ENGLISH
FORM 2 - SYLLABUS
Objectives and
Target Learners for this Course
The objectives of teaching/learning English at secondary school level are to enable the learner to
· Read widely for pleasure and for information;
· Perform a variety of writing tasks according to the required conventions;
· Use ones knowledge of English to demonstrate awareness and consciousness of basics of society and the part one can play in its development;
· Use ones knowledge of English in furthering ones education; · Communicate effectively with other speakers of English both inside and outside the country.
The objectives of teaching/learning English at secondary school level are to enable the learner to
· Read widely for pleasure and for information;
· Perform a variety of writing tasks according to the required conventions;
· Use ones knowledge of English to demonstrate awareness and consciousness of basics of society and the part one can play in its development;
· Use ones knowledge of English in furthering ones education; · Communicate effectively with other speakers of English both inside and outside the country.
Content
Selection and Organisation
The themes, topics and notes under each topic in this syllabus have been very carefully selected and organized so at to promote achievement of the objectives of education and those of this syllabus. The syllabus replaces the 1979 English syllabus for secondary schools.
The themes, topics and notes under each topic in this syllabus have been very carefully selected and organized so at to promote achievement of the objectives of education and those of this syllabus. The syllabus replaces the 1979 English syllabus for secondary schools.
Choice and Use of
Instructional and Study Materials
There will be a periodic issuance of lists of approved and recommended books for use in schools. Nevertheless, the learners, teachers and parents may be free to choose other books and textual material for reference at home or in school and public libraries. Teachers will also be expected to guide and advise learners on how best to use books and other textual materials provided by the school or available in the market or in the class, school or community libraries.
There will be a periodic issuance of lists of approved and recommended books for use in schools. Nevertheless, the learners, teachers and parents may be free to choose other books and textual material for reference at home or in school and public libraries. Teachers will also be expected to guide and advise learners on how best to use books and other textual materials provided by the school or available in the market or in the class, school or community libraries.
Methods of
Teaching and Learning
The teacher of English will be free to use any teaching method considered effective in promoting learning. It is however, worthy for the teacher to note that all professional and experienced teachers agree that language material presented in a coherent, systematic and comprehensive manner, language items being learned in small assailable units and learners being given an opportunity to practice using the language in meaningful situations makes language learning successful. Aids like real objects, pictures, drawings,, photos, tables and charts should be used to make the meaning of new language items clear. Opportunity for the learner to practice a new language items in a variety of contexts and recycling it in later lessons is essential. None of the four languages skills; i.e listening, speaking, reading and writing should be trivialized in a language programme or lesson.
The teacher of English will be free to use any teaching method considered effective in promoting learning. It is however, worthy for the teacher to note that all professional and experienced teachers agree that language material presented in a coherent, systematic and comprehensive manner, language items being learned in small assailable units and learners being given an opportunity to practice using the language in meaningful situations makes language learning successful. Aids like real objects, pictures, drawings,, photos, tables and charts should be used to make the meaning of new language items clear. Opportunity for the learner to practice a new language items in a variety of contexts and recycling it in later lessons is essential. None of the four languages skills; i.e listening, speaking, reading and writing should be trivialized in a language programme or lesson.
Assessment of
Student Progress and Perfomance
It is normal practice for teachers to assess students' progress and performance on continuous bases. It is expected that every teacher will periodically assess his or her students in order to identify their strengths and weaknesses and so help the weak and encourage the good ones as appropriate. Assessment of students' progress and achievement does not only measure students' progress but also the effectiveness of the course the teacher's methods and teaching styles.
It is normal practice for teachers to assess students' progress and performance on continuous bases. It is expected that every teacher will periodically assess his or her students in order to identify their strengths and weaknesses and so help the weak and encourage the good ones as appropriate. Assessment of students' progress and achievement does not only measure students' progress but also the effectiveness of the course the teacher's methods and teaching styles.
At the end of Form Four
the students are expected to do an overall achievement examination intended to
determine the extent to which the objectives of the course have been attained.
It is also on the basis of this examination that selection for further studies
is made.
FORM
TWO TOPICS
Objective of the Course
By the end of Form Two the students should be able to:
1. Speak English with acceptable pronounciation.
2. Express oneself in English using coordinated constructions.
3. Write short descriptions, reports, autobiographies, friendly letters, telephone messages and telegrams.
4. Read simple readers and briefly explain orally or in writing their content and relevance.
A: STRUCTURE
1. PRESENT PERFECT
a. Regular forms
b. Irregular forms
c. Adverbials
2. PAST PERFECT TENSE
a. Regular forms
b. Irregular
c. Adverbials
3. PASSIVE
4. COORDINATORS
And, but or so, either, ..or, neither… nor, both, not only …but… also, therefore, however, on the other hand, nevertheless.
Objective of the Course
By the end of Form Two the students should be able to:
1. Speak English with acceptable pronounciation.
2. Express oneself in English using coordinated constructions.
3. Write short descriptions, reports, autobiographies, friendly letters, telephone messages and telegrams.
4. Read simple readers and briefly explain orally or in writing their content and relevance.
A: STRUCTURE
1. PRESENT PERFECT
a. Regular forms
b. Irregular forms
c. Adverbials
2. PAST PERFECT TENSE
a. Regular forms
b. Irregular
c. Adverbials
3. PASSIVE
4. COORDINATORS
And, but or so, either, ..or, neither… nor, both, not only …but… also, therefore, however, on the other hand, nevertheless.
5.
RELATIVE PRONOUNS
Why, which, whose, where, that
6. RESULT CLAUSES
So….that, such, as…that enough to/ for, too…to/for
7. COMPARISONS EQUAL
As….as parallel increase; -er….er, - the more / less, the more / less gradual increase: -er and e…er, -more and more less and less.
8. PURPOSE CLAUSES
…..to, so as to…., ..in order to…
9. CONDITIONALS
1 and 2 i.e. likely and unlikely conditionals
10. DIRECT AND INDIRECT SPEECH
Direct speech, - Reporting verbs in direct/ indirect speech, - changes in demonstratives pronouns, - yes/no and must reporting, commands, requests, statements and questions.
Why, which, whose, where, that
6. RESULT CLAUSES
So….that, such, as…that enough to/ for, too…to/for
7. COMPARISONS EQUAL
As….as parallel increase; -er….er, - the more / less, the more / less gradual increase: -er and e…er, -more and more less and less.
8. PURPOSE CLAUSES
…..to, so as to…., ..in order to…
9. CONDITIONALS
1 and 2 i.e. likely and unlikely conditionals
10. DIRECT AND INDIRECT SPEECH
Direct speech, - Reporting verbs in direct/ indirect speech, - changes in demonstratives pronouns, - yes/no and must reporting, commands, requests, statements and questions.
B:
LISTENING
C: SPEAKING
1. Sound Discrimination
2. Tone
3. Contracted Forms
4. Stress
D: READING
1. Reading fore comprehension
C: SPEAKING
1. Sound Discrimination
2. Tone
3. Contracted Forms
4. Stress
D: READING
1. Reading fore comprehension
