NAT mal Senior Secondary“Part 3: Reading and summary .. Part 4: Composition Writing ..... ‘Scanned wih CemScannerTh ior Secondary English for Zambia, Grade 11 aims at " ois to help the learners lear English and acquire language skis to be municate, leam and use English Language well in a Variety of Situations, mer’s Book is divided into several parts to ease the teaching ang leaming ae guage, The four sls of English Langvace, that's, stenng, speaking: ate) tng ate emphasised inal parts. An effort has been made o provide re easnd aM je necessary content whichis suitable forthe level of study and age of he aise Providing the , on the basis of th current Zambian Soy *eving both general and se anguage objectives. “Tht Teacher's Guide aims at equipping the teacher wth the necessary tools ang ig | Reeded forthe efficient use of the Leamer’s Book for teaching English Language as second language. | Tie teacher should endeavour to use creative ways of making the leaming of Engi Tanguage as enjoyable, interesting and rewarding as possible to the leamers. The feather s Guide provides a variety of activities and suggests learning aids that can hp the teacher achieve the learning objectives of each lesson Fciferentactivitiesin the Leamer’s Book aim at stimulating the interestof the eames inthe help oftheir teachers. An effort has been made to equip the teacher with use ints and tips on how best to integrate diffe rent teaching methods in each lesson so as ach the different language skils effectively, as well as a communicative © approach to language leaming hi both the Leamer’s Book and the Teacher's Guide, lLeamer's Book and the Teacher's Guide suggests sp Ment that can be covered in each lesson.m plans and schemes of work tailored to m i IS of a specific class. The teacher should handle each clas ig pgesting Which requires either a unique teaching approach or a combinatior The teacher should also specifically be sensitive to the needs of individual learne “especially those in the Special Needs Educational (SNE) category. This issue is discussed later on at length with a special focus on children with special needs and with learning disabilities. The Senior English Course for Zambia focuses on the acquisition — of the four language skills, that is, listening, speaking, reading and writing. following have been used in the Leamer’s Book and the Teacher's Guide to help this language development. (1) Speaking (2) Listening exercises (3) Dialogues (4) Poems (5) Language patterns (6) Guided compositions (7) Spelling exercises (8) Creative writing exercises (9) Puzzles (10) Short stories (11) Grammatical exercises (12) Discussion topics (13)Revision exercises (14) Group activities and projects (15) Plays The above components, if used together in combination with various teaching and learning activities and aids, will help the learners not only acquire language skills for use in and out of the classroom, but also help lead to the development of other skills ‘such as critical thinking skills, analytical skills, group and individual skills, organisation and leadership skills. The Senior Secondary English Course for Zambia is aimed at enabling leamers " develop a solid language foundation with emphasis on all the four language skills of “listening, speaking, reading and writing. The course exposes leamers to the use of the: “English Language in and out of the classroom environment in a communicative way. the end of the course, leamers will be able to: “listen and follow instructions; iscursi a ‘Scanned with CamScannerskilsin English language ae discussed cone practically used side by side. Learners are generally ing vet ye Keen fo respond to new information, hence the need tolst is. Learners always want tohear nev, interesting and exch? should always try to make the lesson as interesting and exci the leamers’ attention throughout the lesson. itis importan; nae t t pan of the young learners of a language is usually short, There as much as possible try to help learners develop good listening ee and interesting listening and speaking exercises. y ohing jamer’s Book and the Teacher's Guide contain a variety of language exer, bul the feacher should not be limited to them. They include conversations qc alin exercises, eto. Emphasis should be laid on the following: gues, 2 stress and articulation of words 2 varying moods as expressed in speech The teacher should be mindful of the influence of mother tongue ang other languages in the environment on the development ofthe listening and speay _ skills of the leamers. The teacher should be patient with learners Who fail ig quickly adapt to the right pronunciation and intonation of specific words Janguage patterns, The teacher should systematically guide the leamers yp appear to have specific language problems. The teacher should also eneo) _leamers to communicate in the English Language outside the classroom, acher is encouraged to involve the learners in the following:unity to 1 should be helj i Fouad Boies mg out the stress and intonation as they read. The ners to read and write poems, short stories, plays, This will help learn ais Rating: Special ea. tich vocabulary and embrace the culture of reading and omttne\chleamer shout ea be paid to learners who use their left-hand to write. peepee eee auld bs encstrayadio ston the side of the bonch where they ey ean wile jelithey heppenite share a desk with right-handed learners) so that ly and quickly as they participate in the language lesson. Summary In this socton, emphasis ison he understanding of basic nposing of titles, identifying important information in stories and condensing it. tis also important sie in form of presenting information in table or chart form. Thi is easy to pick out information from the table chart or graph. summary skills such as sages, plays, poems oF that learners know that summary can be is is convenient because it une peaches role is to ensure that learners are able to choose the best title from a list of options and they should as well justify the choice of their answers. 1d to compose a title which adequately and concisely describes ‘fective prose summaries. Their skis should also formation from texts into tables, charts and even Learners should be helpet the passage, in addition to writing ef extend to the ability to condense in graphs. igh to source from more e and creative enou: k or if it is not readily uraged to be innovativ er’s Bool The teacher is encol yy not be presented in the Learn information that ma} available General methodology hodology used in this course Is 8 learner and learning. The teacher is @ guide or a facilitator and helps the learners acquire the necessary set of language $I use in and out of the classroom. -centred interactive teaching not a dictator. The teacher The general met ills through their practical and methods of learning. perience/process. The following f the teaching (and learning) e classroom. -eriment with different styles hing and learning ex the process Oo ‘struction in the languags yen room to expt ate in the teacl 4 components in ‘das a medium of in Learners are giv Leamers particip: are some of the suggest= of English as a subject an 2 brainstorming; 2 guided discovery method; n methodipresent tation method; > dramatisation: 2 discussio! 