Syllabus: English (Communicative) for Class 9

 Page 1


1 
 
 
ENGLISH COMMUNICATIVE 
Subject Code-101 
Class-IX-X (2025-26) 
 
 
I. INTRODUCTION 
Acquiring a language means, above all, acquiring a means to communicate confidently and 
naturally. In other words, in order to communicate effectively in real life, students need more than 
mere knowledge about the language. In addition, they must be able to use the language 
effectively, with confidence and fluency. Therefore, the course in Communicative English has 
been designed to develop the practical language communication skills needed for academic study 
and subsequent adult life. 
The course brings together a number of ideas about the nature of language and language 
learning. 
Knowledge and Skill 
One of the tenets of the communicative approach is the idea that Language is a skill to be 
acquired, not merely a body of knowledge to be learnt. Acquiring a language has been compared 
to learning to drive. It is not enough to have only a theoretical knowledge of how an engine works: 
you must know how to use the gears and (crucially) how to interact with other road users. 
Similarly, simply knowing parts of speech or how to convert the active into the passive voice does 
not mean you are proficient in a language. You must be able to put knowledge into practice in 
everyday language use. Of course, we do not expect a novice driver to move off without 
preparation: the driver has rules of the highway which he/she must learn by rote. But there is no 
substitute for learning by doing, albeit in the artificial conditions of a deserted road at slow speeds. 
Equally in language learning there are some ‘rules to be learnt’ but there is no substitute for 
learning by doing. In good teaching, this experience is supported by carefully-graded, 
contextualised exercises. 
Structure and Function 
Language can be described in different ways. Obviously we can label an utterance according to 
its grammatical structure. Another approach is to decide what function it performs. Consider the 
following: 
a) “Can I open the window?” 
b) “Can I carry that case?” 
 
We could say that a) and b) have the same grammatical structure: they are both interrogative 
sentences. We   should also recognise that they perform different functions:  
a) is a ‘request’  
b) is an ‘offer’. 
The course aims to recognise the use to which language is put and encourages pupils to be 
aware of the relationship between structure and function. 
Page 2


1 
 
 
ENGLISH COMMUNICATIVE 
Subject Code-101 
Class-IX-X (2025-26) 
 
 
I. INTRODUCTION 
Acquiring a language means, above all, acquiring a means to communicate confidently and 
naturally. In other words, in order to communicate effectively in real life, students need more than 
mere knowledge about the language. In addition, they must be able to use the language 
effectively, with confidence and fluency. Therefore, the course in Communicative English has 
been designed to develop the practical language communication skills needed for academic study 
and subsequent adult life. 
The course brings together a number of ideas about the nature of language and language 
learning. 
Knowledge and Skill 
One of the tenets of the communicative approach is the idea that Language is a skill to be 
acquired, not merely a body of knowledge to be learnt. Acquiring a language has been compared 
to learning to drive. It is not enough to have only a theoretical knowledge of how an engine works: 
you must know how to use the gears and (crucially) how to interact with other road users. 
Similarly, simply knowing parts of speech or how to convert the active into the passive voice does 
not mean you are proficient in a language. You must be able to put knowledge into practice in 
everyday language use. Of course, we do not expect a novice driver to move off without 
preparation: the driver has rules of the highway which he/she must learn by rote. But there is no 
substitute for learning by doing, albeit in the artificial conditions of a deserted road at slow speeds. 
Equally in language learning there are some ‘rules to be learnt’ but there is no substitute for 
learning by doing. In good teaching, this experience is supported by carefully-graded, 
contextualised exercises. 
Structure and Function 
Language can be described in different ways. Obviously we can label an utterance according to 
its grammatical structure. Another approach is to decide what function it performs. Consider the 
following: 
a) “Can I open the window?” 
b) “Can I carry that case?” 
 
