Ministry of Education

ISBN: 978-9982-00-944-4 ENGLISH LANGUAGE SYLLABUS

SECONDARY EDUCATION ORDINARY LEVEL
FORM 1 – 4
9 789982 009452

Printed by
Zambia Educational Publishing House

-
DEVELOPED BY THE CURRICULUM DEVELOPMENT CENTRE
LUSAKA
2024
 Republic of Zambia
MINISTRY OF EDUCATION

ENGLISH LANGUAGE SYLLABUS

SECONDARY EDUCATION ORDINARY LEVEL
FORM 1 – 4
-

-
Developed by The Curriculum Development Centre
2024
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

© Curriculum Development Centre, 2024

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

ISBN: 978-9982-00-944-4

First Published 2024 by

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

Printed by:
Zambia Educational Publishing House (ZEPH)
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

TABLE OF CONTENTS

VISION . ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... .iv
PREFACE ..... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ..v
ACKNOWLEDGEMENTS ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... .vi
INTRODUCTION ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... vii
Structure Of The Syllabus ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... vii
Teaching Methodology ..... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... vii
Time Allocation ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... .......viii
Assessment ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... .......viii
Structure.... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ..x
COMPETENCES TO BE DEVELOPED.. ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... .xi
FORM 1 ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ..1
FORM 2 ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... 42
FORM 3 ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... 75
FORM 4 ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ......104
REFERENCES..... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ....... ......126
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

VISION
Quality, life long education for all which is accessible, inclusive and relevant to individual, national and global needs

iv
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

PREFACE
The English Language Syllabus for Ordinary Level (O-Level) Secondary School has been developed to meet the needs of learners in Form 1-4. It is
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DQGPXOWLPRGDOWH[WV7KHDLPLVWRIRVWHUDFFXUDF\ÀXHQF\DQGSXUSRVHLQFRPPXQLFDWLRQDOLJQLQJZLWKWKHCompetence-Based Curriculum of the 21st
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members of both their communities and Zambian society. This syllabus builds upon the foundation laid at Primary School, ensuring a seamless transition into
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WKLVV\OODEXVLVWDLORUHGWRZDUGVHQKDQFLQJODQJXDJHVNLOOVIRUH൵HFWLYHFRPPXQLFDWLRQDQGOHDUQLQJDFURVVYDULRXVVXEMHFWV7KHVXJJHVWHGOHDUQLQJDFWLYLWLHV
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,WLVHQYLVLRQHGWKDWWKLVV\OODEXVZLOOHQULFKWKHOHDUQLQJH[SHULHQFHDWWKH2/HYHO6HFRQGDU\PDNLQJLWPRUHPHDQLQJIXODQGHQMR\DEOH,WVDFWLYLW\
RULHQWHGDSSURDFKLVLQWHQGHGWRSURPRWHHQJDJHPHQWDQGSDYHWKHZD\IRUDVHDPOHVVWUDQVLWLRQLQWRWHUWLDU\HGXFDWLRQDQGWKHMREPDUNHW

Joel Kamoko (Mr.)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

v
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

ACKNOWLEDGEMENT
The Directorate of Curriculum Development would like to extend its sincere gratitude to individuals, institutions, and organisations whose technical and
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and notably, the Directorate of Secondary Education in the Ministry of Education.

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of this syllabus.

Charles Ndakala (Dr.)

Director – Curriculum Development
MINISTRY OF EDUCATION

vi
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

INTRODUCTION
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English language both orally and in writing. The Learners at this level are expected to think critically as well as analyse and evaluate information to form
informed opinions and decisions.

STRUCTURE OF THE SYLLABUS

The Ordinary Level syllabus is systematically structured to ensure optimum presentation of content at this level. It encompasses Listening and Speaking,
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competences, corresponding learning activities and expected standards to measure the success of the teaching and the learning process.

TEACHING METHODOLOGY

The teaching of English language will follow the Communicative language teaching methodology. This methodology prioritises both the rules of grammar
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Maximum learner participation through communicative activities is key. The goal of teaching language is to develop communicative competence in learners.
Teaching English Language using the Communicative Language Teaching Method should consider all four dimensions namely; grammatical competence,
sociolinguistic competence, discourse competence, and strategic competence. Considering that the Communicative Language Teaching Method embraces
aspects of the Situational Method and the Cognitive Code Approach, teachers are advised to be Eclectic in their teaching in order to respond to the various
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their lessons. Some of the recommended teaching strategies under the Communicative Teaching Methodology include but not limited to; teacher exposition,
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activity, task based activity and Technology- Enhanced Learning (TELL).

Lesson delivery often follows a three-stage process of teachers providing explicit instruction especially at the beginning of the lesson (including rule
explanation), learners practising the teaching point through a variety of communicative activities during the development stage and thirdly, learners doing
individual activities at the end of the lesson. Teachers are advised to engage learners in lessons in order to prompt their prior knowledge on the topic and to
promote participation.

This Syllabus intends to develop the learners’ communicative competence in English Language including other skills of listening and speaking, reading and
writing. Teachers are; therefore, encouraged to use methods that can improve the learners’ ability to use English Language accurately and appropriately. The

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

methods should further foster the learners’ creativity, imagination, and problem solving thereby prepare them for real life situations, academic pursuits, and
career opportunities.

TIME ALLOCATION

The 2023 Zambia Education Curriculum Framework has allocated four hours (equivalent to 6 periods) for the teaching of English Language at O-Level
Secondary School. The teaching of Listening and Speaking, Reading Comprehension, Composition, Structure, and Summary should be balanced, but not
necessarily given equal coverage on the timetable. The following allocation is suggested:
COMPONENT DURATION PERIODS FREQUENCY OF TEACHING
Listening and Speaking 40 minutes 1 Every week
Reading Comprehension 80 minutes 2 Fortnightly
Composition 80 minutes 2 Fortnightly
Structure 40 minutes 1 Every week
Summary 80 minutes 2 Fortnightly

For planning purposes and full utilisation of the six allocated periods of English Language, it will be advisable to have two double periods and two single
periods per week on the timetable.

ASSESSMENT

According to the 2023 Curriculum Framework, there will be a continuous progression from Form 1-4. Therefore, Formative Assessment should be promoted
to encourage continuous tracking of learners’ performance and progress thereby informing the teaching and learning process so that the right and timely
LQWHUYHQWLRQVDUHXQGHUWDNHQ$VVHVVPHQWDWWKLVOHYHOZLOOEHEDVHGRQDOOWKH¿YHFRPSRQHQWVRI Listening and Speaking, Reading Comprehension,
Composition Writing, Structure, and Summary as follows:

Listening and Speaking

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WKXVIRFXVRQOHDUQHUV¶DELOLW\WRDSSO\WKHLUOLVWHQLQJDQGVSHDNLQJVNLOOVLQDXWKHQWLFVLWXDWLRQVUDWKHUWKDQMXVWUHFDOOLQJNQRZOHGJH7KLVDSSURDFKSUHSDUHV
learners for real-life communication scenarios, emphasising practical competence over mere knowledge. The key focus areas are:

viii
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

Listening:

• Comprehension: Understanding main ideas, details, and implied meanings.

• ,GHQWL¿FDWLRQ Recognizing speakers, tone, and emotions.
• Inference: Drawing conclusions based on auditory input.
• Following instructions: Executing directions

Speaking

• Communication:&RQYH\LQJLGHDVRSLQLRQVDQGLQIRUPDWLRQH൵HFWLYHO\
• Interaction: Engaging in conversations, discussions, and debates.
• Fluency: Speaking coherently and at a natural pace.
• Pronunciation: Producing accurate sounds, stress, and intonation.
• Vocabulary usage: Appropriately selecting and using vocabulary.

The forms of assessments may include; audio or video recordings, role-plays and simulations; presentations and debates; group discussions and conversation;
listening comprehension tests; and self-assessment and peer evaluation.

Reading Comprehension

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• Literal Comprehension: Identifying main ideas and supporting details; understanding explicit information.
• Inferential Comprehension: Making inferences and drawing conclusions; understanding implicit information.
• Critical Comprehension: Analyzing and evaluating information; identifying bias, tone, and purpose, and
• Applied Comprehension: Applying understanding to real-life situations; making connections to prior knowledge and experiences.

Assessment of this segment entails that learners read comprehension passages with varied lengths and complexities as well as other authentic texts, such
as articles, editorials, and literary excerpts. Teachers may then assess using various forms such as multiple-choice questions, short-answer questions, open-
ended questions, text marking and annotation, summarisation and paraphrasing tasks. The afore-mentioned assessment tasks can help ascertain the learners’

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

ability to understand and interpret various types of texts; identify and analyse the author’s purpose, tone, and bias; make connections to prior knowledge and
experiences, apply understanding to real-life situations, and demonstrate critical thinking and analytical skills.

Composition

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of audience, purpose, and genre, use language accurately and appropriately as well as produce coherent, well-structured writing. The key focus areas are
content, organisation, language, style and conventions (rules).

Forms of assessment in composition may include writing tasks for various purposes (narrative, descriptive, expository, persuasive). This approach evaluates
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Structure

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demonstrate accuracy and precision in writing, and use language structures to convey meaning and purpose. There is need to evaluate the learners’ ability to
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accuracy.

Teachers may administer assessments that involve sentence completion and construction tasks; error analysis and correction; grammar and sentence structure
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expression in various contexts.

Summary

Assessment in Summary may focus on learners’ ability to distill complex information into essential points; communicate concisely and clearly; demonstrate
understanding of the original text; apply critical thinking and analytical skills; and show ability to prioritise and select relevant information. This approach
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academic, personal, and professional contexts.

The forms of assessment may; therefore, include summarising short and long texts; identifying main ideas and key points; creating concept maps or diagrams;
writing abstracts or executive summaries; creating summaries in various formats (oral, visual, written); and evaluating and comparing summaries.

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPETENCES TO BE DEVELOPED
KEY COMPETENCE DESCRIPTORS
Analytical Thinking x *UDVSDQGEUHDNGRZQLQIRUPDWLRQDQGH൵HFWLYHO\VKDUHZLWKRWKHUV
x Break down problem
x Test hypothesis
x Apply SWOT analysis
x Evaluate solution
Citizenship x Display orderliness in one’s actions.
x Analyse the impact of policy decisions on prevailing conditions in the community
x 5HVROYHFRQÀLFWDQGEXLOGFRQVHQVXVLQDJURXS
x Prepare for further education, career opportunities, and global citizenship
Collaboration x Respect the views of group members while working together.
x Listen to other group members and make meaningful contribution to a given task
Communication x 8VHDSSURSULDWHODQJXDJH YHUEDODQGQRQYHUEDO LQGL൵HUHQWVLWXDWLRQV
x Apply good listening, speaking, reading, and writing skills
x ([SUHVVRQHVHOIXVLQJGL൵HUHQWPHGLDDQGV\PEROV
x (൵HFWLYHO\VKDUHRQH¶VWKRXJKWVDQGHPRWLRQVDQGXQGHUVWDQGRWKHUV
x ([SUHVVRQHVHOI VSRNHQDQGZULWWHQ FOHDUO\DQGH൵HFWLYHO\
x Manage one’s emotions
x 6SHDNH൵HFWLYHO\LQSXEOLF
x Ask for feedback
Creativity and innovation x Organise information and ideas
x Justify one’s reasoning and procedures
x Ask thoughtful questions
x 8QGHUVWDQGFRQQHFWLRQVEHWZHHQVHHPLQJO\XQUHODWHGVXEMHFWPDWWHU
Critical Thinking x Solve complex problems
x Analyse texts, to improve the ability to understand
x Ensure opinions are based on facts
x %HFRPHPRUHRSHQPLQGHGWRZDUGVGL൵HUHQWYLHZV
x Participate in debates and discussions on global issues.
Digital literacy x Analyse and synthesise complex digital information.
x Communicate responsibly using social media.

xi
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

KEY COMPETENCE DESCRIPTORS

Emotional Intelligence x Express empathy for others.
x :RUNH൵HFWLYHO\ZLWKRWKHUV
x Demonstrate self-control
x &RPPXQLFDWHDQGUHODWHH൵HFWLYHO\ZLWKRWKHUV
x Collaborate with others.
x 1HJRWLDWHDQGUHVROYHGL൵HUHQFHVDPLFDEO\
Entrepreneurship x Exhibit leadership skills.
x Understand the importance of ethical business practices, social responsibility, and sustainability
Environmental Sustainability x Understand appropriate mitigation to climate change.
Problem Solving x Make sense of the gathered information from diverse sources by identifying misconceptions, main and supporting
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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

FORM 1

1
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
1.1.1. GREETINGS 1.1.1.1. Formal and 1.1.1.1.1. Use appropriate x Discussing informal x Greetings in different
Informal greetings in greetings and responses contexts used
Greetings different (Hello! How do you do? appropriately
contexts How was your
day?...Responses: hello!
how do you do..)
x Discussing formal
greetings and responses
(Good
morning/afternoon/evenin
g ladies and gentlemen…
Responses: I am fine,
thank you. My day was
fine, It was fine. …)
x Practising use of
appropriate greetings in
different contexts
(dialogue, role play…)
1.1.2. REQUESTS 1.1.2.1. Polite 1.1.2.1.1. Make polite x Using appropriate x Polite requests in
Requests requests in language to make polite different contexts made
different requests (Will you…, appropriately
contexts Could/Would you…,
Excuse me…, Would you
mind…, Would you be so
kin…)
x Using appropriate
language to respond to
polite requests (Yes, No,
Certainly not, I’m

2
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
sorry…, I can’t, I’m
afraid I can’t, I’d rather
not, I’m sorry I can’t…)
1.1.3. INTRODUCTIONS 1.1.3.1. Personal 1.1.3.1.1. Make x Discussing situations when x Introductions of oneself
Introduction introductions of you need to introduce made correctly
oneself oneself (when meeting
strangers, at an
interview…)
x Practising how to
introduce oneself (I am
Patricia…, I am a teacher
at ...)
x Responding to
introductions of others (I
am pleased to meet you
too. The pleasure is
mine...)
1.1.4. INVITATIONS 1.1.4.1. Extending 1.1.4.1.1. Use appropriate x Using appropriate x Language of extending
and language when language to invite (Would and responding to
Responding extending and you…, Would you like invitations used
to Invitations responding to to…, I’d very much like appropriately
invitations you to…, We should be
pleased/delighted if you
would…., Would you care
to…)
x Accepting an invitation
(That’s very kind of you,
I’d very much like to…,
What a delightful idea…,

3
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
With the greatest
pleasure…, Thank you
very much for inviting
me…)
x Refusing an invitation (I’m
very sorry…, I don’t think
I can…, I’d like to but…,
I’m afraid I have already
promised…, Thank you for
asking me but…,
Unfortunately, I can’t…)
1.1.5. APOLOGIES AND 1.1.5.1. Expressing 1.1.5.1.1. Use appropriate x Using appropriate x Language when
COMPLIMENTS Apologies and language when expressions when apologising and
Compliments apologising and apologising (I am sorry…, complimenting used
complimenting I regret…, forgive me… appropriately
Responses: that is alright,
never mind, don’t worry
about it, don’t mention it, I
quite understand…)
x Using appropriate
language when
complimenting
(congratulations on…,
compliments of the season!
Happy New
Year/Christmas! that is a
very beautiful dress you
are wearing! , well done, I
love how passionate you

4
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
are about… you are so
creative, I am so inspired
by how you… Responses:
Thank you, I really
appreciate, , Compliments
of the season, Happy New
Year/Christmas to you too,
, That is so kind of you,
…)
1.1.6. LANGUAGE IN 1.1.6.1. Language Use 1.1.6.1.1. Use appropriate x Identifying different social x Language in different
SOCIAL in Different language in settings (restaurant, social settings used
SETTINGS Social Settings different social hospital, station - appropriately
settings bus/railway/airport, post
office, police station, place
of worship, bank, …)
x Discussing appropriate
language used in different
social settings
(Restaurant: Can I book a
table for one, please…
Shop: Do you have…in
stock…,
Hospital: I have a
headache/stomachache …
Station:
bus/railway/boat/airport,
When is departure time…?

