THE UNITED REPUBLIC OF TANZANIA

MINISTRY OF EDUCATION, SCIENCE AND TECHNOLOGY

ENGLISH LANGUAGE SYLLABUS FOR ADVANCED SECONDARY EDUCATION

FORM V–VI
2023

i
© Tanzania Institute of Education 2023
Published 2023

ISBN:978-9987-09-728-9

Tanzania Institute of Education

Mikocheni Area
132 Ali Hassan Mwinyi Road
P. O. Box 35094
14112 Dar es Salaam

Mobile numbers: +255 735 041 168 / 735 041 170

E-mail: [email protected]
Website: www.tie.go.tz

This document should be cited as: Ministry of Education, Science and Technology. (2023). English Language Syllabus for
Advanced Secondary Education, Form V–VI. Tanzania Institute of Education.

All rights reserved. No part of this syllabus may be reproduced, stored in any retrieval system or transmitted in any form or by
any means whether electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the
Tanzania Institute of Education.

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 Table of contents
List of tables iv
Abbreviations and acronyms v
Acknowledgments vi
1.0 Introduction 1
2.0 Main Objectives of Education in Tanzania 1
3.0 Objectives of Advance Secondary Education. 2
4.0 General Competences for Advance Secondary Education 3
5.0 Main and Specific Competences 3
6.0 Roles of Teachers, Students and Parents in Teaching and Learning . 5
6.1 The teacher 5
6.2 The student . 6
6.3 The parent/gurdian 6
7.0 Teaching and Learning Methods 7
8.0 Teaching and Learning Resources . 7
9.0 Assessment 7
10.0 Number of Periods 8
11.0 Teaching and Learning Contents 8
Bibliography . 35

iii
 List of Tables

Table 1: Main and specific competences for Form V – VI ...............................................................................................3

Table 2: Contribution of continuous assessment and National Examination in the final score .........................................8

Table 3: Detailed contents for Form V...............................................................................................................................9

Table 4: Detailed contents for Form VI............................................................................................................................25

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 Abbreviations and acronyms

CA Continuous Assessment

CAT Computer – Assisted Translation

TIE Tanzania Institute of Education

TIPS Think-Ink-Pair-Share

RIPS Read-Ink-Pair-Share

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 Acknowledgements
The writing of the English Language Syllabus for Advanced Secondary Education Form V–VI involved various experts from
Government and Non-Government institutions. Therefore, the Tanzania Institute of Education (TIE) would like to thank all
the experts who participated in writing this syllabus, namely, lecturers, tutors, school quality assurance officers, teachers and
curriculum developers experts from TIE. The Institute is also grateful to the National Technical Committee that was formed by
the Minister for Education, Science and Technology for coordinating the curriculum review process for pre - primary, primary,
secondary and teacher education. The Committee discharged its responsibilities professionally by ensuring the contents of
this syllabus are in line with the main objective of the 2023 curricular review, which is to ensure the graduates acquire skills,
knowledge and attitudes that will enable them to create self-employment, employ others, be employed and able to sustain
themselves.

Finally, TIE thanks the Ministry of Education, Science and Technology in a special way for facilitating the preparation and
distribution of this syllabus.

Dr Aneth A. Komba
Director General
Tanzania Institute of Education

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1.0 Introduction
English Language for Advanced Secondary Education is a compulsory subject for students who choose to join the Social
Science or Religious Studies streams taking English language among the subjects in their combinations. The significance of
learning English is to enable student to comprehend oral and written information with confidence and autonomy. Furthermore,
the subject aims at enabling student to evaluate, appreciate, analyse and create various literary works. Generally, it promotes
communication, reading, writing and research skills. It is expected that, leaners will develop advanced skills for writing clearly,
accurately, creatively and effectively for different purposes and audiences. In this regard, learning English at this level will
enable student to provide advanced English language services including editing, proofreading, creating literary work, conducting
authentic interpretations and translation.

This syllabus is designed to guide the teaching and learning of English language at Advanced Secondary Education, Form
V-VI in the United Republic of Tanzania. The syllabus interprets the competences indicated in the 2023 Advanced Secondary
Education Curriculum. It comprises valuable information that will enable teachers to effectively plan their teaching.

