English Grade 7 Curriculum Guide (1)

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ENGLISH LANGUAGE AND LITERATURE

CURRICULUM GUIDE

GRADE 7



FOREWORD

It is acknowledged that thorough planning is essential for effective teaching and learning. Such planning is even more critical today

when one considers the limited resources, both human and material which are available.

The Ministry of Education, through the Secondary School Reform Project (SSRP), has developed curriculum materials that have

been designed to improve the quality, equity and efficiency of secondary education. The curriculum materials include Grades 7-9

Curriculum Guides and Teachers Guides for Language, Mathematics, Science, Social Studies, Reading and Practical ActivitiesGuides for Science. These materials have been tested in all secondary-age schools nationwide and are considered useful in

providing teachers with a common curriculum framework for planning, monitoring and evaluating the quality of teaching and learning.

The curriculum materials also provide a basis for continuous assessment leading to the National Third Form Examination (NTFE).

The initial draft curriculum materials have been subjected to evaluation, by Heads of Departments, from all ten Administration

Regions and Georgetown and they have been subsequently revised to reflect the views expressed by teachers.

The revised curriculum materials are now published as National Curriculum documents to provide consistency and support for

teachers in the process of planning for an effective delivery of the curriculum. All secondary teachers must ensure that they make

good use of these curriculum materials so that the quality of teaching and learning can be improved in all schools.

Ed Caesar

Chief Education Officer.



PREFACE

This is the Revised Curriculum Guide for Grade 7. This document fulfils the objective of making English

Language and Literature accessible to all students at Grade 7. Hence the teachers of Grade 7 students should make

a conscious effort to see how best they could utilise the ideas contained to plan for instruction. This document can

serve as a focal point for departmental and regional subject committee meetings, where methodologies and

strategies for both teaching and assessing are deliberated on. Lessons should be delivered in an environment in

which there is opportunity for active and creative participation by both students and teacher. This Guide has a

direct focus on an integrated approach to curriculum delivery, in which the teacher is not unduly restricted by the

subject content. The student’s total development as a person should be of foremost concern to the teacher.

In the curriculum process, feedback is a necessary condition for change and improvement, and I would urge

all of our English Language teachers to provide such feedback to the curriculum staff as they visit to provide

support that will enhance your classroom teaching.

Mohandatt GoolsarranHead, Curriculum Development and Implementation Unit

National Centre for Educational Resource Development (NCERD)

March 2002



ACKNOWLEDGEMENTS

The following persons were involved in writing and reviewing the Grade 7 English Language and Literature Curriculum

Guide.

Cecelia Holder Former Subject Specialist (S.S.R.P)

Elizabeth Duncan Subject Specialist (S.S.R.P)

Vilma Lynch Subject Specialist (S.S.R.P)



CONTENTS

ENGLISH LANGUAGE - ENGLISH A

Page

WRITTEN EXPRESSION

Narrative 1

Descriptive 2

Expository 5

Letters 6

Kinds of Paragraph 8

COMPREHENSION

Reading 9

Recall and Inferred information 10

Meaning in context 10

Summary 11

SPEAKING AND LISTENINGFormal speech 13

Semi- formal speech 14

Informal speech 15

Listening 16



CONTENTS

PAGE

GRAMMAR

The Sentence 17

Clause and Phrase

Subject and Predicate

Joining sentences

Parts of Speech 19

Noun

Pronoun

Adjective

Verb

Adverb

Preposition

Possessive Noun/ Pronoun/Adjective.

VOCABULARY

Gathering Information 26

Affix 28

Prefix

Suffix

Compound word 32

Synonym and Antonym 34

Homophone 35



CONTENTS

Page Abbreviation and Acronym 35

ENGLISH LITERATURE - ENGLISH B

SHORT STORY AND NOVEL

Introduction 37

Character 38

Setting 39

Plot 40

Theme 41

DRAMA

Role- play and Plays 42

POETRY

Introduction 44

Literary devices 45

Rhyme and Rhythm 46

Other types of poems 47



GRADE 7 CURRICULUM GUIDE – ENGLISH A

WRITTEN EXPRESSION

OBJECTIVESTOPIC Skill Knowledge Understanding Attitude

CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVALUATION INTEGRATION

Narrative Weavethe basicelementsof narrative

writinginto acoherent,story or account.

. Narrativesarecompositions of sequenced

eventswhich tellwhathappenswhere, towhom andwhen.

Narratives

have aclear beginning,middle andend.

Narrativescan be true,partly true or makebelieve, sad,

funny or exciting.

Not allnarrativeshave conflict.

Showinterest inwritingnarrativesand

accounts.

Elements:setting, conflict,plot andcharacters

Features of anarrativeparagraph

Organising ideasin chronologicalorder:- First event- Second event

- Third event Appropriatetechniques to linknarrativeparagraphs

Accounts andstories that areimagined, factual

experiences or fantasised.

Suggested titles:- Boating on theriver - A family trip- My trip to Mars- All alone in theCity or Jungle

Pre-writingUsing pictures toprovide details andevents that candevelop into stories

and accountss

Initiating a discussionfor individual studentsto share on achallenge they facedor an obstacle or fear they overcame Thenstudents discussing

the story elementsthat the accountshave in common

Using a chart of four columns headedWHAT HAPPENEDTO WHOM/WHERE/WHEN, for students

to insert thenecessary details

Using a time table toillustrate the conceptof time sequence

Can students:Write narrativesand accountswhich show:

- Sequencing of events andtime?

- Detailsrelevant totopic?

- A clear

beginning,middle, andend. ?

Social Studies

Literature-shortstory

EnvironmentalEducation

1



WRITTEN EXPRESSION

OBJECTIVESTOPIC Skill Knowledge Understanding Attitude CONTENT


NarrativeContd.

Descriptive Insertdetails and

use arange of appropriatedevices tocreate anoverallimpressionin adescription.

Descriptivedetails give

more identityto persons,places andthings.

The addeddetails are for

a particular audience andpurpose.

To endeavour to make

writinginteresting.

Pre-writingquestions:- Who are mycharacters?- What conflictwould they be

involved in?- When andwhere doesmy story takeplace?- What is theconflict?- How do thecharactersovercome their conflict?- Docharacterschange duringthe course of the story?

Describepersons,

places andthings inexactly theway they areperceived.

