are essential for communication because they name and categorise people, places, things,
and ideas that make our world. They are like labels and are the first word that babies learn.
They name things and identify them.
This topic will cover Possessive Nouns, Irregular Nouns, Countable Nouns, Uncountable
Nouns and Collective Nouns. These nouns function with other parts of speech to create
meaning. Nouns also function as subjects and objects in sentences.
2.0. GENERAL COMPETENCE(S): Communication: Express oneself (spoken and written) clearly and
effectively.
3.0. HOOK: Would sentences be clear without nouns (naming words)?
4.0. KEY TERMS /WORDS/VOCABULARY
· Noun – is a word that denotes a person, a place or thing
· Possessive noun– expressing ownership or relationship
· Apostrophe – Punctuation mark used to indicate possession
· Irregular nouns– contrary to the rules or to that which is normal or established
· Regular nouns – nouns that become plural by adding the letter “s” to the end of the word
· Countable – able to be counted
· Uncountable – not able to be counted
· Collective - a group of people or entities that share a common interest or goal
5.0. SUB-TOPIC 1- POSSESSIVE NOUNS
5.1. Introduction: Possessive nouns are nouns that show ownership or relationship. They
are formed by adding an apostrophe and 's' or an apostrophe to show this.
5.2. This topic will look at the use of possessive nouns in sentences.
6.0. SPECIFIC COMPETENCE 1- Use Possessive nouns in sentences

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7.0. LEARNING ACTIVITIES

7.1. Activity: Punctuating the possessive nouns with an apostrophe.
· Teacher asks one of the learners to hold someone else's personal belonging in the
hand and asks the learner to describe it to the class. e.g. This is Monde's English
exercise book.
· Teacher to demonstrate how to punctuate the possessive.
a) To form the possessive of a singular noun, add an apostrophe (') and an s
e.g. girl –girl's : The girl's dress
dog – dog's : The dog's tail
b) The apostrophe is generally only used for people and animals, and rarely for
things. For things we say:
(I) The colour of the book (not the book's colour)
(ii) The roof of the house (not the house's roof)
(iii) The handle of the pot (not the pot's handle)
· Teacher explains that the possessive form of singular and plural nouns which do not
end with 's' is made by putting apostrophe s ('s) after the noun that stands for the
possessor

Singular Plural
a man's hat people's health
a pupil's cup children's doctor
a priest's shirt the women's club
· Teacher explains that we use an s apostrophe (s') with plural nouns ending with 's'
the pupils' books : The pupils' books have been found.
the girls' school bag : The girl's school bag went missing on the bus.
the doctors' meeting: The doctors' meeting did not finish on time.
the chickens' vaccine: The chickens' vaccine has expired.
7.2. Activity 2: Constructing sentences using possessive nouns
· Teacher will explain the construction of sentences using the possessive form of nouns
· Role play: Teacher creates scenarios where learners use possessive nouns in
conversations.Example:
Learner A: Whose pen is this?
Learner B: It's Anna's pen.
8.0. EXPECTED STANDARD- Possessive nouns used correctly in sentences
8.1. Assessment
· Write down the possessive forms of the following expressions. Then construct a

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sentence for each. The first one has been done for you.
a. the baby of Mwila - Mwila's baby. Mwila's baby is sick.
b. the tears of the woman
c. the brush of the painter
d. the tent of the vegetable seller
e. the wife of Mr. Tembo
f. the hair of Pasiwe
g. the crib of Kwalisa
h. the goat of the farmer
i. the flag of Zambia
j. the voice of Mr. Chileshe
· Write down the possessive form of the following expressions. Then construct a sentence
for each. The first one has been done for you.
a. the stories of the slaves: the slaves' stories She felt pity when she heard the
slaves' stories.
b. the essays of the students:
c. the bathrooms of the visitors:
d. the trunks of the elephants:
e. the scents of the flowers:
f. the books of the trainees
g. the enrolments of schools
h. the food of the babies
i. The employees of the councils
j. The tents of the shepherds
9.0. SUMMARY
· By using the possessive nouns correctly, the learners will add to the correct usage of
grammar for effective communication in English in their daily conversations.
· They help clarify ownership and relationship in sentences, making them an essential
part of effective communication.
SUB-TOPIC 2- IRREGULAR NOUNS
1.0 Introduction: Irregular Nouns are nouns that do not follow the standard rule for making them
plurals. These nouns have irregular plural forms.
2.0. Specific Competence - Change irregular nouns from singular to plural
3.0. Learning Activities
1.1. Activity 1: Identifying irregular Nouns (man, woman, sheep, fish, child, tooth)
· Teacher will lead the learners into identifying the irregular verbs (in italics) in the