2.0 Main Objetives of Education in Tanzania

The main objectives of providing education in Tanzania are to enable every Tanzanian to:
(a) Develop and improve his or her personality so that he or she values himself or herself and is self-confident;
(b) Respect the culture, traditions and customs of Tanzania, cultural differences, compassion, human rights, and inclusive
attitudes and actions;
(c) Increase knowledge and the use of science and technology, creativity, critical thinking, innovation, cooperation,
communication and positive attitudes for his or her own development and for sustainable development of the nation and
the world at large;
(d) Understand and protect the national values, including compassion, patriotism, morality, unity, transparency, honesty,
accountability and the national language;
(e) Build life and work-related skills in order to increase efficiency in everyday life;

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(f) Develop a habit of liking and valuing work in order to increase productivity and efficiency in production and service
provision;
(g) Identify and consider cross-cutting social issues, including the health and well-being of other people (society), gender
equality, as well as the management and sustainable conservation of the environment; and
(h) Develop national and international cooperation, peace and justice in accordance with the Constitution of the United
Republic of Tanzania and international conventions.

3.0 Objectives of Advanced Secondary Education

The objectives of Advanced Secondary Education are to enable the student to:
(a) Strengthen, broaden and develop a deeper understanding of the knowledge, skills and attitudes developed at the lower
level of Secondary Education;
(b) Safeguard customs and traditions, national unity, national virtues, democracy, respect for human and civil rights, duties
and responsibilities associated with such rights;
(c) Develop self-confidence and the ability to learn in various fields, including science and technology as well as theoretical
and technical knowledge;
(d) Improve the use of language in academic communication;
(e) Strengthen accountability for cross-cutting issues, including health, security, gender equality and sustainable environmental
conservation;
(f) Develop competence and various skills which will enable the student to employ himself or herself, to be employed and to
manage his or her life by exploiting his or her environment well; and
(g) Develop readiness to continue to a college education.

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4.0 General Competences for Advanced Secondary Education
The general competences for Advanced Secondary Education are to:
(a) Apply the knowledge and skills acquired in ordinary secondary education to strengthen and broaden academic understanding;
(b) Demonstrate an appreciation of citizenship, national virtues, human rights and civil rights;
(c) Demonstrate confidence in learning various fields, including Science and Technology, theoretical knowledge and practical
education;
(d) Use language skills in academic communication;
(e) Apply knowledge of cross-cutting issues to master the surrounding environment;
(f) Use knowledge and skills to enable a student to employ oneself, be employed as well as manage life and his/her environment;
and
(g) Demonstrate readiness to proceed to the next level of education.

5.0 Main and Specific Competences

The main and specific competences to be developed are presented in Table 1.
Table 1: Main and Specific Competences for Form V – VI
Main Competences Specific Competences
1.0 Demonstrate mastery of 1.1 Automate the production of oral descriptions and conversations using standard
the advanced English pronunciation
language skills 1.2. Develop vocabulary from conversations and written texts
1.3 Use correct grammar and vocabulary in oral and written language tasks

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 Main Competences Specific Competences
2.0 Comprehend oral and 2.1. Comprehend oral messages with confidence and autonomy
written information 2.2. Construct complex and stylistic meanings from diverse and multiple texts
2.3. Demonstrate advanced oral and written proficiency in a variety of communicative
contexts
2.4. Read texts critically to recognise potential implications beyond the author’s explicit
meaning

3.0. Communicate
 effectively 3.1. Manage conversations with good command of pronunciation
in different 3.2. Create a variety of complex oral and written texts for different communicative purposes
contexts
3.3. Develop advanced socio-cultural analysis of functional texts
4.0. P  rovide advanced 4.1. Apply principles of interpretation to provide complex and authentic interpretations
English language 4.2 Apply principles of translation to produce complex authentic translation
services to the
community 4.3 Apply principles of editing and proofreading variety of texts
4.4 Manage complex translation and editing projects using Computer-Assisted Translation
tools

5.0 A
 ppreciate and create 5.1 Appreciate the aesthetic and value of literature
literary works 5.2 Analyse the genres of literature and appreciate their conventions
5.3 Evaluate the context in which literary texts are written, read and understood
5.4 Create complex literary works

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6.0 Roles of Teachers, Students and Parents in Teaching and Learning
A good relationship between a teacher, student and parent or guardian is fundamental in ensuring successful learning. This
section outlines roles of each participant in facilitating effective teaching and learning process of History.