We could say that a) and b) have the same grammatical structure: they are both interrogative 
sentences. We   should also recognise that they perform different functions:  
a) is a ‘request’  
b) is an ‘offer’. 
The course aims to recognise the use to which language is put and encourages pupils to be 
aware of the relationship between structure and function. 
2 
 
The overall aims of the course are to: 
 
(a) enable the learner to communicate effectively and appropriately in real-life situations; 
(b) use English effectively for study purposes across the curriculum; 
(c) develop and integrate the use of the four language skills, i.e., listening, speaking, reading and 
writing; 
(d) develop interest in and appreciation of literature; 
(e) revise and reinforce structures already learnt. 
 
To develop creativity, students should be encouraged to think on their own and express their ideas 
using their experience, knowledge and imagination, rather than being text or teacher dependent. 
Students should be encouraged to monitor their progress, space out their learning, so they should 
be encouraged to see language not just as a functional tool, but as an important part of personal 
development and inculcation of values. 
 
II. OBJECTIVES 
READING 
By the end of the course, students should be able to: 
 
1. read silently at varying speeds depending on the purpose of reading; 
2. adopt different strategies for different types of text, both literary and non-literary; 
3. recognise the organization of a text; 
4. identify the main points of a text; 
5. understand relations between different parts of a text through lexical and grammatical 
cohesive devices; 
6. anticipate and predict what will come next in a text; * 
7. deduce the meaning of unfamiliar lexical items in a given context; 
8. consult a dictionary to obtain information on the meaning and use of lexical items; * 
9. analyse, interpret, infer (and evaluate) the ideas in the text; 
10. select and extract, from a text, information required for a specific purpose (and record it in 
note form); 
11. transcode information from verbal to diagrammatic form; 
12. retrieve and synthesise information from a range of reference materials using study skills 
such as skimming and scanning; 
13. interpret texts by relating them to other material on the same theme (and to their own 
experience and knowledge); 
14. read extensively on their own. 
WRITING 
By the end of the course, students should be able to: 
 
1. express ideas in clear and grammatically correct English, using appropriate punctuation and 
cohesive         devices; 
2. write in a style appropriate for communicative purposes; 
Page 3


1 
 
 
ENGLISH COMMUNICATIVE 
Subject Code-101 
Class-IX-X (2025-26) 
 
 
I. INTRODUCTION 
Acquiring a language means, above all, acquiring a means to communicate confidently and 
naturally. In other words, in order to communicate effectively in real life, students need more than 
mere knowledge about the language. In addition, they must be able to use the language 
effectively, with confidence and fluency. Therefore, the course in Communicative English has 
been designed to develop the practical language communication skills needed for academic study 
and subsequent adult life. 
The course brings together a number of ideas about the nature of language and language 
learning. 
Knowledge and Skill 
One of the tenets of the communicative approach is the idea that Language is a skill to be 
acquired, not merely a body of knowledge to be learnt. Acquiring a language has been compared 
to learning to drive. It is not enough to have only a theoretical knowledge of how an engine works: 
you must know how to use the gears and (crucially) how to interact with other road users. 
Similarly, simply knowing parts of speech or how to convert the active into the passive voice does 
not mean you are proficient in a language. You must be able to put knowledge into practice in 
everyday language use. Of course, we do not expect a novice driver to move off without 
preparation: the driver has rules of the highway which he/she must learn by rote. But there is no 
substitute for learning by doing, albeit in the artificial conditions of a deserted road at slow speeds. 
Equally in language learning there are some ‘rules to be learnt’ but there is no substitute for 
learning by doing. In good teaching, this experience is supported by carefully-graded, 
contextualised exercises. 
Structure and Function 
Language can be described in different ways. Obviously we can label an utterance according to 
its grammatical structure. Another approach is to decide what function it performs. Consider the 
following: 
a) “Can I open the window?” 
b) “Can I carry that case?” 
 
We could say that a) and b) have the same grammatical structure: they are both interrogative 
sentences. We   should also recognise that they perform different functions:  
a) is a ‘request’  
b) is an ‘offer’. 
The course aims to recognise the use to which language is put and encourages pupils to be 
aware of the relationship between structure and function. 
2 
 
The overall aims of the course are to: 
 
(a) enable the learner to communicate effectively and appropriately in real-life situations; 
(b) use English effectively for study purposes across the curriculum; 
(c) develop and integrate the use of the four language skills, i.e., listening, speaking, reading and 
writing; 
(d) develop interest in and appreciation of literature; 
(e) revise and reinforce structures already learnt. 
 