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short passage.
Last night thieves broke into Kuwaha's house. At about 02.00 hours, Kuwaha left her
bedroom to get some water from the fridge in the kitchen. As she walked into the kitchen,
she saw a man at the dining table with a loaf of bread in his hand. Hearing a sound of
approaching feet, the thief realized that the owners were awake. He made a sound and a
lady appeared from the pantry with a bag. Kuwaha ran for dear life back to her bedroom. As
she ran, Kuwaha hit her face against the wall affecting her artificial tooth. Her parents woke
up at the sound of something hitting the wall. By the time Kuwaha managed to explain that
there were people in the house, the thief and his companion had disappeared in the dark.
1.2. Activity 2: Changing irregular Nouns from singular to plural
· Teacher asks learners questions that require the use of irregular nouns in their answers.
Example questions:
a) What were the mice doing in the forest?
b) How many children were playing today?
c) Did the deer run away when the children approached?
· Teacher explains the following spelling rules:
a) Irregular nouns that do not change: sheep, aircraft
b) Some irregular verbs only exist in their plural: (scissors. Pants, species, shorts.
c) Irregular nouns that end in y are made plural by changing the y to an i and adding es.
(lady – ladies)
d) An irregular noun that ends in –f becomes plural by changing the f to v and adding –es
(thief - thieves, loaf – loaves)
e) If a noun ends in the letters fe, you make it plural by changing f to v and adding –s (life
–lives)
f) Irregular nouns that end in us drop us and add an i (Alumnus – Alumni, cactus – cacti)
g) Some irregular nouns change completely ( man –men, mouse –mice)
4.0. EXPECTED STANDARD- Irregular nouns changed from singular to plural correctly.
4.1. Assessment
· Exercise: Teacher gives an asks Learners to supply the plural forms to irregular
nouns e,g, wife, knife, baby, sky, wolf, sleeve, syllabus, fish.
5.0. SUMMARY
· It is essential that learner are able to use irregular nous and their plurals correctly
· They do not follow the standard rules of pluralisation by adding '-s', '-es'.
· They have unique plural forms that must be memorised.

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SUB-TOPIC 3- COUNTABLE NOUNS

1.0. INTRODUCTION: Countable Nouns are names of things we can count using numbers. They have a
singular and plural form. The singular form can use the determiner 'a' or 'an'. If you want to ask about
the quantity of a countable noun, you ask “How many?” combined with the plural countable nouns
(girl-girls, cup-cups, mouse- mice).
2.0. SPECIFIC COMPETENCE 1-Use countable nouns in sentences
3.0. LEARNING ACTIVITIES
3.1. Activity 1: Identifying countable nouns in sentences
· Teacher explains the one important feature of countable nouns that we can use the
indefinite articles 'a' and 'an' or any number with these nouns.
E.g. a person, a road, a pencil, a tree, a book…one person, two roads, three pencils,
four trees, five book…
· Teacher to show learners flashcards with pictures of various objects and asks
learners to identify the countable nouns. For example:
For each countable noun, teacher asks learner to use it in a sentence (e.g., "I have
three apples.").
3.2. Activity 2: Indicating the singular and plural form of nouns
· Teacher displays a chart and asks learners to identify singular and plural forms for
countable nouns.
Example:
S/N NOUN SINGULAR OR PLURAL

1 Potato

2 Beans

3.3. Activity 3: Constructing sentences with countable nouns

· Teacher asks learners to construct sentences using the following nouns. The first one
has been done for you as an example.
a. song: The artist sang three songs at the party
b. meal
c. lunch box
d. cake
e. lamp
f. bottle
g. spoon
h. orange
i. dish
j. cook
4.0. EXPECTED STANDARD- Countable nouns used correctly in sentences.
4.1. Assessment:
· Teacher observes learners as they identify countable nouns in given sentences.

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· Teacher asks learners to construct sentences of their own using countable nouns.
5.0. SUMMARY
· Countable nouns name individual items that can add up: there can be one or more
of them and they can be counted.
· A countable noun can have a number before it (one table, three learners ten
pencils) and has a plural form.
· Countable nouns usually add '-s' or '-es' or '-ies' to indicate the plural.
SUB-TOPIC 4- UNCOUNTABLE NOUNS
1.0. INTRODUCTION: Uncountable Nouns are names of things that cannot be counted and
therefore, have no plural form. e.g. salt, pepper, sand, water, bread, information.
2.0. SPECIFIC COMPETENCE: Use uncountable nouns in sentences.
3.0. LEARNING ACTIVITIES
1.1. Activity 1: Identifying Uncountable Nouns in sentences
· Teacher explains that Uncountable nouns have no plural and cannot be used with
'a' or 'an' or a number
e.g Water *waters *a/an water *three waters
Sugar *sugars *a/an sugar *two sugars
· Teacher explains that they can take the determiners such as some, enough to show
that it was an amount
e.g. some water, some milk, some sand, enough ice
Would you like some water?
· Teacher explains that we can also use a countable noun like piece, bottle, kilo,
spoon etc with an uncountable noun if we want to treat it as on separate item or if
we need to mention the quantity of something
e.g. a bottle of milk, a piece of bread, a kilogram of rice, a wheel barrow of sand
· Teacher further explains that we can use little and much with uncountable nouns
a little milk, much sugar
1.2. Constructing sentences using Uncountable nouns
· Teacher displays a chart with uncountable nouns and asks learners to construct
sentences. For example:
Construct sentence using the following nouns. The first one has been done for you.
Example: Sawomba put a lot of sugar in his tea
I. News
II. Luggage
III. Salt
IV. Pollution