6.1 The teacher

The teacher is expected to:

(a) Help the student to learn and acquire the intended competencies in Engilish Language;
(b) Use teaching and learning approaches that will allow student with different needs and abilities to:
(i) develop the competencies needed in the 21st century; and
(ii) actively participate in the teaching and learning process.

(c) Use student centred instructional strategies that make the student a centre of learning which allow them to think, reflect and
search for information from various sources;
(d) Create a friendly teaching and learning environment;
(e) Prepare and improvise teaching and learning resources;
(f) Conduct formative assessment regularly by using tools and methods which assess theory and practice;
(g) Treat all students equally irrespective of their differences;
(h) Protect the student while at school;

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(i) Keep track of the student’s daily progress;
(j) Identify individual student’s needs and provide the right intervention;
(k) Involve parents/guardians and the society at large in the student’s learning process; and
(l) Integrate cross-cutting issues and ICT in the teaching and learning process.

6.2 The student

The student is expected to:
(a) Develop the intended competences by participating actively in various learning activities inside and outside the classroom;
(b) Actively engage in the teaching and learning process; and
(c) Participate in the search for knowledge from various sources, including textbooks, reference books and other
publications in online libraries.

6.3 The parent/guardian

The parent/guardian is expected to:
(a) Monitor the child’s academic progress in school;
(b) Where possible, provide the child with the needed academic support;
(c) Provide the child with a safe and friendly home environment which is conducive for learning;
(d) Keep track of the child’s progress in behaviour;
(e) Provide the child with any necessary materials required in the learning process; and
(f) Instil in the child a sense of commitment and positive value towards education and work.

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7.0 Teaching and Learning Methods
The teaching and learning methods are instrumental in developing student’s competences. This syllabus suggests teaching and
learning methods for each activity which includes but not limited to discussions, presentations, field visits, practical work,
research, scientific experiments, and project works. However, a teacher is advised to plan and use other appropriate methods
based on the environment or context. All the teaching and learning methods should be integrated with the everyday lives of
students.

8.0 Teaching and Learning Resources

The process of teaching and learning requires different resources. In that regard, both the teacher and students should work
together to collect or improvise alternative resources available in the school and home environment when needed. The teacher
and student are expected to constantly seek for information from various sources to effectively facilitate teaching and learning
process. The list of the approved resources for reference shall be provided by the Tanzania Institute of Education.

9.0 Assessment

Assessment is important in teaching and learning of English Language subject. It is divided into formative and summative
assessments. Formative assessment informs both the teacher and students on the progress of teaching and learning, and in
making decisions on improving the teaching and learning process. Teachers are, therefore, expected to apply a wide range
of formative assessment methods which include but not limited to discussions, presentations, oral questions, brainstorming,
experiments, observations, practical and projects.

Summative assessment, on the other hand, will focus on determining student’s achievement of learning. Teachers are expected to
use a variety of summative assessments including mid-term tests, terminal, mock examinations and projects. The scores obtained
from these assessments will be used as Continuous Assessment (CA). Therefore, the continuous assessments shall contribute
30% and the National Form VI Examination shall be 70% of the student’s final achievement, as indicated in Table 2.

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Table 2: Contribution of Continuous Assessment and National Examination in the final score
Type of Assessment Form V Form VI
First Term Examination 5% 6%
Second Term Examination 5% -
Project - 7%
Mock Examination - 7%
National Examination - 70%
Total 100%

10.0 Number of Periods

The English language Syllabus for Advanced Secondary Education Form V–VI provides estimates of the time that will be spent
in learning and teaching, in consideration of the complexity of the specific competences and the learning activities. Ten periods
of 40 minutes each have been allocated for this subject per week.

11.0 Teaching and Learning Contents

The contents of this syllabus are presented in matrix form with seven columns which include main competence, specific
competence, learning activities, suggested methodologies, assessment criteria, resources and number of periods as presented in

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Tables 3 to 4.
Form V
Table 3: Detailed Contents for Form V
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
1.0 Demonstrate 1.1 Automate the (a) Articulate Role-Play, Dialogue Words and Recorded 30
mastery production sentences in and Demonstrations: sentences are audio/video,
of the of oral connected speech Guide students articulated with PA chart and
advanced descriptions and with standard through role-playing, appropriate any relevant
English conversations pronunciation demonstrating and pronunciation texts
language using standard (e.g., phonemes, dialoguing to articulate in connected
skills pronunciation syllables, stress words and sentences in speech
(e.g., phonemes, and intonation) connected speech with
syllables, stress standard pronunciation
and intonation)
(b) Describe objects, Discussion, Objects, events
events and Think-Ink-Pair- and situation
situations with Share (TIPS) and are described
appropriate Dialogues: Guide in English with
English students through appropriate
expressions (e.g., describing objects, levels of
level of formality, events and situations formality,
pre-supposition, with appropriate presupposition,
time, audience and English expressions time, audience
topics) and topics

