Republic of Zambia

Ministry of Education

ENGLISH LANGUAGE
TEACHING MODULE
FORM 2-TERM TWO

Published by Curriculum Development Centre

Lusaka
2026

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 Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development Centre

TEACHING MODULE
FORM 2
TERM TWO
@ Curriculum Development Centre 2026
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system
or transmitted by electronic, mechanical, photocopying, recording or other means, without prior
permission of the Curriculum Development Centre
WRITERS
Nawa Mushiba: Senior Curriculum Development Specialist, English Language and Foreign
Languages, Curriculum Development Centre (CDC), LUSAKA

Dr. Stephen Moyo: Curriculum Development Specialist, English Language - Primary,

Curriculum Development Centre (CDC), LUSAKA

Monica Kamwengo - Imasiku: Curriculum Development Specialist, English Language -

Secondary, Curriculum Development Centre (CDC), LUSAKA

Annel Sibajene Siaciwena: Head of Department, Languages, Mumpulumba Day Secondary

School, MWINILUNGA

George Kanyama: Education Standards Officer – General Inspection, District Education

Office, MONZE.

Handili Jimaima: Senior Lecturer, Head of Department, Chalimbana University,

CHONGWE

Susan Mutale: Head of Department - Languages, Kitwe Main Secondary School, KITWE.

Nora Lipenda: Head of Department, Languages, David Kaunda STEM School,

LUSAKA

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Table of Contents
WRITERS....................................................................................................................................................... i
PREFACE ...................................................................................................................................................... ii
ACKNOWLEDGEMENT................................................................................................................................. v
INTRODUCTION.......................................................................................................................................... vi
UNIT 1: CORRUPTION ................................................................................................................................. 1
LISTENING AND SPEAKING ...................................................................................................................... 1
TOPIC: 2.1.6. GREETINGS .................................................................................................................... 1
TOPIC: 2.2.1. COMPREHENSION ......................................................................................................... 5
COMPOSITION ...................................................................................................................................... 11
TOPIC: 2.3.4. SPEECH WRITING......................................................................................................... 11
STRUCTURE ........................................................................................................................................... 18
TOPIC:2.4.6. REASON ........................................................................................................................ 18
SUMMARY............................................................................................................................................. 20
TOPIC:2.5.1. SUMMARY WRITING .................................................................................................... 20
UNIT 2: ENTREPRENEURSHIP EDUCATION ............................................................................................... 27
LISTENING AND SPEAKING .................................................................................................................... 27
TOPIC: 2.1.7 PUBLIC SPEAKING ......................................................................................................... 27
TOPIC: 2.2.1 COMPREHENSION ........................................................................................................ 31
COMPOSITION ...................................................................................................................................... 35
TOPIC: 2.3.5 BIOGRAPHY WRITING ................................................................................................... 35
STRUCTURE ........................................................................................................................................... 40
TOPIC: 2.4.6 REASON ........................................................................................................................ 40
SUMMARY............................................................................................................................................. 43
TOPIC: 2.5.1 SUMMARY WRITING .................................................................................................... 43
UNIT 3: DIGITAL LITERACY ........................................................................................................................ 47
LISTENING AND SPEAKING .................................................................................................................... 47
TOPIC: 2.1.7. PUBLIC SPEAKING ........................................................................................................ 47
TOPIC: 2.2.1 COMPREHENSION ........................................................................................................ 52
COMPOSITION ...................................................................................................................................... 57
TOPIC: [Link] BIOGRAPHY ............................................................................................................... 57
STRUCTURE ........................................................................................................................................... 61
TOPIC: 2.4.7. TIME ............................................................................................................................ 61

