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FOUR
CONTENT
The actual content of the English syllabus should reflect and fulfill the general goals and
objectives as set out in this curriculum. This section outlines the basic contents of the
syllabus, namely: themes, topics and situations. functions and notions, as well as structures
which are recommended for inclusion in the proposed syllabus.
4.1 Themes, Topics and Situations
In deciding on possible themes, topics and situations (i.e. thematic content) for the English
syllabus, we have attempted to adhere to the following guidelines.
. The thematic content should cover aspects of the national target and global cultural
heritage.
. It should be about the immediate environment of the student (home and school) as
well as the global environment.
. The themes should include current affairs (domestic and international) and issues of
general interest.
. The themes should not only be informative and interesting but should also motivate
the students to seek further information from sources accessible to them.
. The situations should reflect real-life contexts and should be relevant to the students'
lives.
The grading of the content themes should be guided by the principles of the psychological,
cognitive, moral, and social development of the students. Themes should be appealing to the
two sexes and should be appropriate to the age, needs, and experience of the age group
concerned. The progression should be from those topics appealing to children to those more
appropriate for teenagers.
4.1.1 Themes and Topics
The following are some recommended topic areas and situations for oral tasks, listening and
reading comprehension, as well as writing tasks
Cultural Heritage:
Palestinian, Islamic/
Arab, Target, and
Global
national, and human heritage, customs, holidays,
historical landmarks, figures and heroes, songs, rhymes,
proverbs, music, literature, and art forms, national
foods, national events, celebrations, ceremonies, etc.
Palestine
geography, flora and fauna, history, economy, natural
resources,
social classes, culture,
population,
demography lifestyles, refugees, Diaspora, aspirations,
statehood, future
Science & Technology
computers,
e-mail,
internet,
satellites,
robots
telecommunications, multi-media, scientific research
and exploration space exploration, genetic engineering,
great scientists, explorers and inventors
Environment & Ecology
pollution (air, water, seas, oceans, noise), recycling, water
treatment. deforestation, reforestation, land reclamation
desalination, ozone layer, greenhouse effect, drug
abuse, natural disasters, endangered species, nature
reserves, national parks
Health & Welfare
personal hygiene, diseases and ailments, epidemics,
medical care, insurance, emergency services, first aid
Food & Nutrition
health foods, diet, good and bad eating habits, etc.
Food
eating customs and manners, using recipes, preparing
and planning meals, serving meals, eating out, special
meals traditional foods, kitchen utensils and appliances,
weights and measures
Work
work place, relations with colleagues, safety regulations,
job mobility and stability, loyalty, unemployment labor
unions, workers rights.
Family
family type,
marriages
Recreation
clubs, sports, summer camps, hobbies, interests, leisure
time activities, theatre. the arts, boy and girl scouts
Games & Sports
playing games, watching games, rules, competition, the
Olympic Games, competing: winning and losing
family ties,
gender issues, intra-family
The Human Body
body systems, organs, parts, how to take care of your
body
Immediate Environment
home, school, class, city, village, camp,
church
Population
Civil Society
mosque or
population explosion, over-crowding, food distribution
starvation, food resources, poverty, crime, socioeconomic status
equality, justice, civil rights and duties, human rights,
children's rights, peace education, gender equality,
democracy, freedom, tolerance, political systems, parties,
elections, pluralism, government types, branches of
government
Society & Societal
Problems
drug-abuse, addiction, smoking, drinking, chemical
dependency , injustice, poverty, crime, family planning,
migration, early marriage, kin-marriage, social mobility
Personal
name, address, age, sex, telephone number, family,
friends, occupation, character, daily routine, social
environment, likes, dislikes, preferences, inter-personal
relations
means of transportation, traffic signs and regulations,
road safety, travel documents, entering and leaving a
country, hotel, camping site, luggage, tourist attractions
and sites, accommodation, holidays
Travel
Education
educational system, institutions of higher education,
school regulations, value of education
Economy
agriculture, industry, natural resources, handicrafts,
services, employment, unemployment, inflation, gross
national product, income per capita, taxes, occupations
Weather and Seasons
climate, weather conditions, cycle of nature, seasonal
weather, natural disasters (hurricanes, tornadoes)
Feelings and Emotions
fear, anger, success, failure, loss, how to deal with certain
feelings and emotional states
The Arts &
Entertainment
music, theatre,
museums,
performing arts,
literature,
painting,
playing musical
cinema, acting,
instruments, circus,
Shopping
shopping facilities,
foodstuffs, clothing,
articles, prices, weights and measurements
household
Services
post,
telephone,
hospital, repairs
gas-station,
Signs
traffic signs, warning danger signs, etc.
bank,
police,
garage,
4.1.2 SITUATIONS
family, friends, acquaintances, strangers, home, work-place, school, classroom, library, bank,
hospital, doctor's or dentist's waiting room, gym, club, shopping center, (super)market,
pharmacy, museum, theatre, movies, art gallery wedding, mosque, church, government
offices, post office, bus station, airport, travel bureau, ticket office, information office, lost
property office. gas station, camping site, , countryside, job interview, etc.