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(c) Participate in Discussion, debates Topical issues
discussions on and dialogues: are logically
various topical Guide students discussed
issues (e.g., through participate
entrepreneurship, in discussions about
corruption, various topical issues
taxation, child
right and
security,
gender education,
cyber security
education, disaster
management, health
and productive
education, drug
abuse, life skills,
financial
management
education and
taxation) with a
standard
pronunciation

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
1.2 D
 evelop (a)  Write unfamiliar Engagement with a Unfamiliar Any relevant 20
vocabulary vocabulary from text: Engage students vocabulary passage,
from given complex oralthrough independent from given dictionaries,
conversations and written texts reading of a text to texts are encyclopaedia
and written identify vocabulary as written
texts used in texts correctly
(b) Discover the Close reading and Meanings Any relevant
meanings of conversations: Guide of new passage,
vocabulary using students through vocabulary are dictionaries,
context, technical discerning meanings discovered encyclopaedia
dictionary, of vocabulary from a
thesaurus and text or conversations
encyclopaedia using context,
technical dictionary,
thesaurus and
encyclopaedia
(c) Form new Group discussion, New words
words through TIPS: Guide students are formed
word formation individually or in correctly
processes (e.g., manageable groups through
compounding, through forming new different word
blending, clipping) words using word formation
formation processes process

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
1.3 U
 se correct (a) Use the synonyms Discussion and Synonyms and Newspapers, 30
grammar and and antonyms of Role-play: Guide antonyms of articles
vocabulary given words to students through given words related to
in oral and compose a variety using synonyms and are used environment,
written of texts antonyms of given properly in oral gender, drug
language tasks words orally and in and written abuse, HIV,
writing tasks road safety
and human
rights
(b) Use advanced Discussion, Group Events, objects
vocabulary and work and TIPS: and situations
grammar (e.g., Guide students in are described
tenses and subject- manageable groups clearly using
verb agreement) through describing advanced
to describe events, events, objects grammar and
objects and and situations with vocabulary
situations appropriate grammar
and vocabulary

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods
(c) Prepare and TIPS, Group Complex
deliver complex discussion and speeches
speeches on Library search: on various
various topics Guide students through topics are
including sharing experience of well prepared
cross-cutting preparing and delivering and delivered
issues using speeches on various using
appropriate topics including cross- appropriate
vocabulary cutting issues using grammar and
and grammar appropriate vocabulary vocabulary
(e.g., tenses and grammar
and cohesive
devices)
(d) Write Discussion and Project Articles
articles (e.g., work: Guide students about events,
newspaper through identifying objects and
articles, articles from different situations
magazine sources and writing one are written
articles about events, objects correctly
and journal and situations using using
articles) about advanced vocabulary advanced
events, objects and grammar vocabulary
and situations and grammar
using advanced
vocabulary and
grammar

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Main Specific Learning activities Suggested teaching and Assessment Suggested Number
competences competences learning methods criteria resources of
periods
2.0 Comprehend 2.1 Comprehend (a) Explain different Role-play, Group Different Recorded 28
oral and oral messages types of discussion and dialogue: types of audio/video,
written with meanings from Guide students through meanings Bluetooth
information confidence and oral information discussing about different are clearly speakers, IPA
autonomy (e.g., denotative, meanings from oral and explained chart and any
connotative and written information from oral relevant text
figurative) information
(b) Explain meanings Scenario, Group Meanings of
of oral texts discussions and Project texts from
derived from work: Guide students different
in manageable groups
different registers registers are
through identifying and
(e.g., journalism, explained
law, medicine andexplaining meanings of clearly
religion) oral texts derived from
different registers
(c) Describe Scenario, Group Rhetorical
rhetorical and discussions and and implied
implied meanings Dialogue: Guide students meanings
derived from in different scenario are correctly
conversations through recognising derived from
rhetorical and implied conversations
meanings from
conversations

