INTRODUCTION

The English Language is the official language of the country and a high level of proficiency in reading, writing and speech is required both for
official and unofficial purposes. This syllabus is inclusive of the learning needs of all students to enhance learners’ competencies in the basic elements
of English Language, including lexis and structure, vocabulary, reading comprehension, summary and the various aspects of English speech among
others.

The General objectives for Grades 10 – 12 English:

1. Comply with the mechanics of grammar.

2. Respond to and compose a wide range of texts to enhance communication.
3. Plan, conduct and analyze research.
4. Demonstrate developmental skills utilizing a variety of strategies.
5. Recognize and appropriately address composition and speech according to purpose, audience and subject matter.
6. Think imaginatively and creatively about familiar and unfamiliar topics, simple ideas and the basic features of texts when responding or
composing.
A learner-centered approach is emphasized in this curriculum. This is based on the firm belief that learning becomes more permanent, meaningful and
exciting when learners themselves take ownership of the learning process. Instructors are therefore urged to contrive those classroom strategies that
engage learners actively in the teaching and learning process.

Page 1
 SEMESTER ONE
GRADE: 10
PERIOD: I
TOPIC: GRAMMAR: NOUNS AND PRONOUNS
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / COMPETENCIES
OBJECTIVES RESOURCES EVALUATION
Learners are able Upon completion of this 1. Nouns: Inclusive and Differentiated A. Primary Text Expected Competencies
to use correct topic, learners will:  Common and Proper Learning Style Gateway to English for
nouns and  Concrete and Abstract Senior High Schools  Effective Communication
pronouns in 1. Construct sentences  Singular and Plural Individual seatwork or work in
writing different small, mixed groups according N. Grant & A B K Dadzie
using nouns and  Compound and Collective to gender and learning styles  Analytical Skills,
types of pronouns correctly. (Eds.)(Students’ Books
 Countable and
compositions. 1,(Longman & Sedco, 2008)
Uncountable 1. Assign learners to point out  Digital Skills,
2. Distinguish nouns that words that name
from pronouns in B. Secondary Texts
2. Narration: persons, places, things, or Senior Secondary Guide  Research and Problem
different types of Autobiographical ideas are nouns. Ask learners Solving skills
compositions Writing to list the different kinds of English - Pearson
nouns in a given piece of  Organizational ability
3. Use nouns and 3. Pronouns( Antecedents work. C. Other
pronouns effectively of Pronouns ) Resources/Supplementary  Creativity & Innovation
in oral and written a Personal Pronouns 2. Learners should be grouped Readings skills
English b Possessive Pronouns and given at least ten words Living English Structure for
c Indefinite Pronouns every week Assign learners Schools (Longman, 2008) Assessment Strategies that
d Demonstrative into groups to emphasize that W. Standard Allen will be used to measure
Pronouns pronouns replace nouns and competencies
e Interrogative Pronouns ask them to give examples of • Writing and Grammar---
words that stand in for Communication in Action,  Quizzes
nouns; discuss pronouns and Prentice Hall Teacher’s
4. Narration: Short Story  Homework
their antecedents; help and Student’s Editions  Assignments
learners to understand the
5. Vocabulary more difficult concepts of  Oral Presentations
Development • Longman Dictionary of  Projects
pronouns standing for entire Contemporary English (5th
groups of words and Edition) Workbooks

Page 2
a) Definition of nouns and antecedents that follow • Audio/Visual English
pronouns. pronouns. lesson DVDs

6. Identify and use the kinds 3. Vocabulary Development: Links:

of nouns and pronouns Learners to learn their
correctly in spoken and spellings and meanings and www.grammarly.com
written English be able to use them in
sentences. www.quora.com

4. Review study skills and note www.myenglishpages.com

taking.

Page 3
 SEMESTER ONE
GRADE: 10
PERIOD: II
UNIT: GRAMMAR: VERBS – PART 1
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able Upon completion of this 1. Verbs- Part 1 Inclusive and Differentiated A. Primary Text Expected Competencies
to effectively topic, learners will: a) Action Learning Style Gateway to English for Senior
construct Verbs/Transitive High Schools (Students’ Book  Effective Communication
1. Write sentences using Individual seatwork or work in
composition and Intransitive 1) (Longman & Sedco, 2008)
small, mixed groups according to
using different verbs correctly
gender and learning styles N. Grant & A B K Dadzie (Eds  Analytical Skills,
tenses of verbs; b) Linking Verbs.
learners will use 2. Distinguish between 1. Assign learners to construct B. Secondary Texts  Digital Skills,
visible and mental Senior Secondary Guide
verbs correctly c) Helping and sentences with appropriate
when speaking.
action verbs;
Modal auxiliaries action verbs and point out the English - Pearson  Research and Problem Solving
action words, whether visible skills
3. Distinguish between C. Other
or mental in their
transitive and d) Tenses of Verbs
discussion Resources/Supplementary  Organizational ability
intransitive verbs; (present, past and
Readings
future)
4. Identify helping verbs
Living English Structure for  Creativity & Innovation skills
2. Divide learners into small Schools (Longman, 2008)
and how they are used. 2.Progressive forms groups and have them identify W. Stannard Allen Assessment Strategies that will
of Verbs transitive verbs in sentences
Use the different tenses be used to measure
a Descriptive and the objects that receive the • Writing and Grammar--
of verbs correctly competencies
Writing action of the verb. Emphasize Communication in Action,
to learners that intransitive Prentice Hall Teacher’s and  Quizzes
verbs do not. Student’s Editions
b Narrative Writing  Classwork
 Homework/ Assignment
3. Assign learners to distinguish • Longman Dictionary of
 Oral Presentations and
between the main and helping Contemporary English (5th
 Debates
verbs in passages. Edition)