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V. Electricity
VI. Rice
VII. Butter
VIII. Oil
IX. Bread
X. Music
2.0. EXPECTED STANDARD- Uncountable nouns used appropriately in sentences.
2.1. Assessment:
· Teacher observes as learners identify uncountable nouns in the sentences provided.
3.0. SUMMARY
· Uncountable are best taught alongside countable nouns for better understanding
and practice
SUB-TOPIC 5- COLLECTIVE NOUNS
1.0. INTRODUCTION: When a noun names a group, it is called a collective noun. Different
collective nouns are used for different things. They are names of a number of objects,
people or places taken as a group e.g. herd, crowd, mob, swarm, audience, troop,
pride, fleet etc
2.0. SPECIFIC COMPETENCE -Construct sentences using collective nouns in sentences
3.0. Learning Activities
3.1. Activity 1: Identify Collective Nouns in sentences
· Teacher writes down some expressions on the board and asks the learners to express
those expressions in one word e.g. a group of cows = herd
Many monkeys = troop
Birds = a flock
Players = a team
Bees = a swarm
Fish = a school
(herd of cattle, troop of monkeys, pack of dogs).
3.2. Constructing sentences using Collective Nouns
· Teacher displays a list of collective nouns and asks learners to construct sentences.
Example: When I visited Kafue National Park, I saw a pride of lions.
a. A pack
b. A pride
c. A bouquet
d. A gaggle
4. EXPECTED STANDARD: Collective nouns used correctly in sentences
4.1. Assessment:
· Teacher observes learners as they construct sentences using collective nouns.
Pick out collective nouns from the following list and construct a sentence using each one

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you pick.
a. grain
b. Committee
c. flour
d. Gang
e. Team
f. coffee
g. Flock
h. Troop
I. Potato
j. Bunch
5. SUMMARY:
· Collective nouns are an important part of the English language and can be quite
confusing to learn.
· They allow us to describe groups of people, animals, or things as a single entity.
· Remember to treat collective nouns as singular entities and use them correctly in
writing.
SUMMARY WRITING
TOPIC TITLE: NOTE SUMMARY
1.0. INTRODUCTION: A note summary is a set of points or notes obtained from a passage or an
oral source. It is a collection of all the important points. These points are numbered. The
points do not need to be written in full sentences. Abbreviations may also be used.
2.0. GENERAL COMPETENCE(S):
· Creativity and Innovation: Organise information and ideas.
· Critical Thinking: Analyse texts, to improve the ability to understand
3.0. HOOK: Imagine being able to simplify complex topics into clear, easy to understand
sentences.
4.0. KEY TERMS /WORDS/VOCABULARY
· Notes: writing in point form
· Prose: writing in complete sentences in paragraphs
· Abbreviations: shortened form of a word or phrase.
· Symbols: something that stands for, represents, or suggests another thing
· Main ideas: key points, essential information
· Paraphrase: express the meaning of something using different words.

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5.0. SUB-TOPIC: TYPES OF NOTE SUMMARIES

5.1. Introduction: Note summaries are either from an oral source or from a written source.
If it is from an oral source, it is called note taking. Note making is when the note is
written from a written source. This section covers both note taking and note making.
6.0. SPECIFIC COMPETENCE(S): WRITE NOTE SUMMARIES.
7.0. LEARNING ACTIVITIES
7.1. Activity 1: Discussing the two types of note summaries.
· Teacher pairs learners and asks them to name sources of information.
· Teacher then explains that we take notes from an oral source, while we make
notes from a written source i.e. Note making and note taking
7.2. Activity 2: Discussing steps in note summary writing.
· Teacher takes the learners through the following steps as follows:
a) Reading passage (skimming)
b) Study and understand the question,
c) Pick points relevant to the question (scanning) Extract the main facts
d) Do not change words to alter meaning
e) You may use bullets or number your points
f) Use one complete point per bullet
g) Paraphrasing- do not change the meaning of the text. Keep the original idea
h) If you are not able to paraphrase, lift from the text leaving out elaborations and
floral language
i) Arrange your points in the order in which they appear in the text.
Example
The Ha People
The Ha people live in the Kigoma region of Western Tanzania. Most of the Ha
depend on agriculture. Cereal crops are grown throughout the region, and in the
hilly region to the south many cattle are kept, together with sheep and goats. In
the north, near the border with Burundi, the country is covered with forest.
Tsetse flies make it difficult to keep cattle there, so meat is obtained by hunting.
Much honey is also found in the forest. In recent years many Ha men have gone to
work on sisal plantations near the coast.
Expected Note Summary
The Food of the Ha
a. Cereal crops – throughout region
b. Cattle, sheep and goats in hilly south
c. Hunting in forests of north-also honey

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(Adapted from ZBEC English 8 BK2 Pg122)

· Teacher shares steps on note taking (from an oral source)
a) Listen attentively to pick out the main ideas in what is being said
b) Symbols and abbreviations may be freely used to enable the note taker to
capture as much information as possible
c) Paraphrase by using own words but remember not to divert from the original
idea
a. (For note taking you may use a recorded source)

d) Teacher reads a passage and asks learners to take down notes.

8.0. EXPECTED STANDARD: Note summary written correctly
8.1. Assessment:
· In pairs, learners to discuss and differentiate the two types of summaries.
7.1. Summary
· The skills of summarising and note- making are essential even in studying other
subjects.
· A scholar will need the skill of selecting important points from a lot of information.
· Note-taking and note making will help the learner to learn by concentrating on the
salient points of any discourse.
· A summary contains only the idea of the original text. No personal opinions,
interpretations, deductions or comments should be included.