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 SUMMARY............................................................................................................................................. 65
TOPIC 2.5.1 SUMMARY WRITING ..................................................................................................... 65
UNIT 4: MENTAL HEALTH .......................................................................................................................... 69
LISTENING AND SPEAKING .................................................................................................................... 69
TOPIC: 2.1.8 INVITATIONS................................................................................................................. 69
TOPIC: 2.2.1 COMPREHENSION ........................................................................................................ 73
COMPOSITION ...................................................................................................................................... 79
TOPIC: 2.3.6 EXPOSITORY WRITING. ................................................................................................. 79
STRUCTURE ........................................................................................................................................... 85
TOPIC: 2.4.8 CONTRAST .................................................................................................................... 85
SUMMARY............................................................................................................................................. 92
TOPIC: 2.5.1 SUMMARY WRITING .................................................................................................... 92
UNIT 5: GENDER ........................................................................................................................................ 98
LISTENING AND SPEAKING .................................................................................................................... 98
TOPIC: 2.1.9 CONVERSATIONS .......................................................................................................... 98
TOPIC: 2.2.1 COMPREHENSION ...................................................................................................... 101
COMPOSITION .................................................................................................................................... 106
TOPIC: 2.3.6 EXPOSITORY WRITING ................................................................................................ 106
STRUCTURE ......................................................................................................................................... 111
TOPIC: 2.4.9 CONDITION................................................................................................................. 111
SUMMARY........................................................................................................................................... 117
TOPIC:2.5.2 SUMMARY WRITING ................................................................................................... 117
BIBLIOGRAPHY ............................................................................................. Error! Bookmark not defined.
Appendix ..................................................................................................................................................... 2
LESSON PLAN TEMPLATE ......................................................................... Error! Bookmark not defined.

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PREFACE
The Competence-Based Curriculum (CBC) marks a new era of dynamic and practical learning
experiences aimed at equipping learners with 21st-century skills.
The Ministry of Education appreciates the transition from Outcome-Based Curriculum to
Competence-Based Curriculum (CBC) and is therefore committed to ensuring provision of
quality teaching and learning materials to support effective lesson delivery; operative
implementation of CBC requires clarity of focus, undivided devotion and commitment.

It is out of this commitment that this module has been developed. The module embraces the
general competences provided in the 2023 Zambia Education Curriculum Framework, such as
critical thinking, creativity, innovation, emotional intelligence, entrepreneurship and
citizenship; it is designed with principles that seek to link education to real-life experiences.
It is my sincere hope that this teacher’s module for Form 2 Term 2 will greatly improve the
quality of education provided to English Language, as outlined in various policy documents.

Kelvin Mambwe (PhD)

Permanent Secretary- Educational Services
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT

The English Language Teaching Module is a result of wide consultation involving several stake
holders within and outside the Education system.

Many individuals, institutions and organizations were consulted to gather their views on the
existing Form 1 Term 2 and Term 3 English Language Teaching Module and to accord an
opportunity to make suggestions for the Competence Based Curriculum. The Ministry of
Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions which culminated in the development of this English Language Teaching Module.

Finally, I acknowledge the dedication and hard work of the staff at the Curriculum
Development
Centre, whose efforts were instrumental in ensuring the successful completion of the English
Language Teaching Module.

Charles K. Ndakala (Dr.)

Director - Curriculum Development
MINISTRY OF EDUCATION

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INTRODUCTION
The Form 2 Teaching Module has been developed to support teachers in effectively delivering
English language lessons using the 2023 Competence-Based Curriculum (CBC). The module
aims to bridge the gap created by the absence of approved textbooks and to equip educators
with practical tools, activities and assessments tailored to meet the needs of the learners.

The Ministry of Education understands the challenges that come with transitioning to the new
curriculum. The choice of the Competence-Based Curriculum marks a transformative step
aimed at improving education quality as well as relevance. This module is therefore a reflection
of the Ministry’s steadfast commitment to making this journey as smooth as possible for
teachers, by the provision of structured guidance, adjusted activities and formative assessments
that align with the CBC objective. Nevertheless, teachers are encouraged to supplement this
material with their own research and innovation so that they may address any gaps that may
arise in making the implementation of the CBC successful.