• Workbooks
Page 4
4. Assign learners to construct • Audio/Visual English lesson
sentences using the three verb DVDs
tenses
Links:
5. Help learners go through the
writing process and have them www.khanacademy.org
develop given topics into
descriptive essays

Page 5
 SEMESTER ONE
GRADE: 10
PERIOD: III
UNIT: GRAMMAR: VERBS – PART2
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / COMPETENCIES
OBJECTIVES RESOURCES EVALUATION
Learners are able Upon completion of 1. Verbs- Part 2. Inclusive and A. Primary Text Expected Competencies
to construct this topic, learners Differentiated Learning Gateway to English for Senior Secondary
different types of will: a) Tenses (present Style Schools (Students’ Books 1 ) (Longman &  Effective Communication
essays using the perfect, past Sedco, 2008) N. Grant & A B K Dadzie
perfect and Individual seatwork or (Eds.)  Analytical Skills,
three verb tenses, 1.Utilize the perfect work in small, mixed
tenses of verbs future perfect
regular and groups according to gender
tenses) B. Secondary Texts
irregular verbs correctly; and learning styles
 Digital Skills,
correctly Senior Secondary Guide English – Pearson
2. Distinguish b) Regular Verbs.  Research and Problem
1. Assign learners to
between regular explain and demonstrate C. Other Resources/Supplementary Solving skills
and irregular verbs c) Irregular Verbs the perfect tenses of Readings
and how they form verbs, Living English Structure for schools  Organizational ability
their past tenses; 1. Comparative (Longman, 2008) W. Stannard Allen,
and Superlative 2. Group learners to  Creativity & Innovation
3. Write persuasive forms construct sentences • Writing and Grammar--- skills
essays using the using the perfect tenses; Communication in Action, Prentice Hall
relevant a) Persuasion: Teacher’s and Student’s Editions Assessment Strategies that will
mechanics. Persuasive Essay 3. Assign learners to list be used to measure
regular and irregular
• Longman Dictionary of Contemporary competencies
verbs discussing how
English (5th Edition)
their past tense is
 Assignment
formed;
• Workbooks  Quizzes
 Debate
4. Group learners to
construct sentences • Audio/Visual English lesson
using regular and DVDs

Page 6
 irregular verbs in their Links:
present and past tenses
www.eslbuzz.com

Group learners to do www.englishhints.com

persuasive writing and
discuss the issues involved www.languagelearningbase.com
for presentation.

Page 7
 SEMESTER: TWO
GRADE: 10
PERIOD: IV
UNIT: GRAMMAR: ADJECTIVES AND ADVERBS

OUTCOMES LEARNING OBJECTIVES CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES

EVALUATION
Learners are able to Upon completion of this topic, Adjectives and Adverbs Inclusive and A. Primary Text Expected Competencies
demonstrate proper learners will: Differentiated Learning Gateway to English for Senior
use of Adjectives a. Adjectives Style High Schools (Students’ Books 1  Effective
and Adverbs in 1. Distinguish adjectives from I) Proper Adjectives (Longman & Sedco, 2008) N.
Ii )Compound Adjectives Individual seatwork or Communication
compositions other parts of speech and Grant & A B K Dadzie (Eds.)
explain how they modify work in small, mixed
b. Adverbs groups according to B. Secondary Texts  Analytical Skills,
nouns and pronouns
i. Conjunctive Adverbs gender and learning Senior Secondary Guide English
styles Pearson  Digital Skills,
2. Apply adjectives and adverbs
appropriately to make writing Learners identify
vivid or precise C. Other  Research and Problem
adjectives and the nouns Solving skills
or pronouns they modify Resources/Supplementary
3. Recognize adverbs and how Readings
they modify verbs, adjectives,  Organizational ability
1. Learners write
and adverbs adjectives and adverbs Living English Structure for
in speech and writings Schools (Longman, 2008) W.  Creativity &
4. Debate the four questions Stannard Allen, Innovation skills
adverbs answer (Where? 2. Learners classify
When? In what way? To what adjectives and adverbs Assessment Strategies
extent?) that will be used to
Writing and Grammar--- measure competencies
5. Discuss adjectives and ask Communication in Action,
questions such as what kind, Prentice Hall Teacher’s and
Student’s Editions  Quizzes
which one, how much, or how
 Classwork
many
 Homework
 Assignments

Page 8
 • Longman Dictionary of  Oral Presentations
Contemporary English (5 th
 Projects
Edition)