Written Draft Drafting imaginedand real storiesand accountsfrom- Given

beginnings andendings- Information thatwas put on thefour column chart

Final draftWorking in pairsto revise thecontents of the

draft andrewriting whereappropriateChecking for grammaticalmistakesWriting final draft

Examining the

descriptivedevices andtechniques usedin several kindsof descriptiveparagraphs fromvarious sources.Using the devicesand techniques indescription

Can students:

- Use relevantdevices andtechniques for accurate spatialand physicaldescription?

Art

Literature-short story


2



WRITTEN EXPRESSION

OBJECTIVESTOPIC

Skill Knowledge Understanding Attitude

CONTENT


DescriptiveContd.

.

The topic sentenceat the beginningsets the mood of the description.

Topic sentence at

the endsummarises andpulls together allthe details in theparagraph.

Supportingsentences givedescriptive details

that support thetopic sentence.

Clincher sentenceat the endreinforces the topicsentence

Describing- An object or placefor a sightlessperson- A lost item or animal for a

newspaper - A building or apriceless object for a prospective buyer

Drawing and /or painting a detailed

scene Writing aparagraph todescribe the scene

Adding vividmodifiers to thedetailsComparing thewritten with thepainted scene for accuracy of details.

.

3



WRITTEN EXPRESSION


CONTENT


DescriptiveContd.

Organisingdetails:Near to far Inside to outsideFront to backLeft to rightTop to bottom

Devices:Vivid modifiers-

Adjectives, AdverbsSpecific nounse.g. Shirt notclothes

Areas todescribe:

Appearance,habits, strengths,personality

Size, colour,shape

- The smell- The feel,- The sound,- The taste

Presenting a photo or painting or picture of a part of, or a wholeperson. Studentsdescribing thefeatures orally andthe main descriptivewords are written onthe chalkboard.Students then writingthe description

Selecting a friend or important person anddescribing them.Presenting the written

description in a folder with the picture of theperson

Students describingan imaginary story:- Describing thenatural setting- Describing the

building andstructures- describing the kindsof people andanimals

4



WRITTEN EXPRESSION


CONTENT


Expository Produceshortinformativepieces writtenin sequence.

Order thesteps in aprocess andestablishrelationshipsbetweenthese steps.

Theexpositorywriter informsand

explainsfacts andprocessesthat theaudienceneeds toknow.

Thesequentialorder ensuresclarity

Informativewriting uses asimpler, clearer style thannarrative

writing.

Introduction: A sentence thatindicates thepurpose.

Body:Details that supportthe statement.

Conclusion:Summarises or gives implicationsof what was said.

Explain how to dosomething or getsomewhere.

Transitions: As soon as, before,first, following, inorder to, now,soon, so that, then,until.

The Plan:- Choose topic- Define audience- Gather information.

Drawing a map of a community withits importantbuildings.Students then

write a paragraphexplaining theroute they wouldtake from onepoint to arrive atplaces to transactbusiness

Creating a newgame andreporting thesteps in the order needed in theprocess to playthe game

Choosing a topic-an experiment or a method e.g.

How to prepare aseedbed, or adish, and writingan exposition toexplain or describe theprocess

Can students:

Include in their expositorycompositions

- A statementof introductionand benefits of the process?

- Steps insequential or chronologicalorder?

- Transitionalwords?

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WRITTEN EXPRESSION

OBJECTIVESTOPIC

Skill Knowledge Understanding Attitude

CONTENT


ExpositoryContd.

Letters Writeformal andinformalletters for awide rangeof audiencesandpurposes,in waysthatattempt toengage theinterest of the reader.

Letters havetwocategories,the formaland theinformal.

Most lettershave asimple,coherent,non-chronologicalform of writing.

Letters varyin tone,content,greeting andclosure.

Becomfortableto expressideas withinthe correctletter format.

Listing facts insequential order or steps inchronologicalorder Note any special

instructionsTelling results of process

Informal lettersNewsy Letters- are friendly talksgiving interestingnews.- Give details of one or two events- Avoidcomments like, “Iwas too busy”

Special greeting- Peggy dear,- Hi pal,- Howdy,

Letters for specialoccasions e.g.- Invitation e.g. aparty

Discovering thedifferences informat, audience,purpose and toneby examiningsamples of bothformal andinformal letters

Examining whatis required for each type of letter and writingletters to realaudiences

Writing newsyletters using theair-letter forms

Do letters have:- Appropriateformat, tone,audience andpurpose?

- Clarity of writtenstatements?

- Relevantdetails toachievepurpose?

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WRITTEN EXPRESSION


CONTENT


LettersContd.

The reply- Thank you e.g. agift- Congratulation- Get well- Sympathy

Formats:PunctuatedUnpunctuatedThe five parts of the informal letter and six parts of theformal letter

Addresses are

blocked.

FormalRequest e.g. to usea venueExcuse e.g. for notshowing up at anevent

The Body – brief,clear and precise

Filing samples of formal andinformal lettersand recording thedifferences andsimilarities

7



8

WRITTEN EXPRESSION


CONTENT

ACTIVITIES/

MATERIALS/STRATEGIES

EVALUATION

INTEGRATION

ParagraphDevelopment

NarrativeDescriptiveExpositoryBody of

letter

Constructand linkparagraphswith thenecessaryfeatures for narrative,

descriptiveandexpositoryparagraph,formal andinformalletters.

Paragraphshavestructure.

Paragraphsneed to belinked to unify

and add newideas on atopic.

Somefeatures thatare includedin thestructure of aparagraphvary based

on the type of paragraph or letter.

Topicsentence andsupportingsentences

Logicalsequence

andchronologicalorder

Relevantsentences tosupport topic

Indentation

Linkingparagraphs

Implementingthe featuresof aparagraph inaccordancewith the typeof paragraph,

be it narrative,expositoryetc.

Can students

- Write andlink structuredparagraphs asrequired?

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COMPREHENSION


CONTENT


Reading Readliteraryextractsandrespondto the

content.

Reading ismore thansimplyrecognisingwords.

Punctuation,paragraphing,enunciationandpronunciationcontribute to

meaning.

Increasedinterest inreadingmeaningfully

Responding topunctuation inreading text toderive meaning -

Full stop –

complete pause

Comma – slight pause

Question mark –rise in pitch of voice

Exclamation mark – expression of strong feeling

Paragraphsseparate ideas toorder events.