The suggested activities and assessments provided in this module are designed to foster
practical critical thinking skills in learners while ensuring relevance and adaptability to different
school contexts.

Teachers are encouraged to tailor these suggestions to their unique classroom dynamics and to
explore alternative and acceptable approaches. This flexibility will provide an opportunity for
all learners to benefit from this meaningful and impactful curriculum.

It is envisaged that this module will serve as a valuable resource for teachers and other
educators as they navigate the CBC, enhancing their ability to inspire and equip learners with
essential English Language knowledge, skills and values that will prepare them for their future
endeavours and careers.

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 UNIT 1: CORRUPTION
LISTENING AND SPEAKING
TOPIC: 2.1.6. GREETINGS

INTRODUCTION
Overview: Greetings are polite words or expressions used when people meet, part, or
communicate with others. They help to build relationships, show respect, and create a friendly
atmosphere. Greetings may differ depending on the time of day, the relationship between
speakers, and the level of formality. In this topic, you will guide learners to appreciate the
importance of greetings in communication. Learners will explore formal and informal
greetings, practise using them, and learn how to choose the appropriate greeting based on
context.

GENERAL COMPETENCE(S):

 Communication: Express oneself (spoken and written) clearly and effectively.

: use appropriate language (verbal and non-verbal) in different
situations.
 Collaboration: Listen to other group members and make meaningful contributions to a
given task.

Hook: What is the first thing you do when you meet someone in the
morning?

KEY TERMS / WORDS / VOCABULARY

 Greeting: Words or expressions used when meeting someone.
 Formal Greeting: A polite greeting used in official or respectful situations.
 Informal Greeting: A casual greeting used among friends and peers.
 Salutation: A greeting used in writing, such as in letters or emails.
 Courtesy: Polite behaviour and respect shown to others.

Sub-Topic:[Link]. Greeting Different Categories of People

Introduction

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Greetings are an important social skill that show respect and good manners. Different categories
of people, such as elders, teachers, friends and strangers, require different types of greetings.
The way we greet depends on age, status, relationship and situation. In this lesson, learners will
understand and practice using appropriate greetings in both formal and informal situations.

Specific Competence: [Link].1. Use appropriate language to greet different

categories of people.

Learning Activities

Activity 1: Discussing ways of greeting the young and peers (FORMAL: Good
morning, Lisa…How are you...INFORMAL: Hello, Hi…)
 Lead learners in discussing ways of greeting the young and peers.
 Ask learners to work in pairs.
 Each pair should list as many greetings as they know.
 They should place the greetings into two groups: Formal greetings and Informal
greetings
Example Table

Formal Greetings Informal Greetings

Good morning Hi
Good afternoon Hello
How are you? Hey
Nice to meet you What's up?

 Learners explain when each greeting is appropriate.

 Write examples on the board:

1. Formal: Good morning, Likezo. How are you today?
2. Informal: Hi, Lisa! How are you?
3. Greeting young children: Hello, John! How was school today?

Greeting the Young

 Write examples on the board.

1. Hello, Violet!
2. Hi there!
3. How was school today?

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 CONTENT TIPS
 An informal greeting is relaxed and friendly. We use it when talking to friends, greeting
classmates, speaking to people of the same age (peers), in casual situations
 We greet the young in this way to make them feel comfortable and happy.
 Use a friendly voice and smile
 Use simple words
 Be kind and welcoming

Activity 2: Discussing ways of greeting adults, elderly people (FORMAL: Good

morning /afternoon/ evening, sir…)
 Divide the learners into groups and ask them to do the following:
 Discuss the different ways of greeting adults, elderly people e.g. teachers, headmen,
doctors, priests…
 Demonstrate ways of greeting and responding to greetings (group presents to the whole
class or role play greeting and responding to formal greetings.
 In groups, learners discuss how they would greet an adult or elderly person in these situations.
Situations

1. Meeting your teacher at school in the morning.

2. Greeting your neighbour who is elderly.
3. Meeting your elderly uncle or aunt in the afternoon.
4. Greeting the school head teacher.
 Learners share their greetings with the class.