• Workbooks

• Audio/Visual English lesson

DVDs

Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary .com

Page 9
 SEMESTER TWO
GRADE: 10
PERIOD: V
UNIT: GRAMMAR: PREPOSITIONS, CONJUNCTIONS, AND INTERJECTIONS
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able Upon completion of 1. Prepositions, Inclusive and Differentiated A. Primary Text Expected Competencies
to effectively this topic, learners Conjunctions, and Learning Style Gateway to English for Senior
demonstrate the will: Interjections High Schools (Students’ Books  Effective Communication
correct use of Individual seatwork or work in small, 1, (Longman & Sedco, 2008) N.
Prepositions, 1. Establish that a A. Prepositions: mixed groups according to gender Grant & A B K Dadzie (Eds.  Analytical Skills,
prepositional phrase a) Prepositions and and learning styles
Conjunctions,
and Interjections consists of a Prepositional phrase B. Secondary Texts  Digital Skills,
preposition and a
1. Assign learners in groups to Senior Secondary Guide English
in written and discuss that prepositions perform
spoken English noun or pronoun; b) Telling Prepositions
the important task of relating
Pearson  Research and Problem
and Adverbs apart Solving skills
words in a sentence; they show C. Other Resources/
2. Distinguish
B. Conjunctions: relationships between separate
prepositions with
things, including location,
Supplementary Readings  Organizational ability
their objects from a) Coordinating Living English Structure W.
conjunctions direction, cause, and possession.
adverbs Stannard Allen  Creativity & Innovation
b) Correlative 2. Learners identify prepositions in skills
3. Pinpoint Links:
coordinating, conjunctions sentences and point out the
relationships by the preposition Assessment Strategies that
subordinating, and www.eslbuzz.com
and the type of relationship that is will be used to measure
correlative c) Subordinating
conjunctions; shown. www.englishhints.com competencies
conjunctions

4. Properly use d) Conjunctive adverbs 3. Teacher writes sentences on the www.languagelearningbase.com  Quizzes
 Classwork
conjunctive adverbs board omitting the conjunctions
C. Interjections: www.dictionary .com  Homework
and have learners to supply the
5. Demonstrate that a) Persuasion:  Assignments
conjunctions to complete the
interjections express Advertisement  Oral Presentations
sentences.
feelings or emotions  Project

Page 10
and function Learners select approved 4. Learners discuss the functions of
independently of a topics and compose, conjunctions;
sentence incorporating:
5. Divide learners in groups to
 Prepositions identify the different types of
 Conjunctions conjunctions (coordinating,
 Adverbs correlative, and subordinating)
 Interjections and provide examples.

6. Learners discuss what a

conjunctive adverb is, and list
several examples; learners
identify conjunctive adverbs in
given sentences and explain the
correlation between two ideas
(contrast, similarity, emphasis).

Page 11
 SEMESTER: TWO
GRADE: 10
PERIOD: VI
UNIT: GRAMMAR /TOPIC: PHRASES
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are Upon completion of 1. Phrases Inclusive and Differentiated A. Primary Text Expected Competencies
able to this topic, learners will:1. Noun phrase Learning Style Gateway to English for Senior
demonstrate the a) Verb phrase High Schools (Students’ Books  Effective Communication
1. Recognize kinds of Individual seatwork or work 1,) (Longman & Sedco, 2008) N.
ability to use
phrases in sentences. 2. Verbal Phrases in small, mixed groups Grant & A B K Dadzie (Eds.)  Analytical Skills,
correct English according to gender and
phrases in a) Participle Phrase learning styles
2. Distinguish B. Secondary Texts  Digital Skills,
written and b) Gerund Phrase
prepositional phrases Senior Secondary Gude
spoken English. c) Infinitive Phrase
from adjective and 1. Learners discuss kinds of English - Pearson
 Research and Problem
adverb phrases in phrases and provide Solving skills
sentences. 2. Phrasal Verbs;
examples C. Other Resources/
Verb followed by a
Supplementary Readings  Organizational ability
3. Identify appositives preposition or adverb: 2. Learners differentiate
and appositive Examples –ran-across, Living English Structure for
broke down, get away.
between noun phrases and Schools (Longman, 2008) W.  Creativity & Innovation
phrases and the verb phrases skills
Stannard Allen
words they name.
Prepositional Assessment Strategies that
4. Apply participle and Phrases; • Writing and Grammar---
3. Learners brainstorm and Communication in will be used to measure
participial phrases in generate examples of competencies
3. Clauses: Action, Prentice Hall Teacher’s
sentences. various phrases.
and Student’s Editions
a) Independent Clauses;  Quizzes
5. Identify gerunds and  Classwork
b) Dependent Clauses 4. Learners explain what • Longman Dictionary of  Homework
gerund phrases in
c) Noun Clauses appositives are, and Contemporary
sentences.  Assignments
d) Adjective Clauses identify them in sentences; English (5th Edition)
 Oral Presentations
e) Adverb Clauses give examples of appositive
phrases in sentences and • Workbooks
Page 12
6. Construct sentences 4. Exposition: brainstorm more examples • Audio/Visual English lesson
using infinitives and Comparison -and constructing sentences. DVDs
infinitive phrases contrast Literature 5. Organize learners into
groups to discuss gerunds, Links:
7. Compare and infinitives, and participles www.eslbuzz.com
contrast independent in various sentences with
and subordinate examples; learners must www.englishhints.com
actively and correctly
clauses
identify and use gerunds, www.languagelearningbase.com
infinitives, and participle
phrases in sentences. www.dictionary .com

6. Learners classify verbal

phrases that function as
noun, adjective, or adverb.