5
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
1.1.7. PHONE 1.1.7.1. Making and 1.1.7.1.1. Use appropriate x Using appropriate x Language for making or
CONVERSATIONS Receiving language when language when making or receiving phone calls used
Phone Calls making or receiving phone calls ( correctly
receiving phone Sorry, I missed your
calls call…, Someone phoned
me from this number…, I
am calling to find out…,
Well, just a quick call to
say…, I was given your
line by…, Is this the right
number for…, Is that
the…, I found your
number…)
1.1.8. MAKING AN 1.1.8.1. Making and 1.1.8.1.1. Use appropriate x Using appropriate x Language for making and
OFFER Accepting an language when language when making an responding to an offer
Offer making and offer (What can I do for used appropriately
responding to an you? Can I help you
offer with…, Is it okay or alright
if I…, Can I offer you…?
Would you mind to
have…?)
x Accepting an offer (Yes,
please…, Yes, you can.
Yes, it is okay or alright.
Please do.)
x Declining an offer (I am
afraid I cannot help you,
Thank you, I am

6
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
managing, I am sorry I am
unable to…)
1.1.9. PUBLIC 1.1.9.1. Debate 1.1.9.1.1. Use appropriate x Identifying and discussing x Language to debate on
SPEAKING language to appropriate language for different cross cutting
debate on debate (Parliamentary issues used correctly
different cross- debate- Mr. Speaker, sir,
cutting issues may I take this opportunity
to… I wish to interject…, I
would like to bring to the
attention of this house…)
x Using appropriate
language to debate on
cross cutting issues
(HIV/AIDS, Gender,
Governance, Health
Education, Drug and
Substance Abuse, Human
Rights, Corruption,
Education for Sustainable
Development, Climate
change…)
1.1.10. DRAMA 1.1.10.1. Short Plays 1.1.10.1.1. Use appropriate x Discussing basic elements x Language to dramatise
language to of a short play (character, short plays used
dramatise short dialogue, audience, appropriately
plays narrator, scene, act,
plot…)
x Using appropriate
language to dramatise
short plays based on

7
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
different cross-cutting
issues (HIV/AIDS, Mental
Health, National Values
and Principles, Financial
Education, Life Skills and
Health education,
Entrepreneurship, Climate
Change…)
1.1.11. PROCESS 1.1.11.1. Describing a 1.1.11.1.1. Describe simple x Discussing simple process x Simple processes
Process processes (how to cook Nshima, how described correctly
to make tea, how to bake
scones, how to make a
kite…)
x Using a variety of
sequence indicators to
describe a process
(first/firstly,
second/secondly,
after/thereafter, then,
later, last/lastly…)
x Describing simple
processes
1.1.12. POETRY 1.1.12.1. Reciting 1.1.12.1.1. Recite poems x Identifying appropriate x Poems recited correctly
Poems elements to recite simple
poems (mood, tone,
rhythm…)
x Using appropriate
expressions to recite
poems on different cross-

8
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
cutting issues (HIV and
AIDS, Gender,
Governance, special and
inclusive Education, Drug
and Substance Abuse,
Climate Change…)

1.1.13. DIRECTIONS 1.1.13.1. Giving 1.1.13.1.1. Give directions x Using appropriate x Directions given
Directions language to; appropriately
Ask for directions (Excuse
me, How do I get to the…?
Excuse me, Where is
the…? Excuse me, Is there
a…near here?)
x Using appropriate
language to give
directions (Go straight
ahead…, Go along the…,
Turn left/right, Take the
first/second turning on the
right/left, go past…)
1.1.14. FIGURATIVE 1.1.14.1. Proverbs 1.1.14.1.1. Use proverbs in x Discussing proverbs x Proverbs in various social
LANGUAGE various social (definition, importance…) contexts used
contexts x Identifying situations appropriately
when to use proverbs
(when giving advice,
consoling someone,

9
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
praising someone,
warning someone…)
x Interpreting and using a
variety of proverbs (Every
dog has its day- Every
person has a day of
fortune… Better late than
never- It is better to
attempt something though
late than not to at all …)
x Researching on provrbs
used in the local
community
1.1.14.2. Riddles 1.1.14.2.1. Use Riddles in x Discussing riddles x Riddles in various social
various social (definition, Importance…) contexts used correctly
contexts x Identifying situations
when to use riddles (for
fun, learning, ice
breakers…)
x Interpreting and using
riddles (Q: What has an
eye but cannot see? ANS:
A needle… Q: What has
to be broken before you
can use it? ANS: An
egg…)
x Researching on riddles
used in the local
community

10
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
1.1.14.3. Idiomatic 1.1.14.3.1. Use idiomatic x Discussing idiomatic x Idiomatic expressions
Expressions expressions in expressions (definition, used in speech
speech Importance…) appropriately
x Interpreting and using
idiomatic expressions (An
egghead- a very intelligent
person, Far-fetched-
difficult to accept, Get on
one’s nerves- irritate
someone, Give a hand-to
help…)
x Researching on idiomatic
expressions used in the
local community

11
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
1.2.1. COMPREHENSION 1.2.1.1. Listening 1.2.1.1.1. Listen and x Listening to a read passage x Information listened to
Comprehension comprehend or information and comprehended
information x Discussing the passage correctly
(Retelling the story, main
subject…)
x Completing given table
while passage is being read
x Answering questions based
on the read passage or
information
1.2.1.2. Reading 1.2.1.2.1. Read and Intensive reading and x Information read and
Comprehension comprehend comprehending various comprehended correctly
information pieces of information or
texts:
x Reading at a speed of 200
words per minute
x Skimming through a
passage to get the general
idea in the passage
x Discussing the main points.
x Retelling details of stories
or passages
x Scanning pieces of texts to
locate specific information.
x Answering factual and
inference questions

12
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
x Deducing meanings of
unfamiliar words and
idiomatic expressions
x Drawing inferences from
texts by direct or indirect
reference
x Describing feelings,
qualities and motives of
characters in stories
1.2.1.2.2. Read a variety x Discussing reading x Variety of texts read
of texts mannerisms (Avoid head extensively
extensively movement, verbalising,
whispering, finger or pen
pointing at words…)
x Reading for enjoyment or
information (extensive
reading)
x Discussing passage read
(literary analysis: theme,
setting, plot,
characterisation, style)
x Locating information using
different materials

13
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
1.3.1. BASIC WRITING 1.3.1.1. The Sentence 1.3.1.1.1. Write correct x Discussing types of sentences x Correct sentences
SKILLS sentences (simple, compound, complex written accordingly
…)
x Applying rules of grammar in
writing (tense use, sentence
structure, spelling….)
x Constructing different types of
sentences correctly

1.3.1.2. Spelling 1.3.1.2.1. Apply x Discussing spelling rules and x Spelling rules applied
spelling rules strategies (Consonants: correctly
Doubling of consonants when
adding -ed or -ing to words
that end in single consonants;
skip – skipped sit…sitting;
dropping the ‘e’ when adding –
ing or –ed to words that end in
a silent ‘e’;
move…moving…moved…
Compound Words: using the
full spelling of words, don’t use
a hyphen; cupcake, firewood…
Prefixes: sometimes the prefix
‘ex’ and ‘self’ use a hyphen:
ex-president, self-service…
Suffixes: words ending in ‘e’,
drop the ‘e’ if the suffixes begin

14
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
with a vowel; save- saving,
love-lovable…)
x Practising spelling using
learnt rules and strategies
x Writing dictated passages
(correct spelling of dictated
words…)
1.3.1.3. Punctuation 1.3.1.3.1. Use x Identifying different x Appropriate
appropriate punctuation marks (full punctuation marks
punctuation stop/period, comma, used in sentences
marks in semicolon, colon, exclamation correctly
sentences mark, hyphen, inverted comma
…)
x Discussing functions of
different punctuation symbols
(clarify meaning, indicate
pauses, separate elements,
show relationships, indicate,
tone, dialogue, possession,
provide emphasis, enhance
readability…)
x Punctuating sentences with
appropriate punctuation marks
(Come here! while she ate the
rice, she was singing…)
1.3.1.4. Paragraphing 1.3.1.4.1. Write x Discussing the importance of x Paragraphs written
paragraphs paragraphing in writing correctly
(dividing content, grouping

15
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
related ideas, emphasis and
pacing, …)
x Identifying and discussing
types of paragraphing
(indented and block method)
x Discussing components of a
paragraph (topic sentences,
supporting sentences,
concluding sentences,
cohesion and coherence…)
x Constructing well written
paragraphs
1.3.2. NARRATIVE 1.3.2.1. Story Writing 1.3.2.1.1. Write stories x Identifying the elements of a x Stories written
WRITING narrative (title, plot, correctly
characters, setting, theme,
conflict, style…)
x Composing stories (based on
picture strips/jumbled
sentences, paragraphs...)
x Writing short stories using a
clear layout (beginning,
middle and ending)
1.3.3. DESCRIPTIVE 1.3.3.1. Describing a 1.3.3.1.1. Write a x Reading model descriptive x Description of a
WRITING Person, an description of compositions on people, person, an animal or
Animal or an a person, an animals or objects object written
Object animal or an x Discussing features of a correctly
object descriptive composition
(physical appearance,
personality, age, lifestyle …)

16
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
x Using appropriate descriptive
language (nouns, adjectives,
adverbs and words that appeal
to the 5 senses…)
x Writing short descriptive
compositions of people,
animals, objects based on
given notes
1.3.4. LETTER WRITING 1.3.4.1. Informal 1.3.4.1.1. Write x Discussing features of x Informal letters
Letter Informal informal letters (address of written correctly
Letters the writer/sender, date,
salutation/greeting,
introduction, main body,
conclusion…)
x Using appropriate language
to write an informal letter
x Producing an informal letter
orally
x Writing informal letters
1.3.5. EXPOSITORY 1.3.5.1. Writing 1.3.5.1.1. Write x Discussing the significance of x Expository essays
WRITING Expository expository expository essay writing (for written correctly
Essays essays information, research…)
x Discussing features of an
expository essay (title, sub-
titles, introduction, main body,
conclusion…)
x Making an outline of points
based on the subject

17
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
x Writing expository essays
based on given topics (Climate
change, Global warming…)
1.3.6. PERSUASIVE 1.3.6.1. An 1.3.6.1.1. Write an x Discussing features of an x An argumentative
WRITING Argumentative argumentative argumentative composition composition written
Composition composition x Using appropriate language to appropriately
express opinions in writing by
agreeing or disagreeing with
controversial statements
(corruption disadvantages the
poor. Do you agree or
disagree?)
x Sequencing using appropriate
language in a process (first.../
second..., after that..., then……,
lastly, in addition, furthermore,
next, in conclusion, and, so,…)
x Writing an argumentative
composition
1.3.6.2. Discursive 1.3.6.2.1. Write a x Discussing features of a x Discursive
Composition discursive discursive composition composition written
composition (balanced arguments, clear correctly
topical issue, logical
presentation, objectivity,
analysis, evaluation…)
x Using appropriate language to
express different point of view
(on the one hand, on the other
hand, while, whereas…)

18
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC EXPECTED
TOPIC SUBTOPIC LEARNING ACTIVITIES
COMPETENCES STANDARD
x Writing a discursive
composition based on given
subjects (Human activities
have done more harm than
good to the environment.
Discuss…)
1.3.7. DIARY WRITING 1.3.7.1. Introduction 1.3.7.1.1. Write diary x Discussing the diary (what a x Diary entries written
to Writing entries diary is and its use, the correctly
Diary Entries significance of diary writing
…)
x Discussing the features of a
diary (date, time, topic, note
form, use of 1st person
pronoun, brevity…)
x Practising the recording of
significant/memorable events
or experiences based on given
notes.

19
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
1.4.1. PARTS OF SPEECH 1.4.1.1. Introduction to 1.4.1.1.1. Use parts of x Discussing parts of speech x Parts of speech used
Parts of Speech speech in (nouns, pronouns, verbs, correctly in sentences
sentences adverbs, adjectives,
prepositions, articles,
conjunctions, interjections)
x Constructing sentences
using parts of speech.
1.4.2. TENSES 1.4.2.1. Present Simple 1.4.2.1.1. Use Present x Discussing the Present x Present Simple tense
Tense Simple Tense Simple Tense (…used for correctly used in
in sentences repeated sentences
actions/occurrences and
habits in the present).
x Applying spelling rules
when constructing
sentences. (If the verb ends
with ‘o’, ‘ch’, ‘sh’ or ‘ss’,
we add ‘es’. E.g. go,
becomes goes…)
x Constructing sentences
using the Present Simple
Tense. (Sampa walks to
school every day…)
1.4.2.2. Present 1.4.2.2.1. Use Present x Discussing the Present x Present Continuous
Continuous Continuous Continuous Tense (…used Tense used correctly in
Tense Tense in for actions that are sentences
sentences happening now).
x Applying spelling rules
when constructing

20
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
sentences. (If the verb ends
in ‘l’ after a single vowel,
we double the ‘l’ and add
‘-ing’ travel becomes
travelling…)
x Constructing sentences
using the Present
Continuous Tense. (We
are learning English
now...)
1.4.2.3. Past Simple 1.4.2.3.1. Use the Past x Discussing the Past Simple x Past Simple Tense used
Tense Simple Tense Tense (… used for an correctly in sentences
in sentences action which was
completed in the past).
x Applying spelling rules
when constructing
sentences. (The past of a
‘regular’ verb ends in ‘-
ed’; walk-walked…)
x Constructing sentences
using the Past Simple
Tense. (They applied for
scholarships...)
1.4.2.4. Past 1.4.2.4.1. Use the Past x Discussing the Past x Past Continuous Tense
Continuous Continuous Continuous Tense used correctly in
Tense Tense in (…used for an action sentences
Sentences which was continuing in
the past, but has now
stopped).