Possible responses

1. Good morning, sir.

2. Good afternoon, madam.
3. Good evening, uncle. How are you?

CONTENT TIPS
 A formal greeting is polite and respectful.
 We use it when: speaking to elders, speaking to teachers, speaking to people in
authority, in school or in official places.

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 Activity 3: Role-playing greeting different categories of people.
 Role-Play Pairs - Learners pair up and practice greeting an elder formally

Example Role Play

Choombe: Good morning, Pastor. How are you today?
Pastor: Good morning. I am well, thank you. How are you?
Choombe: I am fine, thank you, Pastor.
Pastor: That is good to hear. Have a good day.

Role-play 2: Greeting a friend

Learner A: Hi, Bwalya!
Learner B: Hello, Siachiwena. How are you?
Learner A: I’m fine, thanks. And you?
Learner B: I’m good too.
 Divide learners into small groups.
 Each group receives a situation card, for example:
1. Greeting a friend at school
2. Greeting a teacher in the morning
3. Greeting an elderly neighbour
4. Greeting a visitor at home
 Learners act out the greeting using appropriate language.
 The class observes and discusses whether the greeting was formal or informal and if it was
appropriate.

TEACHING AND LEARNING MATERIALS: Flashcards, Charts, Dialogue cards,

Whiteboard/Chalkboard and markers, Pictures, Sample letters

CONTENT TIPS
 Demonstrate greetings before learners’ practice.
 Emphasise body language, eye contact, and voice tone.
 Correct mistakes gently and immediately.
 Make activities practical and fun with role-play.
 Reinforce that greetings build respect and good relationships

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 EXPECTED STANDARD: Language to greet different categories of
people used appropriately

ASSESSMENT
 Greet the teacher/elderly/adult formally.
 Greet a classmate informally.
 Greet a younger child politely.

SUMMARY
 Greetings can be formal or informal depending on the context.
 Formal greetings are used in professional or unfamiliar settings.
 Informal greetings are used in casual or friendly interactions.
 Practice is essential to using greetings confidently and appropriately.

TOPIC: 2.2.1. COMPREHENSION

Introduction
Overview: Comprehension is an active process of engagement that results in accurate
understanding and interpretation of what is heard or read. Its significance lies in its application
to real-life situations, such as understanding instructions, participating in conversations, and
interpreting information. Learners will practice listening to passages, identifying main ideas,
and participating in discussions to improve their understanding. This topic introduces learners
to essential comprehension skills, with an emphasis on listening comprehension.

GENERAL COMPETENCE(S):
 Communication: Apply good listening, speaking, reading and writing skills.
 Critical Thinking: Analyse texts to improve the ability to understand
 Collaboration: Respect the views of group members while working together.

Hook: Why do some people remember what they hear, and others forget?

KEY TERMS/WORDS/VOCABULARY
 Comprehension: The ability to understand something.
 Passage: A complete piece of writing that conveys a specific idea, message or story.
 Retelling: Tell a story again or differently.
 Interpretation: The process of explaining the meaning of something.

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  Main Idea: The primary message, point or argument that a text, passage or author is trying to
convey.
 Details: Elements or pieces of information that collectively describe or explain a topic, situation
or object.
 Active Listening: Fully concentrating, understanding, and responding to what is being said.
 Listening Skills: The abilities needed to hear, interpret, and respond to spoken information.
 Verbal Communication: The use of words to convey information or express ideas.

Sub-Topic: [Link]. Listening Comprehension

Introduction
Listening comprehension is the ability to understand spoken information. In this lesson, learners
will practise listening carefully to passages and identifying key ideas. This skill is essential for
following instructions, engaging in conversations, and acquiring new knowledge.