4.1.3 GRADED THEMES. TOPICS, AND SITUATIONS
In this section, we present a grading of the themes. topics, and situations over the three stages
of school education. Some recycling of the themes is desirable.
Lower Primary Stage (Grade 1-4)
. Cultural Heritage: holidays, ceremonies, feasts, historical landmarks and figures,
national foods
. Palestine: geography, population, lifestyles
. Science & Technology: great scientists, inventors, computers, media
. Environment & Ecology: pollution, recycling, water treatment and desalination, drugabuse, natural disasters, nature reserves and national parks
. Health & Welfare: personal hygiene, first aid
. Food: traditional local, target culture cuisine, cooking, eating customs and manners,
kitchenware, utensils, appliances. weights and measures
. Basic Daily Needs: clothing, shelter, accommodation, housing arrangements
. Food & Nutrition: good and bad eating habits
. Family: family members
. Recreation: hobbies, interests, boy/girl scouts, :leisure time activities
. Games & Sports: games, watching games
. Immediate Environment: home, school, class, city, village, camp, places of worship .
Society & Social Problems: smoking
. Signs: traffic signs, warning signs, danger signs
. Personal: likes, dislikes. preferences, name, address. family, friends, daily routine,
') telephone number, character
. Human Body: body systems and organs, how to take part of your body
. Travel: means of transportation, traffic signs, road safety, camping sites
. Civil Society: children's rights, human rights, civil rights and duties
. Education: school regulations
. Weather & Seasons: cycle of nature, climate, weather conditions, seasons
. Economy: natural resources, home economics
. Feelings and Emotions: fear, anger, happiness, sadness, success, failure, loss
. The Arts/Entertainment: cinema, museum, circus, musical instruments
. Services: post office, gas-station, bank, hospital
. Shopping: foodstuffs, weights and measurements, prices, household articles
Upper Primary Stage (Grade 5-10)
. Cultural Heritage: historical landmarks and figures. national events, customs,
national and human heritage, customs
. Palestine: history, economy, natural resources. lifestyles, demography
. Science & Technology: media, computers, e-mail, satellites, telecommunication,
scientific and research exploration, great scientists ,and inventors
. Environment & Ecology: deforestation and reforestation, land reclamation, ozone
layer, green house effect, endangered species, natural phenomena
. Health & Welfare: personal hygiene, medical care, preventive medical care, CPR
. Food: eating out, using recipes, preparing and planning meals, serving meals,
restaurants
. Basic Daily Needs: the workplace, safety regulations. relations with colleagues
. Food & Nutrition: diet and health foods
. Family: family type (nuclear/extended), gender issues, family ties
. Recreation: summer camps, leisure time activities, clubs
. Sports & Games: competing, winning and losing, rules and regulations
. Population: population explosion, over-crowding, food distribution, poverty, crime
. Society & Social Problems: family planning, smoking, alcoholism, drug abuse,
injustice, social mobility
. Personal: daily routine, friends, social environment, inter-personal relations
. Human Body: body systems and organs, how to take part of your body
. Travel: touristic attractions, historical and archeological sites, accommodations, air,
sea, and land travel
. Civil Society: equality, justice, freedom, tolerance, peace education, gender equality,
democracy, human rights, pluralism, government types
. Education: educational system, school regulations, value of education
. Weather & Seasons: seasonal weather and natural disasters (hurricanes, tornadoes)
. Economy: employment, unemployment, industry, agriculture, handicrafts, services
. Feelings and Emotions: dealing with feelings and emotional states, psychological
needs, esthetic needs
· The Arts/Entertainment: performing arts, theatre, playing musical instruments, acting,
dramatization, literature
. Services: repairs, hospital, garage, fire-department
· Shopping: facilities, clothing and household articles, foodstuffs, weights and
measurements
Secondary Stage (Grade 11-12)
· Cultural Heritage: national and human heritage
· Palestine: Diaspora, culture, sociology, statehood, fUiure, aspirations
· Science & Technology: Internet, robots, multi-media, space exploration, genetic
engineering, energy sources and conservation
· Health & Welfare: epidemics, preventive medical care, AIDS
· Basic Daily Needs: job mobility and stability, unemployment, safety regulations, labor
unions, worker rights
. Family: intra-family marriage
· Society & Social Problems: drug-abuse, smoking, school dropouts, multiculturalism,
family planning, migration, chemical dependency
· Travel: travel documents, entering and leaving foreign countries
. Civil Society: branches of government, parties, elections, civil rights and duties,
tolerance, peace education
· Education: institutions of higher education, value of education
· Economy: inflation, GNP, income
· Feelings and Emotions: dealing with feelings and emotional states, psychological
needs, esthetic needs
· The Arts/Entertainment: fine arts, literature
4.2 FUNCTIONS AND NOTIONS
The functional-notional approach to language teaching considers language as a vehicle for
performing language functions and notions. A language function is the purpose for which a
unit of language is used, whereas a notion is a meaning element which may be expressed by
nouns, adjectives, verbs, prepositions, etc. Language functions are described as categories of
behavior (e.g. requests, apologies). The functional uses of language cannot be determined
simply by the grammatical structure of sentences. Often, a single structure can perform a
variety of functions; for example, the imperative form may indicate an order, a request, an
invitation, an instruction or a suggestion. In communicative language teaching, the student's
competence is measured by his/her ability to perform language functions appropriately.