7. Learners write
comparison-and-contrast
essay; learners should
develop topics.

Page 13
 SEMESTER: ONE
GRADE: 11
PERIOD: 1
UNIT: GRAMMAR: VERB USAGE – PART 1

OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES

OBJECTIVES EVALUATION

Learners are able to Upon completion of Verb usage - Part 1 Inclusive and Differentiated A. Primary Text Expected Competencies
apply previous this topic, learners Learning Style Gateway to English for Senior
knowledge gained to will:
1. The five forms of a Secondary Schools (Students’  Effective
use verbs correctly verb: Individual seatwork or work in Book 2 ) (Longman & Sedco, Communication
in written a. Base form: Start. small, mixed groups according to 2007) N. Grant & A B K Dadzie
Classify and use the
composition and b. s/form: starts gender and learning styles  Analytical Skills,
six tenses of verb (Eds.
write book report. c. ing form: starting
correctly, including 1. Assign learners to write a cause
the progressive forms
d. Past tense: started and effect passage and state the B. Secondary Texts  Digital Skills,
e. Past Participle: problem. Senior Secondary Guide English -
2. Use the five forms has/have started Pearson  Research and Problem
of verbs correctly. 2. Learners discuss contemporary Solving skills
2. Using the six tenses of issues to develop topics into C. Other
3. Write effective verb correctly( including cause-and-effect essay. Resources/ Supplementary  Organizational ability
book report the progressive forms) Readings
3. Learners read passages from any W. Stannard Allen, Living English  Creativity &
3. Writing book reports given text and identify as many Innovation skills
Structure for Schools (Longman,
in the context of literature verb tenses as possible; , then Assessment Strategies
2008)
classify the identified verbs into that will be used to
verb tenses. Learners incorporate • T.J. Fitikides, Common Mistakes measure competencies
sentences using the six tenses of in English (Longman, 2000)
verb.
• Quizzes,
Writing and Grammar--- • Classwork
4. Assign learners to read short
stories and write book report
Communication in Action, • Homework
Prentice Hall Teacher’s and • Assignments
using the standard format.
Student’s Editions • Oral Presentations

Page 14
 • Longman Dictionary of
Contemporary English (5th
Edition)

• Workbooks
• Audio/Visual English lesson
DVDs

Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary .com

Page 15
 SEMESTER: ONE
GRADE: 11
PERIOD: II
TOPIC: GRAMMAR: VERB USAGE
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able Upon completion of 1. Verb usage – Inclusive and A. Primary Text Expected Competencies
to write effective this topic learners A. Proper verb usage. Differentiated N. Grant & A B K Dadzie
paragraphs Learning Style (Eds.) Gateway to English for  Effective Communication
will:
B. Active and Passive Senior Secondary Schools
Using passive and voices; use either of Individual seatwork  Analytical Skills,
1. Classify the active
or work in small, (Students’ Books 1, 2 &3)
active voices of and passive voices of them appropriately in (Longman & Sedco, 2007)
the verb tenses. sentences, and speech and writing mixed groups  Digital Skills,
according to gender
construct sentences B. Secondary Texts
effectively 2. Writing Paragraph and learning styles  Research and Problem
a) The Topic Sentence Senior Secondary Guide Solving skills
1. Learners review English - Pearson
2. Construct effective b) The Body previous lesson  Organizational ability
paragraphs using the c) The Conclusion on the verb C. Other
elements of a d) Unity tenses. Resources/Supplementary  Creativity & Innovation skills
paragraph e) Coherence Readings
2. Learners write Assessment Strategies that
3. Proofreading the past tense of • W. Stannard Allen, Living will be used to measure
3. Apply proper
a) Mechanics pf given irregular English Structure for Schools competencies
mechanics to write
grammar verbs. (Longman, 2008)
sentences effectively
b) Misspell words 3. Learners • Quizzes
c) Grammatical errors: construct verbs • T.J. Fitikides, Common • Classwork
d) run-on sentences; whose present Mistakes in English • Homework
e) sentence fragments; principal part (Longman, 2000) • Assignments
ends in ‘y’ by

Page 16
f) shift in pronouns; adding ‘I’ to • Writing and Grammar--- • Oral Presentations
wrong form the third Communication in Action,
g) capitalization & person singular. Prentice Hall Teacher’s and
h) abbreviation Student’s Editions
4. Learners read
short paragraphs
and identify the • Longman Dictionary of
main idea; Contemporary English (5th
develop topic Edition)
sentences and
supporting details
using current • Workbooks
events topics,
compose effective • Audio/Visual English
paragraphs lesson
explicitly stating DVDs
an opinion.
Links:
www.eslbuzz.com
www.englishhints.com
www.languagelearningbase.com
www.dictionary .com