Reading only a fewlines at a time or awhole paragraphfrom interestingtopics relevant to theage group and

relating to the classthe understandingderived from whatwas read or heard

Reading andresponding to a fewquestions based onany literary material

or text to extract themain ideas

Questioning to obtainmain ideas to decideon titles for poemsand passages

Discussing in small

groups the ideasgiven in a text andpresentingalternatives or extending on theissues

Can students:

- Read at areasonablepace?

- Pronounceand enunciatewords correctly?

- Giveappropriateresponsesduringdiscussion and

questioning?

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COMPREHENSION


CONTENT


Recall andInferredInformation

Meaning inContext

Produceanswersto factualandinferentialquestions.

Read toidentifymainideas andinferreddetails.

Decipher themeaningof wordsin context

.

Not allinformationispresenteddirectly,some is

inferred.

Words canalso derivetheir meaningthrough the

context inwhich theyare used.

Answers toquestionsare notalwaysexplicit.

Dictionarymeaningsare notapplicable inall

situations.

Increasinginterest inextractingmoremeaningfrom written

material

Appreciatethe ways inwhich wordsare used

Recall questions –The answersare taken directlyfrom the factsgiven.

Inferentialquestions- answers areobtained throughreasoning of thefacts given.

Words in context – the meaninggiven must fitsmoothly into thesentence.

e.g. Hedismissed it fromhis mind. He got rid of it from hismind .

Listening andfollowing the readingof passages fromnarrative andexpository writings inmagazines, novels,

cook- books andschool text to extractdetails and mainideas by answeringquestions.

Teacher demonstrating theskill of answer

inferential questions.Students to dolikewise

Circling the cluesthat helped them tofind the appropriatemeaning of underlined words

taken fromComprehensionpassages or paragraphs fromother school text

Can students:

- Giveadequate andaccuratedetails to recall

and inferentialquestions?

- Givemeanings of words as usedin the text?

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10



COMPREHENSION


CONTENT


Meaningin ContextContd.

Summary Tabulategiven or acquireddata andinformationinto tablesand charts.

.Pick out andre-word thesalientpoints

Informationthat issummarizedcan bepresentedthroughdiagrams,

tables andcharts.

A summaryis ashortenedversion of thetext thatcaptures themeaning of the original

Tables andchartspresentinformation ina moreconcisemanner.

Information isalsosummarizedfrom anoriginal prosepassage

Appreciatethepresentationof data givenin variousforms

Based on thecontext the wordmay have another shade of meaning

Tables- Timetables,- Schedules.

Charts- Bar - Pie.

They provideinformation fromwhich conclusionscan be drawn.

Reading theinformation on atimetable todetermine thetask to be doneand its durationto completion

Developingtables and chartsfrom given or collected data or information frompassages andreporting theconclusionsarrived at

Can students:

- Arrive atconclusionsthat are inkeeping withthe data

presented?

- Maintain themeaning in asummary?

Mathematics

Social Studies

11



COMPREHENSION


CONTENT


SummaryContd.

Summaries giveback the mainpoints of acompound or complex sentence,a few sentences or passage without a

change inmeaning.

Preparingquestionnaires togather data,tabulate facts andreport findings

Summariseparagraphs andpassages.

Appropriate choiceof words

Use one word toreplace many or aphrase to give themeaning of aclause or sentence

Reading

sentences or shortpassages takenfrom any literarymaterial, thenselecting the mainpoints and re-telling or recordingin own words

Listening to a talkby a teacher, or student, thenrecalling the mainissues raised

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SPEAKING AND LISTENING


CONTENT


FormalSpeech

Prepareandpresentformal oralreports on

giventopicswithin theframeworkof formalspeaking.

Speech hasconventionsthat need tobe followed.

Speech canbe formalsemi-formal,or informal,coveringspecifictopics andpurposes.

Formalspeech is for certainoccasionsand specific

kinds of audiences.

Strive to beeffectivespeakers ingivensituations.

Research facts for particular topicsand consider thefollowing:- Time allowed for

speech- How to organiseideas- Review and improve script - Rehearse for delivery - Consider tone,

pitch, intonation,

and pauses needed to communicatefeelings and set moods- Consider language that isappropriate to thesituation, topic and

purpose.

Standard languageis required.

Clear speech isessential.

Forming discussioncommittees to planareas of classactivities worthy of report. Gathering

the neededinformation throughinterviews withpeersCompiling andorganising data for oral reporting

Choosing a poem

and preparing it for individual or dramatic choralreading

Selecting a topic of interest or one froma topic box.Students will workin pairs to help

each other ingathering data,compiling andorganising it into aspeech for formalpresentation.

Can students:

- Pause after importantpoints?

- Use gesturesto help explainthe material,e.g. pointing toan illustration;indicating sizewith hands?

- Make eyecontact?

- Vary the toneand pitch of voice?

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CONTENT


FormalSpeechContd.

Semi-

formalSpeech

Deliver oral

presentationswithin theframework of semi-formalspeech.

.

Little or no

preparationis needed.

Language

used isdeterminedby thesituation.

Appreciate

the factthatregistershave aplace increativewriting.

Involvesextensivepreparation.

Covers a specifictopic and

purpose.

Interactionbetween speaker and audiencelimited and controlled

Some non-

standard varietiesof language areallowed.

Stories are readto entertain andconvey realism.

Use of different registers is

appropriate.

Announcementsgive the event,what is required,the venue andthe date.

Choosing a topicalissue, and usingtelevision, radio or the internet to gather informationPreparing a speechfor the in class radioprogramme ‘ ViewPoint ’, andpresenting it to theclass in person or recorded

Presenting individual

or group readings of stories

Using the appropriateregisters to relate thestories

Choosing the eventsand details to beannounced

Periodically individualstudents make their announcements.

Can students:

Presentspeeches with- Precision andclarity of language,style, co-ordination,fluency andtone?- Necessarydetails andsequence of salient points?- Dialect andregisters toportrayrealism?

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areas


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CONTENT


Semi-formalSpeechContd.

InformalSpeech

Exerciseinformalspeech as

is requiredfor eachgivensituation.

Nopreparation isneeded for it

is the register that is useddaily.

Speakingstyle isadjusted to

match thesituation.

Conventionalguidelines for effectivediscussion:- Good listeningand participation- Questions are

asked for clarification.- Take turns tospeak.- Disagree politely.

Various registersare allowed inkeeping with the

situation.

Involves littleplanning or preparation.

Often covers manytopics.