In selecting language exponents to express a certain function, several principles must be taken into
account. Materials writers must consider the formality of the situation where the function is set.
Students need to be exposed to formal as well as informal register. Next among the many
possible choices available for expressing functions, materials writers should begin with those
expressions that which are highly frequent in native speech and only gradually expand to include the
less frequent ones. Finally, colloquialisms and regionalisms should be avoided as much as possible in
preference for those expressions that are common to the two main "standard" dialects, namely,
American and British.
Language functions should be graded according to the perceived needs, interests and
experience of the targeted age group. Members of a certain age group are more likely to find
themselves in situations which require certain language functions than another age group.
The lists below give those language functions and notions which are recommended for the
English syllabus of Grades 1-12. Neither list claims to be comprehensive. nor are they meant
to be restrictive. Writers can include additional language functions or notions they believe to
be appropriate for any age group.
4.2.1 FUNCTIONS
Imparting and Seeking Factual Information
1. Identifying objects, persons, processes
2. Stating factual information
3. Asking about or seeking factual information 4. Stating generalizations
5. Reporting
6. Asking/receiving information
7. Explaining how something works
Expressing and Determining Intellectual Attitudes
1. Expressing agreement/disagreement
2. Inquiring about agreement/disagreement
3. Extending invitation/offer
4. Accepting/declining invitation/offer
5. Offering to do something
6. Stating intentions
7. Inquiring about intentions
8. Stating warning
9. Expressing possibility/impossibility
10. Inquiring about possibility/impossibility
11. Expressing capability/incapability
12. Inquiring about possibility/impossibility
13. Expressing need
14. Inquiring about need
15. Expressing certainty/uncertainty
16. Inquiring about certainty /uncertainty
17. Expressing obligation/non-obligation
18. Inquiring about obligation/non-obligation
19. Granting/witWl0lding permission
20. Requesting permission
21. Expressing confirmation
22. Confirming a known fact
23. Expressing belief/opinion
24. Inquiring about belief/opinion
25. Comparing (quality)
26. Evaluating
27. Predicting
28. Describing/Narrating
29. . Giving examples/Citing
30. Indicating knowing/ignorance
Expressing and Inquiring about Emotional Attitudes
1. Pleasure/liking/displeasure/disliking
2. Fear/worry/surprise
3. Preference
4. Hope
5. Gratitude
6. Sympathy
7. Want/desire
8. Interest
9. Admiration/respect
10. Blame
11. Complaint
12. Love/hate
Expressing and Determining Moral Attitudes
1. Apology
2. Approval/disapproval
3. Indifference
4. Embarrassment
5. Appreciation
6. Regret
7. Moral/religious beliefs
Expressing and Inquiring about Getting Things Done (Suasion) 1. Suggestions
2. Requesting
3. Advising
4. Inviting
5. Giving advice
6. Offering invitation
7. Giving directions/instructions/commands
8. Making threats
.
9. Persuading someone to do somethll1g
Engaging in Social Activities ( Socializing)
1. Greeting or addressing others (formal1y/informally) 2. Taking leave
3. Getting to know each other
4. Extending wishes
5. Introducing oneself, others
6. Responding to introduction
7. Being hospitable
8. Asking/offering help
9. Expressing thanks
10. Expressing compliments/congratulations
11. Expressing about health/welfare
12. Expressing compassion
13. Recounting personal experience
Managing Communication
1. Interrupting/acknowledging interruptions
2. Requesting repetition/clarification/explanation
3. Offering to repeat/clarify/explain
4. Initiating a conversation
5. Ending a conversation
6. Using openers/fillers
Telephone Behavior
1. Answering a telephone call
2. Making a telephone
3. Responding to questions
4. Responding to answer
5. Requesting to speak to someone
6. Responding to request to speak to someone
7. Ending a telephone call
8. Returning a telephone call
9. Stating reason for call
4.2.2 NOTIONS
· Location and position
· Distance and direction
· Dimensions and measurements
· Time: point, duration, frequency, time relations (past, present, future)
· Quantity and quantitative relations
· Attributes: color, taste, smell, texture, shape, size, age, physical condition
· Quality
· Value, money and price
· Possession
· Cause, effect, condition, purpose
· Definiteness, indefiniteness
· Method, means, instrument
. Relations:
- qualitative (comparisons)
- temporal, spatial and referential (time: now -then, place :here-there,
reference to persons and things: pronouns
- order and dates
- quantitative relations
4.2.3 Graded Functions and Notions
Grade 1
Meeting someone for the first time
Introducing self and others
Asking about someone's name
Talking about body parts
Talking about family
Identifying objects
Describing objects ( color, size)
Talking about numbers
Responding to commands
Talking about possessions
Talking about age
Talking about likes and dislikes
Talking about location
Grade 2
Introducing self and friends
Talking about self, people, and objects
Talking about numbers
Giving and responding to commands
Giving negative commands
Expressing ability
Describing body parts
Talking about feelings and states
Talking about possession
Talking about likes and dislikes
Talking about the time (only hours)
Talking about wants
Talking about location
Describing activities in progress
Grade 3
Talking about the weather
Talking about simple wants
Describing people, objects and places
Comparing people and objects
Talking about daily routines
Expressing likes and dislikes
Asking and responding to questions