Page 17
 SEMESTER: ONE
GRADE: 11
PERIOD: III
TOPIC: GRAMMAR: VERB USAGE – PART 3
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able to Upon completion of this 1. Verb usage – Inclusive and A. Primary Text Expected Competencies
demonstrate more topic, learners will: Part 3 Differentiated Gateway to English for Senior
proficient use of verbs a. Using past Learning Style High Schools (Students’ Books  Effective Communication
in spoken and written 1. Use verbs in the past continuous 2 (Longman & Sedco, 2008) N.
English by writing progressive, present Individual seatwork or  Analytical Skills,
work in small, mixed Grant & A B K Dadzie (Eds.
proper expositions. simple, and past simple, b.Using present
simple groups according to
past continuous, and
gender and learning
B. Secondary Texts  Digital Skills,
future tenses. c. Past simple
styles Senior Secondary Guide English
d.Using past Pearson  Research and Problem
2. Identify the thesis continuous 1. Assign learners in Solving skills
statement of the essay. groups to discuss C. Other
2. Writing Essays thesis statement and Resources/Supplementary  Organizational ability
Use the dictionary have them identify
a.Selecting writing Readings
effectively in defining words topics the central idea as the Living English Structure for  Creativity & Innovation skills
thesis statement of a
Schools (Longman, 2008) W.
b. The thesis paragraph. Assessment Strategies that will be
Stannard Allen
statement used to measure competencies
c. The Organization 2. Learners must • Writing and Grammar---
identify supporting Communication in Action,  Quizzes
of the Essay
ideas in each body Prentice Hall Teacher’s and  Classwork
d. Unity part that relates to the Student’s Editions  Homework
e. Coherence thesis statement;  Assignments
• Longman Dictionary of  Oral Presentations
f. Mechanics 3. Learners must Contemporary English (5th
identify the Edition)

Page 18
Dictionary skills concluding • Workbooks
paragraph;
1. Words arranged in • Audio/Visual English lesson
alphabetical order 4. Learners give a DVDs
series of topics;
2. Using guide formulate thesis Links:
words at the top
statements on
of every www.eslbuzz.com
various topics.
dictionary page
www.englishhints.com
Finding the meaning 5. Learners
of each word demonstrate usage www.languagelearningbase.com
of the dictionary
3. Parts of speech www.dictionary .com

Page 19
 SEMESTER: TWO
GRADE: 11
PERIOD: IV
UNIT: GRAMMAR: VOCABULARY AND SPELLING
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able Upon Completion 1. Synonyms, Antonyms, Inclusive and A. Primary Text Expected Competencies
to demonstrate of this topic and Homophones/ Differentiated Learning Gateway to English for Senior  Effective Communication
proper use of learners will: Homographs Style High Schools (Students’
words with similar Books 2 ) (Longman & Sedco,  Analytical Skills,
meanings, opposite 1. Explain the 2. Prefixes and meaning Individual seatwork or 2008) N. Grant & A B K Dadzie
meanings, prefixes, differences work in small, mixed
suffixes, and root • Word Analysis groups according to
(Eds.)  Digital Skills,
amongst
words in synonyms, gender and learning B. Secondary Texts
compositions.  Research and Problem
antonyms, and • Root and Meaning styles Senior Secondary Guide English – Solving skills
homophones Affixes Pearson
2. Define prefix, ii) Suffixes and 1. Learners discuss
C. Other
 Organizational ability
root, and suffix meaning Synonyms, Antonyms,
Resources/Supplementary
to learn words. Homophones, and  Creativity & Innovation
Homographs and Readings
iii) Commonly skills
Misspelled indicate examples of
3. Apply spelling
each. • W. Stannard Allen, Living
rules English Structure for Assessment Strategies that
3. Vocabulary and
2. Learners review and Schools (Longman, 2008) will be used to measure
Spelling
discuss root words and competencies
i. Using Context use context clues to • T.J. Fitikides, Common
arrive at word Mistakes in English • Quizzes
Clues
meanings (Longman, 2000) • Classwork
• Homework
ii. Spelling Rules • Assignments
3. Learners review • Writing and Grammar---
commonly misspelled Communication in Action, • Oral Presentations
words for proper Prentice Hall Teacher’s and
spellings. Student’s Editions
Page 20
4. Learners take turns • Longman Dictionary of
constructing sentences Contemporary English (5th
using context clues Edition)

5. Learners generate a
• Workbooks
list of synonyms,
homographs, • Audio/Visual English lesson
antonyms and DVDs
homophones.
Links:
6. Learners write words
with prefixes and www.eslbuzz.com
suffixes.
www.englishhints.com
7. Learners explore the www.languagelearningbase.com
use of roots as a way www.dictionary .com
of finding out the
meanings of
unfamiliar words.