To develop creativity, students should be encouraged to think on their own and express their ideas 
using their experience, knowledge and imagination, rather than being text or teacher dependent. 
Students should be encouraged to monitor their progress, space out their learning, so they should 
be encouraged to see language not just as a functional tool, but as an important part of personal 
development and inculcation of values. 
 
II. OBJECTIVES 
READING 
By the end of the course, students should be able to: 
 
1. read silently at varying speeds depending on the purpose of reading; 
2. adopt different strategies for different types of text, both literary and non-literary; 
3. recognise the organization of a text; 
4. identify the main points of a text; 
5. understand relations between different parts of a text through lexical and grammatical 
cohesive devices; 
6. anticipate and predict what will come next in a text; * 
7. deduce the meaning of unfamiliar lexical items in a given context; 
8. consult a dictionary to obtain information on the meaning and use of lexical items; * 
9. analyse, interpret, infer (and evaluate) the ideas in the text; 
10. select and extract, from a text, information required for a specific purpose (and record it in 
note form); 
11. transcode information from verbal to diagrammatic form; 
12. retrieve and synthesise information from a range of reference materials using study skills 
such as skimming and scanning; 
13. interpret texts by relating them to other material on the same theme (and to their own 
experience and knowledge); 
14. read extensively on their own. 
WRITING 
By the end of the course, students should be able to: 
 
1. express ideas in clear and grammatically correct English, using appropriate punctuation and 
cohesive         devices; 
2. write in a style appropriate for communicative purposes; 
3 
 
3. plan, organise and present ideas coherently by introducing, developing and concluding a 
topic; 
4. write a clear description (e.g., of a place, a person, an object or a system); 
5. write a clear account of events (e.g., a process, a narrative, a trend or a cause-effect 
relationship); 
6. compare and contrast ideas and arrive at conclusions; 
7. present an argument, supporting it with appropriate examples; 
8. use an appropriate style and format to write letters (formal and informal), biographical 
sketches, dialogues, speeches, reports, articles, e-mails and diary entries; 
9. monitor, check and revise written work;  
10. expand notes into a piece of writing; 
11. summarise or make notes from a given text; and 
12. decode information from one text type to another (e.g., diary entry to letter, advertisement to 
report, diagram to verbal form). 
 (* Objectives which will not be tested in a formal examination) 
LISTENING 
By the end of the course, students should be able to: 
 
1. adopt different strategies according to the purpose of listening (e.g., for pleasure, for general 
interest, for specific information); 
2. use linguistic and non-linguistic features of the context as clues to understanding and 
interpreting what is heard (e.g., cohesive devices, key words, intonation, gesture, background 
noises); 
3. listen to a talk or conversation and understand the topic and main points; 
4. listen for information required for a specific purpose, e.g., in radio broadcast, commentaries, 
airport and railway station announcements; 
5. distinguish main points from supporting details, and relevant from irrelevant information; 
6. understand and interpret messages conveyed in person or on telephone; 
7. understand and respond appropriately to directive language, e.g., instruction, advice, 
requests and warning; 
8. understand and interpret spontaneous spoken discourse in familiar social situations. 
SPEAKING 
By the end of the course, students should be able to: 
 
1. speak intelligibly using appropriate word stress, sentence stress and intonation patterns; 
2. adopt different strategies to convey ideas effectively according to purpose, topic and 
audience (including the appropriate use of polite expressions); 
3. narrate incidents and events, real or imaginary in a logical sequence; 
4. present oral reports or summaries; make announcements clearly and confidently; 
5. express and argue a point of view clearly and effectively; 
6. take active part in group discussions, showing ability to express agreement or 
disagreement, to          summarise ideas, to elicit the views of others, and to present own ideas; 
Page 4


1 
 
 
ENGLISH COMMUNICATIVE 
Subject Code-101 
Class-IX-X (2025-26) 
 