Giving and responding to orders/instructions
Comparing people, objects, and places
Talking about future plans
Expressing possibility
Linking past and present (present perfect + ever or never)
Talking about quantity or amount
Expressing necessity
Describing scenes, pictures
Reporting what has been said (immediate reporting)
Talking about past activities
Talking about past abilities
Describing processes
Seeking confirmation of facts or opinions (questions /tags)
Expressing agreement/disagreement
Grade 6
Introducing people
Greeting people
Expressing conditions (type 1)
Expressing desires and wishes
Comparing people, objects, places and actions
Expressing past abilities
Talking about past (present perfect + already, never, just, yet)
Talking about personal experience
Expressing duration (present perfect + for/since)
Talking about continuing actions in the past
Expressing past time: a sequence of two events (using when)
Seeking confirmation of opinion
Making offers
Refusing offers
Reporting other's opinions
Identifying people and objects (relative clause.~)
Expressing ob! igation and necessity
Expressing prohibition and lack of necessity
Expressing possibility
Expressing agreement/disagreement
Complaining
Grade 7
Giving and following directions
Using polite expressions
Identifying objects, people, and places
Ordering a meal at a restaurant
Making and responding to a telephone call Making and responding to requests
Giving explanations of events
Asking questions in the classroom
Expressing obligation
Talking about past events, personal experience, etc.
Asking for and giving directions
Asking and answering questions about interests
Expressing promises and intentions
Giving warnings
Inquiring about someone's health and well-being Asking for and giving reasons
Expressing duration (present perfect)
Describing a sequence of events (different time frames)
Writing notes and personal letters
Complementing others (work, appearance, etc.)
Expressing approval/disapproval
Making lists
Expressing purpose and causality
Talking about measurements and dimensions
Making comparisons
Complaining
Grade 8
Identifying people and objects
Reporting forecasts
Describing a process
Describing the uses of things
Making and responding to suggestions
Describing sequencing of events
Talking about unreal situations (conditional type 1I)
Describing actions
Speculating /guessing/predicting
Expressing need
Comparing opinions
Requesting repetition/ clarification/ explanation
Expressing degree of certainty
Expressing degree of uncertainty
Asking for and giving advice
Comparing people and objects
Expression locations and directions
Expressing wishes
Expressing cause or purpose
Grade 9
Expressing emphasis
Inquiring about intentions
Stating intentions and plans
Expressing agreement and disagreement
Expressing hopes
Reporting events and activities
Seeking and giving information
Expressing doubt
Complaining
Predicting future
Asking and expressing feelings, emotions, and attitudes
Expressing comparison! contrast
Making suggestions
Asking and talking about locations and directions
Expressing obligation and necessity
Grade 10
Seeking and giving advice
Requesting clarification! repetition/ explanation
Asking for and offering help
Expressing probability
Congratulating people
Expressing appreciation
Apologizing
Accepting apology
Changing topic of conversation
Greeting and addressing people formally and informally Expressing concern
Offering explanation or excuse
Expressing possibility or impossibility
Expressing sympathy
Expressing belief or opinion
Restating and paraphrasing
Grade 11
Expressing concern
Complaining
Getting things done
Expressing regret
Classifying
Defining
Expressing a different point of view
Talking about future plans and intentions
Talking about unfulfilled plans
Expressing wishes and hopes
Expressing necessity and obligation
Expressing lack of necessity
. Reporting
speech
Expressing regrets, confessions, and apologies
Expressing personal feelings
Expressing causality
Making suggestions
Describing processes
Grades 12
Talking about future plans
Talking about unfulfilled arrangements
Describing people's appearance and character
Stating wishes and preferences (conditional)
Regretting, apologizing, and confessing
Expressing necessity and obligation
Talking about possibility (present and past)
Expressing lack of necessity
Expressing inferences (must be or must have)
Expressing causality
Narrating and reporting
Expressing willingness
Classifying and defining
Suggesting and persuading
Asking for confirmation
Showing interest with tag questions
Restating or paraphrasing
Changing the subject
Expressing disappointment
Getting more information
Attracting attention
Talking about past events
Hypothesizing
Talking about similarities and differences
Instructing people how to do things
Congratulating someone
Expressing sympathy
Giving examples
4.3 LEXICAL CONTENT
Uneducated people believe that' knowing a language' consists of knowing words. While we
do not .subscribe to this notion, we believe that possessing a good vocabulary stock is what
enables learners to use their knowledge of the language effectively. Vocabulary building
should therefore be given the proper emphasis and suitable focus it deserves within the
English curriculum.
The choice of lexical items to be included in the syllabus is derived in part from the notionalgrammatical inventory (time expressions, prepositions, verbs that fit the patterns which have
been included in the grammatical syllabus), but more significantly it is determined by the
thematic content of the syllabus. Materials writers can choose those lexical items which draw
on the selected themes and topics, allowing for semantically related words to be presented in
varied contexts deriving from those themes.