21
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
x Applying spelling rules
when constructing
sentences. (If the verb
has one syllable and ends
in a single consonant
(except ‘w’, ‘x’, and ‘y’),
we double the final
consonant and add ‘-
ing’; sit becomes
sitting…)
x Constructing sentences
using the Past
Continuous Tense. (The
learners were doing
their classwork...)
1.4.2.5. The Future 1.4.2.5.1. Use Future x Discussing the Future x Future Simple Tense used
Simple Tense Simple Tense Simple Tense (…used to in sentences correctly
in sentences express a future action or
state…)
x Constructing sentences
using the Future
Continuous Tense. (I
shall come and visit you
tomorrow...)

22
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
1.4.2.6. Future 1.4.2.6.1. Use Future x Discussing the Future x Future Continuous Tense
Continuous Continuous Continuous Tense (… used used in sentences
Tenses Tense in for continuous actions in correctly
sentences the future. It is also used to
indicate a definite future
arrangement…)
x Constructing sentences
using the Future
Continuous Tense. (We will
be dancing all night...)
1.4.2.7. The Present 1.4.2.7.1. Use Present x Discussing the present x Present Perfect Tense
Perfect Tense Perfect Tense perfect tense (formed with used in sentences
in sentences the present tense of have + correctly
the past participle...)
x Discussing the uses of the
Present Perfect Tense (It is
used when we wish to talk
or write about an action
that took place in the past,
but is closely connected
with what happened very
recently…)
x Constructing sentences
using the Present Perfect
Tense (Mary has gone to
school....)
1.4.2.8. The Present 1.4.2.8.1. Use Present x Discussing the uses of the x Present Perfect
Perfect Perfect Present Perfect Continuous Continuous Tense used
Continuous Tense ( …used when you appropriately in sentences

23
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
Continuous Tense in wish to indicate that an
Tense sentences action which started in the
past has been continuing
up to the present…)
x Constructing sentences
using the Present Perfect
Continuous Tense (Mrs.
Moonde has been living
in Kasama since 2011…
… )
1.4.2.9. Past Perfect 1.4.2.9.1. Use Past x Discussing the use of the x Past Perfect Tense used in
Tense Perfect Tense Past Perfect Tense (… used sentences appropriately
in sentences to describe an action which
was completed before
another action in the
past……).
x Constructing sentences
using the Past Perfect
Tense (Jimaima watched
television after he had
finished eating...)
1.4.2.10. Past Perfect 1.4.2.10.1. Use Past x Discussing the use of the x Past Perfect Continuous
Continuous Perfect Past Perfect Continuous Tense used appropriately
Tense Continuous Tense (…used for an action in sentences
Tense in in the past that was
sentences continuing up to the time
when another action took
place).

24
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
x Constructing sentences
using the Past Perfect
Continuous Tense (They
had been practising
conservation farming when
the drought affected the
country ...)
1.4.2.11. Future 1.4.2.11.1. Use Future x Discussing the use of the x Future Perfect Tense used
Perfect Tense Perfect Tense Future Perfect Continuous in sentences appropriately
in sentences Tense (We use the tense for
an action which will be
completed by a certain time
in the future).
x Constructing sentences
using the Future Perfect
Tense (Mwakoi will have
completed her degree in
nursing by the end of next
year...)
1.4.2.12. Future 1.4.2.12.1. Use Future x Discussing the use of the x Future Perfect Continuous
Perfect Perfect Future Perfect Continuous Tense used in sentences
Continuous Continuous Tense (This tense is used to appropriately
Tense Tense in show that an action or state
sentences will have been continuing
up to a time in the future
and will be likely to
continue after that time...)
x Constructing sentences
using the Future

25
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
Continuous Tense (My
father will have been
teaching at secondary
school for thirty years by
December this year...)
1.4.3. NOUNS 1.4.3.1. Possessive 1.4.3.1.1. Use x Punctuating the possessive x Possessive nouns used in
Nouns possessive noun with an apostrophe sentences correctly
nouns in (Mulubwa’s book,
sentences Musonda’s dress, a girls’
school, …)
x Constructing sentences
using possessive nouns (My
friend’s parents came
home...)
1.4.3.2. Irregular 1.4.3.2.1. Change x Identifying irregular nouns x Irregular nouns from
Nouns irregular (man, woman, sheep, fish, singular to plural changed
nouns from child, tooth...) correctly
singular to x Changing irregular nouns
plural from singular to plural
(Man-men, sheep-sheep,
child-children, tooth-
teeth...)
1.4.3.3. Countable 1.4.3.3.1. Use countable x Identifying countable x Countable nouns in
Nouns nouns in nouns in sentences (Person, sentences used correctly
sentences book, tree, pen, pencil,
road …)
x Indicating the singular and
plural form of nouns. (one

26
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
ball- two balls, person-
people…)
x Constructing sentences
with countable nouns (They
bought thirty desks.)
1.4.3.4. Uncountable 1.4.3.4.1. Use x Identifying uncountable x Uncountable nouns in
Nouns uncountable nouns in sentences (Water, sentences used
nouns in salt, sand, love, oil, milk, appropriately
sentences sugar …)
x Constructing sentences
using uncountable nouns
(Sawomba put a lot of
sugar in his tea…)
1.4.3.5. Collective 1.4.3.5.1. Construct x Identifying collective x Collective nouns used in
Nouns sentences nouns in a text (Herd of sentences correctly
using cattle, troop of monkeys,
collective pack of dogs …)
nouns x Constructing sentences
using collective nouns. (I
was stung by a swarm of
bees).
1.4.4. ARTICLES 1.4.4.1. Definite and 1.4.4.1.1. Use articles in x Identifying types of x Articles used in sentences
Indefinite sentences articles (Definite correctly
Articles Articles-the, Indefinite
Articles-a, an)
x Constructing sentences
using articles (A dog
jumped over the fence.

27
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
The dog was hit by an
on-coming car ).
1.4.5. INTENSIFIERS 1.4.5.1. Using 1.4.5.1.1. Use x Discussing the use of x Intensifiers used in
Intensifiers intensifiers in intensifiers (Intensifiers are sentences correctly
sentences adverbs which strengthen,
or give emphasis to other
words)
x Identifying intensifiers in
sentences (fairly, quite,
very, too …)
x Constructing sentences
using intensifiers (This
water is very hot…)
1.4.6. ADJECTIVES 1.4.6.1. Order of 1.4.6.1.1. Use the x Identifying adjectives in x Correct order of
Adjectives correct order sentences (intelligent, adjectives in sentences
of adjectives beautiful, expensive…) used accordingly
in sentences x Arranging adjectives in the
correct order (quality,
size/length/shape/weight,
colour, noun or participle,
noun …)
x Constructing sentences
with correct order of
Adjectives (She has a
beautiful, small, dark
smiling face…)

28
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
1.4.7. VERBS 1.4.7.1. Linking Verbs 1.4.7.1.1. Use linking x Discussing linking verbs in x Linking verbs in
verbs in sentences (They connect the sentences used correctly
sentences subject of the sentence with
an adjective, noun, or
descriptive phrase))
x Identifying linking verbs in
sentences (am, is, are, was,
were…)
x Using different types of
linking verbs in sentences
(The pigs were dirty and
wet, Mutale is the leader of
our group…)
1.4.8. AGREEMENT 1.4.8.1. Subject -Verb 1.4.8.1.1. Use correct x Identifying the subjects and x Correct verb forms with
Agreement verb forms verbs in sentences the subject in a sentence
with the x Applying appropriate rules used appropriately
subject in a in subject verb agreement
sentence (singular subjects agree
with singular verbs and
plural subjects agree with
plural verbs)
x Using verb - subject
agreement in sentences
(Lukundo is tired. Lukundo
and Ulaya are tired)

29
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
1.4.9. REASON 1.4.9.1. Expressing 1.4.9.1.1. Use x Discussing the words that x Expressions of reason in
Reason expressions of can be used to show reason sentences used correctly
reason in (since/as/because)
sentences x Identifying the main clause
and the clause that is
expressing reason in a
sentence. (He was awarded
because/as/since he passed
the test; Main Clause: He
was awarded. Clause
expressing Reason:
because/since/as he passed
the test…)
x Punctuating sentences with
a comma when the
sentence begins with the
clause expressing reason.
(As/Since he passed the
test, he was awarded.)
x Constructing sentences
expressing reason
(As/Since he passed the
test, he was awarded, The
harvest was poor because
of the poor drought...)
1.4.10. PURPOSE 1.4.10.1. Different 1.4.10.1.1. Use different x Discussing different x Different expressions to
Ways of expressions to expressions of Purpose show purpose used in
(the infinitive (to+ a sentences correctly
verb), in order to and so

30
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
Expressing show purpose as to, for + noun, so that
Purpose in sentences and in order that)
x Constructing sentences
to show Purpose ( I went
to the market in order to
see my friend…)
1.4.11. RESULT 1.4.11.1. Different 1.4.11.1.1. Use different x Discussing different x Different expressions of
Ways of expressions of expressions of result result in sentences used
Expressing result in (Therefore, as a result, for correctly
Result sentences this reason, consequently,
so, so…that, a…that)
x Constructing sentences to
express Result (Kapesa was
so beautiful that she was
liked by everybody…)
1.4.12. ADVERBS 1.4.12.1. Position of 1.4.12.1.1. Use adverbs x Discussing the different x Adverbs in different
Adverbs in different kinds of adverbs (Adverbs positions in sentences
positions in of place, adverbs of used appropriately
sentences frequency, adverbs of
manner, adverbs of time…)
x Using adverbs in different
positions in sentences
(There they are. /They are
there…)
1.4.13. PREPOSITIONS 1.4.13.1. Types of 1.4.13.1.1. Use x Discussing prepositions x Prepositions in sentences
Prepositions prepositions (words that connect nouns used correctly
in sentences and pronouns to the rest of
the sentence…)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
x Distinguishing the types of
prepositions. (Prepositions
of time, place, and
direction…)
x Constructing sentences
using prepositions (Time:
Grandfather started
snoring during the movie.
Place: Mubanga went to
the mall with them.
Direction: He raced
toward the finish line…)
1.4.14. PHRASAL VERBS 1.4.14.1. Phrasal 1.4.14.1.1. Use phrasal x Discussing phrasal verbs x Phrasal verbs in sentences
Verbs verbs in (The meaning of the whole used correctly
sentences expression is not the same
as the meaning of each of
the parts; look up means to
find)
x Differentiating between
transitive and intransitive
phrasal verbs (transitive
verbs have an object while
intransitive phrasal do not
have an object)
x Interpreting the meanings
of phrasal verbs in given
sentences.
x Constructing sentences
using phrasal verbs

32
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
1.4.15. QUESTION TAGS 1.4.15.1. Question 1.4.15.1.1. Add question x Discussing the rules x Question tags to
Tags and tags to applying to question tags statements added correctly
Short statements (positive statements are
Answers followed by negative tags
while negative statements
are followed by positive
tags…)
x Using question tags in
sentences (He is coming
tomorrow, isn’t he? She
hasn’t been to school, has
she?...)
x Using short answers to
respond to question tags
(He is coming tomorrow,
isn’t he? Expected Answer:
Yes, he is...)
1.4.16. CONTRAST 1.4.16.1. Use ‘But’ and 1.4.16.1.1. Use ‘but’ and x Discussing the use of ‘but’ x ‘But’ and ‘yet’ to show
‘Yet’ in ‘yet’ to show and ‘yet’ in sentences (We contrast in sentences used
Sentences to contrast in use ‘but’ and ‘yet’ to correctly
Show sentences combine two ideas that are
Contrast not similar…)
x Identifying the main clause
and the clause showing
contrast in sentences (main
clause: He came early to
school; clause showing
contrast: but he was
punished...)

33
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
x Punctuating sentences
containing ‘but’ or ‘yet’
(When we use ‘yet’, we
usually apply a comma
before it.)
x Constructing sentences
using ‘but’ and ‘yet’ to
show contrast
1.4.17. CONDITION 1.4.17.1. Types of 1.4.17.1.1. Use x Distinguishing the types of x Conditional sentences
Condition conditional conditional sentences used appropriately
sentences (Likely/Probable
Condition,
Unlikely/Improbable
Condition, and Impossible
Condition)
x Constructing sentences
using the three types of
condition. (If we study
hard, we will pass the
examinations…)
1.4.17.2. Tense 1.4.17.2.1. Use x Distinguishing the tenses x Appropriate tenses in
Changes in appropriate used in conditional conditional sentences used
Conditional tenses in sentences (TYPE 1: If + correctly
Clause and conditional present simple (If Clause),
Main Clause sentences Future Simple (Main
Clause) -If he comes, I will
speak to him… TYPE 2: If
+ Past Simple (If Clause),
would + verb (Main

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
Clause) - If he came, I
would speak to him…TYPE
3: If + Past Perfect (If
Clause), would + Past
Perfect (Main Clause) - If
he had come, I would have
spoken to him…)
x Constructing sentences
using conditional tenses
1.4.18. ABILITY 1.4.18.1. Expressing 1.4.18.1.1. Express x Discussing the use of x Ability in sentences
Ability ability in ability in the present, past expressed correctly
sentences and future. (‘Can’ and ‘be
able to’ both express ability
in the present; ‘shall’ and
‘will be able to express
ability in the future; ‘could’
and ‘was/were able to’
express ability in the
past…)
x Constructing sentences to
express ability (He can/is
able to ride a bicycle… I
shall/will be able to lend
you some money…He
could/was able to talk
before…)

35
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
1.4.19. THE GERUND AND 1.4.19.1. Difference 1.4.19.1.1. Use gerunds x Discussing the difference x Gerunds and present
PRESENT between and present between gerunds and participles in sentences
PARTICIPLE Gerunds and participles in present participles. (A used correctly
Present sentences gerund is a verb form
Participles ending in ‘-ing’ which
functions as a noun in a
sentence while a present
participle is a form of a
verb which functions as an
adjective).
x Constructing sentences
using gerunds and present
participles (Gerund:
Playing for a team is an
honour… Present
Participle: I saw him
sitting there...)
1.4.20. SENSE RELATIONS 1.4.20.1. Antonyms 1.4.20.1.1. Use x Discussing antonyms x Antonyms used correctly
Antonyms (words which are opposite
of each other)
x Supplying antonyms to
given words ( gentle-
rough, maximum-
minimum…)
1.4.20.2. Synonyms 1.4.20.2.1. Use x Discussing synonyms x Synonyms used
Synonyms (words which have appropriately
similar/identical
meanings.)