 
I. INTRODUCTION 
Acquiring a language means, above all, acquiring a means to communicate confidently and 
naturally. In other words, in order to communicate effectively in real life, students need more than 
mere knowledge about the language. In addition, they must be able to use the language 
effectively, with confidence and fluency. Therefore, the course in Communicative English has 
been designed to develop the practical language communication skills needed for academic study 
and subsequent adult life. 
The course brings together a number of ideas about the nature of language and language 
learning. 
Knowledge and Skill 
One of the tenets of the communicative approach is the idea that Language is a skill to be 
acquired, not merely a body of knowledge to be learnt. Acquiring a language has been compared 
to learning to drive. It is not enough to have only a theoretical knowledge of how an engine works: 
you must know how to use the gears and (crucially) how to interact with other road users. 
Similarly, simply knowing parts of speech or how to convert the active into the passive voice does 
not mean you are proficient in a language. You must be able to put knowledge into practice in 
everyday language use. Of course, we do not expect a novice driver to move off without 
preparation: the driver has rules of the highway which he/she must learn by rote. But there is no 
substitute for learning by doing, albeit in the artificial conditions of a deserted road at slow speeds. 
Equally in language learning there are some ‘rules to be learnt’ but there is no substitute for 
learning by doing. In good teaching, this experience is supported by carefully-graded, 
contextualised exercises. 
Structure and Function 
Language can be described in different ways. Obviously we can label an utterance according to 
its grammatical structure. Another approach is to decide what function it performs. Consider the 
following: 
a) “Can I open the window?” 
b) “Can I carry that case?” 
 
We could say that a) and b) have the same grammatical structure: they are both interrogative 
sentences. We   should also recognise that they perform different functions:  
a) is a ‘request’  
b) is an ‘offer’. 
The course aims to recognise the use to which language is put and encourages pupils to be 
aware of the relationship between structure and function. 
2 
 
The overall aims of the course are to: 
 
(a) enable the learner to communicate effectively and appropriately in real-life situations; 
(b) use English effectively for study purposes across the curriculum; 
(c) develop and integrate the use of the four language skills, i.e., listening, speaking, reading and 
writing; 
(d) develop interest in and appreciation of literature; 
(e) revise and reinforce structures already learnt. 
 
To develop creativity, students should be encouraged to think on their own and express their ideas 
using their experience, knowledge and imagination, rather than being text or teacher dependent. 
Students should be encouraged to monitor their progress, space out their learning, so they should 
be encouraged to see language not just as a functional tool, but as an important part of personal 
development and inculcation of values. 
 
II. OBJECTIVES 
READING 
By the end of the course, students should be able to: 
 
1. read silently at varying speeds depending on the purpose of reading; 
2. adopt different strategies for different types of text, both literary and non-literary; 
3. recognise the organization of a text; 
4. identify the main points of a text; 
5. understand relations between different parts of a text through lexical and grammatical 
cohesive devices; 
6. anticipate and predict what will come next in a text; * 
7. deduce the meaning of unfamiliar lexical items in a given context; 
8. consult a dictionary to obtain information on the meaning and use of lexical items; * 
9. analyse, interpret, infer (and evaluate) the ideas in the text; 
10. select and extract, from a text, information required for a specific purpose (and record it in 
note form); 
11. transcode information from verbal to diagrammatic form; 
12. retrieve and synthesise information from a range of reference materials using study skills 
such as skimming and scanning; 
13. interpret texts by relating them to other material on the same theme (and to their own 
experience and knowledge); 
14. read extensively on their own. 
WRITING 
By the end of the course, students should be able to: 
 
1. express ideas in clear and grammatically correct English, using appropriate punctuation and 
cohesive         devices; 
2. write in a style appropriate for communicative purposes; 
3 
 