Other equally important factors that need to be taken into account in the selection of
vocabulary are:
- Frequency of Occurrence of individual lexical items as indicated by recognized basic
word lists such as the COBUILD Word List (1994) and the defining vocabulary of
the Longman Dictionary of Contemporary English (J 997).
- The usefulness of a lexical item for linguistic and teaching purposes as defined by
the range of that item, i.e. the number of samples or texts in which an item is found,
the generalizability of the item (possibilities of its transfer and application to new
situations. The greater the range of an item, the greater its potential usefulness.
- The immediate and prospective needs of the Palestinian school learners.
- Positive transfer from the mother tongue, (e.g. cognates and loanwords).
Gradation, Density of Words and Rate of Entry
As for the gradation of vocabulary, it is suggested that lexical items should be presented in a
sequence guided by the principles of usefulness and difficulty:
- Lexical items should be graded according to the degree of semantic similarity to
their Arabic equivalents.
- Lexical items should be graded so that the introduction of a certain lexical item
would pave the way for other related items.
- Function words, words which are fundamental for teaching the notional and
grammatical contents of the syllabus should be introduced at an early stage.
- Easiness of learning and teaching, which may be anticipated on the basis of features
inherent in the English lexical itself, i.e. pronunciation, spelling, and complexity of
meaning. Lexical items which seem to constitute such difficulties should be avoided
in favor of easier synonyms and alternatives.
A reasonable ratio of new words to known words, as well as a proper rate of re-entry of
words should be observed. Each lexical item is expected to be recycled as many times as
possible in
different situations and contexts throughout the course to ensure student mastery over the
new vocabulary. Writers should also produce effective workouts for classroom practice. The
density of words should be determined in terms of the optimum vocabulary load for an
ordinary forty-five minute lesson and the number of lexical items should be introduced over
the duration of the course.
The recommended core lexicon for active acquisition in Palestinian schools is 3000 lexemes,
where a lexeme represents a word family (e.g. soft, softly, softness), distributed as follows:
Lower Primary Level (Grades] -4): about 800
Upper Primary Level (Grades 5-10): about 1600
Secondary Level (Grades 11-12): about 600
4.4 STRUCTURAL CONTENT
This curriculum aims to provide learners with a sound command of the basic structures of
English to enable Palestinian students to communicate in English both fluently and
accurately.
Grade 1
Tense:
Sentence Patterns:
Modification:
Negation:
Questions:
simple present -BE, HAVE (GOT) possession
SVC [V: be/have (got); C: noun/adjective]
SV A [A: adverbial-PP]
SVO
there-BE-indef. noun
adjective-noun
BE/HA YE-not
DO-not-simple verb
yes/no
Answers:
Imperatives:
Pronouns:
Adjectives:
Prepositions:
Intensifiers & quantifiers:
Determiners:
Morphology:
wh-word [\\here, who, what, how many, how old]
short [subjed+auxiliary or modal]
(verbs relevant to routine classroom activities)
personal subjective, demonstrative
attributive (modifying noun)
predicative (complement of BE)
place
many, a lot very
a, an, possessives
contracted and full forms of BE and HAVE
regular plural nouns
s-genitive [ with proper names not ending with 's']
Grade 2
Tense:
Modals:
Sentence Patterns:
Modification:
Negation:
Questions:
Answers:
Imperatives:
Pronouns:
Adjectives:
Conjunctions:
Prepositions:
Determiners:
Intensifiers and Quantifiers:
Numerals:
Morphology:
simple present -BE, HAVE (GOT) [possession] present
progressive [incomplete action]
can [ability]
SVC [V: be/have (got); C: noun/adjective]
SVA [A: adverbial -PP]
SVO
there-BE-indef. noun
it-BE-time expression
adjective- noun
BE/HAVE-not
DO-not-simple verb/
BE-NOT-ing-participle
yes/no
wh-word ( where, who, what, how many, how old, what
time)
short [subject+auxiliary or modal]
(verbs relevant, to routine classroom activities)
personal subjective, demonstrative
attributive & predicative
and joining adjectives/nouns]
place, time
a, an, the, demonstratives, possessives
very, much, many, a lot
cardinals
contracted and full forms of BE and HAVE
regular and few irregular plural nouns
s-genitive [with singular nouns not ending with 's']
ing-participle
Grade 3
Tense:
simple present [fact, habitual]
present progressive [incomplete action]
simple past -BE, HAVE, regular verbs [completed
action/state ]
Modals:
Sentence Patterns:
Modification:
Negation:
Questions:
Answers:
Imperatives:
Pronouns:
Adjectives:
Conjunctions:
Prepositions:
Determiners:
Intensifiers and Quantifiers:
Numerals:
Morphology:
can [ability, permission]
must [obligation]
mustn't/must not [prohibition]
would/couId [request]
SVC [V: be/have (got); C: noun/adjective]
SV A [A: adverbial-PP]