36
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING EXPECTED
TOPIC SUB-TOPIC
COMPETENCES ACTIVITIES STANDARD
x Supplying synonyms to
given words (ask-inquire,
dull-gloomy, jump-leap…)
1.4.20.3. Homonyms 1.4.20.3.1. Use x Discussing homonyms x Homonyms used correctly
Homonyms (words with the same
spelling but different
meanings…)
x Identifying different
meanings of homonyms in
different contexts (scale for
weighing and scale for fish,
kind for type and kind for
caring…)
1.4.20.4. Homophones 1.4.20.4.1. Use x Discussing homophones x Homophones used
Homophones (words that sound the same appropriately
but have different meanings
and usually different
spellings).
x Distinguishing meanings of
given homophones in given
contexts (Stair-stare, week-
weak, see, sea, piece-
peace…)

37
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
1.5.1. INTRODUCTION 1.5.1.1. Types of 1.5.1.1.1. Identify types x Discussing the concept x Types of summaries
TO SUMMARY Summaries of summaries of summary. identified correctly
x Discussing the
importance of summary
in real life
x Identifying types of
summaries (Note, Prose,
filling in the blanks...)
1.5.1.2. Title 1.5.1.2.1. Choose best x Reading given passage. x Best title summary chosen
Summary title summary x choosing best title for correctly
given paragraph
x Supplying the best title
summary
1.5.1.3. Sentence 1.5.1.3.1. Choose the x Reading given passage x Best sentence summary
Summary best sentence x Choosing best sentence chosen correctly
summary summary for a given
paragraph
x Supplying the best
sentence summary
1.5.1.4. Paragraph 1.5.1.4.1. Choose the x Reading given passage x Best paragraph summary
Summary best paragraph x Choosing best paragraph chosen correctly
summary summary for a given
passage.

38
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
1.5.2. ABBREVIATIONS 1.5.2.1. Types of 1.5.2.1.1. Apply x Discussing abbreviation (A x Abbreviations in writing
Abbreviations abbreviations short way to write a applied correctly
in writing word…)
x Discussing types of
abbreviations (symbols,
clipping, contraction,
initialism, acronym…)
x Applying common
abbreviations and symbols
in writing (Common
Abbreviations: Ave. -
avenue, Dr. – doctor, wk –
week…Symbols: &- and, %-
percent, @- at…)
x Discussing acronym
(pronounceable word that is
formed using the first letters
of a multiple word ASAP- as
soon as possible….)
x Discussing initialism (ATM-
Automated Teller
Machine…)
x Applying contractions in
writing (Cannot-can’t…)
x Discussing clipping
(Examination- exam…)

39
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
1.5.3. SHORT MESSAGES 1.5.3.1. Short Message 1.5.3.1.1. Use short x Discussing short message x Short Message System in
System (SMS) message system (A text messaging summary used correctly
system in service that allows the
summary exchange of short text
messages between mobile
devices.)
x Composing SMSs. (keep it
short, applying symbols,
abbreviations, acronyms…)
1.5.4. ADVERTISEMENTS 1.5.4.1. Types of 1.5.4.1.1. Write x Discussing advertisement x Advertisements written
Advertisement advertisements (This is an announcement correctly
s online, in a newspaper, on
television or on a poster
about something such as a
product, an event or a job.)
x Discussing the purpose for
advertising. (To sell a
product, to offer a job, to
offer a service or product,
to announce an event…)
x Composing adverts in a
given situation.
1.5.5. NOTE SUMMARY 1.5.5.1. Types of Note 1.5.5.1.1. Write Note x Discussing the two types of x Note summary written
Summaries Summaries note summaries. (Note correctly
Taking and Note Making)
x Discussing steps in note
summary writing. (Note
Making: reading passage,
understanding the question,

40
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
picking points relevant to
the question. Note Taking:
taking down important
points from an oral
source…)
x Writing note summaries
1.5.6. TABULATION 1.5.6.1. Tabulation 1.5.6.1.1. Apply x Interpreting given tables, x Tabulation skills applied
Skills tabulation charts, diagrams and graphs. correctly
skills x Writing summaries using
information from tables,
charts, diagrams and graphs.
x Completing tables, charts,
diagrams and graphs using
information from a passage.

41
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

FORM 2

42
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.1.1. INSTRUCTIONS 2.1.1.1. Giving and 2.1.1.1.1. Give and x Discussing situations where x Instructions given and
Receiving receive instructions are given or received appropriately
Instructions instructions received (How to grow
maize…)
x Using appropriate language
to give and receive
instructions (Firstly…,
Secondly…, Next…, Then…,
Lastly…)
x Role-playing following of
instructions given
2.1.2. DIRECTIONS 2.1.2.1. Giving and 2.1.2.1.1. Give and x Discussing situations where x Directions given and
Getting receive directions are given or received appropriately
Directions directions received (directions to the
police station, market,
bank…)
x Identifying vocabulary to use
when giving and receiving
directions (Left, right, centre,
middle, below, beneath,
adjacent to, behind, above,
beyond, ahead,
underneath…)
x Role-playing giving and
getting directions (Question:
Where is the internet Café?

43
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
Answer: It is right behind
the main Bus Station…)

2.1.3. ANNOUNCEMENTS 2.1.3.1. Making 2.1.3.1.1. Use appropriate x Discussing appropriate x Language to make
Announcements language to language for making announcements used
make announcements (clear and correctly
announcements concise language, objective
tone, standard
pronunciation…)
x Reacting to announcements
(All right, and when are we
expected to…. Where will the
meeting take place and
what...)
x Role-playing making and
responding to
announcements (Listen,
everyone! I have an
important announcement
to make…I am pleased to
tell you that...I am happy
to inform you that...)
2.1.4. EXPRESSING 2.1.4.1. Expressing 2.1.4.1.1. Use appropriate x Discussing different x Appropriate language to
EMOTIONS Sympathy language to situations where one can express sympathy used
express express sympathy correctly
sympathy (expressing sympathy at
funerals, failing an exam,
missing a valuable item…)

44
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Identifying language to use
when expressing sympathy
in different situations (My
condolence on the loss of
your loved one…My deepest
sympathy…How can I ease
your pain? You are not
alone… I am here for you...)
x Practising expressing
sympathy in different
situations (role-playing,
dramatising…)
2.1.5. COMPLIMENTS 2.1.5.1. Complimenting 2.1.5.1.1. Use appropriate x Identifying achievements x Language to compliment
Others language to and occasions that require others on different
compliment compliments from others achievements and
others on (Passing an exam, getting occasions used correctly
different promoted, completing a task,
achievements Christmas, Birthdays,
and occasions Anniversaries …)
x Discussing vocabulary used
to complement others for
different achievements
(Congratulations on your
promotion! Well done!
Merry Christmas!
Compliments of the season!
Happy anniversary...)
x Role playing giving and
receiving compliments

45
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES

2.1.6. GREETINGS 2.1.6.1. Greeting 2.1.6.1.1. Use appropriate x Discussing ways of greeting x Language to greet different
Different language to the young and peers categories of people used
Categories of greet different (FORMAL: Good morning, appropriately
People categories of Lisa… How are you? …
people INFORMAL: Hello, Hi…)
x Discussing ways of greeting
adults/ elderly people
(FORMAL: Good morning/
afternoon/evening Sir…)
x Role-playing greeting
different categories of people

46
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.1.7. PUBLIC SPEAKING 2.1.7.1. Debate 2.1.7.1.1. Use appropriate x Identifying situations which x Appropriate language to
language to might necessitate a debate debate used correctly
debate (expressing agreement and
disagreement, expressing
opinions, distinguishing
facts from opinions, giving
pros and cons on given
topics, justifying one`s
stance on given issues,
defending one`s opinion…)
x Using appropriate language
when debating (I am afraid I
do not agree…I have a
dissenting view…I agree ...
In my opinion…I think that,
while you think that…the
fact is …I share your
thought…)
x Holding Debates on topics
and selected cross- cutting
issues (Mental Health,
Climate Change,
Corruption, Drug and
Substance Abuse, National
Values and Principles,
Human Rights…)
2.1.8. INVITATIONS 2.1.8.1. Inviting People 2.1.8.1.1. Use appropriate x Identifying situations that x Language to invite people
language to require inviting others used appropriately
Invite people (Christmas, Birthday parties,

47
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
Anniversaries, New Year’s
Day…)
x Discussing vocabulary used
to invite others to different
functions (I have the
pleasure of inviting you to…I
am pleased to invite you
to…)
x Role playing inviting people
to different occasions
2.1.9. CONVERSATIONS 2.1.9.1. Initiating 2.1.9.1.1. Use appropriate x Discussing how to initiate x Language used to initiate
Conversations language to conversations (Do you know conversations used
initiate that… Are you aware that) appropriately
conversations x Role playing how to initiate
a conversation
2.1.9.2. Making an Offer 2.1.9.2.1. Use appropriate x Identifying situations that x Language to make an offer
language to require one to make an offer used correctly
make an offer (offering food,
accommodation,
transport…)
x Discussing language used to
make an offer (Would you
accept my…)
x Practising making an offer
(role-playing,
dramatising…)
2.1.9.3. Making 2.1.9.3.1. Use appropriate x Discussing language used to x Language to make requests
Requests language to make a request (would you used appropriately
make requests accept my…would you

48
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
(mind) clarify(ing) the
point?..)
x Role playing making a
request
2.1.10. CLARIFICATIONS 2.1.10.1. Seeking 2.1.10.1.1. Use appropriate x Discussing language used to x Language used to seek
Clarification language to seek clarification (Would you clarification used
seek mind explaining what you appropriately
clarification mean? Would be kind…)
x Role playing seeking
clarification
2.1.11. FIGURATIVE 2.1.11.1. Figures of 2.1.11.1.1. Use figures of x Discussing different figures x Figurative language used
LANGUAGE speech speech in of speech (Riddles, appropriately
various social Proverbs, Idioms, Similes,
contexts Metaphor, Euphemism…)
x Using figurative language in
conversation (what comes
twice in a week but once in a
year?-riddle; If you live in a
glass house do not throw
stones-proverb; The test was
a piece of cake- idioms; He
is as cunning as a snake-
simile; He is a snake-
metaphor; The man is
economical with the truth-
euphemism …)

49
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.2.1. COMPREHENSION 2.2.1.1. Listening 2.2.1.1.1. Listen to x Listening to different oral x Listening to different oral
Comprehension different sources of information (radio, sources and answering
oral sources television, someone questions done effectively
of speaking….)
information x Answering different types of
and answer questions based on
questions information heard
x Identifying and listing main
ideas (note-taking)
x Repeating information from
an oral source
2.2.1.2. Reading 2.2.1.2.1. Read x Reading at a speed of 250 x Passages read efficiently
Passages passages words per minute
Efficiently and efficiently x Skimming through passages to
Doing Follow-up get the general ideas
Activities x Scanning pieces of text to
locate specific information
x Answering factual and
inference questions
x Retelling details of story or
passage
x Deducing meanings of
unfamiliar words and
idiomatic expressions
x Drawing inferences from texts
by direct or indirect reference

50
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Describing feelings, qualities
and motives of characters in
stories
2.2.1.3. Read Different 2.2.1.3.1. Read x Reading a variety of texts x Different unabridged materials
Unabridged different (newspapers, magazines, read
Materials unabridged journals …)
materials for x Reading silently
enjoyment x Reading at an appropriate
pace with understanding
x Reading critically and making
discriminating judgements
(theme, characterisation, style,
setting, author’s motives,
reader’s interpretation of the
text…)

51
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.3.1. NARRATIVES 2.3.1.1. Features and 2.3.1.1.1. Write stories x Discussing features and techiques x Stories written appropriately
Techniques of of narratives (plot, setting,
Narratives characterisation, conflict, point of
view, dialogue, resolution, theme,
imagery, …)
x Writing narratives based on given
situations (completing story or
writing from a question, changing
a point of view… )
2.3.2. DESCRIPTIVE 2.3.2.1. Describing a 2.3.2.1.1. Describe a place x Discussing adjectives that are x A place described correctly
WRITING Place used to describe a place (small,
big…)
x Using appropriate language that
will appeal to the five senses
(smell, touch, sight, taste,
hearing)
x Using the techniques used in
descriptive writing (naming:
name of the place, detailing:
colour, location, distance…
comparison: similes, metaphors,
personification; figurative
language)
x Writing descriptive compositions
on a place

52
 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.3.3. REPORT 2.3.3.1. Introduction 2.3.3.1.1. Write a simple x Identifying types of reports x A simple report written
WRITING to Report report (police report, book report, correctly
Writing school report, incident based
report…)
x Discussing features of a report
(title, introduction, main body,
use of past tenses, formal
language, factual, ....)
x Answering WH questions (what,
who, how, where when…)
x Writing simple reports from
given notes
2.3.4. SPEECH 2.3.4.1. Speech of 2.3.4.1.1. Write a speech x Identifying types of speeches x A speech of introduction
WRITING Introduction of introduction (speech of introduction, main written correctly
speech, and vote of thanks)
x Discussing the features of a
speech of introduction (title,
observing protocol, speaker’s
background, purpose for the visit/
meeting…)
x Composing and writing a speech
of introduction
x Giving a speech orally
2.3.5. BIOGRAPHY 2.3.5.1. Auto- 2.3.5.1.1. Write an auto- x Discussing an auto-biography x An auto-biography written
WRITING biography biography (life story about oneself) accordingly

53
ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Describing the type of auto-
biographies; semi auto-biography
and fictional auto-biography)
x Discussing the structure of an
auto-biography (the start, the
middle, the end.)
x Identifying features of an auto-
biography (use of 1st person point
of view, facts such as date of
birth, place of birth, educational
background…)
x Writing an auto-biography
2.3.5.2. Biography 2.3.5.2.1. Write a x Discussing the purpose and x A biography written
biography structure of biography (life story correctly
of a person written by someone
else, the start, the middle, the
end...)
x Identifying features of a
biography (use of 3rd person
point of view, facts such as date
of birth, place of birth,
educational background…)
x Writing a biography
2.3.6. EXPOSITORY 2.3.6.1. Features of 2.3.6.1.1. Write an x Discussing features of an x Expository composition
WRITING Expository expository expository composition (clear written correctly
Writing composition purpose, neutral/objective, tone,
formal language …)

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Making an outline of points
based on the given topics
(selecting, amplifying, ordering
of points)
x Writing expository compositions
based on cross cutting issues
(Financial Education, Inclusive
Education, Drought, HIV and
AIDS…)
2.3.7. PERSUASIVE 2.3.7.1. Argumentative 2.3.7.1.1. Write an x Discussing features of an x An argumentative
WRITING Composition argumentative argumentative composition composition written
composition (Picking a side; use of sequence correctly
indicators; avoiding sweeping
statements; evidence-based;
acknowledging
counterarguments; logical
reasoning; persuasive
language…)
x Using appropriate language to
express opinions by agreeing or
disagreeing with controversial
statements (Technology has
brought more harm than good.
Do you agree or disagree?)
x Writing an argumentative
composition

