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Specific Competence: Students will use correct language for greetings, requests, introductions, invitations, apologies, compliments, and offers in daily social situations and phone calls. Learning Activities: Students will practice formal and informal greetings, polite ways to ask for things, introducing themselves and others, inviting people and responding, saying sorry, giving compliments, speaking in places like restaurants or hospitals, making and receiving phone calls, and offering help or things. Expected Standard: Language for social interactions and phone conversations is used correctly and politely.
Specific Competence: Students will be able to give and receive instructions. Learning Activities: Students discuss situations where instructions are given or received (like how to grow maize). They learn to use specific language for giving instructions (e.g., "Firstly...", "Secondly...", "Next...", "Then...", "Lastly..."). Students practice following instructions through role-play. Expected Standard: Students give and receive instructions correctly.
Specific Competence: Students will use correct language for debates, act in short plays, and recite poems. Learning Activities: Students will practice debates like those in parliament on important issues (e.g., HIV/AIDS, climate change). They will learn about parts of a play (characters, dialogue) and perform short plays on social topics. They will also learn about poem features (sound, feeling) and recite poems on important issues. Expected Standard: Language for debates, drama, and poetry recitation is used correctly.
Specific Competence: Students will be able to give and receive directions. Learning Activities: Students discuss situations where directions are given or received (like finding the police station, market, or bank). They learn specific words for giving and receiving directions (e.g., "Left", "right", "centre", "behind", "above"). Students practice giving and getting directions through role-play (e.g., "Where is the internet café?"). Expected Standard: Students give and receive directions correctly.
Specific Competence: Students will be able to use appropriate language to make announcements. Learning Activities: Students discuss what makes good announcement language (clear, short, objective tone, standard pronunciation). They practice reacting to announcements (e.g., "All right, when are we expected to...?"). Students role-play making and responding to announcements (e.g., "Listen everyone! I have an important announcement..."). Expected Standard: Students use the correct language to make announcements.
Specific Competence: Students will describe simple processes and give clear directions. Learning Activities: Students will practice explaining how to do simple tasks (like cooking a meal or making tea). They will use words that show order (first, then, lastly). They will also practice asking for and giving directions (e.g., go straight, turn left). Expected Standard: Processes are described and directions are given correctly.
Specific Competence: Students will understand and use proverbs, riddles, and idiomatic expressions. Learning Activities: Students will learn the meaning of proverbs and use them in social situations (e.g., “Every dog has its day”). They will practice riddles and learn their answers (e.g., “What has to be broken before you can use it? – An egg”). They will also understand and use idioms (e.g., “egghead” means very intelligent, “give a hand” means help). Expected Standard: Figurative language is used correctly.
Specific Competence: Students will be able to use appropriate language to express sympathy. Learning Activities: Students discuss situations where sympathy is expressed (like funerals, failing an exam, losing an item). They learn phrases for expressing sympathy (e.g., "My condolence on the loss...", "My deepest sympathy...", "I am here for you..."). Students practice expressing sympathy in role-plays. Expected Standard: Students use appropriate language correctly when expressing sympathy.
Specific Competence: Students will be able to use appropriate language to compliment others on achievements and occasions. Learning Activities: Students identify achievements or occasions for compliments (like passing an exam, a promotion, birthdays, anniversaries, Christmas). They discuss words for compliments (e.g., "Congratulations on your promotion!", "Well done!", "Merry Christmas!"). Students practice giving and receiving compliments through role-play. Expected Standard: Students use the correct language to compliment others.
Specific Competence: Students will listen to and read information, then understand it. Learning Activities: Students will listen to passages, then retell what they heard or answer questions about it. They will read texts carefully to answer questions and find hidden meanings. They will also read many stories, books, and newspapers. They will practice quickly finding main ideas (skimming) and specific details (scanning). Expected Standard: Information heard and read is understood correctly.
Specific Competence: Students will be able to use appropriate language to greet different categories of people. Learning Activities: Students discuss ways to greet friends and young people (e.g., Formal: "Good morning, Lisa..."; Informal: "Hello", "Hi"). They discuss ways to greet adults or elderly people (e.g., Formal: "Good morning/afternoon/evening Sir..."). Students practice greeting different types of people through role-play. Expected Standard: Students use language appropriately for greetings.