8. Learners review and

discuss the difference
between base words
and root words

9. Learners analyze
word parts to
distinguish meaning

Page 21
 SEMESTER: TWO
GRADE: 11
PERIOD: V
UNIT: GRAMMAR: LIBRARY SKILLS
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able to Upon completion of 1. Library Skills Inclusive and A. Primary Text Expected Competencies
demonstrate proper this topic, learners a. Using Card Catalog/Online Differentiated Learning Gateway to English for Senior
use of Card Catalog will: Catalog to find materials in Style High Schools (Students’ Books  Effective Communication
to find materials in the library a) Call number 2) (Longman & Sedco, 2008) N.
library to develop Individual seatwork or  Analytical Skills,
1.Use the card Grant & A B K Dadzie (Eds.
critical thinking and b.Information in the catalog work in small, mixed
catalog or on-line
reading skills. groups according to Secondary Texts  Digital Skills,
catalog to find c. Materials In the Library gender and learning
information in the Senior Secondary Guide English
styles  Research and Problem
library. 2. Reading Comprehension Pearson
Solving skills
a. Answering reading 1. Group learners to
2.Provide correct comprehension questions Other  Organizational ability
demonstrate the use of
answers to Resources/Supplementary
card catalog to find
comprehension 1. Direct questions materials in the library. Readings  Creativity & Innovation
and critical skills
thinking questions 2. Critical thinking 2. Divide learners into Living English Structure for
from given text questions Schools (Longman, Assessment Strategies that
groups to set up a
2008) W. Stannard Allen
library in the class with can be used to measure
3. Active Reading a librarian and prepare
3.Apply the Various T.J. Fitikides, Common competencies
reading methods 4. Activity before reading card catalog with
Mistakes in English (Longman,
to get meaning poster sheet and have  Quizzes
learners’ role play to 2000)
from passages 5. Activity when reading  Classwork
find materials.
• Writing and Grammar--  Homework
6. Activity after reading
3. Assign learners to
Communication in Action,  Assignments
a. Scanning Prentice Hall Teacher’s and
organize a class visit to  Role Play
b.Skimming Student’s Editions Longman
the nearest library as a
follow-up.

Page 22
c. SQ4R Method( Survey, Dictionary of Contemporary
question, read, record, 4. Learners read passages English (5th Edition)
recite, review) and answer
comprehension • Workbooks
questions.
• Audio/Visual English lesson
5. Learners discuss and
DVDs
explain reading
methods listed in the Links:
content.
www.eslbuzz.com
www.englishhints.com
www.languagelearningbase.com
www.dictionary .
www.eslbuzz.com
www.englishhints.com
www.languagelearningbase.com
www.dictionary .com

SEMESTER: TWO
Page 23
 GRADE: 11
PERIOD: VI
UNIT: GRAMMAR: LETTER WRITING

OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES

OBJECTIVES EVALUATION
Learners are able to Upon completion 1.Letter Writing Inclusive and A. Primary Text Expected Competencies
use the parts of formal of this topic, Informal Letter Differentiated Gateway to English for Senior High
letter writing to learners will: Formal/Business Letter Learning Style Schools (Students’ Book 2)  Effective
appropriately write (Longman & Sedco, 2008) N. Grant Communication
business letter, letter a) Letter of Application Individual seatwork or
1.Distinguish the & A B K Dadzie (Eds.)
of application, excuse, five parts of b) Letter of Excuse/
work in small, mixed  Analytical Skills,
request, and thank groups according to
formal and Request/Thanks gender and learning
B. Secondary Texts
you. Learners will
informal letters. Senior Secondary Guide English -  Digital Skills,
write speeches as well styles
Pearson
as reports based on  Research and Problem
prior knowledge 2.Pinpoint 2. Speech Writing 1. Learners explain parts
acceptable forms of formal and informal C. Other Solving skills
gained.
of letter writing 3. Report Writing letters. Resources/Supplementary
Readings  Organizational ability
4. Oral Reading/Speaking 2. Divide learners in
groups to construct  Living English Structure for  Creativity & Innovation
different kinds of Schools (Longman,2008) W. skills
5. Listening to Speeches Stannard Allen
writings: Business,
and Assessment Strategies that
Application, Excuse,
Request, Speech, and  Writing and Grammar will be used to measure
6.Oral Presentations For Report Communication in Action, Prentice competencies
Critical Evaluation Hall Teacher’s and Student’s  Quizzes
3. Learners listen to Editions Longman Dictionary of  Classwork
colleagues as they Contemporary English (5thEdition)  Homework
present for critical  Assignments
evaluation  Workbooks  Oral Presentations

Page 24
  Audio/Visual English lesson
DVDs

Links:

www.eslbuzz.com
www.englishhints.com
www.languagelearningbase.com
www.dictionary .com

Page 25
 SEMESTER: ONE
GRADE: 12
PERIOD: I
UNIT: GRAMMAR: THE THREE CASES OF PRONOUNS AND VERB USAGE

OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES

OBJECTIVES EVALUATION
Learners are able to Upon completion of this 1. The three Pronoun Inclusive and A. Primary Text Expected Competencies
write incorporating topic, learners will: cases: Nominative, Differentiated Gateway to English for Senior
the cases of pronouns Objective and Learning Style High Schools (Students’ Books 3  Effective Communication
and perfect tenses of 1. Construct speeches Possessive. (Longman & Sedco, 2008) N.
verbs effectively using the Individual seatwork or
Grant & A B K Dadzie (Eds.  Analytical Skills,
perfect tenses 2. Verb Usage Part work in small, mixed
groups according to
a. Perfect tenses B. Secondary Texts  Digital Skills,
b. Present Perfect gender and learning
2. Differentiate the three Senior Secondary Guide English -
c. Present Perfect styles
cases of pronouns. Pearson  Research and Problem
Progressive
1.Divide learners in Solving skills
d. Past Perfect
3. Recognize different e. Past Perfect groups to review and C. Other
kinds of speeches. Progressive discuss the three cases: Resources/Supplementary  Organizational ability
f. Future Perfect Nominative, Objective, Readings
4. Prepare and present g. Future Perfect and Possessive --  Creativity & Innovation
speeches. Progressive provide examples • Living English Structure for skills
Schools (Longman, 2008) W.
Summarize passages 3. Speech Writing 2.In a contrived Stannard Allen Assessment Strategies that
scenario, learners are will be used to measure
4. Summary Writing asked to use the • Writing and Grammar--- competencies
appropriate tense.
Communication in  QUIZZES
Action,Prentice  CLASSWORK
3.Group learners to read Hall Teacher’s and Student’s  HOMEWORK
and summarize given Editions  ASSIGNMENT
texts.  ORAL
PRESENTATION