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.3.7.2. Discursive 2.3.7.2.1. Write a x Discussing features of a x Discursive composition
Composition discursive discursive composition (formal written appropriately.
composition and objective tone, clear and
concise language, use of
sequence indicators, discussing
both sides...)
x Collecting information (research)
on the topic given
x Writing a discursive composition
based on given subjects (Drug
and substance abuse is the main
cause of mental disorder.
Discuss…)
2.3.8. DIARY 2.3.8.1. Writing 2.3.8.1.1. Write diary x Discussing the features of a diary x Diary entries written
WRITING Diary Entries entries (date, time, topic, note form, use correctly
of 1st person pronoun, brevity…)
x Discussing the Structure/format of
a diary. (greeting (dear Diary)
opening, introduction, main body,
closing paragraph and signing
off)
x Writing diary entries (recording
of significant/memorable events
or experiences based on given
notes)

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COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.3.9. LETTER 2.3.9.1. Semi-Formal 2.3.9.1.1. Write a semi- x Identifying the purpose of semi- x A Semi-formal letter written
WRITING Letter formal letter formal letters (apologising to the correctly
neighbour, writing to civic
leaders, teachers, parents…)
x Outlining the layout of a semi-
formal letter (one address,
salutations, body of letter, ending,
and name of sender …)
x Using appropriate language tone
(semi-formal use of language,
stick to the point)
x Writing a semi-formal letter on
any given situation

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.4.1. TENSES 2.4.1.1. The Future 2.4.1.1.1. Use the x Discussing the use of x The emphatic form of future
Tense: The emphatic emphatic form ‘shall’ (to tense used in sentences
Emphantic form of the show firm resolve or correctly
Form of ‘shall’ future tense in determination, emphasise a
sentences strong intention...)
x Constructing sentences using
‘shall’ for emphasis
(Examinations shall be
administered by the teacher.
We shall finish this work
today…)
2.4.1.2. The Unreal 2.4.1.2.1. Use the unreal x Discussing the unreal past x Unreal past used in sentences
Past past in even though we are not correctly
sentences referring to the past time (It’s
time we left, imagine you
were a pilot…)
x Using unreal past to construct
sentences
2.4.2. VERB 2.4.2.1. Verbs and 2.4.2.1.1. Use verbs and x Discussing the sentence x Verbs and expressions followed
EXPRESSIONS Expressions expressions pattern verb+ ing (I enjoy by-ing in sentences used
Followed by – followed by – reading…She should avoid correctly
‘ing’ ing in talking too much)
sentences x Identifying words that follow
the pattern verb+ ing (enjoy,
avoid, finish, stop, admit…)
x Discussing the sentence
pattern expression+ ing (I

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
can’t help noticing. I can’t
stand seeing people suffer).
x Identifying expressions that
follow the pattern
expression+ ing (can’t help..,
can’t stand, It’s no good …)
x Constructing sentences using
verbs and Expressions
followed by-ing
2.4.2.2. Verbs 2.4.2.2.1. Use verbs x Discussing the sentence x Verbs followed by object +
Followed by followed by pattern verb+ object infinitive in sentences used
Object + object + +infinitive (The teacher asked correctly
Infinitive infinitive in Bupe to answer the
sentences question…)
x Identifying verbs that follow
the pattern verb+ object +
infinitive (advise, allow,
cause, instruct, remind,
invite…)
x Constructing sentences using
verb+ object + infinitive (Luwi
advised Lubuto to work
hard…)
2.4.2.3. Verbs followed 2.4.2.3.1. Use verbs x Discussing the sentence x Verbs followed by the Infinitive
by the followed by pattern verbs followed by the in sentences used correctly
Infinitive the Infinitive Infinitive; verb + to + verb) (I
(Verb + to + in sentences want to talk…)
Verb) x Identifying verbs that follow
the pattern verb + to + verb

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
(agree, decide, manage,
hesitate, refuse, forget,
listen….)
x Constructing sentences using
verb + to + verb (I promise to
see you this afternoon…)
2.4.3. DETERMINERS 2.4.3.1. Adjectives of 2.4.3.1.1. Use adjectives x Discussing adjectives that x Adjectives of quantity in
quantity of quantity in show how much there is of sentences used correctly
sentences something (some, all, others,
much, any, little, enough, no,
…)
x Identifying the use of
adjectives of quantity in
sentences
x Constructing sentences using
quantifiers (Some girls are
forced into early marriages by
their parents…They have little
knowledge of taking care of a
family...)
2.4.3.2. Possessive 2.4.3.2.1. Use x Discussing adjectives that x Possessive adjectives as
Adjectives possessive show that something belongs determiners used in sentences
adjectives as to a person or thing. (my, your, correctly
determiners in his, her, its, our, their …)
sentences x Identifying the use of
possessive adjectives in
sentences (Mwila is my
brother. My dog has lost its
tail...)

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Constructing sentences using
possessive adjectives (Zambia
is our country...)
2.4.3.3. Demonstrative 2.4.3.3.1. Use x Discussing words that x Demonstrative adjectives in
Adjectives demonstrative demonstrate as well as sentences used correctly
adjectives in introduce the noun in the
sentences sentence. (this, these, that
these)
x Identifying the position of
demonstratives in sentences
(before the noun they are
determining)
x Constructing sentences using
demonstrative adjectives (This
book belongs to Luyando…
That bill was amended last
year...)
2.4.4. RELATIVE 2.4.4.1. Relative 2.4.4.1.1. Construct x Identifying different relative x Sentences using relative
CLAUSES Pronouns sentences pronouns (which, whom, pronouns constructed correctly
using relative that…)
pronouns x Discussing subject and object
in a sentence construction.
x Constructing sentences (using
‘which’ with subjects that are
things; with ‘whom’ or ‘who’
with objects that are people;
with ‘which’ with objects that
are things…)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Composing sentences (using
preposition + whom with
objects that are people; using
preposition + which with
objects that are things; using
‘which’, ‘that’ or ‘nothing’
with objects that are things;
using ‘whose’ to show
possession)
2.4.4.2. Defining and 2.4.4.2.1. Use defining x Discussing relative pronouns x Defining and non-defining
Non-Defining and non- as words that introduce a relative clauses in sentences
Relative defining relative clause (Who, that, used correctly
Clauses relative which, whom, whose)
clauses in x Distinguishing between non-
sentences defining and defining relative
clauses
x Constructing sentences using
non- defining and defining
relative clauses. (Non-
Defining: The girl, who
travelled abroad, has come
back… Defining: The girl
who travelled abroad has
come back…)
2.4.5. COMPARISON 2.4.5.1. Formation of 2.4.5.1.1. Use x Discussing ways of comparing x Comparatives and superlatives
the comparatives two things (comparative) in sentences used correctly
Comparative and x Forming comparatives by
and superlatives in using –er for regular forms
Superlative sentences and putting the word more

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
before words that have two or
more syllables (Small –
smaller; Beautiful - more
beautiful)
x Using comparative + than
(Mulife is older than Dalitso )
x Using the+ comparative
(Juunza is older wife of
Monde.)
x Discussing ways of comparing
more than two things
(superlative)
x Forming superlatives by using
–est for regular forms and
putting the word most before
words that have two or more
syllables (Small – smallest,
Beautiful - most beautiful)
x Using the + superlative
(Lubilo was the best in his
class...)
x Discussing irregular forms of
comparison. (good - better -
best, little - less – least,
much/many – more – most)
x Constructing sentences using
comparatives and superlatives

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.4.5.2. Other Ways of 2.4.5.2.1. Use x Discussing the use of similes x Alternative ways of expressing
Expressing alternative to compare (as/like) comparison used correctly
Comparison ways of x Using ‘as…as’ (Mweemba is
expressing as proud as a peacock…She
comparison walks as slow as a snail…)
x Using ‘not as…as…’ and
…’not so ….as’…(The moon
is not as bright as the sun...)
x Using the ‘same …as’ (Your
cellphone is the same as
mine…)
x Using ‘…like’ and ‘…just
like’ (Lubuto looks like her
mother…Lubuto looks just like
her mother…)
x Using ‘comparative + and +
comparative’ (She shouted
louder and louder…The plane
went higher and higher).
2.4.5.3. The + 2.4.5.3.1. Use parallel x Discussing the +comparative x Parallel increase to express
Comparative increase to and the + comparative (The comparison used correctly
and the + express longer we waited, the more
Comparative comparison in impatient Chola became…)
to express sentences x Constructing sentences using
parallel parallel increase to compare
increase

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.4.6. REASON 2.4.6.1. ‘Now that’ / 2.4.6.1.1. Use other x Discussing the use of ‘now x Other expressions to show
‘Seeing that’ to expressions to that’ or ‘seeing that’ to reason in sentences used
express Reason show reason express reason (Now that/ correctly
in sentences Seeing that you have finished
eating, you can wash the
plates…)
x Constructing sentences using
‘now that’ or ‘seeing that’ to
express reason
2.4.6.2. Participial 2.4.6.2.1. Use x Discussing the formation and x Participial Phrases to express
Phrases to Participial use of participial phrases reason in sentences used
Express Phrases to (participle + other words to correctly
Reason express create a phrase)
reason in x Recognising participial
sentences phrases in given sentences
(Visiting the doctor, I learnt
the importance of drinking
water every day).
x Constructing sentences using
participial phrases to express
reason
2.4.7. TIME 2.4.7.1. Expressions 2.4.7.1.1. Use x Using phrases containing x Expressions of time used
of Time expressions of ‘Perfect Participle’ when one correctly
time action precedes another
(Having completed the
workshop, the participants
were given certificates…)
x Using conjunction +
participial phrases to express

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
time (While answering the
phone, Makisa hit her foot
against a stone.)
x Using ‘no sooner …than ‘with
an inversion as an alternative
to as soon as (As soon as
Tapelo saw his father, he
started singing. No sooner had
Tapelo seen his father than he
started singing)
2.4.8. CONTRAST 2.4.8.1. Expression of 2.4.8.1.1. Use other x Using the present participle x Other expressions to show
Contrast expressions to with ‘despite’ and ‘in spite of’ contrast in sentences used
show contrast for contrasting ideas (In spite correctly
in sentences of working very hard, Mayawa
did not get a bumper
harvest… Despite working
very hard, Mayawa did not get
a bumper harvest.)
x Using the present participle
with an expression introducing
an alternative idea (He
decided to find a job instead
of begging on the street…)
x Using the present participle
with an expression introducing
an additional idea. (Besides
being a medical doctor, she is
a farmer. In addition to being

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
a famous politician, Chisha is
very polite.)
x Using ‘One… (but) ‘the
other… ‘or’ ‘The one… (but)
(…Using Conjunctions: One
chicken is white but/ and/
while/yet the other is brown…
Using Semi Colon: One
chicken is white; the other is
brown…)
x Using ‘No matter’ + how/
wh’ to express contrast… (No
matter what she did, she was
unable to please her friend...)
x Using adjective + as/though,
for recognition only, to
express contrast (Tired
though she was, she
continued working…)
x Constructing sentences to
express contrast
2.4.9. CONDITION 2.4.9.1. Other Ways 2.4.9.1.1. Use other x Discussing the use of ‘but x Other ways of expressing
of Expressing ways of for’ and ‘If only’ to show condition used correctly
Condition expressing condition in sentences
condition (Museshyo would have failed
the exam but for his mother’s
encouragement., But for his
mother’s encouragement,

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
Museshyo would have failed
the exam…)
x Using ‘If only’ to express
regret or hope (Expressing
Regret: If only the driver had
obeyed the instructions, she
would not have hit into a
stationary car; Expressing
Hope: If only it rains, the
vegetables will grow well…)
x Identifying situations when
‘if only’ can be used without
the main clause (If only I had
seen the elephant coming!...)
x Constructing sentences using
‘provided/providing that’ /
‘so /as long as’ (I will allow
you to go home provided that
you finish your work. I will
allow you to go home
providing that you finish your
work…so /as long as you
finish your work you will go
home ...)
x Using ‘Suppose/supposing
(that) to introduce questions
and are used in the initial
position. (Supposing that I

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
gave you a lot of money, what
would you use it for?)
x Composing sentences
showing inversion in
Conditional Sentences (Had I
seen the elephant coming, I
would have run away...)
2.4.10. QUESTION 2.4.10.1. Positive, 2.4.10.1.1. Use question x Identifying the use of x Question tags used correctly
TAGS Negative, and tags question tags in speech when
Imperative we want someone to agree
Question with what we have just said
Tags (He has stopped talking,
hasn’t he?...)
x Discussing question tags
(positive statements are
usually followed by negative
tags while negative
statements are followed by
positive tags)
x Showing that Imperative
statements are positive
statements that are followed
by a positive tag for
commands or requests (Let us
go now, shall we?)
x Constructing sentences using
question tags (Chileshe is
tired, isn’t she? Chimwemwe

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
did not come to school, did
he?...)
x Supplying correct question
tags to positive and negative
statements provided
2.4.11. VOICE 2.4.11.1. Active and 2.4.11.1.1. Use the active x Using active voice when the x Active and passive voice used
Passive and passive subject performs action (The correctly
Voice voice principal built a house before
he retired…)
x Using Passive Voice when
the subject receives an action
(A house was built by the
principal before he retired…)
x Construct sentences using
active and passive voice
2.4.12. AGREEMENT 2.4.12.1. Using 2.4.12.1.1. Use subject- x Discussing subject- verb x Subject- verb agreement used
(CONCORD) Subject- Verb verb agreement (verbs in a correctly
Agreement agreement sentence must match the
number, person and gender of
the subject, a singular subject
will use a singular verb while
a plural subject will use a
plural verb...)
x Constructing sentences
expressing subject verb
agreement (Chanda loves
painting. The children love
painting… The team has

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STRUCTURE
TOPIC SUB-TOPIC SPECIFIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
come back. Team members
have come back…)
2.4.13. WORD 2.4.13.1. Prefixes and 2.4.13.1.1. Use affixation x Discussing the process of x Affixation to form new words
BUILDING Suffixes to form new adding a letter or group of used correctly
(AFFIXATION) words letters to the beginning or end
of a word to make a new
word (prefixes and suffixes)
x Identifying various prefixes
and suffixes (PREFIXES: en,
dis, un, pre, pro; SUFFIXES:
er, tion,ion,al…)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
2.5.1. SUMMARY 2.5.1.1. Title Summary 2.5.1.1.1. Compose titles x Choosing best titles from x Titles composed correctly
WRITING options given on a passage
x Composing titles from a given
passage
2.5.1.2. Sentence 2.5.1.2.1. Compose sentence x Identifying main idea or claim x Sentence summaries
Summary summaries in a sentence composed correctly
x Summarising a sentence in a
shorter form while maintaining
its meaning
x Using own words to paraphrase
and summarise
x Identifying and omitting
unnecessary words or phrases
x Composing sentence summaries
2.5.1.3. Paragraph 2.5.1.3.1. Compose x Identifying main ideas and x Paragraph Summaries
Summary paragraph supporting details in a Composed correctly
summaries paragraph
x Identifying and omitting
unnecessary information
x Using transitory words and
phrases to connect ideas
x Using own words to paraphrase
and summarise (Precis writing)
x Organising and synthesising
information in a paragraph
x Choosing best paragraph
summary and justifying