2 recitation method; 2 demonstration method; = mestion and answer method. Scanned wth Cache jcourages learners to ask questions wherever offers corrections where the lean 0 Mers have made mi at learners learn by doing rather th usta jan watching or listening ___ Discussion/presentation method This method involves discussion among the learners a initiates a topic and encourages learners to respond, oa acl Th about it. The teacher should also organise learners-learners discussione” leamers develop al the skils of language while also acquiring ites Shite Psy Skil, eiical thinking skis, group and interpersonal skils ae yet Dread lon, Skill, The Nt, dt Demonstration method The teacher should demonstrate what sherhe teaches through pro ‘ and out of the classroom. Per language uss Leamers will adopt the teacher's accent, writing style, and other skils exhibited teacher. Language learners also learn a lot from each other t Dy he rs therefore, the should encourage the positive skills, e.g. orderliness, speed and writing in leamers, Question and answer method In this method, the teacher uses a variety of questions to help the learners acquire ant Practise certain skills. The teacher also answers questions asked by the lene Good language teacher encourages language leamers to ask questions andhelp tem develop their abilty to think critically and to analyse issues (critical thinking) when su learners could use a variety of styles in asking questions in order to reduce monolany The teacher can use open ended questions in some places while giving close ene questions in other areas. Brainstorming In this activity, the teacher gives open ended questions which lead leamers to gle many different answers. The learners should be encouraged to agree or core a certain answer. The topic is explored from as many angles as possible for the level learning. Dramatisation ven In this activity, the learners act out given scenarios. They follow a plot ancy be : by the teacher. The language learners may not have to improvise words dramatise a situation or a scenario in form of a dialogue, play, or skit. Recitations i jal exp Here, the learners are organised to use their body expression, foe di gestures, pictures, and so on. This activity involves the learners and is _ iting poems, tongue twisters and riddles. The teacher should invite {he> improve the reading speed; | appreciate thythm, stress and intonation; > enhance the ability to understand different types of texts; > infer meaning of words or phrases in a given text. Group work/discussion Group work is a method of teaching whereby I i Ive Saukeem 19 yy learners are put into groups and given. Factors to consider > Age of the learners > Interests or inclinations of learners > Abilities and skills > Social dynamics in the learning environment Role of gender-related issues 2 Appreciating the learner's experience and point of view © The clarity of instructions before each given task Organisation of the group 4. Inacclass of 40 learners, 5 or 4 groups of 10 is better otherwise a group should consist of 4 to 6 leamers. 2. There should be a convenient way where the exchange of ideas is made possible (for example, through the sitting arrangement). 3. Leadership should be taken into account, that is, start with the brightest learner to roll the ball while the slow ones participate as leaders towards the end of each topic for discussion. Benefits/merits of group work Encourages even weak learners to participate/speak. > Enhances leadership skills. Wide range of activities can be covered. = A= ‘Scanned wih CamScannermemory, the following aF° suggested through repettit tasks for example, ) before proceeding to anew lesson. give questions about fo-remember instructions; nd short easy pond to questions and other instructions process and resi ers enough time 0 1 fo make them recall ideas faster. > allowlearn' > do not harass OF threaten them in a Pe visual impairment. visual impairment slowing are suggested fr jeamers with The fol > navel the learners sit? the front row of the class > use big letters where the impairment is minor > advise the leamers 10 get spectacles where the M apairment requires them tobe used where the feamer is compe od special lessons on how vclearn or get help with eadea sr evaluation exercises mers to acquire a braille mact! will ne a completely blind learner W will have to eithe the sake > advise the lea! blind. However, the braille machine and the teacher the braille marks made by the learners [0 examinations. Hearing impairment > Speak directly to the learners > Seat the leamers at the front of the class DR inforce speech through the use of visual teaching aids like ches and piu 2 Emphasise key words through repetition i gpettl 2 Serious a where a learner is completely de ce such a leamer needs to attend a special needs class. a ‘Scanned wih CamScanner ——=@=sit infront to The teacher should also tal 1 isabled leamers so that the school can be made accessible Isabled if itis not. Entrances to the classrooms and other rooms in the ould be made as accessible as possible. is is not a disability but should be treated as a special need especially if the learner finds it difficult to maintain interest in the lesson due to boredom. Very bright learners usually get bored in an all inclusive class because they understand concepts faster, and are usually far ahead of the rest of the learners which causes boredom to them. The teacher should give such learners extra work. The teacher can also ask them to tutor weaker learners and head group projects. This will keep them active and involved. in the teaching and learning process. Gender and language learning and teaching ‘The issue of gender in the language classroom, though not very common, is sometimes a challenge to the Language teacher. The female learners sometimes put in more effort than the male learners. Sometimes they also perform and learn quicker than their male counterparts. This is caused by the nature of games and chores that the two categories usually engage in. Games and activities for female learners usually involve more talking hence better language practice and acquisition while games for males usually involve more action and less talking. It is important, therefore, to be mindful about gender equality in the activities in and out of the language class. Itis also important to involve the class in challenging tasks like puzzles, word games, and so on. It is also