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LISTENING AND SPEAKING

TOPIC: MAKING AN OFFER
1.0. INTRODUCTION
Making an offer involves effective listening and speaking skills. An offer is a statement that is
used to indicate that you are willing to do something for someone. An offer may be accepted
or rejected. It is therefore, imperative for learners to know how to make, accept and reject
an offer using appropriate language.
In this lesson learners must make an offer effectively.
2.0. GENERAL COMPETENCES.
Communication: Use appropriate language (verbal and non-verbal) in different situations
3.0. Hook: Is polite language necessary when making an offer?
4.0. KEY TERMS/ WORDS/VOCABULARY
Offer: present something for someone to accept.
Accept: receive something.
Reject: refuse to accept
5.0. SUBTOPIC: MAKING, ACCEPTING AND REJECTING AN OFFER
Introduction
Learners must use polite language when making, accepting and rejecting an offer.
Learner must know what words to use, (would, could, can …) An offer can either be
accepted or rejected.
6.0. SPECIFIC COMPETENCES: Use Appropriate Language when making, accepting and
rejecting an offer
7.0. Learning Activities
7.1. Activity 1: Using appropriate language when making an offer
· Teacher puts Learners in pairs or groups to discuss various ways of
making an offer.
· Learners discuss various phrases to use when making an offer
· Learners present their answers to the whole class
Examples of Phrases to use when making an offer:
a. What can I do for you?
b. Can I help you?
c. Is it okay if I buy lunch for you this weekend?
7.2. Activity 2: Accepting an offer
· Teacher puts Learners in pairs or groups to discuss various ways of
accepting an offer.
· Learners discuss various phrases to use when accepting an offer

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· Learners present their answers to the whole class

Examples of phrases to use when accepting an offer
a. Yes, please.
b. Yes, you can.
c. It is alright, thank you.
7.3. Using appropriate language when rejecting an offer.
· Teacher puts Learners in pairs or groups to discuss various phrases to
use when rejecting or declining an offer.
· Learners discuss various phrases to use when rejecting an offer
· Learners present their answers to the whole class
Examples of phrases to use when rejecting an offer
a. I am afraid I can't.
b. No, thank you.
c. Unfortunately, I am busy this weekend.
8.0. EXPECTED STANDARD: Language for making and responding to an offer used
appropriately
8.1. Assessments:
· Teacher provides scenarios and observes the activities.
· Pair work: teacher puts learners in pairs and asks them to practice making
an offer, accepting an offer or rejecting an offer.
· Group work: teacher groups learners and asks them to write a dialogue
on the effects of substance and drug abuse after which they should
present it to the class.
· Learners to role play given dialogues
Example:

Making an offer Accepting an offer Rejecting an offer

1. Shall I help you with the bag? Yes please No thanks/ thank you

2. Would you like to have nshima with us? Yes please, I would like to It is okay I can do it myself.

3. Can I help you with your luggage? That would be kind of you Don't worry I will do it myself

4. Would you like a drink? Yes please

5. Do you want me to help with that? If you don't mind. No but thank you anyway

6. Let me carry your books Thank you very much No, thanks/ thank you
Never mind.
7. Can I interest you to a biscuit? Thank you No, thank you

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Dialogue (role play)

Mwaka: Good morning Lesa and Chiko!
Lesa: Good morning Mwaka
Chiko: Good morning Mwaka.
Mwaka: Guys I have something special in my bag.
Lesa: What is it?
Mwaka: I can with some brutal fruit, would you like to taste?
CHIKO: Yes, please, I would like to.
Lesa: No thanks, I heard that brutal fruit is alcohol.
CHIKO: Really? I thought it was juice.
Mwaka: It's not a drink but it is nice. You will like it.
Lesa: Alcohol has a lot of negative effects especially for young people like us.
Mwaka: The effects are not that bad, Chiko, would you still want some?
Chiko: No thank you. After what Lesa has said, I would rather not taste.
1.0. SUMMARY
· In verbal communication it is very important to learn and use language appropriately.
· Learners must know that impolite language can be offensive and disrespectful despite
trying to offer help to another person.
· This lesson must show how learners can make an offer, accept or reject an offer
TOPIC: READING COMPREHENSION
1.0. INTRODUCTION: Comprehension is a process of active engagement that leads to accurate
understanding and interpretation of what is heard or read. The importance of
comprehension lies in its application to real-life situations such as understanding
instructions, engaging in conversations, and interpreting information. Learners will read
passages, extract main ideas, and engage in discussions to enhance their understanding.
This topic introduces learners to the foundational skills of comprehension, focusing on
reading comprehension
1.0. GENERAL COMPETENCE(S):
· Communication: Apply good reading skills.
· Critical Thinking: Analyse texts to improve the ability to understand.
2.0. HOOK: What would happen if learners were unable to read and understand?
3.0. LIST OF KEY TERMS /WORDS/VOCABULARY
· Comprehension: The ability to understand something.
· Reading comprehension: Ability to process written texts, understand its
meaning and to integrate with what the reader already knows.
· Intensive Reading: reader carefully examines every part of the passage to fully
understand its meaning, often focusing on specific vocabulary, grammar