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SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Composing a paragraph
summary
2.5.1.4. Tabulation 2.5.1.4.1. Apply tabulation x Identifying and categorising x Tabulation skills to
Skills skills to summarise information summarise information
information x Creating tables, charts, and applied correctly
graphs to organize data
x Extracting relevant information
from texts and other sources
x Sumarising data and
information in a concise manner
(tabulating information in texts
into tables, maps, graphs…)
x Using headings, sub-headings,
columns to structure tables
2.5.1.5. Abbreviations 2.5.1.5.1. Use Abbreviations x Discussing types of x Abbreviations to take or make
to take or make abbreviations (initialisms, notes used correctly
notes blends, clips, contractions,
acronyms)
x Using abbreviations and
acronyms when taking notes
(techniques used when
abbreviating)
2.5.1.6. Verbal 2.5.1.6.1. Summarise x Identifying main ideas and key x Information summarised
Summaries information orally points orally correctly
x Organising of ideas logically
and coherently
x Using own words to paraphrase
and summarise orally

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Summarising a short text or
conversation orally
2.5.1.7. Prose 2.5.1.7.1. Write prose x Identifying main ideas and x Prose Summaries written
Summaries summaries supporting ideas correctly
x Distinguishing between fact and
opinion
x Identifying and omitting
unnecessary information
x Organising and synthesising
information
x Using transitory words and
phrases to connect ideas
x Using own words to paraphrase
and summarise
x Writing concise and clear prose
summaries

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FORM 3

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
3.1.1. INFORMATION 3.1.1.1. Verbal 3.1.1.1.1. Make verbal x Discussing situations where a x Verbal reports made
Reports reports report can be given (narrating an correctly
incident witnessed; road traffic
accident, football match
watched…)
x Practising making a verbal report
(what time, what happened, who
was involved, how it happened,
personal judgement...)
3.1.1.2. Oral 3.1.1.2.1. Convey oral x Identifying and discussing x Oral messages conveyed
Messages messages on appropriate language to use when appropriately
given topics conveying language on different
cross-cutting issues (using simple,
clear, and respectful language…)
x Using varying platforms to
convey oral messages on different
situations (songs on conservation
of the environment, poems on child
abuse, chanting slogans on human
rights issues…)

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LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
3.1.1.3. Inquiry 3.1.1.3.1. Use appropriate x Using interrogative statements to x Appropriate language to
language to make inquire about an agreement or make inquiries used
inquiries disagreement (Have you agreed correctly
to… or did you accept to…)
x Using interrogative statements to
inquire about a
feasibility/possibility (Is it
feasible/or possible for a thirteen-
year-old girl to take care of a
child? …)
x Making enquiries (role-playing,
use of cue cards…)
3.1.2. REGISTER 3.1.2.1. Addressing 3.1.2.1.1. Use appropriate x Identifying different classes of x Register for different
People of register for people. classes of people used
Different different classes (teachers/lawyers/Kings/Queens/M correctly
classes of people ayors /Judges, …)
x Using appropriate register for
different classes of people
(Mr./Ms./Miss/Sir/ Madam/ Your
Honour /Highness/ Majesty/
Lordship to address …Your
Excellence or His/her Excellence
to address the President…)
3.1.3. BELIEFS AND 3.1.3.1. Expressing 3.1.3.1.1. Use appropriate x Discussing different phrases to x Appropriate language to
OPINIONS Beliefs and language to express beliefs (I believe/Do not express beliefs and opinions
Opinions express beliefs believe… or I am) confident/pretty used correctly
and opinions sure... or I have no doubt…)
x Discussing different phrases to
express strongly held opinions

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
without giving offence (I beg to
differ…, I beg to correct you…, I
am afraid I do not agree…)
x Practising using different phrases to
express beliefs and opinions (role-
playing…)
3.1.4. OPTIONS 3.1.4.1. Alternatives 3.1.4.1.1. Use appropriate x Discussing phrases used to state x Appropriate language to
and language to state alternatives (If planting trees does state alternatives and
Priorities alternatives and not work, sensitising the villagers priorities used correctly
priorities on the dangers of deforestation will
do… or In the place of … you
can… or In the place of gossiping,
you can try singing…)
x Constructing sentences to state
priorities in varying expressions. (I
would rather live in the village than
in the city… or I prefer Nshima to
Rice…)
3.1.5. INTERVIEWS 3.1.5.1. Interview 3.1.5.1.1. Use appropriate x Identifying situations that will x Language for an interview
language for an necessitate an interview (when used appropriately
interview seeking employment, seeking
promotion, contesting to be a
prefect…)
x Analysing questions that are likely
to be posed at an interview (tell us
about yourself, what new things
would you bring to this institution,
what do you think makes you better
than others for this position…)

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Answering questions appropriately
(I am …, I have vast experience…)
x Taking notes from the interviewee
(relevant information …)
x Observing interview etiquette
(listening attentively- maintaining
eye contact, use appropriate
language, greet the interviewer
with firm handshake, smile, avoid
distractions – turn off phone…)
x Role-playing an interview
3.1.6. RESPONSES 3.1.6.1. Accepting 3.1.6.1.1. Use appropriate x Discussing language used when x Language to accept an offer
an Offer or language to accepting an offer or invitation or invitation used
Invitation accept an offer or (Thank you for inviting me to appropriately
invitation your…OR I am
delighted/happy/excited to be part
of … I feel honoured…)
x Practising accepting an offer or
invitation (role-playing and
dramatising…)
3.1.7. FIGURATIVE 3.1.7.1. Figures of 3.1.7.1.1. Use figures of x Discussing figures of expressions x Figures of speech used in
LANGUAGE Speech speech in (Proverbs, Idioms, metaphors, discourse appropriately
discourse similes, hyperbole…)
x Using figures of speech in
conversations

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.2.1. COMPREHENSION 3.2.1.1. Listening 3.2.1.1.1. Comprehend x Listening to text read x Spoken language
Comprehension spoken (News Articles...) comprehended correctly
Language x Completing tasks and
answering questions
based on the passage
(Filling in the blank
spaces, note making…)
x Writing a dictated text
3.2.1.2. Efficient Reading 3.2.1.2.1. Read texts with x Reading passages with x Texts read with
understanding understanding and recall understanding
the details
x Reading at a speed of 300
words per minute
x Skimming through
passages to obtain the
main points
x Scanning pieces of text to
locate specific
information
x Answering factual and
inference questions.
x Retelling detail of stories
or passages
x Deducing meanings of
unfamiliar words and
idiomatic expressions

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.2.1.3. Intensive Reading 3.2.1.3.1. Read texts with x Reading at a speed of 250 x Texts read with
comprehension words per minute comprehension
x Skimming through
passages to obtain the
main points
x Scanning pieces of text to
locate specific
information
x Answering factual and
inference questions.
x Retailing detail of stories
or passages
x Deducing meanings of
unfamiliar words and
idiomatic expressions
x Drawing inferences from
texts by direct or indirect
reference
x Describe feelings,
qualities and motives of
characters in stories
(Themes analysis,
character analysis,
Main/minor characters,
protagonist/antagonists,
authors motives, readers’
point of view…)
x Locating details and
answer factual questions

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
x Using relevant reference
materials effectively
(index, table of content,
glossary, dictionary, use
of internet)
3.2.1.4. Extensive 3.2.1.4.1. Read wide x Reading appropriate x Fiction and non-fiction texts
Reading range of fiction unabridged books (books, read widely
and non-fiction Novels, Plays,
texts Journals…)
x Discussing purposes of
reading extensively
(enjoyment, improved
vocabulary, fluency…)
x Reading a wide variety of
texts (newspapers,
magazines, journals…)
x Distinguishing salient
features of unabridged
texts (Language style,
theme, point of view…)
x Reading critically and
making discriminating
judgements
x Practising reading
Newscast
x Reading unabridged
books

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COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.3.1. NARRATIVES 3.3.1.1. Narrative 3.3.1.1.1. Compose x Analysing/interpreting x Stories composed correctly
Writing Stories the topic/title (literal
meanings…)
x Discussing narrative
techniques (Point of
view, flashback,
suspense, use of
adjective and adverbs,
dialogue, chronology,
use of tell and show…)
x Using direct speech in
narratives (adding life to
the story, punctuating
direct speech…)
x Using figures of speech
in narratives (Simile,
metaphors, imagery,
euphemism,
hyperbole…)
x Writing narratives based
on given situations
(completing story or
writing from a question,
changing a point of
view… )

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.3.2. DESCRIPTIVE 3.3.2.1. Describing 3.3.2.1.1. Describe x Discussing appropriate x Events described
WRITING Events events adjectives to use when appropriately
describing events
(interesting, colourful,
memorable, a never to
forget, sombre…)
x Using appropriate
language that will
appeal to the five senses
(smell, touch, sight,
taste, hearing)
x using the techniques in
descriptive writing
(naming: name of
event/s…, detailing:
location, distance…
comparing: use of
figurative language…)
x Writing descriptive
compositions on events
3.3.3. ARTICLE 3.3.3.1. News Article 3.3.3.1.1. Write a news x Discussing the purpose x News Article written
WRITING article of a news article (to correctly
inform, on current or
latest happenings…)
x Discussing elements of
a news article (factual-
statements, events,

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COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
observations which can
be verified, non-
opinionated, …)
x Writing a news article
based on latest
happenings in a
community
3.3.3.2. Feature Article 3.3.3.2.1. Write a x Discussing the purpose x Feature article written
feature article of a feature article correctly
(expressing opinion
about a well-known
fact...)
x Discussing elements of
a feature article (Very
expressive, narrative or
descriptive form…)
x Composing a feature
article on given cross-
cutting topics
(environment,
technology, gender,
corruption…)
3.3.4. REPORT 3.3.4.1. Detailed or 3.3.4.1.1. Write detailed x Discussing features of a x Detailed or major reports
WRITING Major Reports or major detailed/major report written correctly
reports (Title, sub-headings,
Introduction, main
body, use of past tenses,

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
formal language,
factual, longer and
detailed,
recommendations....)
x Answering WH
questions (what, who,
how, where when…)
x Writing detailed/major
reports from given
situations (Project
report in Geography or
any other subject…)
3.3.5. SPEECH 3.3.5.1. Main Speech 3.3.5.1.1. Compose a x Discussing the features x Main Speech composed
WRITING (Keynote) main speech of Main Speech. (Title, correctly
Salutation,
introduction…)
x Using appropriate
language to compose
the main speech (formal
language, observing
protocol in order of
importance/seniority…)
x Composing a main
speech
x Giving a speech orally

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COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.3.6. MINUTES 3.3.6.1. Introduction to x Discussing the purpose x Minutes written correctly
3.3.6.1.1. Write minutes
WRITING Writing Minutes of minutes (Record
keeping…)
x Discussing the format
of minutes (Title,
Attendance, Apologies,
Agenda, sub-heading,
numbering of
captions…)
x Writing minutes
(Recording only importa
meeting items, use of 3rd
person and passive
voice…)
3.3.7. BIOGRAPHY 3.3.7.1. Auto-biography 3.3.7.1.1. Write an auto- x Identifying situations x An auto-biography written
biography that require writing an correctly
auto-biography (when
writing about oneself)
x Describing the type of
auto-biographies (semi
auto-biography and
fictional auto-
biography)
x Discussing the structure
of an auto-biography
(Chronology: the start,
the middle, the end,
logical sequencing)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
x Identifying features of
an auto-biography (use
of 1st person point of
view, facts such as date
of birth, place of birth,
educational
background…)
x Writing an auto-
biography
3.3.7.2. Biography 3.3.7.2.1. Compose a x Gathering information x A biography written
biography about an important correctly
person (headteacher,
church leader,
councilor, Member of
parliament…)
x Discussing the structure
of biography. (the start,
the middle, the end...)
x Identifying features of a
biography (use of 3rd
person point of view,
facts such as date of
birth, place of birth,
educational
background…)
x Writing a biography
3.3.8. PROFILE 3.3.8.1. Professional 3.3.8.1.1. Compose a x Discussing the purpose x Professional profile
Profile professional of a professional profile composed correctly
profile (an account of some

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COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
interesting aspects of a
person’s life such as a
guest speaker at a
graduation ceremony…)
x Discussing elements of a
profile (person’s name,
professional title,
experience, skills,
achievements,
interests…)
x Composing a
professional profile on a
selected personality
3.3.9. EXPOSITORY 3.3.9.1. Expository 3.3.9.1.1. Write an x Discussing the purpose x An expository composition
Writing expository of an expository written correctly
composition composition (exposing
factual information on a
given topic…)
x Discussing features of
an exposition (neutral
tone, formal language,
using evidence as
examples…)
x Selecting, amplifying
and ordering of points
x Writing an expository
composition based on
cross cutting issues.
(effects of early

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COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
marriages, causes of
climate change…)
3.3.10. ARGUMENTA 3.3.10.1. Argumentative 3.3.10.1.1. Write x Discussing features of x Argumentative
TIVE Writing argumentative an argumentative compositions written
compositions composition (Picking a correctly
side; use of sentence
indicators; avoiding
sweeping statements;
evidence-based;
acknowledging
counterarguments;
logical reasoning;
persuasive language…)
x Using appropriate
language to express
opinions by agreeing or
disagreeing on given
topics (democracy is
good for a country.
Argue for or against…)
x Writing an
argumentative
composition
3.3.10.2. Discursive 3.3.10.2.1. Write a x Collecting information x Discursive composition
Composition discursive (Researching on a topic written appropriately
composition given based on cross a
cutting issue…)
x Writing a discursive
composition based on

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COMPOSITION
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
given topics (democracy
is good for a country.
Discuss..)
3.3.11. LETTER 3.3.11.1. Formal Letter 3.3.11.1.1. Write Formal x Discussing the purpose x Formal letters written
WRITING Letters of formal letters correctly
(applying for a Job,
Scholarships/
Bursary…)
x Discussing the features
of a formal letter (two
addresses, date,
salutation, subject
matter, main body of the
letter, complimentary
close, signature, and
name of sender, use of
formal language…)
x Writing a formal letter
based on given situation