There is muchinteraction amongspeakers.

Forming discussioncommittees that aresmall groups with aleader and asecretary to takenotes, discuss atopic and posit the

arguments andconclusions thatare arrived at

Studentsinterviewing eachother in pairs. Then

introducing their partner to the classgiving name andinteresting details

Enacting two oldfriends meeting anda conversationensuing.

Engaging in atelephoneconversation

Can students

Include details

based on- The situation?- Mannerisms?- Positiveattitude?

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16



CONTENT

ACTIVITIES/

MATERIALS/STRATEGIES EVALUATION INTEGRATION

Listening Listen tointerpretaccuratelyandexpress apoint of view from a

range of statementsmade byothers.

Listeningisrequiredfor manypurposes.

Listening ismore thanhearingwhat is said.

Listeningcan be for

informationandenjoyment.

Have adisciplinedapproach tolistening.

Appreciatethe role of

listening tocommunicateand relateinformation.

Notes verbalclues to helporganiseinformationheard.

Thinks aboutwhat is heardso as toremember thepoints.

Evaluates whatis heard.

Summarisesandparaphrases atthe appropriatetime.

Selecting an action thatcan be completed in sixsteps. Enacting thesteps to complete theaction

Listening first torecorded or readpassages. Writingquestions onchalkboard. Respondingorally to questions frommemory

Recording on thechalkboard events of a

jumbled story, and

covering it with paper.Reading story so thatstudents can rewritingevents in order after paper is removed

Taking turns in analphabet game tosubstitute the name of afruit in a sentencee. g. I put an apple in thebasket. I put a banana inthe basket. contd.

Listening to a paragraphand noting the importantfacts given

Can students:

- Recallaccurately themain ideas anddetails?

- Respondquickly andcorrectly toquestions?

- Reproduce theevents insequentialorder?

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GRAMMAR


CONTENT


Sentence

ClauseandPhrase

Use thedifferent kindsof sentencesto createinterest in oraland written

compositions.

Recognisesentencefragments inparagraphsand convert

them intocompletesentences.

A sentence isa clause, agroup of wordsexpressing acomplete

idea.

Sentencesdiffer inaccordancewith their purpose andfunction.

A phrase or sentencefragment is agroup of words that

fail toexpress acompleteidea.

The idea is astatementthat can bea request,an enquiry,a feeling, or

a command.

A phrasecan be apart of thesubject or the

predicate.

To beaware of the widerange andpurposesof

statementsused daily

Be awarethatsometimesonly partsof ideas

are stated.

Endeavour to statecompleteideas.

Statements –Wish Request Command DeclarativeQuestion

Exclamation

Punctuation of each type of statement

Capitals? . !

Define theClause and thePhrase.

Missing parts

that causeincompletenessare the subject,the predicateand a part of the

predicate.

Reading a passage,and then in groupsclassifying the typesof sentences used

Conducting a simple

conversation or interview betweentwo students.Recording the typesof statements used

Composing writtendialogues in groupsor individually, using

different kinds of statements.Recording thestatements used

Using sentencesfrom a paragraph,making someincomplete andrecording them on

the chalkboard

Copying from givenexamples theincompletesentences andcompleting them

Can students:

- Expresscompleteideas insentences?

- Use theappropriatetypes of sentences inwriting?

- Expressideas incompletesentences?

- Supplymeaningfulparts tocomplete thesentences?

All Curriculumareas

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GRAMMAR


CONTENT

ACTIVITIES/

MATERIALS/STRATEGIES EVALUATION

INTEGRATION

ClauseAndPhraseContd.

SubjectandPredicate

Joiningsentences

.

Constructand identifysimplesentencesfromparagraphs

Use the co-ordinateconjunctionand relativepronoun to

join two or moresentences.

Composeparagraphsusing somecompoundsentences.

A sentencehas twoparts, asubject and apredicate.

Sentences or clauses canbe madelonger by

joining them

with aconjunction

A simplesentencedoescommunicateone idea.

A compoundsentence hasmore thanone idea.

When longsentencesare includedin passages,they createreadingrhythm andcreateinterest.

A simple sentencecan have a simplesubject and simple

predicate; a compound subject and a simple

predicate or a

simple subject and compound

predicate.

Co-ordinateconjunctions thatare used to joinsentences are and,but, or, nor, yet,

for… The use of thecomma as asubstitute for and ina list; used beforethe conjunction toseparate two longclauses.

Stating themissing part, thenadding it tocomplete thesentence.Rewriting thecomplete

sentences intothe paragraph

Composing thedifferent kinds of simple sentencesIdentifying andrecording simplesentences thatare present in a

paragraph

Joining twosentences usingthe appropriateco-ordinateconjunction or relative pronoun

and inserting thenecessarypunctuation

Joining more thantwo sentences toform a list andpunctuating withthe necessarycommas

Can students:

- Createsimplesentences?

- Createcompoundsentences?

- Understandthe effectiveuse of compoundsentences?

- Createcompoundsentences?

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GRAMMAR


CONTENT

ACTIVITIES/


JoiningSentencesContd.

Parts of Speech

Demonstrateknowledge of the mainparts of speech used

in sentences.

The wordsthat areused tocreatesentences

can beclassifiedas parts of speech.

One wordmay be usedas differentparts of speech

depending onits function.

.

Willing-ness toanalyseand sodetermine

the part of speech of words

Relative pronounsthat join sentencesare who, that,which.The sentencescreated areembedded

sentences.

The part of speechis dependent onthe context inwhich the word isused in the

sentence.The word book can be used as anoun, an adjectiveand a verb e.g.The book is…nounThe book bag is…adj.

Let’s book theflight… verbParts of SpeechNoun, PronounVerb, Adverb

AdjectiveConjunctionPreposition Interjection

Combiningappropriatesentences usingthe relativepronoun or co-ordinateconjunction to

create a passage of simple andcompoundsentences

Defining the part of speech andapplying it to wordsin sentences todetermine their

function- Competing teammembersidentifying the partsof speech of eachword in givensentences selectedfrom paragraphs- Selecting a word

from a sentence,identifying itsfunction thenstating its positionin relation to theother words- Adjective placedbefore the noun

Can students:

- Createembeddedsentences?

- Identify theparts of speechof words ingivensentences?

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GRAMMAR


CONTENT

ACTIVITIES/


INTEGRATION

Parts of SpeechContd.