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structures and nuances

· Plot: Refers to the sequence of interconnected events within the story, film,
epic, play or any other narrative literary work.
· Setting: This refers to the time, place and environment in which narrative
events unfold.
· Theme: This is the central element of a story or the underlying message that
the author wants to convey to the reader.
· Characterisation: The process by which an author creates and develops a
character's personality, traits and characteristics in a story.
· Style: The way a writer writes.
· Skimming; reading quickly to note only the important points
· Scanning: Reading carefully to find specific information
· Factual: actually happening
· Inference: conclusion reached on the basis of evidence and reasoning
4.0. SUB-TOPIC 1: INTENSIVE READING
1.1. Introduction: The ability to read with understanding allows a learner to
understand other subjects in school. Learners need to develop skills in reading
at a good speed, answering questions, recalling details and deducing meaning
of unfamiliar words. This lesson gives an opportunity for the learner to practise
and develop intensive reading skills
2.0. SPECIFIC COMPETENCE: Read and comprehend information (Intensive Reading)
3.0. LEARNING ACTIVITIES
3.1. Activity 1: Intensive reading and comprehending various pieces of information or
texts:
· Teacher asks learners to look at the title of the passage and say what they
understand.
· Teacher asks learners to Skim through the passage to get the general idea
· Teacher times learners to ensure that they read at a speed of 200 words per
minute.
· Teacher asks the Learners to read the passage and answer questions that follow:
Read the following passage and answer the questions that follow.
The effects of drugs on the body
1. Drugs may be taken by mouth; they may be breathed in or they may be injected. The drugs
pass into the blood which carries it around the body. Many drugs affect the brain. The brain,
via the nervous system, controls the rest of the body. When a person takes a drug regularly,
his body begins to get used to it. Without the drug, the person's body does not feel normal so
he has to take more of it. He has an intense desire for it. It is then very difficult for him to give
up the drug.

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2. Alcohol and tobacco are two drugs which people often use. Modern medicine has produced
a great variety of different drugs (or medicine) which are used to treat illnesses. These drugs
bring great benefit. They can prevent pain and heal sickness. Yet sometimes these drugs are
abused (used wrongly). They are often freely available in shops and stores so that people can
buy them easily. Sometimes people begin to buy these drugs when they do not feel well.
They may then continue to buy and use them. Perhaps they believe that they will make them
sleep well or make them feel calm. Eventually their bodies become dependent on the drugs.
3. One of the most widely available drugs is aspirin which helps to kill pain.
On it, taking aspirin continuously. If taken often, it can cause bleeding of the stomach.
4. Sedatives and stimulants make people feel drowsy or sleepy. They calm the activity of the
brain. Stimulants (sometimes called 'pep' pills) make them feel lively. They speed up the
activity of the brain. However, when their effect wears off, the person often feels tired and
exhausted.
5. Other kinds of drugs which cause people to see and feel things in a very strange way are called
hallucinogens. They are dangerous because they change the way in which a person sees the
world around them. They sometimes lead them to think that they can do things of which
they are in capable. They will affect their judgement and physical skills. An example is the
drug called 'LSD'. It is also known as 'acid' and is used in the form of pills. These drugs are
illegal because they seriously affect people's behaviour. They are harmful to the user and to
the people around them. Thus, a person who uses them will not only damage their health.
They are also likely to be arrested if they are caught using them, or if they sell or give them to
anyone else.
6. Marijuana and hashish are dangerous drugs that come from hemp (or cannabis) plant. They
are some of the most common illegal drugs. They are usually smoked in hand-rolled
cigarettes or specially made pipes. Marijuana which is dried leaves of the plant, is greyish or
greenish brown and looks like tea. Hashish is the sticky resin which comes from the upper
leaves of the mature plant. It is sold in pieces which can be various shades of brown or black.
It is usually mixed with tobacco for smoking. The immediate effects of cannabis are that the
person talks and laughs more than usual, becomes relaxed, has better musical ability, has
shaper vision, has an increased pulse rate and their eyes go red later becomes quiet and
sleepy.
7. Some of these effects may seem attractive to you. That is why people start the habit. But once
the start, it is very difficult to stop. The body begins to need more and more because it gets
used to having it. Then the user begins to notice other effects. They may get restless, tired, or
confused, and be unable to remember things. This is especially common in teenagers and
young adults.
8. Heavy use of cannabis is dangerous to health. The tar content of cannabis smoke is at least
50% higher than that of tobacco. Heavy users of cannabis are much more likely to get chronic
bronchitis, lung cancer, and other lung diseases.
(Adapted from Zambia Basic Education Course English 8 Pupils' Book 2)
· Discussing the main points.
· Teacher uses the question-and-answer technique to lead a discussion of the

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new vocabulary in passage.

· Retelling details of stories or passages.
· Teacher asks learners to say any facts they have learnt from the passage
· Scanning pieces of texts to locate specific information.
· Teacher asks learners to answer the questions in their book.
· Answering factual and inference questions.
· Deducing meanings of unfamiliar words and idiomatic expressions.
· Drawing inferences from texts by direct or indirect reference.
· Describing feelings, qualities and motives of characters in stories.
Questions
1. Paragraph 1. The following are all ways of taking drugs except…
A. ingesting through the mouth
B. inhaling
C. injecting
D. shaking hands
2. According to paragraph 2, a person who is dependent on drugs………
A. can easily give up drugs
B. does not have a desire for them
C. has to take them to feel normal
D. takes drugs quickly in his body
3. Paragraph 2. People often abuse modern medicines because…
A. people need to use them
B. they are used to treat illness
C. they can easily acquire them
D. they prevent pain and heal sicknesses
4. According to paragraph 2, what makes people continue to take drugs even
when they are well?
A. Drugs make them feel calm and sleep well.
B. They believe that it is difficult to sleep.
C. They buy them when they don't feel well
D. They would like to use them.
5. Paragraph 3. In a single sentence, mention what happens when someone
takes aspirin for a long time...............................................................................
6. Paragraph 4. Fill in the following sentence with one word only.
People feel drowsy and sleepy as a result of ………………………….which is a
……………………… that calms activities in the ……………………..and make them