important to divide the class into gender balanced groups for group projects and discussions. Boys should be encouraged to work with girls and vice versa in all aspects of learning. Motivation Motivation is a very important aspect of teaching and learning. Teachers as well as leamers need motivation. The teacher should not only motivate his/her learners but should also motivate him/herself. Without motivation, the interest to teach and learn soon disappears hence poor performance for both the teacher and the learner. The following are some of the ways in which the teacher can motivate the leamers. Praise A word of praise to learners when they perform well or answer a question is very important. The learner feels appreciated and this keeps their interest in the subject high. It also encourages the learner to work harder for better results, ‘Scanned with CemScannerai the other hand, discouraging comments like very poor work, very 4.» “lazy learner, etc de-motivate the leamers. Weak learners. should \, unouaid ‘0 ye auiquco oI sone peGebue -sroue9| dey 0) uoreuoyeduoa e842 0} shem ojcuts oa ae ‘no's ‘siou “s1y sunk “sus sunouaid enssossod ‘sunouoid enjoofgne ue ennoelgo ‘ues op moja i03 | eyisonponuy + | | -sIeHeIeW senianoy, spouneW pouea | em, ‘Scanned wih CamScannerui ‘|0830- 0910 hrs ;OMPETENCES The learner: © Discusses the significance of using pronouns Identifies pronoun types and their effective usage. to replace nouns. uses pronouns in writing sentences, paragraphs and essays, Methods ‘explanation, look and say, observation, questions and answers Learning aids: pictures, objects, charts, flash cards TIME STEPS TEACHER'S ACTIVITIES LEARNERS’ ACTIVITIES 5 MIN Introduction The teacher: + Introduces the objective and subjective pronouns me, you, him, her, it, us, you, and them as well as the possessive pronouns mine, yours, his, hers, its, ours, yours, and theirs i The learners: + form sentences using the objective and subjective pronoun types MIN Presentation + gives fill in the blank and multiple choice exercises to. learners * learners do the exercises 5 MIN Practice asks learners when itis appropriate to use Pronouns answers one you would nat use a pronoun to begin'@ story or paragraph because the reader would not knoW to whom the writer is referring. ee ‘Scanned with CamScannerNOTES FOR THE TEACHER: Pronouns are words that take the place of common and proper nouns in a Sentence, No matter how simple this seems, getting learners to understand and be able to apply this knowledge is not always so easy. Here are a few fun ideas for teaching pronouns in the classroom that are to keep the learners actively engaged. Pronoun list When introducing any of the activities, have a readily available list, similar to the one below, of pronouns to use as reference. Personal Possessive Relative Reflexive Personal Possessive show | relative pronoun | Reflexives are Pronouns are ownership. links two pronouns | used when the used in place of f into one complete | object of the common or proper | Example This is | thought or sentence is noun. Deas statement. the same as its subject. Each Example: He is Example: Bob is | personal pronoun not staying, the man who built | has its own this house. reflexive pronoun. Example | did not want to hurt myself. 1 his who myself me hers whose yourself he its that himself she yours which herself it ours | whoever ourselves him theirs whichever themselves ioe whatever you whom we they | what I them ‘Scanned wih CemScannerEnglish at an acceptable international standard. ply the differences between spoken and written English. and speak English well enough to function effectively(later), in ye lucation and in the world of work. IS Tecommended by the Zambia Senior Secondary English Syllabus that, Oral munication Skills, should receive more time and emphasis than other sections achieve the communicative competences. General outcomes ‘Acquiring knowledge, skills and values to enable learners communicate effectively in and outside school situations. Demonstrating basic skills of communicating effectively in situations that learners "are likely to meet in and out of school. Competences Ability to express feelings, thoughts, experiences and convictions clearly and effectively in speech using English. bility to comprehend what has been spoken in English language without Mnisplacing meaning. fening and speaking in English language competently and effectively in various tuations both in and out of school. s book have been categorised in different situatio ions. a age used has betations ang, cla Paraphenais aus, 6° 25 Wal as ra lng \ssible, encourage leamers to get the right costumes and ut the dramatic effects of the conversations and dialogui (ne doing, while the role takers are acting the conversations, please ask the lea “calmly react to the previous act before introducing a new one so that one are ese from the mistakes of the previous one. Pleas Note Please control the class so that their reactions do not erupt into emotional urgations or else the aims and objectives of the lesson will be lost, As an introductory lesson tip, itis prudent that before each dril, make a prediction of how people converse in each of the situations/drills. In so doing we Shall have a purposeful approach of learning from the known to the unknown, lt ane Smphasising and supporting the modern pedagogical trends which must be learner centered; the teacher acting as a guide. You ask the leamets To wind up each dril, an activity has been provided so that the learners can think and come up with their own conversations and dialogues. Encourage the leamers to pracise their conversations with partners or in small groups. They may write their conversations before practising them so that you assist those who may be finding difficulty composing their own conversations and dialogues. At the end of this oral communication skills (Part A), there is a revision exercise which learners should attempt. The answers will vary from one learner to another, but emphasis should still be placed on achieving politeness in communication. Please referto Teacher's additional notes for support. Accept correct polite statements the leamer suggests. Benefits of conversations and dialogues 4 : ical Dialogues bring alive typical situations met in everyday experiences, such aS aa Market-transaction scene, asking for directions in a street, feelings exes funeral, a personal letter, a telephone conversation, reporting a case of missing Pe! * / scenes to the police and a lesson in progress. A few of them are based on ‘imaginalY like describing a dream, ‘Scanned wih CamScannerreading ot A WP wcen fee oe of the recording) of each dialogue (and exchange of Betfreies andiaccume ‘tie pe the class), the learners are given an opportunity fo act ifeertece in everyday ee Testes of people (or imaginary characters] who speak