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(d) Respond to Dialogue, Simulation Oral
oral messages and role-play: messages are
with confidence Guide students responded
and autonomy through responding to with
(e.g., seeking to oral messages in confidence
clarifications, conversations or speech and autonomy
adding with confidence and
comments, autonomy
arguing and
summarising)
2.2 Construct (a) Use complex Discussion, TIPS Complex Newspapers, 30
complex stylistic features and Project work: stylistic articles about
and stylistic (e.g., dialects, Guide students through features environment,
meanings from registers collecting texts from obtained gender, drug
diverse and and figures different registers, from written abuse, HIV,
multiple texts of speech) analysing the stylistic texts are used road safety and
obtained from features used and correctly human rights
written texts composing own texts of to convey and any other
to convey different registers using messages relevant texts
meanings stylistic features

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(b) Explain meaning Scenario and Project
of written texts work: Guide students
derived from in manageable groups
different registers to explain meanings
(journalism, of written texts drawn
medicine and from different registers
religion)
3.0 Communicate 3.1 Manage (a) Interpret Discussion, dialogue, Information Recorded 30
effectively conversations information from Role-play and from audio/video,
in different with a good spontaneous and Storytelling: Guide spontaneous Bluetooth
contexts command of non-spontaneous students through and non- speakers
pronunciation conversations interpreting information spontaneous and any
from spontaneous expressions relevant text
and non-spontaneous are interpreted etc
conversations clearly
(b) A
 pply Demonstration, Role- Words and
pronunciation play and Follow-up sentences are
techniques in interview: Guide pronounced
spontaneous and students through correctly
non-spontaneous pronouncing words using standard
conversations and sentences using pronunciation,
standard pronunciation, stress and
stress and intonation intonation

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods
(c) Participate in Role-play: Guide Different
spontaneous and students through role- dialects of
non-spontaneous playing spontaneous English
conversations and non-spontaneous language are
with people using conversations with used correctly
different dialects people from different in spontaneous
of the English dialects of the English and non-
language language spontaneous
conversations

3.2 C
 reate a variety (a) Compare a Project work: Guide Various Recorded 30
of complex variety of the students through complex oral audio/video
oral and complex oral recognising usage of texts with and any
written texts texts with prosodic features and appropriate relevant
for different appropriate grammar in complex prosodic texts
communicative prosodic features oral texts features
purposes and correct and correct
grammar in grammar are
different contexts. compared well

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods
(b)Compose a variety Scenario and Project Variety of
of complex texts work: Guide students complex
(e.g., investigative to compose texts written texts
reports, academic with appropriate are composed
reports, contracts, punctuation and style well with
wills and complex from different scenario appropriate
instructional punctuations
manuals) with and style
appropriate
punctuation and
style

(c) Use prosodic Scenarios, Role-play Prosodic

features, and TIPS: Guide features,
punctuation and students through using punctuation
correct register to stress, intonation, and correct
create a variety rhythm, punctuation registers are
of complex oral and registers in com- correctly
and written texts plex oral and written used to create
for different texts complex oral
communicative and written
purposes texts

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods
4.0 Provide 4.1  Apply (a) Differentiate Videos, Intralingua, Recorded 25
advanced principles of intralingua, Demonstration and interlingua and audio/ video of
English interpretation interlingua and role-play: Guide sign language interpretation
language to provide sign language students though interpretations and any other
services complex and interpretations differentiating and are relevant
to the authentic interpreting sign differentiated materials
community interpretations language, intralingua correctly.
and interlingua
languages

(b) A
 nalyse Read-Ink-Pair- Theories and
theories and Share (RIPS), Group principles of
principles of discussion and interpretation
interpretation Project work: Guide are analysed
students through clearly
analysing the theories
and principles of
interpretation
(c) Discuss the Group discussion and Ethics of
ethics of TIPS: Guide students interpretation
interpretation through discussing and are well
appreciating ethics of discussed
interpretation career

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and tearning criteria resources of periods
methods
(d) Interpret Role-plays, Conversations
conversations Demonstration and in a variety of
in a variety of TIPS: settings are
settings Guide students interpreted
through interpreting correctly
various conversations
in different settings
(e.g., hospital,
meetings, schools,
etc.)
4.2 A
 pply (a) Analyse TIPS, Group Theories and Computer, 20
principles of theories and discussion and project principles of various
translation principles of work: Guide students translation extracts and
to produce. translation through analying are analysed any relevant
complex theories and principles clearly texts
authentic of translation
translation
(b) Discuss the Case studies and Ethics of
ethics of Group discussion: translation as a
translation as a Guide students career are well
career through discussing and discussed and
appreciating the ethics appreciated
of translation career