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feel……………………
7. Paragraph 5. Which of the following is not a mental effect of using
hallucinogens?
A. Thinking one can do things he is incapable of doing
B. One can be caught if found using drugs
C. Changing the way a person sees the world
D. Affecting a person's judgement and physical skills
8. Paragraph 6. 'They are some of the most common...' The word “they” refers
to……….
A. cannabis and hemp
B. dried leaves.
C. illegal drugs.
D. marijuana and hashish
9. According to paragraph 7, it can be concluded that……………
A. Attractive effects make people start abusing drugs.
B. Drug abuse is less common among teenagers and young adults.
C. Lung cancer and other lung diseases are common.
D. Use of cannabis is dangerous to health.
10. Paragraph 8. Which of the following people are more likely to suffer from
bronchitis?
A. Heavy smokers of tar.
B. Heavy users of cannabis.
C. The teenagers and young adults.
D. Those who are restless.
11. Find words from the passage that mean the same or nearly the same as the
following:
A. Procedure according to the way something is done (Paragraph 1) ……...
B. Requiring something for support or survival (Paragraph2) …………
C. Not allowed by law (Paragraph 6) ……………………….
D. Behaviour that is repeated regularly (Paragraph 7)…………………

2.0. EXPECTED STANDARD-Information read and comprehended correctly.

2.1. Assessments:
· Learners to discuss the main points of the passage in pairs.
· Teacher uses the question-and-answer technique to lead a discussion
of the new vocabulary in passage.

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3.0. SUMMARY
· Intensive Reading is the ability to read with understanding allows a learner to
understand other subjects in school.
· Learners need to develop skills in reading at a good speed,
Learners practise and develop intensive reading skills
· Comprehension skills help learners to reach deeper meaning in the text.
SUBTOPIC 2: EXTENSIVE READING
1.0. INTRODUCTION: Extensive reading can be defined as a casual type of reading done for
pleasure or gaining general understanding on a topic. In extensive reading, learners read
long texts and various supporting study material, simply to enjoy the reading and gaining
a better understanding of the concepts. Learners should be encouraged to read a variety
of books for enjoyment and information. A class library would be ideal to achieve the
objective of extensive reading.
2.0. GENERAL COMPETENCES
2.1. Critical Thinking:
· Analyse texts, to improve the ability to understand
3.0. HOOK: How can one read with understanding?
4.0. KEY TERMS/ WORDS/ VOCABULARY
Fluency: Reading with expression, accuracy and speed while understanding the
meaning of the text.
Understanding context: recognizing the situation, background and underlying
factors that influence the meaning and interpretation of
a text.
Vocabulary knowledge: understanding words, their meaning, pronunciation and
usage in language.
Inferencing skills: making logical conclusions or interpretations based on
available information.
5.0. SPECIFIC COMPETENCES: Read a variety of texts extensively.
6.0. LEARNING ACTIVITIES
6.1. Activity1: Reading silently for enjoyment or information
· Teacher tells Learners to read the passage
· Teacher asks Learners to observe good reading habits (avoiding head
movement, verbalizing, whispering, finger or pen pointing at words)
Example of text
DRUG ABUSE AMONG THE YOUTH IN ZAMBIA
1. Drug abuse, also known as substance abuse, is the use of drugs or substances
in a way that is harmful to oneself of others. It can lead to physical and mental
health problems, relationship issues and even death.

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2. The drug situation in our country, Zambia is greatly worrying and every well-
meaning Zambian should be concerned. Since 2000, the situation of drug
abuse has been alarming. Four out of every ten boys and one out of every ten
girls on the street use drugs in our country. The worry is that even the school
going children are victims of this uncalled-for act and it is very possible that
the numbers will have increased by the year 2045 if not addressed.
3. The effect of drug abuse and addiction is revolting and no doubt pose adverse
effects on our economy. Young men and women have become unproductive
as they spend more time on illicit activities. The only contribution they can
make is to be political party cadres who help selfish leaders to harass innocent
people. They move with machetes without fear. Drugs turn boys and girls into
lifeless, apathetic or completely irresponsible individuals commonly known as
zombies. Little do young people realise that actually, they are simply
benefitting the big bellied drug dealers, who get rich every day and change
cars at will. The more young people buy the drugs, the fatter the dealer's bank
account become.
The drug abuse can lead to weight loss, sleep disturbances or change in
appetite. It also affects a person's behaviour; drug abusers fail to relate well
with people. This is because they are irritating to be around and tend to use
inappropriate language. They have memory problems, difficulty
concentrating and impaired judgement, drug abusers also tend to have mood
swings, anxiety or depression.
The government should put in stringent measures to stop drug dealers from
destroying this nation further. Culprits caught drug trafficking should be
severely punished and drugs confiscated and sold so that the money can be
used to build rehabilitation centres. Drug abusers could, for example be
expelled from school, work or position that they hold.
Associations should be formed to go round schools, work places, markets and
bus stations sensitizing people on the evils of drug abuse and the
consequences of being involved in drug dealing.
7.0. EXPECTED STANDARD
Variety of texts read extensively.
7.1. Assessments
· Learners to read various texts extensively during the course of the term.
· Learners to individually read a text and analyse what they read in terms
of theme, setting, plot, characterization…
8.0. SUMMARY
Developing specific competences in extensive reading promotes not only linguistic skills
but also critical thinking, cultural awareness and passion for lifelong learning,