SVO(A)
there- BE- indef. noun
it-BE-time/weather expression
adjective-noun
BE/HA YE-not
DO-not-simple verb
BE-not-ing participle
yes/no
wh-word (where, who, what, how many, how old,
what time,)
short [subject-auxiliary/modal]
(verbs relevant to routine classroom activities)
personal subjective, objective, demonstrative
comparison
and [joining adjectives/nouns]
place, time
a, an, the, some, any, demonstratives, possessives
very, much, many, a lot
cardinals. ordinals
contracted and full forms of BE and HAVE
regular and few irregular plural nouns
regular and few irregular past verb forms
s-genitive [with singular nouns not ending with 's']
ing-participle
Grade 4
Tense:
Modals:
Sentence Patterns:
simple present [fact, habitual]
present progressive [incomplete action]
simple past [completed action/state]
future with BE GOING [intentions, plans]
can [ability, pC1'I11ission, asking for help 1 may
[permission, possibility]
must [obligation]
mustn't/must not [prohibition]
would [request. offering food and drink]
could [request]
SVC [V: be/have (got); C: noun/adjective]
SVA [A: adverbial-PP, NP, adverb]
SVO(A)
SVOO
there-BE-indef'. noun
it-BE-time/weather expression
Modification:
Negation:
Questions:
Answers:
Imperatives:
Pronouns:
Adjectives:
Adverbs:
Conjunctions:
Prepositions:
Determiners:
Intensifiers and Quantifiers:
Numerals:
Morphology:
let's-simple verb [suggestion]
adjective-noun
BE/HA YE-not
DO-not-simple verb
yes/no
wh-word (where, who, what, when, how many, how old,
what time, how often)
short and complete sentence
(verbs relevant to routine classroom activities)
personal subjective, objective, demonstrative
comparison [-er, -est]
frequency [always, sometimes, never, usually]
and [joining adjectives/nouns]
as needed
a, an, the, some, any, demonstratives, possessives
very, much, many, a lot; partitives
cardinals, ordinals
contracted and full forms of BE and HAVE
regular and irregular plural nouns
regular and irregular past verb forms
s-genitive [with singular and plural nouns]
ing-participle
regular and irregular comparative and superlative adjective
forms
Grade 5
Tense:
Modals:
Sentence Patterns:
simple present [fact, habitual]
present progressive [incomplete action]
simple past [ completed action/state]
future with BE GOING [intentions, plans]
future with will
present perfect [with ever, never, since, for]
can [ability, permission, asking for help]
may [permission, possibility]
might [possibility]
must [obligation]
mustn't/must not [prohibition]
would [request. offering food and drink]
could [request]
will [futurity]
shall [offering help, etc.]
SVC [BE, become, get, grow, etc.]
SVA
SVO(A)
SVOO
there-BE-lndef. noun
it-BE-time/weather expression
let's-simple verb [suggestion]
more-adj/adv-than
Questions:
Pronouns:
Adjectives:
Adverbs:
Conjunctions:
Prepositions:
Determiners:
Intensifiers and Quantifiers:
Numerals:
Morphology:
Grade 6
Tense:
Modals:
Sentence Patterns:
the most-adj/adv
compound sentences with and, or, but
positive and negative question tags
indefinite, universal
comparison [morphological and periphrastic]
comparison [morphological and periphrastic]
frequency. place, time, etc.
and, but, or
as needed
a, an, the, some, any, all, half, demonstratives, possessives
very, much, many, a lot; partitives
cardinals, ordinals
regular and irregular plural nouns
regular and irregular past verb forms
s-genitive [with singular and plural nouns]
ing-participle
ed-participle of regular and irregular verbs
regular and irregular comparative and superlative adjective
and adverb forms
adjective +- Iy= adverb
simple present [fact, habitual]
present progressive [incomplete action]
simple past [completed action/state]
past progressive [incomplete action, interrupted]
future with BE GOING [intentions, plans]
future with will
present perfect [with ever, never, since, for]
present perfect progressive
sequence of tenses in conditional Type I (real conditions)
may, might [possibility]
must [obligation]
have to [necessity]
mustn't/must not [prohibition]
would [request offering food and drink]
could [request]
will [futurity ]
shall [making offers, suggestions]
should and ought to [advisability]
SVC [BE. become, get, grow. etc.]
SVA
SVO(A)
SVOO
let's-simple verb [suggestion]
let-object--simple verb [suggestion]
more-adj/adv-than
the most-adj/adv
compound sentences with and, or, but
Reported Speech:
Questions:
Pronouns:
Adjectives:
Adverbs:
Prepositions:
Conjunctions:
Determiners:
Intensifiers and Quantifiers:
Verbs:
Morphology:
complex sentences with subordinators [when, while,
because, etc]
complex sentences with conditional clauses [Type I]
complex sentences \with relative clauses
complex sentences with that-clause objects [say]
comparative sentences with
immediate reporting [no tense change]
wh-questions [how-adj/adv]
positive and negative question tags
indefinite, relative
comparison [morphological and periphrastic]
comparison With [(not) as…… as]
comparison [morphological and periphrastic]
comparison With [(not) as…… as]
place, time, frequency, manner, degree, etc.