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods

(c) T
 ranslate Demonstration and Variety of
a variety Project work: Guide general texts
of general students through are translated
texts using translating variety of correctly using
Computer- general texts using CAT tools
Assisted CAT tools
Translation
(CAT) tools

4.3 A
 pply (a) A
 nalyse the TIPS, Group The theories Written texts 30
principles of theories and discussion and and principles and any other
editing and principles of Project work: Guide of editing and relevant
proofreading editing and students through proofreading materials
a variety of proofreading analysing theories and are analysed
texts principles of editing clearly
and proofreading

(b) Edit and TIPS, Project work A variety of

proofread and Demonstration: complex texts
a variety of Guide students are edited
complex texts through using editing and proofread
and proofreading skills correctly

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Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods

5.0 A
 ppreciate 5.1 A
 ppreciate (a) A
 ssess the TIPS, Group Contribution Oral or 32
and create the aesthetic contribution discussion, Debate of elements recorded
literary and value of of elements and Demonstration: of form in songs, riddles,
works literature of form (e.g., Guide students shaping drama, short
plot, language through assessing meaning of stories and
and style) the contribution of any literary folklore
in shaping elements of form in work is clearly
meanings of shaping of literary examined
any literary works
work

(b) Relate the Songs, proverbs and Work of art is

lesson from story-telling: Guide related in real
literary work students through live situation
to real life singing songs, say accordingly
situations proverbs, and narrate
stories that will guide
them to relate the
work of art in real life
situations.

22
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods
(c) Assess the Songs, Debate Contribution
contribution and Discussion: of Tanzanian
of Tanzanian Guide students literature in
literature in through assessing moulding
moulding a the contribution of a civilized
civilized society Tanzanian literature in society is
moulding a civilised assessed
society
5.2 A
 nalyse the (a) Explain the Observation: Distinctive Selected 35
genres of distinctive Engage students in features of novels/short
literature and features of manageable groups to different stories, plays,
appreciate different genres study selected literary genres of and poetry
their of literature texts, identify and literature
conventions write common features are clearly
found in the selected explained
texts
(b) Apply the RIPS, Project work The theories
theories of and Group work: of literature
literature in Guide students in critiquing
critiquing individually, in pairs literary works
literary works or groups to use are correctly
theories in critiquing applied
literary works

23
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods

(c) Express a Discussion: Guide Personal

personal point students through point of view
of view after expressing the is expressed
reading a personal point of clearly
literary work view after discussing
a text through group
discussion; and present
the ideas in plenary
discussion

24
 Form VI
Table 4: Detailed Syllabus Contents for Form VI
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of periods
1.0 Demonstrate 1.1 Automate the (a) Participate Role-play and Oral Recorded oral 30
mastery of production in oral Demonstration: conversations documentaries/
the advanced of oral conversations Guide students through are made speech, IPA
English descriptions in advanced participating in oral in different chat, speakers
language skills and settings (e.g., conversations in settings
conversations airports, different settings accordingly
using standard migration,
pronunciation diplomacy and
diplomatic
protocols etc)
(b) Narrate Story-telling, songs Documentaries
documentaries and poems: Guide of events and
of events, and the students through situations
situations with narrating, singing or in different
a standard reciting poems about contexts
pronunciation documentaries of are narrated
in different events and situations appropriately
contexts (e.g., with standard with a standard
history, religion pronunciation in pronunciation
and, medicine) different contexts

25
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(c) Participate Debates, dialogues, Dialogues,
in dialogues, demonstrations and debates and
debates and Role-plays: Guide meetings are
meetings students through role- conducted
on topical play meetings on topical effectively on
and cross- and cross-cutting issues topical and
cutting issues to practise standard cross-cutting
(e.g. debate, pronunciation in issues with
meeting, and debates, dialogues and a standard
presentations) meeting pronunciation
with a standard
pronunciation
1.2 Use correct (a)Use advanced TIPS, Project Documentaries
grammar and vocabulary work and Group of events and
vocabulary in and grammar discussions: Guide situations
oral and written (e.g., adverbs, students individually, in in different
language tasks prepositions and pairs and manageable contexts
conjunctions) groups to compose field are narrated
to describe field specific texts in the past, appropriately
specific past, present and future using with a standard
present and advanced grammar and pronunciation
future events vocabulary