inpairs or small groups) are tuations.” As an extension of this activity, the leamers (working Pee seat. It must, how encouraged to write their own dialogues, following the models E Be ne role of ee be stressed thatthe teacher (or speech moderator) must eee ing correct articulation, stress and intonation (or a recording of ist be used) before the leamers are allowed to do so on their own. Procedure for the presentation of dialogues. The dialogues in this section are situational and intended to facilitate conversation (but pet to demonstrate grammar), Ways of presenting the dialogues should be varied, according to one’s imagination, The following steps in procedure should generally guide the presentation. Inclass 4, _ Explain the setting of the scene and situation for each dial | books are closed). Where books are inadequate write out the dialogue on the chalkboard or distribute printed copies 2. _ Play the whole recorded dialogue (or read it out aloud) logue (while the leamers’ twice, while the learners listen 3, _ Ask the learners to open their boo} roles; each pair should do this two or three times 4. Aska few pairs of learners to read and act out the dialog | (almost having learnt the parts by heart). | 5, _ Ask the acting pairs to substitute words or phrases in dialogues if any requires word or phrase replacement. 6. Affer ten to fifteen minutes move on to the next dialogue (where there are two) and repeat the procedure. 7. Tellthe learners to dothe written activities forthe dialogue. This may be completed 1 teacher before the next lesson. as an assignment after class and checked by th 8. Where indicated, or convenient, link the dialogue written-assignments with guided-writing tasks __ easeeeeeeeeeeeeeeeeea ‘Scanned with CemScanner ks and read out the dialogue in pairs, taking yue infront of the classECIFIC OBJECTIVES: Learners will be able to; @) speak and write correct English in order to communicate intended messages b) speak and write correct English in order to function effectively in social contexts. Topic 1: CONDITION Clearly explain the three basic conditional patterns, making sure you Point out the different features of each one. If 1 = If + present + future Example: /f/ see Banda, | will give him the purse. If 2 = If + past + conditional Example: /f/ saw Banda, | would give him the purse. If 3 = If + past perfect + conditional perfect Example: /f | had seen Banda, I would have given him the purse. The leamers should study the examples given in the leamer's book. Encourage them to come out with examples of their own. Let them do the exercises. Exercise 1: Learner's book page 38 Expected answers 1. If study, | will pass the exams. If the sun shines, we will walk to the town. 2. 3. If he has a temperature, he will see the doctor. 4. If my friends come, | will be very happy. ‘Scanned with CamScanner7. If sandals inthe mountains, you wil spon the rocks, ‘If Sonkwe forgets his homework, the teacher will give him a 9. If they go to the disco, they will listen to loud music, 10. If you wait a minute, | will ask my parents for permission, ‘OW mark, Exercise 2: Learner's book page 39 Expected answers 1. Ifl came home earlier, | would Prepare dinner. If we lived in Ndola, Lungu would visit us. } If Landisa and Temwani were older, they would play in our neti team } fhe was my fiend, | would invite him to my birthday party !F Susan studied harder, she would be better at school Ifthey had enough money, they would buy a new car. ~ Hfyou did a paper round, you would eam a ite extra money, ; IENkumbwa got more pocket money, he would take Masuzyo out for dinner. & 3. 4. 5. 6. et 8. 9. If we hurried, we would catch the bus. 10. Ifit rained, Mwenya would take an umbrella with her. Exercise 3: Leamer’s book page 40 Expected answers 1. If the weather had been nice, they would have played football. 2. If we had gone to a good restaurant, we would have had a better dinner. ¢ Z . If John had learned more words, he would have written a good report. 4. Ifthe boys had taken the bus to school, they would have arrived on time 5. Ifthe teacher had explained the homework, | would have done it. 6. Ifthey had waited for another ten minutes, they would have seen the magician. 7. Ifthe police had come earlier, they would have arrested the criminal 8. Ifyou had bought fresh green vegetable, your salad would have tasted better. 9. IfNgosa had asked me, | would have sent the documents to him. i 10. If he had spoken more slowy, Nambela would have understood him. 1 — Scanned wth CamSeannerhandiwe earns a lot of money, she will fly to New York. If we travel to Lusaka, we will visit the museums. If you wear sandals in the mountains, you will slip on the Tocks, If Sonkwe forgets his homework, the teacher will give him a low mark fark, If they go to the disco, they will listen to loud music. 0. If you wait a minute, | will ask my parents for permission, Exercise 2: Learner's book page 39 Expected answers »_ If came home earlier, | would prepare dinner Ifwe lived in Ndola, Lungu would visit us If Landisa and Temwani were older, they would play in our netball team, If he was my fiend, | would invite him to my birthday party they had enough money, they would buy a new ear IFyou did a paper round, you would earn a little extra money, If Nkumbwa got more pocket money, he would take Masuzyo out for dinner. 1 2. 3. 4. 5. If Susan studied harder, she would be better at school 6. 7. 8. 8. If we hurried, we would catch the bus: 1 0. Ifit rained, Mwenya would take an umbrella with her. Exercise 3: Learner's book page 40 Expected answers 1. Ifthe weather had been nice, they would have played football Fwe had gone to a good restaurant, we would have had a better dinner. John had learned more words, he would have written a good report. Ifthe boys had taken the bus to school, they would have arrived on time Ifthe teacher had explained the homework, | would have done it. Ifthey had waited for another ten minutes, they would have seen the magician 'fthe police had come earlier, they would have arrested the criminal 'fyou had bought fresh green vegetable your saiad would have tasted better If Ngosa had asked me, | would have sent the documents to him. 2. 3. 4, 5. 6, 7, 8. 9, 10. If he had spoken more slowy, Nambela would have understood him ‘Scanned wih CamScannerExercise 5: Learner's book page 44 Expected answers : 1. Ifyou do not have an umbrella, | will lend you mine. » Unless you take an umbrella, you will get wet. 2. 3. He will fail his exam unless he studies. 4. Iwill be very disappointed if he does not study. 5. Will it be alright if| do not wear a tie? 6. They will not let you unless you wear a tie. # 8 9. 1 fit does not rain this week, the tourists will be happy. . Unless there is rain this week, there will be water shortage. 