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COMPOSITION
TOPIC: DIARY WRITING
1.0. INTRODUCTION
A diary is a personal record of thoughts, feelings, experiences and events written down
over time. It is a private and intimate space where individuals can reflect, express
themselves and document their lives.
2.0. GENERAL COMPETENCES
· Organise information and ideas
· Effectively share one's emotions and understand others
3.0. HOOK: Have you ever had thoughts or experiences you did not want to forget?
4.0. KEY TERMS/ WORDS/ VOCABULARY
· Dairy: a personal journal where you can write about your daily experiences,
thoughts and feelings.
· Entry: a single record or item written in a journal, diary or log.
· Salutation: a greeting used at the beginning of a letter, an email or a diary entry
5.0. SUBTOPIC: INTRODUCTION TO WRITING DIARY ENTRIES
Introduction: A diary is like a personal treasure chest where you can store your thoughts,
feelings, and experiences. It is a place where you can be completely honest and free,
expressing yourself without any judgment.
In this lesson, we are going to explore the art of writing diary entries.
6.0. SPECIFIC COMPETENCES: Write Diary Entries
7.0. LEARNING ACTIVITIES
7.1. Activity 1: Discussing the use of a diary
· Teacher engages learners in discussing the use of a diary by asking them
what memorable event happened in the morning before they came to
school.
· Teacher asks them to enter the event as a diary entry.
· Teacher prompts learners to discuss the importance of diary entries.
e.g. self-reflection, emotional outlet, memory preservation, personal
growth, goal tracking, problem solving, historical record.
7.2. Activity 2: Discussing the features of a diary.
· Teacher discusses the features with the class as follows:
a) Date: the date when the entry is done (day, month, year).
th
E.g. 15 January, 2025.
b) Salutation: this is the subject that the writer addresses his or her
written work to. So in diary writing the addressee is usually the
diary.

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E.g. Dear Diary,

c) Main body: This is where the writer records what has been
experienced or what needs to be expressed. Learners must
understand that even though a diary is a personal document, they
must record all entries using correct grammar. The main body can
have several paragraphs depending on what is being recorded.
d) Conclusion: wraps up your reflections or thoughts for the day
e) Personal tone: the writing is informal and reflective often
resembling a conversation with oneself
f) Chronological order: entries are typically recorded in the order in
which they happened.
g) Descriptive language: often used to vividly capture experiences and
emotions
h) Honesty and Authenticity: authentic expressions allowing
individuals to be true to themselves.
i) Language and style: language used is usually casual and
conversational, without concern for grammar or structure.
j) Confidentiality: a private space where one can freely express
thoughts and emotions without judgement.
7.3. Activity 3: Practising the recording of significant/memorable events or
experiences based on given notes.
· Teacher asks learners to make entries of the activities of the day in their
personal diaries.
Sample question and diary entry.
Exercise: “A Day in My Life”
Objective: to practice writing a diary entry and reflect on daily experiences.
Instructions:
a. Choose a date: select a date from the past week or a memorable day.
b. Write a diary entry: write a descriptive and reflective diary entry about the
chosen date.
a. Include
c. What happened that day
d. How you felt
e. What you learned
f. Any challenges or successes
Response
th
15 January, 2025
Dear Diary,

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Today was a rollercoaster of emotions. I woke up feeling anxious about my upcoming exam, but
after a good breakfast and some last minute studying, I felt more confident.
The exam itself was tougher than I had expected but I think I did okay. I'll find out soon enough!
After the exam, I met up with friends at the park and we had fun playing games and laughing
together. It was the perfect way to unwind.
As I reflect on the day, I realise that I've been putting too much pressure on myself lately. I need to
remember to take things one step at a time and enjoy the journey.
Tomorrow, I'm looking forward to relaxing at home with a good book.
Until next time,
Ngoza.
8.0. EXPECTED STANDARD: Diary entries recorded correctly.
8.1. Assessments
· Teacher asks learners to make daily dairy entries for a month.
· Learners to record diary entries
9.0. SUMMARY
· A diary whether digital or hand written, is a powerful tool for self-expression,
reflection and personal growth.
STRUCTURE
TOPIC: ARTICLES
1.0. INTRODUCTION
In English grammar, articles are used before nouns to indicate we are talking about something
specific or more general. Articles come before nouns and are essential words that help to provide
clarity and precision in communication. There are two types of articles which are definite and
indefinite. These shall be discussed in this topic.
1.0. GENERAL COMPETENCES.
· Communication: Express oneself (spoken and written) clearly and effectively.
2.0. HOOK: What is the difference between the following?:
I saw a teacher.
I saw the teacher.
3.0. KEY TERMS/ WORDS/ VOCABULARY
· Definite: referring to specific nouns.
· Indefinite: referring to general or unknown nouns.
4.0. SUBTOPIC: DEFINITE AND INDEFINITE.
1.1. Introduction:
The two types of articles, namely indefinite and definite. The indefinite articles 'a' and 'an'
are used when referring to something non-specific or mentioned for the first time while
the definite article 'the' is used when talking about a particular noun known to both the