Noun Use nounseffectivelyinsentencesandparagraphsaccordingto type,gender,and

number.

Nounsname thepersons or thingsspoken of insentencesin aparagraph.

.

Nouns canbe dividedinto four groups.

To be moresensitive inprovidingdetails inspeech andwriting

Nouns are thenames of everything found inthe universe.

Types of nounsCommonProper Collective

Abstract

Nouns can beclassified bygender:Masculine –singular, plural.Feminine –singular, plural.Dual e g. teacher,

baby.Neuter e.g. mango,foot.

Writing sentencesusing one word tofunction asdifferent parts of speech.

Picking out thenouns fromsentences andsentences inparagraphs andclassifying themby gender andnumber

Drawing up four

labelled columnsand recording thenouns accordingto their types.

Changing thenumber of nounsin sentences froma comprehension

passage, andmaking thenecessarychanges topresent tenseverbs

Can students

- Classifynounsaccording togender,number andtype?

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GRAMMAR


CONTENT

ACTIVITIES

MATERIALSSTRATEGIES EVALUATION INTEGRATION

Pronoun Usepronounseffectivelyto replacethenecessarynouns.

Pronounsare used toreplacenouns.

The use of pronounsalong withnounserasesmonotonyand

maintainsinterest.

To usepronounscorrectly inoral andwrittenwork

Pronouns replacenouns maintainingtheir gender andnumber.They can appear bythemselves assubjects of

sentences, e.g. Heran away.These sentences arenot isolated butappear in the contextof a paragraph.Or can appear asobjects or possessivepronouns insentences along with

the nouns theyreplaced:e.g. The snake shedsits (the snake’s)skin…

e.g. Johnstruck Mary with theruler.John struck her with

the ruler.Necessitates changebecause of the use of the noun Mary inother sentences.

Replacing nounswith pronouns insentences and viceversa

Identifying thenouns that could be

changed andunderlining them ina paragraph

written on thechalkboard. Re-writing theparagraph with theappropriatepronouns

Can students:

- Replaceappropriatepronouns insentences?

- Identifysubjectpronouns inparagraphs?

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GRAMMAR


CONTENT

ACTIVITIES


Adjective

Verb

Useappropriateadjectives toadddescriptivedetails incomposition

Use thecorrect formsof verbs incomposedsentencesandparagraphs.

Adjectivesadd moredetails todescriptionin writing.

Verbs aretimemarkers.

Adjectiveshelp tocommunicatea clear andinterestingpicture.

Verbsindicatepresent, pastand futuretime.

To focus onwritingdescriptionwith moreprecision

.

To beprecise instating thetime atwhichactionsoccur

Some types of AdjectivesDistributive-eachDemonstrative -that Quantitative -

someQualitative – tall

Adjectives givedegrees of comparison of persons andthings.- Positive- Comparative

- Superlative

Verbsdemarcate timePresent, past,future e.g. is,was, will / shall.Present, past,future

continuoustenses: e.g.- Is coming,- Was coming,- Will be coming- Shall becoming.

Classifyingadjectives found incomprehensionpassages, givensentences andparagraphs

Using clozepassages to insertthe appropriate kindof adjective

Placing the verbsfound in sentencesfrom a paragraph, aliterary or schooltex,t in columnsaccording to their kind

- Converting theverbs in sentencesor simple passagesfrom one time toanother: e.g. pastto present or pastcontinuous topresent continuous

Can students:- Give clear descriptionsthrough the useof adjectives?

- Use verbs inthe present,past andcontinuoustenses?

22



GRAMMAR


CONTENT

ACTIVITIES

MATERIALSSTRATEGIES EVALUATION

INTEGRATION

Verb Contd.

Adverb Useadverbs toenhancedetailsgiven intheir oraland

expression.

.

. Adverbsmodify averb,adjectiveor another adverb bymaking its

meaningmorespecific.

Adverbs tellhow, when,why, whereetc.

To beconsciousof the rolesplayed byadverbs

Concord /AgreementSingular and pluralsubjects must agreewith the presenttense form of theverb in the differenttypes of statements.

Adverbs tell how,when, how little etc.

They affirm or denye.g. Yes, he willcome.No, he will not

come.

Forming thecontinuous tenseby using theauxiliary and thepresent participleverbs

Identifyingadverbs insentences

Expanding givensentences andshort paragraphs

by addingadverbs to modifyverbs, adjectivesor other adverbsas directed.

Can students:

- Producesentences inwhich thesubject andverb are in

agreement?

- Add detailsto sentencesthrough theuse of adverbs?

All Curriculumareas

23



GRAMMAR


CONTENT

ACTIVITIESMATERIALSSTRATEGIES EVALUATION

INTEGRATION

AdverbContd.

Preposition Useprepositionsto enhanceoral andwrittenexpression.

Aprepositionindicatesthe positionof oneperson or thing in

relation toanother.

Eachprepositionhas anobject..

Therelationship

betweenprepositionscan bespatial,chronologicaletc.

Thecorrectuse of thispart of speech isimportantin speech

andwriting.

Express degreesof certainty anddoubtE.g. They have

probably takenthe wrong road.

Prepositions areimportant inrecipes, in givingdirection, inspatialdescription, for time sequence in

narrative writing.

Prepositions givespecific meaningE.g. Theaeroplane flewup.(not down)

The aeroplaneflew over.(not under)

Filling in blanks ina narrativepassage

Substituting onepreposition for another preposition toconceptualise thedifference inmeaning

Fillingprepositions in theblank spaces in adescriptivepassage or arecipe or a closepassage thatgives directions

Can students:

- Useprepositionsappropriately?

All Curriculumareas

24



GRAMMAR


CONTENT

ACTIVITIES


PossessiveNoun,Pronoun,Adjective

Use thecorrectnumber,gender andperson insentences.

In somecasesnouns,adjectivesandpronounsidentifyownership.

Not allpossessivewords havetheapostrophe.

To utilizethe skill innarrativeanddescriptivewriting

Singular and pluralpossessive nouns,pronouns andadjectives

Conversion of possessive nounsto pronouns e.g.This is John’s hat.This hat is his.

Use of possessiveadjectivese. g. This is his hat.

Doing exercisesto highlight thedifference interms of theposition of thepossessivepronoun andpossessiveadjective

Identifying andusing thepossessivepronoun, nounand adjectives insentences,paragraphs and

cloze passages

Can students

- Use noun,pronoun or adjective toshowpossession?