1. In the old days people never travelled unless they really had to. 0. You would sleep better if you did not drink coffee before bed. Exercise 6: Learner’s book page 45 Expected answers 1. Peter refused the offer even if he needed the money. .. Even if he wins the lottery, he will not have enough money to pay off his debt. Even if Uzondile has a car, she walks to work . | will have to prepare supper even if | get home late. . Even if the man was blind, he attended the wedding ceremony. ;. We go running every day even if the weather is bad " [love my job. | wouldn't change jobs even if the salary was higher. |. She gives money to charity even if she is not rich. |. | wouldn't buy you a shirt even if | had the money. 40. Chibesa won't sell his car even if you offer him a good price. ‘Scanned wih CamScannerNOTES FOR THE TEACHER: About the direct and TePorted spose, There are three types of reported speech: a) Speech by the original speaker; i) John said to Mary, ‘I shall lend you my book.” ii) John said to Peter, “I told Mary that | would lend her my book,” b) Speech reported by the person spoken to: i) John said to Mary “I shall lend you my book.” Mary said to Martha. “John told me (that) he would lend me his book. Speech reported by a third person: John said to Mary, “I shall lend you my book.” Peter said to Martha, “John told Mary (that ) he would lend her his book.” Or Herold her he would lend her his book. Reporting recent statements Divide the learners in groups of four. Let them read an about reporting recent statements below id discuss the sentences i)-Timothy : | come from Lusaka. Pauline : Timothy said that he comes from Lusaka. li) Rose : It is cold today. John : Rose said (that) it is cold today. . Note that the verb in the secot nd part of the sentence does not change in reported speech if the words have just been said. Banda said, “Supper is ready,“ Banda said supper is ready, If what has been said is sti ‘speech. ill true, the verb does not change in reported Bupe said, “| am in Grade 11."lI never grow fat,” he tells us daily. tells us daily that he will never grow fat. “Go away,” he said. He told us to go away. In reporting imperative or exclamatory sentences, we use: told, asked, ordered, commanded, shouted, exclaimed. “Get out of here!” He shouted. He shouted at me to get out of there. “Where am |?” He asked. He asked where he was. In questions, we use: ‘asked’, ‘inquired’, ‘wondered’, ‘wanted to know’. Why are you late?” he asked. He asked why | was late. me cena He inquired why | was late. He wanted to know why | was late. cisorencuen’ oh Noo” Grammar highlight: 2a OAS To change a question from direct to indirect speech: a) The statement order (subject +verb) is used instead of the question order (verb + subject); b) The question mark is dropped; c) Questions not beginning with an interrogative word like why, who, when, what, require the addition of if or whether. Example: i) “Have you ever been to Livingstone Hotel before?” the teacher asked me. The teacher asked me if | had ever been to Livingstone Hotel before. ‘Scanned wih CamScannerIn order to express an exclamation in indirect speech, itis Neces, In expression which will give the idea of the original SAY ting Example “Good gracious! | have never seen such a horrible thing in my life,” he Said, He was very surprised and said he had never seen such a horrible thing in his life. Speeches containing not only statements If a speech contains not on! ly a statement but alsoa question, or an exclamation, more than one reporting verb will be neces indirect form. ‘command, sSary in the a) “lam going to London. Have you ever been there?” She said she was going to London and asked me if | had ever been there. “Yes’ and ‘no’ ____ When occurring at the beginning of a sentence of direct speech, yes and ___ ho can be left out in the indirect form. “Yes, | will pick you up at three o'clock,” he said. He said he would pick me up at three o'clock. in When yes or no stand in between the direct speech, they are nan indirect speech to a phrase echoing the main verb, or a word a andin disagree can be used. Avoid using the expression in the negativ the affirmative. “Have you ever seen a ghost?" he asked. “No,” | replied. He asked me if | had ever seen a ghost and | said | had not. aed 2” | sald. ‘I don't think there will be any more rain this season. Do you? she replied. a ter toe nd aske 1 said | didn’t think there would be any more rain this season @! what she thought. She agreed with me. ‘Scanned with CamScanneri) “| must leave for South Africa next week,” she said. ii) She said she would have to leave for South Africa the following week. c) Must used for the rule that always applies in direct speech remains must in indirect i) “Students must obey the school rules and regulations,” said the teacher. ii) The teacher said students must obey the school rules and regulations. d) Must implying ‘certainty’ does not change. i) “Anita must be over eighteen years since she is married,” he said. ii) He said that Anita must be over eighteen years since she is married. Additional work for practice. Ask learners to rewrite the following statements beginning with the expressions in brackets. 4. Mulenga and Hajarah have gone for mangoes. (Kitana said ... ) 2. We are living in another house now. (They tell me ... ) 3. Landisa has written a long letter to me. (He says ... ) 4, | hope to see you at the end of the week. (The teacher said ... ) 5. | expect the work to be completed soon. (She said ... ) . Shall | do it tomorrow? (He asked ... ) | . Get out of here and never return. (Chintu shouted ... ) 6. 7. What a joy to see you happy! (He exclaimed ... ) 8 et |. Shall | hurry and get the tickets? (Ngosa inquired ... ) 40. Can you count backwards from twenty in English? (She wanted to know...) ‘Scanned wih CamScannerof the a lated to this past time and change accordingly: 2 goes - He went ‘He will go - He would go He has gone - He had gone He went - He went He would go - He would go The pronouns may also change e.g. a) ‘Ill never grow fat,” he tells us daily. He told us daily that he would never grow fat . In reported speech, the present perfect tense changes to past perfect tense. a) Where has he gone?” he asked He asked where he had gone. b) “Ihave studied English for three years,” she said. She said she had studied English for three years. The present continuous tense becomes past continuous tense: im studying English at the moment,” he said. said he was studying English at the moment. ‘Scanned with CamScannerjish ne 1,” | ld study English the following year. perfect tense becomes conditional perfect tense. a)! shall have studied English for five years next February,” she said. She said she would have studied English for five years next February. Pronoun and possessive adjective changes In making such pronoun and possessive adjective changes, it is important to rely on the sense in the statement rather