3. plan, organise and present ideas coherently by introducing, developing and concluding a 
topic; 
4. write a clear description (e.g., of a place, a person, an object or a system); 
5. write a clear account of events (e.g., a process, a narrative, a trend or a cause-effect 
relationship); 
6. compare and contrast ideas and arrive at conclusions; 
7. present an argument, supporting it with appropriate examples; 
8. use an appropriate style and format to write letters (formal and informal), biographical 
sketches, dialogues, speeches, reports, articles, e-mails and diary entries; 
9. monitor, check and revise written work;  
10. expand notes into a piece of writing; 
11. summarise or make notes from a given text; and 
12. decode information from one text type to another (e.g., diary entry to letter, advertisement to 
report, diagram to verbal form). 
 (* Objectives which will not be tested in a formal examination) 
LISTENING 
By the end of the course, students should be able to: 
 
1. adopt different strategies according to the purpose of listening (e.g., for pleasure, for general 
interest, for specific information); 
2. use linguistic and non-linguistic features of the context as clues to understanding and 
interpreting what is heard (e.g., cohesive devices, key words, intonation, gesture, background 
noises); 
3. listen to a talk or conversation and understand the topic and main points; 
4. listen for information required for a specific purpose, e.g., in radio broadcast, commentaries, 
airport and railway station announcements; 
5. distinguish main points from supporting details, and relevant from irrelevant information; 
6. understand and interpret messages conveyed in person or on telephone; 
7. understand and respond appropriately to directive language, e.g., instruction, advice, 
requests and warning; 
8. understand and interpret spontaneous spoken discourse in familiar social situations. 
SPEAKING 
By the end of the course, students should be able to: 
 
1. speak intelligibly using appropriate word stress, sentence stress and intonation patterns; 
2. adopt different strategies to convey ideas effectively according to purpose, topic and 
audience (including the appropriate use of polite expressions); 
3. narrate incidents and events, real or imaginary in a logical sequence; 
4. present oral reports or summaries; make announcements clearly and confidently; 
5. express and argue a point of view clearly and effectively; 
6. take active part in group discussions, showing ability to express agreement or 
disagreement, to          summarise ideas, to elicit the views of others, and to present own ideas; 
4 
 
7. express and respond to personal feelings, opinions and attitudes; 
8. convey messages effectively in person or on telephone; 
9. frame questions so as to elicit the desired response, and respond appropriately to questions; 
10. participate in spontaneous spoken discourse in familiar social situations. 
GRAMMAR 
By the end of the course, students should be able to use the following accurately and appropriately 
in context: 
1. Verbs: - 
? present/past forms 
? simple/continuous forms 
? perfect forms 
? future time reference 
? modals 
? active and passive voice 
? subject-verb concord 
? non-finite verb forms (infinitives and participles) 
2. Sentence Structure: - 
? connectors 
? types of sentences 
? affirmative/interrogative sentences/ negation 
? exclamations 
? types of phrases and clauses 
- finite and non-finite subordinate clauses 
- noun clauses and phrases 
- adjective clauses and phrases 
- adverb clauses and phrases 
- indirect speech 
- comparison 
- nominalization 
3. Other Areas: - 
? determiners 
? pronouns 
? prepositions 
LITERATURE 
By the end of the course, students should be able to comprehend, interpret, analyse, infer and 
evaluate the following features in a literary text: 
1 Character as revealed through 
? appearance and distinguishing features 
? socio-economic background 
? action/events 
Page 5


1 
 
 
ENGLISH COMMUNICATIVE 
Subject Code-101 
Class-IX-X (2025-26) 
 