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.4.1. ADVERBS 3.4.1.1. Viewpoint Adverbs 3.4.1.1.1. Use of x Identifying viewpoint x Viewpoint adverbs used in
(Disjuncts) viewpoint adverbs in sentences sentences correctly
adverbs in (honestly, frankly, ideally,
sentences surprisingly…)
x Discussing elements of
viewpoint adverbs (at the
beginning of sentences,
use of a comma after the
adverb…)
x Writing sentences using
the view point adverbs
(Surprisingly, they won
the match…)
3.4.1.2. Linking Adverbs 3.4.1.2.1. Use linking x Discussing linking adverbs x Linking adverbs used in
adverbs in (however, moreover, sentences appropriately
sentences besides, nonetheless...)
x Writing sentences using
linking adverbs (I wanted
to grow maize; however,
there was a drought...)
3.4.2. RELATIVE 3.4.2.1. Adverbs as Relatives 3.4.2.1.1. Use adverbs x Identifying adverbs as x Adverbs as relative pronouns
CLAUSES as relative relative pronouns (where, used appropriately
pronouns when and why…)
x Using adverbs as relative
pronouns in sentence
(Saturday is the day when
we sensitise the community

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
on the dangers of substance
abuse...)
x Constructing sentences
using adverbs as relative
pronouns (This is reason
why I play football...)
3.4.2.2. Using ‘who’ or ‘that’ 3.4.2.2.1. Use relative x Using ‘who’ or ‘that’ with x Relative pronouns with
with Subjects that pronouns with subjects that are people subjects that are people in
are People subjects that (The person that/who stole sentences used appropriately
are people in our clothes is from Soweto
sentences or My uncle who/that broke
his ribs in the accident did
not wear a seat belt….)
x Constructing sentences
using ‘who’ or ‘that’ with
subjects that are people
3.4.2.3. Using ‘which’ or 3.4.2.3.1. Use relative x Using ‘which’ or ‘that’ x Relative pronouns with
‘that’ with Subjects pronouns with with subjects that are things subjects that are things in
that are Things subjects that (The book which/that he sentences used appropriately
are things in borrowed last week was a
sentences novel…)
x Constructing sentences
using ‘which’ or ‘that’ with
subjects that are things
3.4.2.4. Using ‘whom’ ‘who’ 3.4.2.4.1. Use relative x Using ‘whom’ ‘who’ or x Relative pronouns with
or ‘nothing’ with pronouns with ‘nothing’ with subjects that subjects that are people in
Subjects that are subjects that are people. (The teacher sentences used appropriately
People are people in whom/who/nothing we
sentences laughed at has been

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
promoted or the teacher we
laughed at has been
promoted…)
x Constructing sentences
using ‘whom’ ‘who’ or
‘nothing’ with subjects that
are people
3.4.2.5. Preposition + 3.4.2.5.1. Use x Identifying prepositions x Preposition + relative
Relative Pronoun preposition + that may be followed by pronouns with objects that are
with Objects that relative relative pronoun on objects people in sentences used
are People pronoun with that are people (from, to, appropriately
objects that with, on, in…)
are people in x Use preposition + relative
sentences pronouns with objects that
are people (Susan is the
person to whom I dedicated
my first song or The man,
with whom I talked to, is a
lecturer…)
x Composing sentences using
preposition + relative
pronouns with objects that
are people
3.4.3. CONDITION 3.4.3.1. Likely/Probable 3.4.3.1.1. Compose x Using likely/ probable x Likely/ probable conditional
Conditional likely/ conditional sentences: if + sentences composed correctly
Sentences probable simple present + simple
conditional future (If you respect me, I
sentences will respect you too or I

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
will respect you if you
respect me…)
x Composing likely/ probable
conditional sentences
3.4.3.2. Unlikely/Improbable 3.4.3.2.1. Compose x Discussing unlikely/ x Unlikely/improbable
Conditional unlikely/ improbable conditional conditional sentences
Sentences improbable sentences: ‘if + simple past composed correctly
conditional + conditional (If you
sentences respected me, I would
respect you too or I would
respect you if you respected
me too…)
x Composing
unlikely/improbable
conditional sentences
3.4.3.3. Impossible 3.4.3.3.1. Compose x Discussing impossible x Impossible conditional
Conditional impossible conditional sentences: if + sentences composed correctly
Sentences conditional the past perfect+ would
sentences have/ or might have/could
have/ might have+ past
participle (If you had
respected me, I would have
respected you too…)
x Composing impossible
conditional sentences
3.4.3.4. ‘Even if’ Condition 3.4.3.4.1. Use ‘even if’ x Discussing ‘even if’ to x ‘Even if’ to indicate condition
to indicate indicate condition and and implied contrast used
condition and implied contrast (You correctly
wouldn’t believe me even if

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
implied I told you. Or even if I told
contrast you, you wouldn’t believe
me…)
x Constructing conditional
sentences using ‘even if’
3.4.4. DIRECT AND 3.4.4.1. Direct Speech 3.4.4.1.1. Use direct x Identifying elements of x Direct speech in sentences
INDIRECT speech in direct speech in sentences used correctly
SPEECH sentences (actual words spoken by
someone)
x Discussing rules of direct
speech (Punctuation marks,
appropriate tense…)
x Re-arranging the given
sentences to form direct
speech and punctuating
them appropriately
3.4.4.2. Indirect (Reported) 3.4.4.2.1. Change Direct x Identifying elements of x Direct Speech changed to
Speech Speech to indirect speech or reported Indirect Speech correctly
Indirect speech (reporting what is
(Reported) said by someone...)
Speech x Discussing rules of
reported speech
(Punctuation marks,
appropriate tense,
reporting verb, pronoun
changes, adverbs, inverse
questions…)
x Rewriting sentences from
direct to indirect or

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
reported speech (Direct
Speech: Jim said, “The
President wants to see you,
Jolly”… Reported Speech:
Jim told Jolly that the
President wanted to see
him…)
3.4.5. SUBJECT-VERB 3.4.5.1. Indefinite Pronouns 3.4.5.1.1. Use indefinite x Discussing indefinite x Indefinite pronouns in subject
AGREEMENT Subject-Verb pronouns in pronouns in subject-verb verb agreement used correctly
Agreement subject-verb agreement sentences
agreement (singular indefinite
pronouns take singular
verbs; Plural Indefinite
Pronouns take plural
verbs; Singular or Plural
indefinite pronouns can
take either singular or
plural verbs depending on
the context...)
x Constructing sentences
using indefinite pronouns
in subject-verb agreement
(Someone is coming… Few
are willing to help…Some
of the water is leaking, or
some of the students are
failing…)

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.4.5.2. Compound Subject- 3.4.5.2.1. Compose x Discussing some rules for x Sentences using compound
Verb Agreement sentences subject verb agreement subject-verb agreement
using with compound subjects composed correctly
compound (two singular nouns
subject-verb connected by ‘and’ take a
agreement plural verb, two singular
nouns connected by ‘or’ or
‘nor’ take a singular
verb…)
x Constructing sentences
using compound subjects in
subject verb agreement
(Jolly and Susan are in
Form 2…Neither Jimmy
nor Fridah has a
passport…)
3.4.5.3. Complex Subject- 3.4.5.3.1. Construct x Identifying the main x Sentences using complex
Verb Agreement sentences subject and verb subject-verb agreement
(with multiple nouns using (determining the correct constructed correctly
or phrases) complex verb form based on context
subject-verb and agreement rules)
agreement x Analysing the intervening
clauses, phrases, or modal
(Estella, together with five
other girls, has passed the
examination)
x Constructing sentences
using complex subjects in
subject verb agreement (the

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
team, which includes
several experts, is working
on the afforestation
project.)
3.4.5.4. Subject-Verb 3.4.5.4.1. Use subject x Discussing subject verb x Subject verb agreement with
Agreement with verb agreement with correlative correlative conjunctions used
Correlative agreement conjunctions. (‘both… and’ correctly
Conjunctions with ‘either … or’, ‘neither …
correlative nor’ …)
conjunctions x Constructing sentences
using subject verb with
correlative conjunctions.
(Neither the dog nor the cat
is sleeping; Both the dog
and cat are sleeping…)
3.4.6. PHRASAL 3.4.6.1. Verb + Preposition 3.4.6.1.1. Use phrasal x Identifying the verb+ x Phrasal verbs in sentences used
VERBS verbs in prepositions in the phrasal appropriately
sentences verbs (Call on, keep up,
brush off, fall for…)
x Practising use of phrasal
verbs in sentences (I played
a joke on him on April
Fool’s Day and he fell for
it…)
x Constructing sentences
using prepositional phrasal
verbs (The teacher
encouraged him to keep up
the good work...)

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
3.4.6.2. Verb + Adverb 3.4.6.2.1. Use phrasal x Discussing phrasal verbs x Phrasal verbs in sentences used
Particle verbs in formed with adverb particle correctly
sentences before or after the object
(He gave his money away,
or he gave away his
money...)
x Using phrasal verbs formed
by verb+ preposition
+adverb (It is time to do
away with all these old tax
records...)
x Writing sentences with
adverb particles
3.4.7. COMPARISON 3.4.7.1. Comparatives 3.4.7.1.1. Use x Discussing the sentence x Comparative sentences
comparatives patterns of comparatives constructed appropriately
to construct (‘…-er than’, ‘as...as’, ‘not
sentences as…as’, ‘not so …as’
‘less…than’)
x Constructing sentences
using comparative
structures (Mary is taller
than Moses. His car is as
good as mine…)
3.4.7.2. Superlatives 3.4.7.2.1. Use x Discussing the sentence x Sentences with superlative
superlatives to patterns with superlative patterns constructed
construct (Pattern 1: Definite appropriately
sentences Article +Superlative Form
of the adjective or adverb;
Pattern 2: One of +

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STRUCTURE
SPECIFIC LEARNING
TOPIC SUB-TOPIC EXPECTED STANDARD
COMPETENCES ACTIVITIES
Definite Article
+superlative Form of
adjective Pattern 3:
Definite Article +Least +
ordinary Form of
Adjective or Adverb…)
x Constructing sentences
using superlative
structures (This book is the
most interesting one I have
ever read…This book is
one of the most interesting
I have ever read…Of all
the books I have read, this
one is the least
interesting…)

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SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
3.5.1. VERBAL 3.5.1.1. Short Texts 3.5.1.1.1. Summarise x Identifying main ideas and key x Short texts and
SUMMARY and short texts and points in a text or conversation conversations summarised
Conversations conversations x Summarising short texts or orally
conversations orally
x Organising ideas logically and
coherently
x Using own words to paraphrase
3.5.2. TABULATION 3.5.2.1. Tabulation 3.5.2.1.1. Tabulate x Identifying and categorising x Information tabulated
Skills information information correctly
x Creating tables, charts, and
graphs to organise data
x Extracting relevant information
from texts and other sources into
tables, charts, graphs
x Tabulating data and information
in a concise manner
x Using headings, sub-headings,
columns to structure tables
3.5.3. NOTE 3.5.3.1. Note Making 3.5.3.1.1. Make notes x Identifying main ideas and x Notes from given notes
SUMMARY from given texts supporting ideas made correctly
x Distinguishing between fact and
opinion
x Identifying and omitting
unnecessary information
x Writing in point form

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SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
3.5.4. PROSE 3.5.4.1. Writing Prose 3.5.4.1.1. Write Prose x Identifying main ideas and x Prose summaries written
SUMMARY Summaries Summaries supporting ideas correctly
x Classifying and omitting
unnecessary information
x Distinguishing between fact and
opinion
x Organising and synthesising
information
x Using transitory words and
phrases to connect ideas
x Using own words to paraphrase
and summaries
x Writing concise and clear prose
summaries

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FORM 4

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LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.1.1. DISCUSSION 4.1.1.1. Interrupting 4.1.1.1.1. Use appropriate x Discussing situations when it x Language to interrupt or
and language to is necessary to interrupt or interject discussions used
Interjecting interrupt or interject interject discussions (when correctly
discussions seeking clarification,
maintaining focus of
discussion…)
x Using appropriate language to
interrupt a discussion (may I
interrupt the meeting sir?..may
I interject…? Or may I raise a
point of interjection…? Can I
put a word?...)
x Using interjections in
conversations (role-playing
interjections in conversations
based on given situation )
4.1.2. PUBLIC 4.1.2.1. Debate 4.1.2.1.1. Use appropriate x Collecting information x Language to argue and express
SPEAKING language to argue (Research on the debate topic points used appropriately
and express points for factual information…)
x Using appropriate language
when debating (I strongly
feel/support/propose, point of
information/interjection, while
I agree, I concur with, my
proposition is that …)

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LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Maintaining an appropriate
posture when arguing and
expressing points
x Paraphrasing and exposing
points (In other words, It can
also be said that…My
proposition is that…, I do not
agree/I certainly oppose…).
x Debating on different
crosscutting issues
4.1.2.2. Presentation 4.1.2.2.1. Use appropriate x Discussing language x Appropriate language to give
language to give appropriate for giving talks talks on different topics used
talks on different (Use of objective language or appropriately
topics register/ appropriate diction...)
x Collect information (Research)
on given topics (pollution,
climate change, effects of
deforestation…)
x Discussing purpose of the
presentation (to persuade,
inform, educate...)
x Presenting ideas on given
topics (Effects of drugs on
Mental health, Governance in
the 21st Century, Gender Based
violence, Covid 19
prevention…)
x Using appropriate media to
make presentations

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
(orally/power point/slides,
google slides, video
animations…)
4.1.3. LANGUAGE IN 4.1.3.1. Giving and 4.1.3.1.1. Use appropriate x Using appropriate language to x Language to give and receive
SOCIAL Receiving language to give give compliments compliments used appropriately
SETTINGS Compliments and receive (congratulations on your
compliments appointment…it is great that
you made it to Form 1/ and
managed to ….)
x Responding to a compliment
(Thank you so much…I
appreciate/ receive…/am
grateful/ am greatly
honoured…)
x Dramatising giving and
receiving compliments
4.1.4. FIGURATIVE 4.1.4.1. Figures of 4.1.4.1.1. Apply figures of x Discussing figures of speech x Figures of speech in different
LANGUAGE Speech speech in different (riddles, proverbs, idioms) contexts applied appropriately
contexts x Incorporating figurative
language in storytelling,
word play, role play and
games (riddles; what has
keys but can’t open,
proverbs; One Good Turn
deserves another; idioms; It
was a blessing in disguise…)
x Using figures of speech
based on different situations
(Figure of speech: There are

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LISTENING AND SPEAKING

SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
plenty of fish in the sea
…Meaning: There are many
opportunities or options
available)
4.1.5. STRESS AND 4.1.5.1. Using Stress 4.1.5.1.1. Use stress and x Identifying stressed and x Stress and rhythm in
RHYTHM and Rhythm rhythm in unstressed syllables pronunciation used correctly
pronunciation to (Present PREsent (gift) noun,
enhance meaning preSENT (To show/give) verb,
PROduce, Refuse…)
x Repeating sentences with
correct rhythm (HOW much
did you PAY, WHERE have
you BEEN...?)
x Practising stress and rhythm in
their speech/conversations/role
play (Scavenger Hunt, Find
word with correct stress
patterns)
x Listening to audio recordings
with correct stress and rhythm
repeatedly (songs with rhymes
and alliteration…)
x Repeating only the words
which are stressed
x Expressing emotions using
tone (sarcastic tone, angry
tone, ironic tone, pitch
variation, volume control…)