than to attempt applying the rules. a) “I have forgotten my notebook in your locker,” Nambela told Bwalya. Nambela told Bwalya that she had forgotten her notebook in his locker. Demonstrative adjective changes a) “I borrowed this pencil from my uncle,” said Mercy. + Mercy said that she borrowed that pencil from her uncle. + Mercy said that she borrowed the pencil from her uncle. The changes here are: Direct speech Reported speech 1. this that or the 2. these those or the Note the following changes in the adverbs of time. a) “I will bring money tomorrow,” he said. He said he would bring the money the next day. Achange as the above is only made if the speech is reported on the day other than when it is made. The following changes are usually made: Direct speech Reported speech 1. today that day ‘Scanned wih CamScannerthe morning before, the aera mon the afternoon before, the Previous, a ling, ing, 6. yesterday evening the evening before, the Previous eveni T. last week the previous week, the week before 8. next week the following week, the week after. 9. here there 10. ago before 11. now then The examples in the learner’s book will help the learners understand how these changes take place. Let them do the exercises. Exercise 1: Learner's book page 47 Expected answers 1. “What are you doing?” said Fred. “Stop!” shouted the policeman. . “Wait a bit,” said Mark, “let me first wash my hands.” . “You look tired,” said Ngosa. “Can | come in?” asked the man. “Come here,” said Grandma, “I want to see how much you have grown.” . Banda said, “| know what | want for my birthday.” . “Didn't you think you would miss your family?” her sister asked. ©P@NADR WD . Ann said, “What | like best about living alone is having the freedom to make my own decisions.” 10. Peter said, ‘There is a phone call for you.” Exercise 2: Learner's book page 47 Expected Answers “Thave a dream today!” said Martin Luther King, “What kind of a dream?” asked the Speaker. Martin Luther responded,“I have a dream that one day | wil able to transform the jangling discords of our nation into a beautiful symphony brotherhood.""What a faith! With this faith, we will be able to work together, to ait together, to struggle together,” said one member of the assembly. Wonca That is the way to go,” exclaimed Martin Luther, “We will be able to speed Me day when all of God's children, black men and white men, Jews and Gen! : i Protestants and Catholics, will be able to join hands.” = Scanned wth CamSeanner. John said that he was very busy then. 2. He said that the cows had not been fed. . John said that he knows/knew her name and address. (The tense does not change unless the name and address have changed.) He said that he was writing a letter then. He told me that he didn't believe me. OR He said he didn't believe me. . He said that he was glad to be there that evening. . Peter said he might bring someone to the party. My friend said that he would have finished his homework by the time | arrive: Kondwani said she had already eaten before they arrived. He said that he wanted to get away, he wanted to fly. Exercise 3: Learner's book page 53 Expected answers 4, She asked him what he wanted . He asked me if | was going with them. He enquired when she intended to make the payment. He asked me what I was doing ‘The poor man exclaimed whether none of them would help him. The little girl asked which way she should go. he teacher what he had done to deserve such a severe punishment. 2. 3. 4 5. 6. 7. . Peter asked t | asked her whether she did not know the way home. 8. 9. They asked who he was and what he wanted 40. She asked him what was it that made him stronger and braver than other men. Exercise 4: Learner's book page 54 Expected answers 4. The police officer ordered Paul to put down his gun. The judge commanded them to call all the witnesses. |. She requested me to wait until she returned. He warned John not to touch the electric wire because it was dangerous, . My mother advised Thandi to have a holiday. ‘Scanned with CemScannerMany, Explain to the learners the role of a relative clause i Differentiate the use of the relative pronoun in their various 44 when they are used to introduce a relative clause. The examples in the leamer’s book should guide the leamers to do the exercises, In a sent Exercise 1: Learner's book, page 56 Expected answers idea (a) 6. (b) 2. (d) 7. (c) 3. (b) 8. (c) 4. (d) 9. (c) 5. (c) 10. (c) Exercise 2: Learner's book, page 56 Expected answers 1. thatwho/whom 6. who 2. thatWwho 7. who 3. that/who/whom 8. whom/who/that 4. whomiwho 9. who/that 5. that/who 10. whom/who/that Exercise 3: Learner's book, page 58 Expected answers 1. This isa story of a group of boys whose plane crashed on an uninhabited island 2. Our neighbours, whose house had been destroyed by the storm were given i rooms in the hotel, : 3._ The company whichithat | work for is sending me to New York. OR The company for which | work is sending me to New York. 4. The man who/that | was waiting for didn’t turn up. 5. Aman brought in a small girl whose hands had been burnt by fire. 6. This is the story of aman whose wife suddenly lost her memory. 7. This is Mrs. Bwalya whose son won a prize last year. ‘Scanned with CamScanner2 DUS who he wes speaking to were very noisy. OR The pupils tc he was speaking were very noisy. 14. My friend who | have been waiting for since yesterday hasn't returned. 15. The woman whose luggage was stolen was very upset. Exercise 4: Learner's book, page 59 Expected answers 4. where 2. when 3. why 4, where 5. where when why ). when 6. 7. 8. where 9. 1 0. why Exercise 5: Learner's book, page 60 Expected answers to meet his brother to become a doctor To become a successful farmer to display their artwork to teach well to listen to slow music to buy some new clothes to invite to the ceremony to.call you last night ‘to participate in the contest SO PNOMAR ENG ‘Scanned wih CamScannercher, whom we met at the school yesterday, is very friendly, jaheu, which is very popular in Zambia, is an energy giving drink. “Muleya, who taught me Civics in Grade Eight, snow Doctor of Pitosophy 4. The drought, which has affected most parts of the country, ‘ has force the Government to import food. 5. The Head teacher, who likes beating learners who report late to school, ig nicknamed ‘Kunkamulilo bana baje.’ ;SPECIFIC OBJECTIVES: Learners will be able to; a) acquire readir ml ) ‘eading techniques and values necessary for use both inside and outside school. b) demonstrate different readi onstr eading skills appropri i 3 ecsure tion level competences in As mene ae mo! i i aa pots resey of high level summary skills in different situations. ee ly and efficiently any type of material they come across. , understand and interpret any reading material given. g demonstrate understanding and enjoyment of what they read. Learner's Book, page 62 Introduction The reading syllabus consists of two main components as follows: qT | intensive reading 5 extensive reading he above components are divided into four sections reflected in the following general ‘outcomes: understanding the different types of reading materials which leaners are likely to meet both inside and outside school; reading effectively at a speed appropriate reading; reading critically and making discriminative jud o oO to the text and to the purpose of igments; a 5 reading for enjoyment. Competences rent types of writing and show understanding. reading diffe! jative judgments. a variety of texts critically and make discrimin: | reading 10 the text and to the purpose of 0) reading efficiently at a speed appropriate i reading. reading at a spe ce of writing to locate int ed of 250 words per minute with comprehension. scanning 2 pie’ ‘formation within specified time. a ‘Scanned wih CemScanner: variety of reading materials in sustained reading of Various kinds, d provide opportunites for learners to read whole works of iterate ries, novels, (auto) biographies, poems and plays) and non-iterary ma as newspapers, magazines, brochures, reports and advertisements, tetas so Leamers should be guided to read for different purposes, including enioymen and to respond in different ways to what they read. Teachers should guj a and recommend suitable reading materials for their own leamers. Sensitivity tp the interests, experiences, needs, abilities and expectations of leamers m demonstrated. The outcome should be to tum out independent readers/iearnore will continue to use all Kinds of print and non-print media in all disciplinesiconient areas. Key skills and competences expected are: © Using organisational features and systems that, information-search skis find texts and information; 5 understanding written texts and using inference and deduction; ! understanding written texts and looking for meaning beyond the literal; understanding and making connections between different parts of texts; EN eeereet a using knowledge of other texts read to illustrate and evaluate points; © finding information, looking for main ideas and the overall impression, and obtaining specific information through detailed (or close) reading; © distinguishing between fact and opinion by looking at the purpose; 4 understanding texts at a mature level and showing a high level of awareness of the themes, implications and points of view; “1 giving accounts of literary and non-lterary texts with detailed reference, where appropriate, to narrative and expository situations: iS recognising and appreciating the variety of ways in which writers use language in the texts; | ‘1 understanding and appreciating literary texts and recognising the choice, use and effect of figurative language; "1 identifying and appreciating how character and setting are created and how. the narrative structure and themes are developed to achieve effect. While the Senior Secondary English Syllabus is structured around wide-ranging themes/functions that provide a basis for a variety of discourse, the reading programme at that stage will have lacked a reading-development framework focusing on feadiing as a major literacy programme. Teachers, likewise, may not have bee? Sufficiently trained in reading-ability evaluation skills to know what abilities lemme ing it ding process in the classroom. Hence, more authentic units O texts that are less rigidly vocabulary-and structure -controlied, and longer, generallY ‘Scanned with CamScannermplete passages (i ? om Covey oes tin complet shot tories for sero clases) soul Fo: The vere scat ating and higher levels of comprehension among Boon PerUine ae raters presented should inctude authentic Information lobed amine ers a tel places researched scientific information tke GMO cluding objective-type ki nge of comprehension strategies should be explored, pe kinds of questioning for intensive reading passages. Methodology For each of the passages in this section, it i mesic nassaye . itis recommended you follow these steps to (i) There is a pair or group activity which acts as a pre-reading activity for learners to discuss orally. The objective of the pre-reading questions is to stimulate and provoke the learner's curiosity about the text. Ask the learners to find and share answers quickly for each passage that will be taught in each lesson. This activity is to help learners share what they know about the topic/passage they. are to read. (li) Ask the leamers to silently read the passage the first time. (ii) Let them read quickly through the questions, then skim and scan the passage for the answers. (iv) Let them answer the questions individually. (Vv) Mark their books and give feedback collectively as a class, of other (ui) Let them discuss the post reading activity which may involve integration eaing areas into language. e Extensive Reading “The value of extensive reading has been proved by research fo be wide-ranging fof evelopment. Reading widely helps the leamers to read atime. When they read graded readers thatuse simplified tation and vocabulary,they understand the aoe aly, Reading a variety of such readers enables the learners fo Tee! ro eo Contexts and acquit a growing vocabulary. This In tum enables complete understanding of thelr meaning and the ways in which they a Tesmers can tackle with confidence the meaning of new ¢ ing their meaning and understand most of wh: Scanned wth CamSeanner"in their texts, The, t use of the features of organisation of the ane May ay r \g combinations of sentences to form paragraphs and the an Mal, such Paragraphs into larger units of text to read in certain specific ways oe men ;most important outcome is not recognising how structures and cone eer yrmed but understanding how larger units of text communicate ideas, vie’ ae Opinions, or emotions. The English language, therefore, makes greater a . leamers when they read widely and connect what they read with experien C8 Out the classroom. ‘Se As the learmers build up their sense of the way language is constructed ang af to connect ideas or express emotions through reading, they may use their ¢ @xperiences to express ideas and feelings in writing. What they read enriches they ability to experiment with language in their own writing, Encouraging the learner to read widely on subject-matter that is suitable for their age and of real interest them is very important. Adventure, exciting stories or plays either related oro, Parallel background to their own culture or age, newspaper reportage of events (Including sports), profiles of personalities, poems, travel reports and environmental orscienige reports can allbe used to stimulate their interest and appetite for reading, Makinguss Of such a variety of subjects for linked reading and guided-writing projects shouldbe Programmed fo improve their abilty to write