25



GRAMMAR


CONTENT

ACTIVITIES


GatheringInformation

Find andrecordinformationon a giventopic fromreferencematerial.

Name andstate theimportanceof eachpart of thebook of varioustexts.

Differentbooks arereferred tofor thespellingandmeaning of words, for informationon a topicfor anassignmentor for generalknowledge.

Some bookslay informationin alphabeticalorder.

Encyclopeadiasdo not definewords but giveinformation ontopics

Be at easewhenusingvariousreferencematerial

Developthe habitof exploringin order todiscover givenfacts.

Contents of theDictionary and

Thesaurus

Alphabeticalorder can dederived frominitial, secondand third lettersof a word

Dictionaries givedefinitions, partsof speech,correct spellingand origins of words.

Topics in theencyclopaediaare written inalphabeticalorder and muchinformation isgiven

Listing words inalphabeticalorder- first,

second, third letter or mixed.

Finding words inthe dictionary.

Checking correctspelling,punctuation andexamples of usein the dictionaryand thesaurus.

Filling in the blank

with synonymsand antonyms.

Findinginformation on atopic in theencyclopaediaand recording it asnotes.

Can students:

- Find wordsand verify their spelling,pronunciationand meaning?

- Locateaccuratelyinformation ontopics?

- Find andextractinformationfrom reference

material?

All Curriculumareas

26



GRAMMAR


CONTENT

ACTIVITIES


GatheringInformationContd.

Thesaurus providessynonyms,antonyms andorigins of words.

EncyclopaediaTopics are written inalphabetical order.

Other textsThe importance anduse of - Title page- Name of author,- Publisher,- Copyright date- Preface or / and

- Introduction- Acknowledgement- Table of contents

Writing sentences,which make themeaning of thewords, clear to thereader

Using the index tolocate the pagescontaininginformation on aparticular topic

Reporting andanswering questionsbased on theinformation found

Can students:

- Respondpositively toquestions based onthe parts of abook?

- Put appropriateheadings inassignments,projects andresearch papers?

All Curriculumareas

27



GRAMMAR


CONTENT

ACTIVITIES/


GatheringInformationCont.

Affix Addaffixes towords toform other wordclasses,synonymsandantonyms.

Words canhave addedmeaning or change their meanings andclasses byadding an affixbefore (prefix)or after a word(suffix).

An affix canbe a prefix or a suffix.

Beawarethatwordscan becreated.

- Index- Glossary- Bibliography

PrefixUn = not -produces wordsof oppositemeaning(antonyms) e.g.un-happy.

In = not, butdoes not always

produce anantonym e. g.Indoors,include.

Comparing theparts of thedictionary,thesaurus,encyclopaedia,novel, andtextbook

Examining theparts of achosen book todetermine andstate thepurpose of each part

Creating wordwebs showingthe relationshipof new wordsand the prefix

Adding prefix toroot word insentences tocreate

antonyms, thuschanging thesituationformerlypresented

Can students:

- Makeeffective useof the variousparts of reference and

other books?

- Use the newwords toenhance oraland writtenexpression?

Can students:

- Use the skillsto formulate

new words?

28



GRAMMAR


CONTENT

ACTIVITIES/


EVALUATION

INTEGRATION

Affix Contd. Re = backe.g. remove

Dis = not,away, apartor canproduce an

antonym e.g.disagree,dismiss.

Pre = beforein time or position e.g.pre-school,prevent

Sub =under/below

– subway,submarine,subsoil

29



GRAMMAR


CONTENT

ACTIVITIES/


EVALUATION

INTEGRATION

Affix Contd. SuffixS/es = pluralsof nounsSome nounshave noplural.

S, ing, ed –present tensepresentparticiple,past tense.

Er, est –comparative,superlative.

Studentscontributing tothe topic

Insertingcorrect formsin sentencesor passages.with blanks

Creatingcomparisonswith –er, -setto effectchange indescription.

Revisingmore andmost for comparison

30



GRAMMAR


CONTENT

ACTIVITIES/


EVALUATION

INTEGRATION

Affix Contd. Ly – adverbe.g. slowly

Ful/less – fullof/withoute.g. careful,spotless

Fy/ify – tobecome intosomething (tomake verbs)e.g. purify,beautify

Formingadverbs byadding ly towords givenin sentencesand passages

Adding thesuffix- ful/less;- fy/ify;able/ible- en- ion/tionto form newwords

Filling in blankspaces insentences or passages withnew words.

31



GRAMMAR


ACTIVITIES/


INTEGRATION

Affix Contd.

CompoundWord

.

Create newwords frombase words.

A newword canbe derivedfrom joiningtwo basewords.

The newword has itsownconnotation.

Appreciatethat creatingwords canbe fun.

Able/ible –can be, ableto be,deserving of

En –tomake, or tocause e.g.lengthen.Ion/tion –indicates anaction,process, andthe outcomeof

Joining twowordstogether tocreate a newword e.g.mailbox

Not all

compoundwords arefused

Stating the parts of speech of thesewords as used inthesentence/passage

Making word lists

Adding words tobase words tocreate compoundwords

Can students:

- Coin wordsand use themcorrectly inconstructingsentences?

- Producemorecompoundwords derivedfrom basewords?

32



GRAMMAR


CONTENT

ACTIVITIES/


CompoundWordContd.

Some wordscan be basewords andhave other words addedbefore or after them,

creating newwordsE.g.sunflower,sunlight;letterhead,overhead.

Pairing wordsfrom a number of given wordsto createcompoundwords

Supplying abase word andgiving asuitablecompoundword

Sharing thewords givenfrom their ownvocabulary or obtained fromreferencebooks.

Using the newwords insentenceconstruction

exercises

Recording thewords andlearning tospell thestrange ones

33



GRAMMAR


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES

EVALUATION

INTEGRATION

SynonymandAntonym

Discriminatebetween themeaning andusage of thesynonymsand

antonyms.

Synonymsare substitutewords withsimilar meaningsthat can best

replaceanother word.

Antonymsare wordsthat meanthe oppositeto another word.

Synonymshave shadesof meaning,which mustbedistinguished.

Thinkingabout wordsin terms of comparativeandcontrasting

relationships,contradictoryconcepts andstatements

Synonymsexpress thesame idea ina variety of waysE.g.

- under thesea- below sealevel.

Fewantonymsare the exactopposite of other words.

