Syllabus: English (Communicative) for Class 9 | English Class 9 PDF Download

 Page 1


    
 
COMMUNICATIVE ENGLISH 
(Code No. 101) 
2024-25 
 
 
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, contextualized 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 recognize that they perform different functions: a) is a ‘request’ b) is an ‘offer’. 
The course aims to recognize the use to which language is put and encourages pupils to be aware of the 
relationship between structure and function. 
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. 
Page 2


    
 
COMMUNICATIVE ENGLISH 
(Code No. 101) 
2024-25 
 
 
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, contextualized 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 recognize that they perform different functions: a) is a ‘request’ b) is an ‘offer’. 
The course aims to recognize the use to which language is put and encourages pupils to be aware of the 
relationship between structure and function. 
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 synthesize 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. 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; 
 
Page 3


    
 
COMMUNICATIVE ENGLISH 
(Code No. 101) 
2024-25 
 
 
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, contextualized 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 recognize that they perform different functions: a) is a ‘request’ b) is an ‘offer’. 
The course aims to recognize the use to which language is put and encourages pupils to be aware of the 
relationship between structure and function. 
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 synthesize 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. 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; 
7. express and respond to personal feelings, opinions and attitudes; 
 
Page 4


    
 
COMMUNICATIVE ENGLISH 
(Code No. 101) 
2024-25 
 
 
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, contextualized 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 recognize that they perform different functions: a) is a ‘request’ b) is an ‘offer’. 
The course aims to recognize the use to which language is put and encourages pupils to be aware of the 
relationship between structure and function. 
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 synthesize 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. 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; 
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 
? expression of feelings 
? speech and dialogues 
Page 5


    
 
COMMUNICATIVE ENGLISH 
(Code No. 101) 
2024-25 
 
 
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, contextualized 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 recognize that they perform different functions: a) is a ‘request’ b) is an ‘offer’. 
The course aims to recognize the use to which language is put and encourages pupils to be aware of the 
relationship between structure and function. 
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 synthesize 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. 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; 
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 
? 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. Teachers may note that the number of periods given in this document is suggestive, as overlapping 
of skills may happen during classroom-transaction. 
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 organized 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. 
IV. Classroom Procedures 
The main types of classroom organization recommended are individual work, pair work, small group work 
and whole class work. It has been the experience of teachers that students adapt themselves very quickly to 
the new classroom arrangements, and the interesting nature of the activities themselves produce discipline. 
The following sections give practical advice on organization of different types of classroom activities. 
 
 
 
1
 Littlewood, W. (1981). Communicative language teaching. Cambridge: Cambridge University Press.