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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