Giving wordsthat aresimilar inmeaning tothosesupplied

Extractingfrom a shortpassagewords that aresimilar inmeaning

Filling blankspaces in

sentences or passages withwordsopposite inmeaning.

Can students:

- Vary thewords used intheir oral andwritten work?

All Curriculumareas

34



GRAMMAR


ACTIVITIES/


EVALUATION

INTEGRATION

Homophone

AbbreviationandAcronym

Discriminatebetween thespellings of the wordsthat soundalike.

Use them intheir correctcontext.

Recognizethe use of abbreviationsandacronymsand interprettheir meanings

Homophonesarephonemicallyidenticalwords but donot conveythe same

meaning

Some wordshaveabbreviatedforms.

Homophonesare the basisfor puns and

riddles.

Someabbreviatedforms areaccepted informalpresentations.

Toappreciatewhere andwhen to usetheshortenedforms

Homophonessound thesame butdiffer inspelling,origin andmeaning e.g.

- Bough,bow;- Site, cite,sight.

Abbreviationscan be foundindictionaries.Some of them can beused inwriting e.g.

Pp – pagesVol. – volume

Anon –anonymousEt al – andothers

One studentgiving a word,its spellingand possiblemeanings.Other students

supplying thehomophone,its spellingand meaning

Using thewordscorrectly insentences of their own

Making a noteof abbreviationsfound in theDictionary,periodicals,newspapers,reference and

other writtenmaterial.

Can students:

- Spell thehomophones

- Use them insentences

correctly?

Can students- Useabbreviationscorrectly informal andinformalwriting?

All Curriculumareas

35



36

GRAMMAR


CONTENT

ACTIVITIES/


EVALUATION

INTEGRATION

AbbreviationandAcronymContd.

- Mr., Dr.- M.O.EMinistry of Education,- B.A.Bachelor of

Arts

- B. Ed.- Dip. Ed.

Someabbreviationsform namewords calledacronyms.

An acronym

is formedfrom the firstsyllables of acompoundterm e.g.SIMAP,PAHO,REPAHA,RADAR,

SCUBA.

Examiningtheir use intheir relevantcontexts.

Compiling areference list

of abbreviationsand acronymswith their meanings

Discussingwhen it isappropriate touse individual

abbreviationsand acronyms

Can students:

- Decide whenthey shouldnot useabbreviations?



ENGLISH LANGUAGE – ENGLISH BSHORT STORY AND NOVEL


CONTENT

ACTIVITIES/


Introduction Identifythefeaturesof theshortstory andnovel

Thefeatures of a story arethecharacterssetting,plot,

conflictandresolution.

Peopleinvolved insomeactivity in aplace createthe story.

Reflect onhow man isinvolved withhimself andtheenvironment

Characters arereal or imaginedpeople andanimals in astory.Characterschange and

develop as thestoryprogresses.

Setting is thetime and place inwhich the eventsof the storyoccur.

Plot constitutesthe events of thestory.

Conflict is thetrouble createdby the character.

Resolution is the

point at whichthe conflict isresolved.

Studentsrelating to theclass personalexperiencesand identifyingas manyfeatures of the

short story fromwhat wasrelated

Reading shortstories andidentifying thefeatures

Reading and

listening to anovel to identifythe details of the characters,plot and settingand placing theinformation in afolder

Can students:

- Identify thefeatures of thenovel?

- Create stories

wit thesefeatures?

Social Studies

37





CONTENT

ACTIVITIES/


Character Distinguishbetweenmain andother characters.

Assess thecredibilityof charactersas realpersons.

Charactersarebelievableand further the plot of the storythroughaction,speech andthought.

Somestories havemain as wellas minor characters.

Develop anappreciationof thedifferencesinindividuals.

Appreciatethat fictionalcharactersare like realpeople.

The character can bevisualized andis described bywhat he says,how he acts,what he thinksand what other characters sayabout him.

Minor characterssupport the roleof the maincharacter.

The maincharacter has aflaw or shortcoming inhis/her attitudeto life andpersons aroundthem.

Sitting in smallgroups todescribe themain character Then presentingthe character sketch to theclass

Comparing andcontrasting thecharacters todetermine theimportance of each

Identifying the

flaw in the maincharacter andtracing how itdevelops the plotto a resolution

Using an artmedium tocreate the

described imageof one of thecharacters

Can students:

- Give accuratewritten andconcreteportrayal of acharacter in ashort story or novel?

- State theimportance of the characters tothe story?

- Identify with thecharacter’s flaw?

Art

Drama

38





CONTENT

ACTIVITIES/


Setting Classify thesettings of stories read.

The settingis a namedplace by thenarrator or a character or a placethat can be

identified bythegeographical featurespresentedin the story.

Events mustoccur in aplace, andinvolvepersons.

Beconsciouslyaware thatenvironmentsdiffer.

The settingsometimesreflects theemotional state of the maincharacter.

In a novel thesetting changesas the moodchanges in thestory.

Pieces of description aid inidentifying thesetting.

Classification of settings

Comparing andcontrasting thesetting of twostoriesStating theeffectiveness of each setting

Exchanging thesettings of thestories andnoting thechanges thatare needed tomake thesettingsadaptable.

Tracing settingchanges in anovel. Thenusing any artmedium todepict thevarious scenes

Can students:

-Identify themood createdby the setting?

- Explain the

importance of the setting tothe story?

- Relate thesettings in thestories withsettings intheir ownenvironment?

Geography

Art


39





CONTENT

ACTIVITIES/


Plot Trace theplots of stories.

Plots can besimple or complex,with abeginning,middle andending,rising actionand climax.

Stories aredevelopedfrom plots.

Plot line isthe structurethat binds thestory

Appreciatethateverythinghasstructure.

A simple plotbegins with asituation thatintroduces aconflict.

The conflictdevelops to ahigh point calledthe climax.

Immediatelyfollowing is theresolution.

The plot line of stories

Reading andlistening tostories withsimple plots,then recordingthe plot line of the story

Using a diagramto show storydevelopment

Arriving at a plotthroughresponding to aseries of questions

Can students:

- Give anaccurate gist of the plot orallyor in writing?

- State the plotin their ownwords?

- Use adiagram toshow the plot?

Technical

Drawing – Architecture

Mathematics –parts of a whole

40





CONTENT STRATEGIES EVALUATION INTEGRATION

Theme Developpoint of viewand storiesfrom themes.