Specific Competence: [Link] Listen to different oral sources of information and

answer questions.

Learning Activities

Activity 1: Listening to different oral sources of information (radio, television,

someone speaking …)
 Play a recording, read a paragraph, or ask learners to read or tell interesting stories.
 Model good listening skills (sitting quietly, paying attention, looking at the speaker,
avoiding interruption…)

The Hidden Cost of Corruption

Corruption is one of the greatest challenges facing many countries today. It happens
when people in positions of power misuse their authority for personal gain. This may
include bribery, embezzlement, favouritism, or fraud.
In many communities, corruption begins in small ways. A driver may bribe a traffic
officer to avoid a fine. A contractor may offer money to win a government tender unfairly.
A student may cheat in an examination. Although these actions may seem minor, they
create a culture in which dishonesty becomes normalised.
The effects of corruption are serious. Money meant for building schools, hospitals,
and roads may be stolen. As a result, citizens suffer from poor services. Patients may lack
medicine in public hospitals. Students may learn in overcrowded classrooms. Roads may
remain unfinished for years.

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 Corruption also increases inequality. When jobs and opportunities are awarded
based on favouritism rather than merit, hardworking and qualified individuals are denied
fair chances. This discourages innovation and slows national development.
However, corruption can be fought. The Government can strengthen institutions
such as the Anti-Corruption Commission, which investigates and prevents corrupt
practices. Laws must be enforced fairly and consistently. Transparency in public spending
is essential.
Citizens also have a role to play. Refusing to give or take bribes, reporting
corruption, and promoting integrity in schools and workplaces are important steps.
Young people, especially, must develop strong moral values and stand against dishonest
practices.
In conclusion, corruption is not just a government problem—it is a societal issue.
Fighting it requires honesty, accountability, and collective responsibility. When integrity
becomes a shared value, communities and nations can prosper.

CONTENT TIPS
 Expose learners to a variety of oral sources such as radio, television, recorded speeches,
and live talks.
 Prepare learners before listening by introducing the topic and key vocabulary.
 Encourage learners to listen for main ideas, key details, and specific information.
 Use guiding questions to help learners focus while listening.
 Allow learners to listen more than once to improve understanding.
 Engage learners in follow-up activities such as answering questions, discussing, or
summarising what they heard.

Activity 2: Answering different types of questions based on information

heard.
 Read a story and ask learners to answer the questions based on it.
The Hidden Cost of Corruption
Corruption is one of the greatest challenges facing many countries today. It
happens when people in positions of power misuse their authority for
personal gain. This may include bribery, embezzlement, favouritism, or fraud.
In many communities, corruption begins in small ways. A driver may bribe a
traffic officer to avoid a fine. A contractor may offer money to win a
government tender unfairly. A student may cheat in an examination. Although
these actions may seem minor, they create a culture in which dishonesty
becomes normalised.
The effects of corruption are serious. Money meant for building schools,
hospitals, and roads may be stolen. As a result, citizens suffer from poor
services. Patients may lack medicine in public hospitals. Students may learn

7
 in overcrowded classrooms. Roads may remain unfinished for years.
Corruption also increases inequality. When jobs and opportunities are
awarded based on favouritism rather than merit, hardworking and qualified
individuals are denied fair chances. This discourages innovation and slows
national development.
However, corruption can be fought. The Government can strengthen
institutions such as the Anti-Corruption Commission, which investigates and
prevents corrupt practices. Laws must be enforced fairly and consistently.
Transparency in public spending is essential.
Citizens also have a role to play. Refusing to give or take bribes, reporting
corruption, and promoting integrity in schools and workplaces are important
steps. Young people, especially, must develop strong moral values and stand
against dishonest practices.
In conclusion, corruption is not just a government problem—it is a societal
issue. Fighting it requires honesty, accountability, and collective
responsibility. When integrity becomes a shared value, communities and
nations can prosper.
Questions
Section A
1) Mention two examples of corruption given in the passage.
2) State two effects of corruption on public services.
3) Name one institution mentioned that fights corruption.