as needed
and, but, or; because, although, etc
both, all, half, every, either, neither,
very, much, many, a lot; partitives
stative [those not occurring with progressive aspect
phrasal verbs [non-separable]
verbs with to-infinitive or gerund
regular and irregular plural nouns
regular and irregular past verb forms
s-genitive with proper names ending with 's'
ing-participle
regular and irregular comparative and superlative adjective
and adverb forms
Grade 7
Tense:
Passive
Modals:
Passive Voice:
Sentence Patterns:
present progressive [immediate reporting/commentary]
present perfect [recency with already, just]
present perfect progressive
past perfect
sequence of tenses in conditional Type I (real conditions)
simple past and present
must [obligation]
have to [necessity]
not-have-to [lack of necessity]
would [request, offering food and drink]
could [request, past ability]
will [futurity]
shall [making offers, suggestions]
should and ought to [advisability]
with simple past and present tenses
SVC
SVA
SVO(A)
SVOO
Compound Sentences:
Complex Sentences:
Reported Speech:
Questions:
Pronouns:
Adjectives:
Adverbs:
Prepositions:
Conjunctions:
Determiners:
Intensifiers and Quantifiers:
Verbs:
Morphology:
SVOC [get, make, call]
let's-simple verb [suggestion]
let-object-simple verb [suggestion]
with and, or, but
with adverbial clauses of time [when, while]
with adverbial clauses of reason or cause [because, as, since]
with adverbial clauses of condition Type I [if]
with adverbial clauses of purpose [(in order) to-infinitive]
with adjectival clauses (i.e. relative clauses)
with that-clause objects [say]
immediate reporting [no tense change]
wh-questions [how-adj/adv]
positive and negative question tags
indefinite. relative
comparison with [(not) as….. as]
comparison with [(not) as….. as]
place, time, frequency, manner, degree, etc.
as needed
and, but, or; because, although, etc
both, all, half, every, either, neither, etc.
very, much, many, a lot; partitives
stative [those not occurring with progressive aspect
phrasal verbs [separable, non-separable]
verbs with to-infinitive and gerunds
irregular plural noun forms, plurals of compound nouns
some derivational prefixes and suffixes
some compound words
Grade 8
Tense:
Passive Voice:
Modals:
Sentence Patterns:
past perfect progressive
tense sequence in conditional Type I [real conditions]
tense sequence in conditional Type II [unreal conditions]
tense sequence in (delayed) reported speech
tense sequence in time clauses with future reference (e.g.
when you see him tomorrow, you'll be surprised)
with progressive tenses
would [conditional, request, offering food and drinkJ
could [request, past ability]
may, might [possibility]
used to [past habitual]
'd/would rather [preference]
'd/had better [advisability]
BE about to [present: very near future; past: unfulfilled past] BE
used to ing-participle [habituation]
SVC
SVA
SVO(A)
SVOO
SVOO [indirect object expressed as object of preposition to/for]
Compound Sentences:
Complex Sentences:
Reported Speech:
Pronouns:
Adjectives:
Adverbs:
Prepositions:
Conjunctions:
Determiners:
Intensifiers and Quantifiers:
Verbs:
Morphology:
SVOC [get, make, call, etc.]
verb-object-to infinitive [ask, order, want, like]
with and, or, but
and so DO, and neither DO [agreement]
with sentence connectors [therefore, however]
with adverbial clauses of time [when, while]
with adverbial clauses of reason or cause [because, as, since]
with adverbial clauses of condition Type I [if]
with adverbial clauses of purpose [(in order) to-infinitive,
so. . . that]
with adverbial clauses of concession [although, while,
whereas]
with adjectival clauses (i.e. relative clauses)
with that-clause objects [say, suggest, believe]
with comparative clauses
delayed reporting [with tense shift]
indefinite, relative
comparison with [too-adj to infinitive/not adj enough to
infinitive]
place, time, frequency, manner, degree, etc.
as needed
and, but, or; because, although, etc
both, all, half, every, either, neither, etc.
very, much, many, a lot; partitives
stative [those not occurring with progressive aspect
phrasal verbs [separable, non-separable]
verbs with to-infinitive and gerunds
more derivational affixes
More com pound words
Grade 9
Tense:
Passive Voice:
Modals:
Sentence Patterns:
tense sequence in conditional Type I [real conditions]
tense sequence in conditional Type II [unreal conditions]
tense sequence in (delayed) reported speech
with perfect tenses
must [obligation]
had to [past obligation]
have to [necessity]
not-have to [lack of necessity]
would [conditional, request, offering food and drinkl may,
might [possibility]
used to [past habitual]
'd/would rather [preference]
'd/had better [advisability]
SVC
SVA
SVO(A)
SVOO
Compound Sentences:
Complex Sentences:
Reported Speech:
Adjectives:
Adverbs:
Prepositions:
Conjunctions:
Determiners:
Intensifiers and Quantifiers:
Verbs:
Morphology:
SVOO [i:1direc object expressed as object of preposition to/
for]
SVOC [get, make, call, etc.]
verb-object-to infinitive [ask, order, v/ant, like]
with and, or, but
and-so-Aux-subject/and subject-Aux-too [positive agreement]
and-neither-Aux -subject/subject-Aux-not-either [negative
agreement
with sentence connectors [therefore, however, etc.]