Manydifferentstories canbe derivedor constructedfrom onetheme

The themeis thecentral ideain the story.

A novel hasmore than

one theme.

Being awareandappreciativeof the factthat there areseveral viewpoints in atheme

To analyse thetheme, focuson the maincharacter’sproblem and itsresolution.

Themes can befound inmovies,commercials,songs andconversations.

The theme isthe reason whythe story is

written. It is thethought thatsuggests thestory in the firstplace

Reading andlistening to storiesto examine thekey events so asto arrive at thethemeProvidingsupportingevidence for thetheme given.

In groups,discussing toarrive at thetheme for afavorite song,movie, or

televised show

Enactingconversations toidentify their themes

Justifyingopposing views

on a theme

Can students:

- Support thetheme withdetails fromthe story?

Health andFamily LifeEducation

– sharingviews on atheme

37



DRAMA


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES EVALUATION

INTEGRATION

RolePlay

Plays

Write and

enactsimulation,

role-play

and piecesof drama.

Drama allows

characters tointerface live

against a

back-groundscene.

Drama isanother

medium usedto present a

story.

Drama

communicatesits message in

a shorter time

than prose.

Empathise

with thefeelings,

actions

andreactions

of the

characters.

Features of dramaSetting, characters,conflict situation,climax, resolution

Drama has setting

-visual or stated in

lines spoken by thecharacters.

Characters use body

language, gestures

and speech to expressemotions in keeping

with the situation.

Use of tone, pitch,intonation and stress

Basic stage directions

- Centre stage- Up stage

- Down stage

- Right and left

of stage

Role of narrator

Examining a short

piece of drama as aclass or in groups to

discover the features

of drama

Creating situations,

conflicts andresolutions in

simulations and roleplay so as to identify

features of drama

Plotting a story line

Writing the drama for

presentation

Selecting a section of

a novel and

converting it into a

piece of drama and presenting it at

Assembly or in class.

Can students:

- Display the

features of

drama?

- Give life-like

portrayals of characters?

- Produce

appropriate

setting for thesituation

presented?

Social Studies

Environmental

Education

42



43

DRAMA


CONTENT

ACTIVITIES/MATERIALS/STRATEGIES

EVALUATION

INTEGRATION

Role Play

Plays Contd.

Use of props and

costuming to

stereotype characters

Simulations are shortspontaneous

enactments of situations.

All the features of

drama are not present.

Role-play is a short,

prepared enactment

of a situation.All drama features

are not present.

Enacting pieces

of written

dialogueCreating the

setting andsuggesting the

style of clothesworn by the

characters

Selecting a

poem, and

preparing it for

dramatization



POETRY


CONTENT


Introduction Produceexamplesof composedwriting inprose andpoetryforms.

Writing cantake twoforms that of prose or poetry.

The form of writing isappropriateto itspurpose

Toappreciatewrittencommunication in other forms

Comparison of prose and poetrywriting- Paragraphscompared tostanzas- Paragraphs andstanzas can be of varying lengths.-.Long sentencesas against shortsentences

Grammaticalstructure of thesentences

Difference of speech rhythms.

Conciseness of the printedmaterial.

Use of symbols.

Reading andcomparingparagraph/s andstanza/s.

Convertingdramatisednarrative poetryinto a short story of one or moreparagraphs

Re-writing stanzasof poems intoparagraphs

Analysing poemsfor meaning

.

Can students:

- Demonstratea clear understandingof thedifferencebetween proseand poetry?

44



POETRY


ACTIVITIES/


LiteraryDevices

Arrive atthemeaningof thepoem bynoting theexactwords andphrasesthat tellwhat isseen andheard inthe poem.

A poem is asight soundpicture thatcaptures amoment intime.

Literarydevices areused tocommunicatethe meaningof the poem.

A poemexpresses awriter’s viewof his/her world.It can be factor opinion.

Respect for a person’sinterpretation of his/her experience/s

Figures of speechSimileMetaphor,Onamatopaeia

Alliteration

Descriptive words Adjectives AdverbsVerbs

They help to paintand give thesound of thepicture.

Reading poemsand answeringquestions toextract main ideas

Using the figuresof speech anddescriptive wordsto gather thedetails that wouldhelp to determinewhat the poem isabout

Composing poemsusing similes,metaphors,

onomatopoeia,alliteration

Compiling poemsto arrive at holisticinformation abouta theme or topic

Can students:

- Assess theuse figures of speech anddescriptivewords inpoetry andprose?

- Composesuitablepoems withthe figures of speech given?


Social Studies

ThemesOceans

AnimalsCelebrationsRecreationRebellion

45



POETRY


ACTIVITIES/


Rhyme andRhythm

Read andwritepoemswithspecificrhymeschemesandrhythm.

.

Rhyme andrhythm areessentialfeatures of poetry.

In poemsthere areinternal aswell as endrhymes or no rhymes.

Enjoy beingcreative.

End rhymes- Couplet: a pair of rhymed lines- Alternate rhyme:the rhyming of alternate lines

Rhyming wordsare found too inthe middle of thelines.

Blank verse hasno rhyme.

Rhythm can beslow or upbeat

depending on therhythm.

.

Identifying therhyme scheme andstating itseffectiveness torhythm andmeaning. Rappingthe poem to itsrhythm

Stating how therhythm of thepoemcomplements theimagery presentedin the poem

Using the length of

the stanzas andtheir combinationin forming thepoem along withthe rhyme schemeproduced todetermine the typeof poem

Can students;

- Reproducethe rhymescheme or rhythm in acomposedpoem?

- Identify thetypes of poems?

All subjectsand issues

46



47

POETRY



Types of poems

Createthreeforms of poetry

Poems areconstructedin differentforms.

Poetry canbe fun andcan bebased onany subject.

Expressingcreativity

Acrostic:- Verse in whichthe first letter when readtogether make upa word.

Limerick:

- A poem of fivelines with a, a, b,b, a rhymepattern. The lastline must behumorous.

Shape poem:- The layout of the

poem conveys thetopic. It can befrom one word totwo sentences e.g.

IM L

S E

or F NR W

O

Reading examplesprovided by theteacher andexamining `thefeatures of thatparticular type of poem

Creating similar poems in groups,individually or as aclass.

Can students:

- Createpoems thatcontain thefeatures of thespecific type?

All subjectsand issues

Documents

English Grade 7 Curriculum Guide (1)