26
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning Methods criteria resources of
periods
(b) Compose field Scenario, TIPS and Field specific
specific texts Project work: Guide texts are
using advanced students through composed using
vocabulary composing field specific appropriate
and grammar texts using selected grammar and
(e.g., therein, forms (e.g., therein, vocabulary
thereof, besides, thereof, besides, in
in addition, addition, although, and
although, however) in different
and however) contexts with advanced
in different vocabulary and
contexts grammar

(c) Evaluate the Group discussions and Usage of

appropriateness TIPS: Guide students grammar and
of grammar and through evaluating vocabulary
vocabulary used the appropriateness in speech and
in speech and of grammar and written the
written texts in vocabulary used in texts of field
field specific speech and written texts specific context
contexts in field specific contexts is evaluated
accordingly

27
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
2.0 Comprehend 2.1 Demonstrate (a) Participate Role-play, Debates Formal Dictionary, 25
oral and advanced oral in complex and Dialogues: Guide conversations in newspaper,
written and written conversations students to participate in more complex articles, any
information proficiency in (e.g., death, complex conversations settings relevant
a variety of violence, (e.g., death, violence, are made texts
communicative discrimination, discrimination, accordingly
contexts accidents and accidents, poor results)
poor results) through debates,
dialogues and role-plays

(b) Respond to Debate, dialogues, Rhetorical Technical

conversations Role-plays and Story- devices are used dictionary,
using rhetorical telling: Guide students in conversations audio/video,
devices through participating of different extracts and
in conversations of settings correctly any relevant
different settings using to convey materials
rhetorical devices meanings

28
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(c) Employ Demonstration, Paralinguistic
paralinguistic Debate, Role-play features are
features to and Dialogue: employed in
communicate Guide students communicating
information through employing information
in a variety of paralinguistic features in a variety of
settings (pitch, tempo, loudness, settings
resonance, timber,
intonation range,
syllabic duration and
rhythm) to communicate
information in a variety
of settings
2.2 Read texts (a) Read a variety Project work: Guide Contextual Newspapers, 25
critically to of texts and students through clues are magazine,
recognise identifying the reading various recognised pictures and
potential contextual clues texts and identify and used to any other
implications (e.g., general the contextual clues understanding relevant
beyond the context, co-text, (general context, co- implied materials
author’s explicit punctuations) for text, punctuations) for meanings of
meaning understanding understanding implied texts
implied meanings, in small
meanings groups; and sharing
them to the whole class

29
Main Specific Learning activities Suggested teaching Assessment Suggested Number of
competences competences and learning Methods Criteria resources periods
(b) Read a variety Close reading, TIPS Various
of texts (e.g., and Group works: texts are red
letters, articles Guide students and implied
and newspapers) individually and in meanings are
to obtain implied groups through reading recognised
meanings and recognise implied
meanings from various
texts
(c) Read a variety Close reading, TIPS Various texts
of texts and and Group works: are red and
comment on Guide students through appropriate
the implied reading various texts comments on
meanings from and comment on the implied
the author’s implied meanings from meanings are
point of view the author’s point of given
view
3.0 Communicate 3.1 Develop (a) Assess the Group discussions, Language Instructional 35
effectively advanced appropriateness TIPS and Dialogues: usage and manuals,
in different socio- of the language Guide students to style in the announcements,
contexts cultural and style used in analyse and assess the functional texts menu,
analysis of functional texts appropriateness of the are analysed prescriptions
functional language and style used and evaluated and any other
texts in functional texts relevant texts

30
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(b) D RIPS, Project work,
 ifferentiate the Evidence based
structure and TIPS and Group on structure
discussions: Guide
style of different and style of
functional texts students through functional
explaining the texts are used
differences in structure to support the
and style of functional differentiation
texts
4.0 Provide 4.1 Apply (a) Interpret Role-play, Conversations Computer, 35
advanced principles of conversations Demonstration in field specific computer
English interpretation in field specific and Dialogue: settings are software and
language to provide settings (e.g., Guide students interpreted any other
services complex and legal, medicine, through interpreting relevant
to the authentic religion, science conversations in field materials
community interpretations and technology) specific settings
(b) Solve the Role-play, Challenges of
challenges that Demonstration and interpretations
may arise when Dialogue: Guide in field specific
interpreting students through conversations
field specific solving interpretation are solved
conversations challenges in field
specific conversations