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speaker and the listener. This lesson will help learners to understand how and when to use
these articles.
2.0. SPECIFIC COMPETENCES: Use Articles in Sentences.
3.0. LEARNING ACTIVITIES
3.1. Activity 1: Identifying types of articles.
· Teacher writes sentences on the board and asks learners to identify the types
of articles, the definite article “the” and the indefinite articles “a' and “an”.
e.g. The Kabwe Municipal Council closed a noisy bar in our neighbourhood.
3.2. Activity 2: Discussing uses of articles.
· Teacher explains the use of the indefinite article as follows:
I. The indefinite article is used before a singular noun which can be
counted
e.g. Lubuto has bought a new pen.
ii. Before singular countable noun which is used to represent a class or
group of things or people.
e.g. A baby needs a lot of sleep.
iii. When giving someone's occupation
1. e.g. He is an electrician
· Teacher explains that the definite article is used:
I. With singular and countable nouns
e.g. The people of Zambia are friendly.
ii. To refer to a specific, previously mentioned or already known noun.
e.g. I am using the pen you gave me, (specific pen
3.3. Constructing sentences using articles.
· Teacher asks the learners write a short paragraph on the dangers of
substance and drug abuse in which they use the indefinite and definite
articles appropriately.
4.0. EXPECTED STANDARD: Articles used in sentences correctly.
Assessment:
· Learners to identify indefinite and definite articles presented in the given
sentences.
· In group/pair work, learners should construct correct sentences using
appropriate articles.
5.0. SUMMARY
· Articles are important in writing.
· It is important to remember the difference between the definite and
indefinite article which is specificity.

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· Learners must know that “the” refers to specific nouns while” a” and “an”
refer to general or unknown nouns.
SUMMARY
TOPIC: TABULATION
1.0. INTRODUCTION
In summary writing it is simply a brief account of given passage or table achieved by
focusing on specific information. In this section of the module learners are going to learn
how to summarise using tables, graphs, diagrams, maps.
2.0. GENERAL COMPETENCES:
· Analytical Thinking: Grasp and breakdown information and effectively share with
others.
· Communication: Express oneself (spoken and written) clearly and effectively.
· Critical Thinking: Analyse texts to improve the ability to understand.
2.1. Hook: Mention how a table can tell a story.
3.0. KEY TERMS/ WORDS/ VOCABULARY
· Table: Visual representation of data organised into rows and columns
· Tabulate: present information in a table format
· Skill: Ability or expertise to perform a specific task
4.0. SUB-TOPIC: TABULATION SKILLS
4.1. Introduction: This lesson equips learners with tabulation skills. Tabulation
skills are essential summary skills which are essential for effective data
presentation and analyisis.
5.0. SPECIFIC COMPETENCES: Apply Tabulation Skills
6.0. LEARNING ACTIVITIES
6.1. Activity 1: Interpreting given tables, charts, graphs and diagrams.
· Think-Pair-Share: Teacher gives learners maps, graphs and or
tables. Learners to study the contents.
Substance Prevalence Key issues
(Age 15-64)
Alcohol High Alcohol-related disorders,
liver diseases,
neuropsychiatric disorders.
Cannabis 17.7% Most widely consumed illicit
substance
Opiates 0.37% Opiate use among youth and
adults
Cocaine 0.2% Cocaine use among youth and
adults
Amphetamines 0.1% Emerging substance abuse
issue
Ecstasy 0.3% Limited but present use

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· Teachers asks pairs to share their interpretation of the tables.

· A few pairs to present to the class.
1.1. Activity 2: Writing summaries from tables, charts, diagrams and graphs.
· Teacher asks the learners to write notes from the given table above.
1.2. Activity 3: Completing tables, charts, diagrams, graphs using information
from texts/ passages.
· Teacher divides the learners into groups and asks them to complete
a table using information from the given passage.
ALCOHOL AND DRUG ABUSE
Alcohol and drug abuse are serious problems that affect millions of people
worldwide. These substances can have devastating effects on the individual's
physical and mental health, relationships and overall well-being.
Chronic alcohol consumption can lead to liver damage, heart problems and
increased risk of certain cancers. Similarly, drug abuse can cause respiratory issues,
cardiovascular problems and a weakened immune system. Moreover, both alcohol
and drug abuse can lead to mental health issues such as anxiety, depression and
psychosis.
In addition to physical health consequences, alcohol and drug abuse can also have
severe social and economic implications. Relationships with family and friends can
be strained or destroyed and employment opportunities can be lost due to
decreased productivity and absenteeism.
Fortunately, there is help available for individuals struggling with alcohol and drug
abuse. Professional treatment centres offer counselling, therapy and support
groups to help individuals overcome their addiction. With the right treatment and
support, it is possible to recover from alcohol and drug abuse and live a healthy,
fulfilling life.
Fill the table below summarising the effects of alcohol and drug abuse.
Effects and symptoms of alcohol and drug abuse.

Effects Symptoms

1. Physical Weight loss

2. Bad relationships
3. Emotional
4. Financial
5. Cancer
6. Mood swings
7. Depression
8. Social
9. Job loss
10. Financial

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

1.0. EXPECTED STANDARD: Tabulation skills applied correctly.

· In pairs, learners to interpret given charts, tables and graphs.
· In groups, learners to complete given tables using information from given passage.
3.1. SUMMARY
· Tabulation skills are of important in these kinds of summaries.
· Learners are expected to translate or interpret given tables as well as present
information in table form.

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 ENGLISH LANGUAGE TEACHING MODULE Form 1 Term 1

REFERENCES

Curriculum Development Centre (1990). English 8 Pupil's Book 2. Lusaka: ZEPH.

Glencoe (2000). Grammar and Composition Handbook, High School 1. USA: McGraw-Hall.
Sinkala L. (2019), English Composition and Summary for School
Soon, M. (2006). Comprehensive English Grammar. New Delhi: Goodwill Publishing House.
Strong, W. & Lester, M. (1997). Writer's Choice: Grammar and Composition. USA: McGraw-Hall
Wren, P.C. and Martin, H. (2008). High School English Grammar and Composition. New Delhi: S.
Chand & Company Pvt. Ltd.
Zambia Basic Education Course, English 8 Book 1 & 2.

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