Section B
1) Why does the passage say small acts of corruption are dangerous?
2) How does corruption increase inequality?
3) Explain how corruption slows national development.

Section C
1) As a student, what actions can you take to fight corruption in your school?
2) Do you think young people can make a difference in fighting corruption? Give reasons.
3) Suggest two measures the government can take to reduce corruption.

SUGGESTED ANSWERS
Section A
1. Corruption is the misuse of power for personal gain.
2. Bribery, embezzlement, favouritism, fraud, and cheating in examinations. (Any two)
3. Poor services; lack of medicine in hospitals; overcrowded classrooms; unfinished roads.
(Any two)
4. The Anti-Corruption Commission.

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Section B
1. Because they normalise dishonesty and create a culture of corruption.
2. Opportunities are given based on favouritism rather than merit, denying qualified
individuals fair chances.
3. Funds meant for development projects are stolen, leading to poor infrastructure and
reduced economic growth.
Section C
1. Refusing to cheat in exams, reporting dishonest practices, promoting honesty and
integrity.
2. Yes. Young people are future leaders; they can promote integrity and influence positive
change. (Accept well-supported opinions.)
3. Strengthening anti-corruption institutions, enforcing laws strictly, increasing
transparency in public spending, and promoting civic education. (Any two)

CONTENT TIPS
 Explain the different types of questions (factual, inference, and opinion) based on
listening tasks.
 Teach learners to listen carefully and identify key words related to each question.
 Encourage learners to recall specific details and main ideas from what they heard.
 Guide learners to use clues from the listening text to answer inference questions.
 Remind learners to answer clearly and appropriately, using complete sentences where
required.
 Provide varied listening activities followed by different question types to build
comprehension skills.

Activity 3: Identifying and listing main ideas (note-taking)

 Provide learners with a simple table to fill in as they listen to the passage for the second
time.
 Ask the learners to fill in the table as you read.
Activity Purpose
Corruption Example:
1. ……
2. ……..

Bribe  ……….
 ……….
 ………..
Transparency 1.

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 CONTENT TIPS
 Explain that note-taking involves identifying and recording the most important ideas from
a text or listening task.
 Teach learners to focus on main ideas and key points rather than copying everything.
 Encourage the use of key words, phrases, and abbreviations when taking notes.
 Guide learners to organise notes using bullet points, lists, or simple diagrams.
 Provide practice activities where learners listen or read and list main ideas.
 Emphasise clarity and organisation so that notes are easy to understand and review later.

Activity 4: Repeating information from an oral source

 Divide class into groups.
 Whisper a message to the first learner.
 Learners pass the message along the group.
 Last learner says it aloud.
 Compare with original message.
 Let learners retell the story they heard in Activity 2

CONTENT TIPS
 Introduce the topic and vocabulary before playing the audio
 Encourage learners to take notes on main ideas or details
 Ask comprehension questions to check understanding
 Encourage learners to listen to audio materials at home or outside class

TEACHING AND LEARNING MATERIALS: Audio player (or smartphone/laptop with

speakers), pre-recorded audio clips, comprehension question worksheets.

EXPECTED STANDARD: Listening to different oral sources and

answering questions done effectively

ASSESSMENT
 Understanding main ideas
 Recognising supporting details
 Identifying the sequence of events
 Interpreting meaning or inference
 Responding to questions

HOMEWORK
 Ask learners to write key points from the listening passage.

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  Let learners list any three ways corruption can be prevented.

SUMMARY
 Comprehension is the ability to understand spoken or written information.
 Listening carefully is the first step to good comprehension.
 Activities like retelling a story, filling in tables, and answering questions improve
comprehension skills.
 These activities help learners focus on key details and better process the information.
 Engaging in these activities promotes better retention and interpretation of what has been
heard or read.