31
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
4.2 A
 pply (a) T
 ranslate a Project work: Guide Complex Recoded 35
principles of variety of students through technical texts audio,
translation complex translating a variety of are translated speakers,
to produce technical texts complex technical texts using computer computer,
complex using Computer using CAT tools assisted any relevant
authentic – Assisted translation extracts
translation Translation tools
(CAT) tools
(b) Address Scenario, Role-play Challenges that
challenges that and Demonstrations: arise during
may arise during Guide students through translation of
translation of addressing challenges technical texts
technical texts arise from translation of are solved
technical texts
4.3 A
 pply (a) Edit and Project work, TIPS Complex field Field specific 30
principles of proofread and Group discussion: specific texts texts e.g.,
editing and complex field Guide students are edited and Legal texts,
proofreading specific texts through editing and proofread professional
a variety of proofreading complex reports and
texts field specific texts dissertations

32
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
(b) Evaluate edited Close reading and Edited field
field specific RIPS: Guide students specific texts
texts with through evaluating are evaluated
an editorial edited field specific with an
perspective texts with an editorial editorial
perspective perspective
4.4 Manage (a) Explain the TIPS and Group The qualities Computer, 30
complex qualities of discussions: Guide of a translation computer
translation a translation students in pairs and project software and
and edit project manager manageable groups manager are any other
projects using through identifying and explained relevant
Computer- explaining the qualities correctly materials
Assisted tools of a translation project
manager
(b) Use Computer- Project work: Guide Translation
Assisted students through projects are
Translation (CAT) managing translation correctly
tools to manage projects using CAT managed using
translation tools CAT tools
projects
(e.g., writing
quotations,
invoices and
contracts)

33
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods
5.0 Appreciate 5.1 Evaluate (a) A
 nalyse the RIPS, TIPS and Settings of Selected 35
and the context settings of Discussions: Guide literary texts novels, plays
createliterary in which literary texts students through are analysed and poetry
works literary texts to show their analysing settings of to show their
are written, contributions to literary texts to show contributions to
read and the content their contributions to the content
understood the content

(b) Relate the Discussion, TIPS Content of

content of and Dialogues: Guide literary works
literary works students in manageable is related
to real life groups and pair works appropriately
situations through assessing the to the real-life
content of literary situations
works in relation to the
real-life situation
(c) Infer moral RIPS: Guide students Moral lessons
lessons from a in pairs through from a variety
variety of literary inferring moral lessons of literary
works from variety of literary works are
works appropriately
inferred

34
Main Specific Learning activities Suggested teaching Assessment Suggested Number
competences competences and learning methods criteria resources of
periods

5.2 C
 reate (a) F
 ormulate Scenario and TIPS: Ideas for Selected 35
complex an idea for Guide students through composing novels, plays
literary composing formulating ideas for literary works and poetry
works literary work of composing literary are we1ll
literature works formulated

(b) D
 evelop plans of TIPS and Discussion: Plans of
writing literary Guide students through writing literary
works (e.g., developing plans of works are
characters, writing literary works developed
themes, setting correctly
and plot)

(c) A
 pply literary Project work: Guide Literary skills
skills in students though are used to
developing developing literary develop literary
literary works works works

35
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Bisen, V. (2009). Business communication. New India. Age International (P).

Cunningham, S. & Moor, P. (2008). Cutting edge: Advanced student‘s book with phrase builder: Longman.

Ferguson Career Skills Library (2009). Communication skills (3rd ed.). Infobase Publishing.

Langan, J. (2016). College writing skills (8th ed.), McGraw-Hill Limited.

Lucas, S. E. (2009). The art of public speaking (10th ed.), McGraw-Hill Limited

MoEVT. (2014). Education and training policy: Ministry of education and vocational training. Tanzania Institute of Education.

TIE. (2009). English language syllabus for sdvanced level secondary education. Tanzania Institute of Education.

Yule, G. (2006). The study of language (3rd ed.). Cambridge University Press.

Wright, Craig. (2014). Listening to music. (7th ed.). Clark Baxter.

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