Page 26
4. Assign learners to • Longman Dictionary of
read different kinds of Contemporary English (5th
speeches Edition)
(informative,
persuasive
• Workbooks
entertaining and
extemporaneous), and
distinguish • Audio/Visual English lesson
identifying DVDs
characteristics
• Fully Equipped Library and
Laboratory
5. Divide learners into
groups to develop Links:
and present speeches
regularly: www.eslbuzz.com
a) .Socio-economic
www.englishhints.com
issues
b) Risky behaviors www.languagelearningbase. com
c) Teenage pregnancies
d) Drug and Alcohol www.dictionary.com
Abuse
e) Gender Based
Violence

Page 27
 SEMESTER: ONE
GRADE: 12
PERIOD: II
TOPIC: GRAMMAR: POEM, PROSE, DRAMA, SPEECH WRITING AND REVIEW OF VERB USAGE
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able Upon completion of 1. Review Essay Inclusive and A. Primary Text Expected Competencies
to prepare and this topic, learners Writing Differentiated Learning (Eds.) Gateway to English for
Style  Effective Communication
present original will: Senior High Schools (Students’
work of art such 2. Creative Writing Book3) (Longman & Sedco, 2008)  Analytical Skills,
Individual seatwork or
as poems, short 1. Create an N. Grant & A B K Dadzie
work in small, mixed
stories, and original work of art 3. Review Verb  Digital Skills,
groups according to
different kinds such as a poem, a Usage B. Secondary Texts
gender and learning
of speeches. story, or a drama
styles
Senior Secondary Guide English -  Research and Problem
4. Five Pearson Solving skills
2. Demonstrate 1. Divide learners into
forms/principal
effective speech group to write poems, C. Other  Organizational ability
writing skills parts of a verb Resources/Supplementary
plays or short stories
using their Readings  Creativity & Innovation
5. Present simple imaginations and skills
3. Recognize • Past Simple creativity. Living English Structure for
• Future simple Schools (Longman, 2008) W. Assessment Strategies that
different kinds of will be used to measure
speeches • Present perfect 2. Group learners to have Stannard Allen competencies
• Past Perfect more practice in using
4. Compose and • • Writing and Grammar---
Future Perfect the tenses.  Quizzes
present speeches Communication in Action,
 Classwork
Prentice Hall Teacher’s and
 Homework
Student’s Editions  Assignments
 Oral Presentations

Page 28
 • Longman Dictionary of
Contemporary English (5th
Edition)

• Workbooks

• Audio/Visual English lesson

DVDs

Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary.com

Page 29
 SEMESTER: ONE
GRADE: 12
PERIOD: III
UNIT: GRAMMAR: PHRASAL VERBS, COMMON MISTAKES AND PAST WASSCE PAPERS
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able to Upon completion of 1. Review Phrasal Inclusive and Differentiated A. Primary Text Expected Competencies
use phrasal verbs this topic, learners Verbs Learning Style Gateway to English for Senior
and improve their will: High Schools (Students’ Book 3)  Effective Communication
Individual seatwork or work in (Longman & Sedco, 2008) N.
spelling ability and 2. Review common
the skills to write Construct mistakes and
small, mixed groups according Grant & A B K Dadzie (Eds.)  Analytical Skills,
to gender and learning styles
and deliver compositions using troublesome words
speeches. proper phrasal verbs
B. Secondary Texts  Digital Skills,
3. Review Past 1. Learners demonstrate use of Senior Secondary Guide English
1. Demonstrate correct WASSCE Papers Phrasal Verbs. - Pearson  Research and Problem
use of words to avoid Solving skills
C. Other
common mistakes 4. Speech 2. Learners discuss and review Resources/Supplementary  Organizational ability
Review past WASSCE Development/oral troublesome words and
Readings
Papers practice common mistakes.
W. Stannard Allen, Living  Creativity & Innovation
A. Tips for taking English Structure for Schools skills
3. Assign learners to practice
public tests. (Longman, 2008)
writing speeches and present in Assessment Strategies that
the classroom for critical will be used to measure
evaluation • T.J. Fitikides, Common competencies
Mistakes in English (Longman,
 Quizzes
2000)
4. Assign learners to review past ,
 Classwork
WASSCE Papers in preparation  Homework
• Writing and Grammar---
to be successful in public test  Assignments
Communication in Action,  Oral Presentations
taking.
Prentice Hall Teacher’s and
Student’s Editions