 
I. INTRODUCTION 
Acquiring a language means, above all, acquiring a means to communicate confidently and 
naturally. In other words, in order to communicate effectively in real life, students need more than 
mere knowledge about the language. In addition, they must be able to use the language 
effectively, with confidence and fluency. Therefore, the course in Communicative English has 
been designed to develop the practical language communication skills needed for academic study 
and subsequent adult life. 
The course brings together a number of ideas about the nature of language and language 
learning. 
Knowledge and Skill 
One of the tenets of the communicative approach is the idea that Language is a skill to be 
acquired, not merely a body of knowledge to be learnt. Acquiring a language has been compared 
to learning to drive. It is not enough to have only a theoretical knowledge of how an engine works: 
you must know how to use the gears and (crucially) how to interact with other road users. 
Similarly, simply knowing parts of speech or how to convert the active into the passive voice does 
not mean you are proficient in a language. You must be able to put knowledge into practice in 
everyday language use. Of course, we do not expect a novice driver to move off without 
preparation: the driver has rules of the highway which he/she must learn by rote. But there is no 
substitute for learning by doing, albeit in the artificial conditions of a deserted road at slow speeds. 
Equally in language learning there are some ‘rules to be learnt’ but there is no substitute for 
learning by doing. In good teaching, this experience is supported by carefully-graded, 
contextualised exercises. 
Structure and Function 
Language can be described in different ways. Obviously we can label an utterance according to 
its grammatical structure. Another approach is to decide what function it performs. Consider the 
following: 
a) “Can I open the window?” 
b) “Can I carry that case?” 
 
We could say that a) and b) have the same grammatical structure: they are both interrogative 
sentences. We   should also recognise that they perform different functions:  
a) is a ‘request’  
b) is an ‘offer’. 
The course aims to recognise the use to which language is put and encourages pupils to be 
aware of the relationship between structure and function. 
2 
 
The overall aims of the course are to: 
 
(a) enable the learner to communicate effectively and appropriately in real-life situations; 
(b) use English effectively for study purposes across the curriculum; 
(c) develop and integrate the use of the four language skills, i.e., listening, speaking, reading and 
writing; 
(d) develop interest in and appreciation of literature; 
(e) revise and reinforce structures already learnt. 
 
To develop creativity, students should be encouraged to think on their own and express their ideas 
using their experience, knowledge and imagination, rather than being text or teacher dependent. 
Students should be encouraged to monitor their progress, space out their learning, so they should 
be encouraged to see language not just as a functional tool, but as an important part of personal 
development and inculcation of values. 
 
II. OBJECTIVES 
READING 
By the end of the course, students should be able to: 
 
1. read silently at varying speeds depending on the purpose of reading; 
2. adopt different strategies for different types of text, both literary and non-literary; 
3. recognise the organization of a text; 
4. identify the main points of a text; 
5. understand relations between different parts of a text through lexical and grammatical 
cohesive devices; 
6. anticipate and predict what will come next in a text; * 
7. deduce the meaning of unfamiliar lexical items in a given context; 
8. consult a dictionary to obtain information on the meaning and use of lexical items; * 
9. analyse, interpret, infer (and evaluate) the ideas in the text; 
10. select and extract, from a text, information required for a specific purpose (and record it in 
note form); 
11. transcode information from verbal to diagrammatic form; 
12. retrieve and synthesise information from a range of reference materials using study skills 
such as skimming and scanning; 
13. interpret texts by relating them to other material on the same theme (and to their own 
experience and knowledge); 
14. read extensively on their own. 
WRITING 
By the end of the course, students should be able to: 
 
1. express ideas in clear and grammatically correct English, using appropriate punctuation and 
cohesive         devices; 
2. write in a style appropriate for communicative purposes; 
3 
 
3. plan, organise and present ideas coherently by introducing, developing and concluding a 
topic; 
4. write a clear description (e.g., of a place, a person, an object or a system); 
5. write a clear account of events (e.g., a process, a narrative, a trend or a cause-effect 
relationship); 
6. compare and contrast ideas and arrive at conclusions; 
7. present an argument, supporting it with appropriate examples; 
8. use an appropriate style and format to write letters (formal and informal), biographical 
sketches, dialogues, speeches, reports, articles, e-mails and diary entries; 
9. monitor, check and revise written work;  
10. expand notes into a piece of writing; 
11. summarise or make notes from a given text; and 
12. decode information from one text type to another (e.g., diary entry to letter, advertisement to 
report, diagram to verbal form). 
 (* Objectives which will not be tested in a formal examination) 
LISTENING 
By the end of the course, students should be able to: 
 