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.2.1. COMPREHENSION 4.2.1.1. Listening 4.2.1.1.1. Use listening x Listening to different sources x Listening skills to make
Comprehension skills to make of information inferences and conclusions
inferences and (conversations, radios…) used appropriately
conclusions x Interpreting what has been
said
x Summarising information
from a given source (radio,
presentation…)
x Drawing morals from the
stories heard
x Compiling notes about what
has been heard
x Narrating what has been
heard (paraphrasing…)
x Evaluating information that
has been presented
4.2.1.2. Intensive 4.2.1.2.1. Read texts x Discussing the title of the x Questions on the given text
Reading with passage answered correctly
understanding x Reading the passage
carefully and correctly
x Discussing new vocabulary
x Identifying main ideas in the
text (skimming and
scanning)
x Identifying specific details
supporting the main idea
x Predicting and inferencing

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Interpreting information
x Evaluating information
(assessing relevance,
accuracy and reliability of
the information)
x Answering questions from
the read text
x Making connections (linking
ideas within the text to the
broader context)
x Retelling the story
x Relating text to real life
experiences
4.2.1.3. Efficient 4.2.1.3.1. Read variety x Reading passages with x Variety of texts read
Reading of texts understanding (350 WPM) efficiently
efficiently x Recalling details of the text
(skimming; scanning;
deduction; retelling;
inferencing; character
analysis...)
x Reviewing of text (analysing
structure, author’s tone and
purpose, making
connections…)
4.2.1.4. Extensive 4.2.1.4.1. Read a variety x Reading appropriate x Variety of unabridged Texts
Reading of unabridged unabridged books for read extensively
texts enjoyment and in formation

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

READING COMPREHENSION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Reading a wide variety of
texts (newspapers,
magazines….)
x Reading critically and
making discriminating
judgements
x Practising reading for
purpose (newscast…)
x Analysing texts critically

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COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.3.1. NARRATIVES 4.3.1.1. Story Writing 4.3.1.1.1. Compose x Analysing or interpreting the x Stories composed correctly
Stories topic/title (literal meanings…)
x Discussing narrative techniques
(Point of view, suspense,
dialogue, chronology/plot/
flashback use of tell and show
…)
x Using figures of speech in
narratives (Simile, metaphors,
imagery, euphemism,
hyperbole…)
x Writing narratives based on
given situations (completing a
story or writing from a question,
changing a point of view… )
4.3.2. DESCRIPTIVE 4.3.2.1. Describing 4.3.2.1.1. Describe x Using appropriate adjectives to x Careers/professions
WRITING Careers/Professions careers or describe careers/professions described correctly
professions (lucrative, boring, interesting,
labour intensive…)
x Using appropriate language that
will appeal to the five senses
(smell, touch, sight, taste,
hearing)
x Writing descriptive
compositions on
careers/professions

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COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.3.3. ARTICLES 4.3.3.1. Letter to the 4.3.3.1.1. Write a letterx Discussing features of the letter x Letter to the editor written
Editor to the editor to the editor of Articles (layout correctly
of a formal letter, formal
language, member of the public
writes to the editor of a
newspaper or magazine….)
x Writing a letter to the editor on
an issue of concern (erratic
water supply, Gender, solid and
waste management… )
4.3.3.2. Editorial 4.3.3.2.1. Write an x Discussing features of an x Editorial written correctly
editorial editorial (opinion or comment
giving point of view/direction of
a newspaper, written by chief
editor, deals with controversial
issues….)
x Writing an editorial on an issue
of public interest (Human
rights, Governance, Gender
Based Violence…)
4.3.4. REPORT 4.3.4.1. Detailed (Major) 4.3.4.1.1. Compose x Discussing features of a x Major/detailed reports
WRITING Reports major reports detailed/major report (Title, sub- written correctly
headings, Introduction, main
body, use of past tenses, formal
language, factual, longer and
detailed, recommendations....)
x Answering WH questions (what,
who, how, where when…)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Writing detailed/major reports
from given situations (Project
report in Geography or any
other subject…)
4.3.5. SPEECH 4.3.5.1. Vote of thanks 4.3.5.1.1. Compose a x Discussing features of a vote of x Vote of Thanks composed
WRITING Vote of thanks (Title, Salutation, correctly
Thanks introduction…)
x Linking the Vote of Thanks to
the Main Speech
x Using appropriate language to
write a Vote of Thanks
x Giving a Vote of Thanks orally
4.3.6. PERSUASIVE 4.3.6.1. Discursive 4.3.6.1.1. Write a x Discussing features of a x Discursive composition
WRITING Composition discursive discursive composition written appropriately
composition x Researching on the topic given
x Writing a discursive composition
based on given topics (. poor die
can affect learner performance i
school. Discuss…)
4.3.7. EXPOSITORY 4.3.7.1. Compare and 4.3.7.1.1. Write x Using appropriate language x Expository essays written
WRITING Contrast expository structures to compare and correctly
essays contrast (while, conversely, in
contrast, on the one hand…on
the other hand…)
x Examining the similarities and
differences and drawing
conclusions on a given topic

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COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Writing expositions on given
topics
4.3.8. LETTER 4.3.8.1. Formal Letters 4.3.8.1.1. Write Formal x Discussing types of Formal x Formal Letters written
WRITING Letters Letters (Letter of correctly
Complaint/apology/ resignation/
inquiry/condolence/recommenda
tion/reference…)
x Discussing features of a formal
letter (using formal language,
concentrates on important
issues….)
x Writing a Formal Letter on
given situation
4.3.8.2. Memorandum 4.3.8.2.1. Write x Describing a memorandum and x Memoranda written
memoranda its purpose correctly
(Memo) x Discussing features of a memo
(Heading, addressee, addresser,
subject, date, context….
x Writing a memo on a given
situation
4.3.9. CURRICULUM 4.3.9.1. Curriculum Vitae 4.3.9.1.1. Compile a x Discussing a Curriculum Vitae x Curriculum Vitae compiled
VITAE Curriculum and its purpose correctly
Vitae x Discussing the components of
a Curriculum Vitae (personal
summary, contact information,
academic history, professional
experience, referee…)
x Compiling a Curriculum Vitae

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

COMPOSITION
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.3.9.2. Resume 4.3.9.2.1. Write a x Describing a resume and its x Resume written correctly
Resume purpose (a formal document a
jobseeker writes to present their
qualifications, background &
skills for the job they want; a
resume aims to introduce the
writer to employers).
x Distinguishing a resume from a
CV (Resume showcases
relevant skills, experience, and
education for a specific job or
industry while a CV provides
comprehensive overview of a
person’s entire academic,
professional, and personal
background, a resume is
shorter than a CV …)
x Writing a Resume in response to
an advertised job opportunity
based on given situation

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STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.4.1. ADVERBS 4.4.1.1. Adverbs of 4.4.1.1.1. Use adverbs of x Discussing adverbs of degree x Adverbs of degree in
Degree degree in in sentences (very, fairly, sentences used correctly
sentences barely, hardly, extremely,
almost)
x Describing adverbs of degree
(words that strengthen or
weaken other words)
x Classifying adverbs of degree
(Those that strengthen words
- extremely...; those that
weaken other word - fairly)
x Constructing sentences using
adverbs of degree (Barbra
Banda is extremely good at
football, We barely ate
yesterday…)
4.4.1.2. Modal 4.4.1.2.1. Use modal x Discussing modal adverbs x Modal Adverbs in sentences
Adverbs adverbs in (probably, clearly, apparently, used correctly
sentences arguably)
x Describing use of modal
adverbs (words used to
express degree of certainty
and speaker’s attitude towards
the subject)
x Constructing sentences using
modal adverbs (She will
probably attend the meeting;
He is obviously tired after a
long flight …)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.4.1.3. Inversion in 4.4.1.3.1. Use the different x Discussing inversion in x Different types of inversion
Adverbs types of inversion adverbs (reversal of the in adverbs used correctly
in adverbs normal subject word order in
a sentence for emphasis and
creation of specific effect…)
x Discussing the initial adverb
type of inversion (Rarely do
we eat chicken at home or We
rarely eat chicken at home …)
x Using the adverb-verb-subject
inversion in sentences (There
goes the train…)
x Using the negative adverbs to
invert sentences (hardly,
scarcely, no sooner…than,
never, seldom, not until, at no
time, under no circumstances,
in no way)
x Practising the use of the
emphatic inversion to
emphasise the adverb or verb
(so hungry was I that I
finished two plates of
nshima…)
x Inverting sentences with
auxiliary verbs (could, can,
should, would…can be easily
seen from his behaviour that
he is an environmentalist…)

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Constructing sentences using
various types of inversions in
adverbs
4.4.2. PREPOSITIONS 4.4.2.1. Prepositions 4.4.2.1.1. Construct x Identifying words that show x Sentences with appropriate
sentences using the relationship between a prepositions constructed
appropriate noun or pronoun and other correctly
prepositions words in a sentence (before,
under, with, to, from, on…)
x Discussing types of
prepositions (time, place,
direction, cause/effect,
agency, manner, possession,
…)
x Using prepositions to
construct sentences (My
mother had no money on
her… The drought was caused
by climate change…)
x Writing sentences using
appropriate prepositions
4.4.3. PHRASAL 4.4.3.1. The form 4.4.3.1.1. Construct x Discussing the composition x Sentences with phrasal verbs
VERBS (structure) of sentences using of Phrasal Verbs (combination constructed correctly
Phrasal Verbs phrasal verbs of verb and an adverb or a
preposition or sometimes
both…)
x Constructing sentences using
Transitive phrasal verbs (Verb
+ adverb + object or Verb +
object + adverb…She handed

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
in the assignment… She
handed the assignment in…)
x Constructing sentences using
Intransitive Phrasal Verbs
(Verb + adverb: My bicycle
broke down…)
x Composing sentences using
separable and inseparable
Phrasal Verbs (He turned the
light off … He looks after his
children very well…)
x Practising use of Phrasal
Verbs in spoken and written
work
4.4.4. SUBJECT-VERB 4.4.4.1. Agreement 4.4.4.1.1. Use subject-verb x Discussing relative clauses; x Subject-Verb agreement with
AGREEMENT with Relative agreement with which are introduced by relative clauses used in
(CONCORD) Clauses relative clauses in relative pronouns (what…, sentences correctly
sentences who…, that… which…)
x Discussing subject and
relative clause agreement in
number and in person (The
apple which Kay lay on the
table is mine…)
x Constructing sentences where
the relative pronoun, as
subject of an adjective, agrees
with its antecedent (The man
who stole from the garden has
been arrested…)

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STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Practising subject-verb
agreement with relative
clauses
4.4.4.2. Agreement 4.4.4.2.1. Use subject-verb x Identifying modal verbs (can, x Subject-verb agreement with
with Modal agreement with could, may, will, would, shall, modal verbs used in
Verbs modal verbs in may, might…) sentences correctly
sentences x Describing modal verbs (They
give additional information
about the function of the main
verb; they allow speakers to
express certainty, possibility,
willingness.)
x Discussing characteristics of
modal verbs (modal verbs
have same form for both
singular and plural subject,
never change their form –
you can’t add “s”, “-ed”, “-
ing” …always followed by
the bare infinitive …)
x Using modal verbs to practice
subject-verb agreement in
sentences (Butuba can play
the piano, you should see a
doctor …)

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.4.4.3. Agreement in 4.4.4.3.1. Use subject-verb x Discussing the reversed word x Subject-verb agreement in
Inverted agreement in order of inversions (where the inverted sentences used
Sentences inverted sentences predicate comes before correctly
subject; on the table is the
laptop)
x Discussing Subject-Verb
agreement in inversions (verb
agrees in number with the
subject)
x Constructing sentences using
subject-verb agreement in
inversions (Resting on the
bench were the young
girls…Resting on the bench
was a young girl…)
4.4.4.4. Agreement in 4.4.4.4.1. Use of agreement x Differentiating between active x Agreement in the passive
the Passive in the passive and the passive voice (subject voice used correctly
Voice voice performs action of verb in the
active but receives action of
verb in the passive voice;
Takondwa broke the
window… The window was
broken by Takondwa)
x Identifying the rules of
subject-verb agreement in the
Passive voice (Singular
subject takes singular verb;
Plural subject takes plural
verb– The book is written by

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

STRUCTURE
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
Ulaya; … The books are
written by Ulaya.)
x Applying appropriate rules to
show agreement in the passive
voice (Collective noun takes
singular verb -The team is
coached by Jimaima;
Indefinite pronoun takes
singular verb - Someone is
writing the message; Gerund
takes singular verb -
Swimming is my favourite
hobby…)
x Applying the subject-verb
agreement rules in sentences
and short paragraphs
(selecting and applying the
correct verb form that agrees
with subject’s number)

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SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
4.5.1. NOTE 4.5.1.1. Note Taking 4.5.1.1.1. Identify main x Identifying main ideas from x Main ideas from a text
SUMMARY ideas from a text supporting ideas in a text identified correctly
x Distinguishing between fact and
opinion
x Omitting unnecessary
information
x Writing main ideas in point form
4.5.2. PROSE 4.5.2.1. Writing a 4.5.2.1.1. Write a prose x Identifying main and supporting x Prose Summary written
SUMMARY Prose summary ideas correctly
Summary x Identifying and omitting
unnecessary information
x Organising and synthesising
information
x Applying transitional words and
phrases to connect ideas
x Using own words to paraphrase
and summarise
x Writing concise and clear prose
summaries
4.5.3. TABULATION 4.5.3.1. Tabulating 4.5.3.1.1. Apply tabulation x Identifying and categorising x Tabulation skills in
SKILLS Information skills in information categorising information
categorising x Creating tables, charts, and applied accurately
information graphs to organise data
x Extracting relevant information
from texts and other sources
x Sumarising data and information
in a concise manner

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 ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

SUMMARY
SPECIFIC
TOPIC SUB-TOPIC LEARNING ACTIVITIES EXPECTED STANDARD
COMPETENCES
x Using headings, sub-headings
and columns to structure tables
x Analysing and interpreting data
presented in tables and charts
x Using tables and charts to
support written summaries
x Creating visual representation of
information (infographics) to
present information

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ENGLISH LANGUAGE SYLLABUS SECONDARY EDUCATION ORDINARY LEVEL FORM 1 – 4

REFERENCES
Chinodya, S. (2001). Step Ahead. New Secondary English Student Book 3. Longman.London.

Glencoe /Mcgraw-Hill (2000). Grammar and Composition hand Book. Westerville. Ohio

Ministry of Education. (1996). Educating our Future: Policy on Education. Government Printers, Lusaka: Zambia.

Ministry of Education. (2023). Zambia Education Curriculum Framework. Lusaka: Zambia.

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