Page 30
 • Longman Dictionary of
Contemporary English (5th
Edition)
• Workbooks

• Audio/Visual English lesson

DVDs

Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary . com
•

Page 31
 SEMESTER: TWO
GRADE: 12
PERIOD: IV
UNIT: GRAMMAR: ESSAY WRITING/CREATIVE WRITING/VERB USAGE
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able to Upon completion of Reviewing Essay Writing Inclusive and A. Primary Text Expected Competencies
write and deliver this topic, learners Differentiated Learning Gateway to English for Senior
different kinds of will: 1. Creative Writing Style High Schools (Students’ Book3)  Effective Communication
speeches. (Longman & Sedco, 2008)N.
1. Compose different 2. Review Verb Usage Individual seatwork or
Grant & A B K Dadzie (Eds.)  Analytical Skills,
work in small, mixed
kinds of speeches
groups according to
Five forms/principal Secondary Texts  Digital Skills,
parts of a verb gender and learning styles
2. Develop and Senior Secondary Guide English
deliver public - Pearson  Research and Problem
Present Simple, Past
speeches 1. Divide learners into Solving skills
Simple, Future Simple,
group of five in writing B. Other
Present Perfect, Past
Perfect, Future Perfect expositions: essay, Resources/Supplementary  Organizational ability
narrative, descriptive, Readings
3. Speech persuasive  Creativity & Innovation
Development/oral • Living English Structure for skills
practice 2. Assign learners to be Schools (Longman, 2008)
able to use the principal W. Stannard Allen, Assessment Strategies that
parts of a verb properly in will be used to measure
given texts. • Writing and Grammar--- competencies
Communication in Action,
Prentice Hall Teacher’s and  Quizzes
3. Group learners to
Student’s Editions  Classwork
evaluate different kinds of
writings in the classroom. • Longman Dictionary of  Homework
 Assignments
Contemporary English (5th  Oral Presentations
Edition)

Page 32
 • Workbooks

• Audio/Visual English lesson

DVDs

Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary.com

Page 33
 SEMESTER: TWO
GRADE: 12
PERIOD: V
UNIT: GRAMMAR: REVIEW VOCABULARY

OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES

OBJECTIVES EVALUATION
Learners are able Upon completion of 1. Review Inclusive and A. Primary Text Expected Competencies
to apply improved this topic, learners vocabulary Differentiated Learning Gateway to English for Senior  Effective Communication
context clues, will: development and Style High Schools (Students’ Book 3)
review of spelling spelling rules. (Longman & Sedco, 2008) N.  Analytical Skills,
 Individual seatwork or Grant & A B K Dadzie (Eds.)
rules, and the 1. Demonstrate the
work in small, mixed
discussion and improved use of
2. Review Phrases groups according to  Digital Skills,
context clues in B. Secondary Texts
revision of gender and learning styles
and Clauses. Senior Secondary Guide English -
phrases and learning  Research and Problem Solving
vocabulary. Pearson
clauses to  Assign learners to review skills
construct stories, and discuss vocabulary C. Other
speeches and 2. Improved
development through Resources/Supplementary  Organizational ability
application of
other documents. rehearsal exercises. Readings
spelling rules.
 Creativity & Innovation skills
 Group learners to solicit • Living English Structure for
Schools (Longman, 2008) W. Assessment that will be used to
feedback and provide measure competencies
Stannard Allen,
corrective measures
• Writing and Grammar---  Revision Exercises
 Divide learners to review Communication in Action,  Quizzes
and discuss context clues Prentice Hall Teacher’s and  Classwork
and spelling rules Student’s Editions  Homework
 Assignments
 Assign learners in group
• Longman Dictionary of  Oral Presentations
of five to review and
Contemporary English (5th
Edition)

Page 34
discuss Phrases and • Workbooks
Clauses
• Audio/Visual English lesson
DVDs
Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary . com

Page 35
 SEMESTER: TWO
GRADE: 12
PERIOD: VI
UNIT: GRAMMAR: MORE REVIEW WITH WASSCE PAPERS
OUTCOMES LEARNING CONTENTS ACTIVITIES MATERIALS / RESOURCES COMPETENCIES
OBJECTIVES EVALUATION
Learners are able Upon completion of More Review with Inclusive and Differentiated A. Primary Text Expected Competencies
to respond this topic, learners WASSCE papers Learning Style Gateway to English for Senior
positively to will: High Schools (Students’ Book 3)  Effective Communication
questions in past Individual seatwork or work in (Longman & Sedco, 2008) N.
WASSCE Papers 1. Provide correct small, mixed groups according to
Grant & A B K Dadzie (Eds.)  Analytical Skills,
gender and learning styles
and make responses using
successful pass in past WASSCE Divide learners in groups to B. Secondary Texts  Digital Skills,
future papers review and discuss past WASSCE Senior Secondary Guide English -
examinations. Papers. Pearson  Research and Problem Solving
skills
Assign learners for continuous C. Other
rehearsal of past WASSCE Papers Resources/Supplementary  Organizational ability
to be successful in taking public Readings
examinations.  Creativity & Innovation skills
• Living English Structure for
Schools (Longman, 2008) Assessment Strategies that will be
W. Stannard Allen used to measure competencies

• Writing and Grammar---  Quizzes

Communication in Action,  Classwork
Prentice Hall Teacher’s and  Homework
Student’s Editions  Assignments
 Oral Presentations
• Longman Dictionary of
Contemporary English (5th
Edition)

Page 36
 • Workbooks

• Audio/Visual English lesson

DVDs

Links:

www.eslbuzz.com

www.englishhints.com

www.languagelearningbase.com

www.dictionary . com

Page 37