clear and coherent English, For extensive reading, the teacher must make a selection of or references to materia Of lesser difficulty (for the particular class level) than that for intensive reading Suitable material of this kind must include a range of authentic short stories and novels, plays, poems and factual texts. The main purpose is to use them to train the leamers to read with ease, fluency and independence for personal enjoyment without close assistance from the teacher. The material will not normally present difficult language structures in the text nor be Overloaded with new vocabulary. Such new vocabulary is introduced, recycled or referred to in such a way that it can be understood from the context. If the intensive reading material is selected ranging from the 2500 to 3000 word level, the extensive reading material may be selected ranging from the 1600 to 2000 word level. An idea Of these levels can be got from readers published by most of the well-established Publishers of English reading material. Procedure for the extensive reading lesson Prepare ahead as for the Intensive Reading lesson. However, the extensive reader in the class is likely to be easier and not require much word-explanation oy occasionally) or structure—clarification. It is not meant for close comprehension O language work but to encourage wide and fluent reading, It is very important to oY One full lesson for this purpose a week. The teacher must handle the reading nn it must not be treated as a silent reading session without the teacher monitori 7 interest and Progress in reading the selected reader text. ) at Choose a reader (text) that is interesting to you and the class. Aim to complete _least one reader a term, Treading most of it with the class. Scanned wth CamSeanneres a ead by the learners, onnect each class readi eed wih there oh ieee to the previous one through key questions, _ Discuss key events ofthe plot 0 Pere ak qusstions. ie plot or content after finishing each chapter and let the 42. After finishi 2: ee pa a Rea sum up the story and guide the learners on writing 4 Re calecior'or im ay y ous (summarising) the contents ‘of the book (novell eo stories, and so on) and what they thought or liked about 43, Draw the leamers’ attention to other medi media that mat documented the content (for example, film, video, ant their viewing of it (or borrow it yourself from a library). y have ‘told’ the story oF id so on) and encourage 44, Let the learners suggest other titles they want to read in class but make the final \ choice yourself. In addition to the class-reader lesson, the teacher should operate a library reading (selected 15. , programme for individual learners reading using 2 class library collection (: { tising the publishers’ graded-readers’ series). | Section VI: Vocabulary 1 i, lexical tems) for learning by learners course book, in the belief that Geveloping the leamers’ competence in free ‘expression using their own language control is more important. Exposure of earn to a range of language -practice skills ntexts (that is, language structure exercise listening and reading ises, and situational guided-writing using various ¢ texts, pronunciation and ora-practice exerci exercises) provide ample opportunities for extensive vocabulary acquisition. In this tural’ or incidental expansion and consolidation of way, emphasis has been puton ‘nat vocabulary to enhance the ieamers’ language development. However, deliberate efforts are made to encourage the learners to use the dictionary to check word meanings that ost fit the contexts in which the words are used. tance, by sound, content Training in checking meaning BY ‘associating words (for ins! Uestrueture) is given through XPOS. to word--groups and lists of words whose meanings are worked 0 idual sentences in which they are used. Aural oral practice te Sintroduce groups of associated words and precede reading passages that provide t! for vocabulary exercises. Situational guided writing oF ‘composition (often based on aural, oral and reading texts) is built on the leamers’ conscious learning of vocabulary that is accessible. Training the learners to get different shades of word meaning from different contexts to help them write more accurately and expressively is important. The teacher can expand on and re making vocabulary work a drudgery. isting of words (that i No direct teaching or li a lesson) is done in the (as the main purpose of vine these precepts withou ‘Scanned wih CemScannerint gs the picture with the learners. Let leamers point out wha and think is happening in the picture. s Tell leamers that they will read a story about Mukate the Defi. Ask them todefine the key term “defller’ Le., (a person who sleeps with young girs toys) and share knowledge about the possible reasons defers cany oy their bad acts. cu Step 4: Silent reading. Learners to read the story silently. Go round to check on good reading habits Step 5: Class discussion of any phrases and words they do not understand inthe story. All meanings should be contextual not to look them up inthe dictionary Step 6: Ask if anyone can narrate the story to the class briefly, Step 7: Leamers to answer the comprehension questions individually. All answers to be written in their exercise books. Teacher to go round marking. Possible answers for the comprehension a D 2.0 a ate 7 AC 8D 9 (a) apprehended (b) dumbfounded (c) imprisoned (4) terrorising TOPIC 2: AMBITIONS Le Methodology Steps 1. Discuss the picture with the learners. Let learners point out what they see and think is happening in the picture. ; 2. Discuss the security of chiefs in Zambia today. 3, Tell earners that they will ead a story about ambitious warrior. Letthem $5)” what they understand about an ambition (i.e strong desire and determine” something). Ask a few to tell the class what their ambit ‘Scanned with ComScanneriii, ambitious iv. tranquility TOPIC 3: SOCIETY & SCIENCE Lenn Beak STO Methodology 4. _ Let learners discuss the advantages and disadvantages of le: education and society. Let learners know that views about science h arning soience in 2 ave changed a great deal over time. ict taken from a book written Tell learners that they are going to read an extra sixty years ago by a British scientist in which he considers the relationship between science and society. Let them read the passage silently reading habits Activity- let learners look up the following words in the dictionary and discuss their contextual meanings. You may use a word game called "who can find... $ Learners compete in find the word and reading it oudly before discussin ii, scholasticism iv, dogmatic vi. farce. while you go round checking on the good mediaeval iii, pedantry y. palpably vii. Quackeries Possible answers to comprehension 4.D 5.C 6.B 2.B 3A 8. (i) Quackeries (ii) Mediaeval scholasticism ‘Scanned with CamScanner