with adverbial clauses of time [when, while ]
with adverbial clauses of reason or cause [because, as, since]
with adverbial clauses of condition Type I & II [if]
with adverbial clauses of purpose [(in order) to-infinitive,
so... that]
with adverbial clauses of concession [although, while,
whereas]
with adjectival clauses (i.e. relative clauses)
with that-clause objects [say, suggest believe]
with comparative clauses
with noun-object clauses
delayed reporting [with tense shift]
ing- and ed-participles used as adjective
[too-adj to infinitive/not adj enough to infinitive]
[too/enough-adj-for-noun-to infinitive)
place, time, frequency, manner, degree, etc.
those occurring in text
and, but,or; because, although, etc
both, all, half, every, either, neither, etc.
very, much, many, a lot; partitives
stative [those 11,)t occurring with progressive aspect
phrasal verbs [separable, non-separable]
verbs with to-i'1finitive and gerunds
derivational affixes
Compounds
Grade 10
Tense:
Passive Voice:
Modals:
Sentence Patterns:
Compound Sentences:
present simple [planned future]
present progressive [future of present intention or situation]
tense sequence in conditional Type III
tense sequence in (delayed) reported speech
with simple, progressive and perfect tenses
modals with perfect participle
could have-ed participle [unfulfilled past possibility]
should-have-ed participle [unfulfilled past advisability]
SVOO
SVOO [l11dirc,c object expressed as object of preposition
to/for]
HAVE-object-ed participle [activities done for subject]
and-so-Aux-subject/and-subject-Aux-too [positive agreement]
Complex Sentences:
Reported Speech:
Adjectives:
Adverbs:
Prepositions:
Conjunctions:
Determiners:
Intensifiers and Quantifiers:
Verbs:
Morphology:
and-neither- and-subject/and-subject- Aux -not-either
[negative ,agreement]
with sentence connectors [therefore, however, etc]
with adverbial clauses of condition
with adverbial clauses of purpose [so... that, such.. . that]
with adjectival clauses (i.e. relative clauses)
with that-clause objects [say, suggest, believe]
with comparative clauses (he got more than he deserves)
with noun-object clauses
delayed reporting [with tense shift]
Indirect questions, exclamations and imperatives
[too-adj to infinitive/not adj enough to infinitive]
[too/enough-adj -for-no un-to infinitive]
place, time, frequency, manner, degree, etc.
as needed
and, but, or; because, although, dc
use of articles---definiteness/specificness/genericness
very, much, many, a lot; partitives
stative [those not occurring with progressive aspect
phrasal verbs [ separable, non-separable]
verbs with to-infinitive and gerunds
derivational affixes
Compounds
Grade 11-12
At this stage (i.e. the Secondary Stage, the a m of the grammar syllabus is to review and
consolidate all the of the major structure: presented in the Lower and Upper Primary
Stages. Some minor structures are also introduced for the first time mainly for the
purpose comprehensiveness. As such, these structures may constitute part of the passive
or recognition grammar.
Tense:
Passive Voice:
Modals:
simple pr,-sent in demonstrations. running commentaries,
historical present, performative]
Review and consolidate major tense/aspect combinations
Review and consolidate tense sequence rules
with simple. progressive and perfect tenses
with perfect progressive tenses
would [habitual past]
modals with perfect participle [unfulfilled past modality]
would have-ed )participle [conditional]
should-have-ed participle [advisability]
may/might-have-ed participle [probability]
could-have-ed participle [possibility]
must-haw-ed participle [inference]
Review add consolidate major and minor sentence patterns
Sentence Patterns:
Special Structures:
sentences with preparatory it
[it-linking verb-adj-for-noun-to infinitive clause]
[it-linking verb-adj-to infinitive clause]
[it-linking verb-adj-that clause]
[it-verb-noun-to infinitive clause]
conditional clauses: [should you find him, let us know]
inverted word order:
in conditional Sentences [were you to do this,……]
with certain adverbs [only then did I ..../never have I ….]
complex sentences with non-finite clause:
infinitive with to [the best thing would be to tell him]
infinitive without to [I helped him move into his new place]
ing-participle with/out subject [having left the room, he ...]
ed-participle with/out subject [covered with confusion, he ...]
complex sentences with verbless clause [whether good or bad, you'll...]
Compound Sentences:
Review and consolidate ways of making compound
sentences
Complex Sentences:
Review and consolidate major adverbial clause types
with defining and non-defining adjectival clauses
with that-clause objects [say, suggest believe]
with comparative clauses (he got more than he deserves) with
noun object clauses
Reported Speech:
interpreting reported speech with reporting verbs [admit,
warn, claim, etc]
reporting indirect questions, exclamations and imperatives
with tense shift]
Adjectives:
adjectives with prepositional complements
Adverbs:
quasi-negative adverbs [barely, scarcely. hardly, seldom]
Prepositions:
complex prepositions
Connectives:
Review major connectives and their rhetorical functions
Determiners:
using articles--definiteness/ specificness/ genericness
Intensifiers and Quantifiers:
Review major intensifiers and quantifiers