Specific Competence: Students will write correct sentences, spell words accurately, use punctuation marks properly, and write well-organized paragraphs. Learning Activities: Students will practice building complete sentences. They will learn and apply common spelling rules. They will use punctuation marks like full stops, commas, and question marks correctly. They will also practice writing paragraphs that have a clear main idea and supporting details. Expected Standard: Correct sentences, spelling, punctuation, and well-structured paragraphs are written.
Specific Competence: Students will be able to use appropriate language to debate. Learning Activities: Students identify situations that need debate (like expressing agreement or disagreement, giving reasons for and against, explaining their position, defending their opinion). They learn specific language for debating (e.g., "I am afraid I do not agree...", "In my opinion..."). Students hold debates on topics like Mental Health, Climate Change, or Drug Abuse. Expected Standard: Students use the correct language to debate.
Specific Competence: Students will write stories with a plot, characters, and theme. They will also write clear descriptions of people, animals, or objects. Learning Activities: Students will practice writing stories, focusing on how the story unfolds, who the characters are, and the main message. They will practice describing things in detail so that the reader can clearly imagine them. Expected Standard: Well-written stories and accurate descriptions are produced.
Specific Competence: Students will write informal letters and diary entries correctly. Learning Activities: Students will practice writing friendly letters, following the correct parts (address, date, greeting, main message, closing). They will also practice writing diary entries, including the date, time, topic, and notes from a personal point of view. Expected Standard: Informal letters and diary entries are written with the correct structure and content.
Specific Competence: Students will be able to use appropriate language to invite people. Learning Activities: Students identify situations that need invitations (like Christmas, birthdays, anniversaries, New Year). They discuss words for invitations (e.g., "I have the pleasure of inviting you to...", "I am pleased to invite you to..."). Students practice inviting people through role-play. Expected Standard: Students use language appropriately for invitations.
Specific Competence: Students will be able to initiate conversations, make offers, and make requests using appropriate language. Learning Activities: Students discuss ways to start conversations (e.g., "Do you know that...", "Are you aware that..."). They identify situations needing offers (like food, accommodation, transport) and discuss language for offers (e.g., "Would you accept my...?"). They discuss language for requests (e.g., "Would you mind...?"). Students practice initiating conversations, making offers, and making requests through role-play. Expected Standard: Students use language appropriately for initiating conversations, making offers, and making requests.
Specific Competence: Students will write informative essays and compositions that argue a point or discuss different sides of issues. Learning Activities: Students will practice writing essays that give information, using a title, main points, introduction, body paragraphs, and a conclusion. They will also practice writing to convince others of an opinion or to discuss different sides of a topic fairly. Expected Standard: Informative essays and well-argued or balanced discussions are written.
Specific Competence: Students will be able to use appropriate language to seek clarification. Learning Activities: Students discuss language to seek clarification (e.g., "Would you mind explaining what you mean...?"). Students practice seeking clarification through role-play. Expected Standard: Students use language appropriately for seeking clarification.
Specific Competence: Students will identify and use different parts of speech correctly. Learning Activities: Students will learn about nouns (names of people, places, things), pronouns (words that replace nouns), verbs (action words), adjectives (describing words), adverbs (describing verbs), prepositions (showing position), conjunctions (joining words), and interjections (exclamations). Expected Standard: Parts of speech are identified and used correctly in sentences.
Specific Competence: Students will be able to use figures of speech in social contexts. Learning Activities: Students discuss figures of speech (Riddles, Proverbs, Idioms, Similes, Metaphors, Euphemisms). They practice using figurative language in conversation. Expected Standard: Students use language appropriately.
Specific Competence: Students will use different verb tenses correctly to show when actions happen. Learning Activities: Students will learn to use the Present Simple (for habits), Present Continuous (for actions happening now), Past Simple (for finished actions), Past Continuous (for ongoing past actions), Future Simple (for future actions), Future Continuous (for ongoing future actions), Present Perfect (for finished actions with a link to the present), and Present Perfect Continuous (for actions continuing up to the present). Expected Standard: Verb tenses are used correctly to express time.