1. adopt different strategies according to the purpose of listening (e.g., for pleasure, for general 
interest, for specific information); 
2. use linguistic and non-linguistic features of the context as clues to understanding and 
interpreting what is heard (e.g., cohesive devices, key words, intonation, gesture, background 
noises); 
3. listen to a talk or conversation and understand the topic and main points; 
4. listen for information required for a specific purpose, e.g., in radio broadcast, commentaries, 
airport and railway station announcements; 
5. distinguish main points from supporting details, and relevant from irrelevant information; 
6. understand and interpret messages conveyed in person or on telephone; 
7. understand and respond appropriately to directive language, e.g., instruction, advice, 
requests and warning; 
8. understand and interpret spontaneous spoken discourse in familiar social situations. 
SPEAKING 
By the end of the course, students should be able to: 
 
1. speak intelligibly using appropriate word stress, sentence stress and intonation patterns; 
2. adopt different strategies to convey ideas effectively according to purpose, topic and 
audience (including the appropriate use of polite expressions); 
3. narrate incidents and events, real or imaginary in a logical sequence; 
4. present oral reports or summaries; make announcements clearly and confidently; 
5. express and argue a point of view clearly and effectively; 
6. take active part in group discussions, showing ability to express agreement or 
disagreement, to          summarise ideas, to elicit the views of others, and to present own ideas; 
4 
 
7. express and respond to personal feelings, opinions and attitudes; 
8. convey messages effectively in person or on telephone; 
9. frame questions so as to elicit the desired response, and respond appropriately to questions; 
10. participate in spontaneous spoken discourse in familiar social situations. 
GRAMMAR 
By the end of the course, students should be able to use the following accurately and appropriately 
in context: 
1. Verbs: - 
? present/past forms 
? simple/continuous forms 
? perfect forms 
? future time reference 
? modals 
? active and passive voice 
? subject-verb concord 
? non-finite verb forms (infinitives and participles) 
2. Sentence Structure: - 
? connectors 
? types of sentences 
? affirmative/interrogative sentences/ negation 
? exclamations 
? types of phrases and clauses 
- finite and non-finite subordinate clauses 
- noun clauses and phrases 
- adjective clauses and phrases 
- adverb clauses and phrases 
- indirect speech 
- comparison 
- nominalization 
3. Other Areas: - 
? determiners 
? pronouns 
? prepositions 
LITERATURE 
By the end of the course, students should be able to comprehend, interpret, analyse, infer and 
evaluate the following features in a literary text: 
1 Character as revealed through 
? appearance and distinguishing features 
? socio-economic background 
? action/events 
5 
 
? expression of feelings 
? speech and dialogues 
 
 
2 Plot/Story/Theme emerging through main events 
? progression of events and links between them 
? sequence of events denoting theme 
3 Setting, as seen through time and place, socio-economic and cultural background, people 
beliefs and attitudes. 
4 Form 
? rhyme 
? rhythm 
? simile 
? metaphor 
? pun 
? repetition 
 
III. ROLE OF THE TEACHER 
Unlike a teacher-centered classroom, where the teacher plays a dominant role, speaks most of the 
time, and interacts with the class as a whole, for the success of this course teachers will need to 
adopt a variety of roles. 
Littlewood
1
 sets out the roles as follows: 
• As a general overseer of his/ her students’ learning, the teacher must aim to coordinate the 
activities so that they form a coherent progression, leading towards greater communicative 
ability. 
• As a classroom manager, he/ she is responsible for grouping activities into ‘lessons’ and for 
ensuring that these are satisfactorily organised at a practical level. 
• In many activities, he/ she may perform the familiar role of language instructor: he/ she will 
present new language, exercise direct control over the learner’s performance, evaluate and 
correct it, and so on. 
• In others, he/ she will not intervene after initiating the proceedings, but will let learning take 
place through independent activity or pair and group work. 
• When such an activity is in progress s/he may act as a consultant or adviser, helping where 
necessary. He/ She may also move about the classroom in order to monitor the strengths and 
weaknesses of the learners, as a basis for planning future learning activities. 
• He /She will sometimes wish to participate in an activity as co-communicator with the learners. 
In this role, he/ she can simulate and present new language without taking the main initiative 
for learning away from the learners themselves. 
1
 Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge University Press