COMPOSITION
TOPIC: 2.3.4. SPEECH WRITING
INTRODUCTION
Overview: Speech writing is the art of expressing ideas clearly and persuasively to an audience. It
involves structuring thoughts logically, using appropriate language, and engaging the audience
effectively. In this topic, learners will explore the purpose, structure, and features of speeches, with a
focus on the introductory speech. A well-written speech informs, entertains or inspires, depending on its
purpose.

GENERAL COMPETENCE(S):

 Communication: Effectively share one's thoughts, emotions, and experiences.

 Creativity and Innovation: Organise information and ideas.

Hook: If you were asked to introduce your best friend to the whole school,
how would you do it?

KEY TERMS / WORDS / VOCABULARY

 Speech -A formal talk given to an audience.
 Audience - The group of people who listen to the speech.
 Introduction - The beginning part of a speech that grabs attention and presents the topic
or person.
 Body -The main part of the speech where key points are developed.
 Conclusion - The ending that summarises the speech and leaves an impression.

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  Formal language - Language suitable for serious or official occasions.
 Tone - The speaker’s attitude or style of delivery.
 Purpose - The reason for delivering the speech (inform, persuade, entertain, inspire).
 Structure - The organisation of ideas (introduction, body, conclusion).
 Delivery - How the speech is presented (voice, gestures, eye contact).

Sub-Topic: [Link]. Speech of Introduction.

Introduction
A speech of introduction is delivered to present someone or something to an audience. Its main
purpose is to prepare the audience for the main speaker, guest, or event. It should include a
polite greeting and relevant information, and it should create interest or anticipation. In this
lesson, learners will learn how to organise their ideas clearly and confidently express their
thoughts in front of an audience. This skill is important for effective communication in school
and everyday life.

Specific Competence: [Link].1. Write a speech of introduction

Learning Activities

Activity 1: Identifying types of speeches (speech of introduction, main speech, and

vote of thanks)
 Provide learners with the ability to identify types of speeches and introduce the concepts
clearly so learners understand the differences.
 Provide model samples of speech

Speech of Introduction
Good morning, everyone.
It is my great pleasure to introduce our guest speaker today, Ms. Chanda Mwila.
Ms. Mwila is a dedicated environmental activist who has worked with schools across
Zambia to promote tree planting and recycling.
Her passion for protecting our environment has inspired many young people to take
action.
Please join me in welcoming Ms. Chanda Mwila to share her insights with us.

Main speech

The Head Teacher, teachers, fellow learners, and distinguished guests, good
morning.

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It is a privilege to speak to you today about corruption and the importance of fighting
it. Corruption happens when people misuse their power or authority for personal
benefit. This behaviour can harm our communities by slowing development and
preventing resources from reaching those who need them.

As young citizens, we have a responsibility to promote honesty, fairness, and

accountability in everything we do. We should refuse to give or accept bribes and
always choose to act with integrity. When each of us commits to doing the right
thing, we help create a society where justice and transparency can flourish.

Together, let us work towards building a future where integrity and responsibility
guide our actions.

Vote of Thanks

The Head Teacher, teachers, invited guests, and fellow learners, good
morning.

On behalf of everyone present, I would like to express our sincere

appreciation to our keynote speaker, Mr. Phiri, for the insightful and
inspiring speech on corruption. Your message has helped us understand the
importance of honesty, accountability, and responsible leadership in our
communities.

We also extend our gratitude to the school administration and teachers for
organising this important event, and to all learners who participated
attentively. Your presence shows that you value the principles of integrity
and good citizenship.

Once again, thank you to everyone who contributed to the success of this
programme. May we all continue to promote honesty and integrity in our
daily lives.
 Read it aloud to demonstrate tone, pauses, and eye contact

CONTENT TIPS
 Speech of Introduction
Purpose: To welcome and introduce the main speaker.
Features: Short, polite, sets the stage.
Example: “Ladies and gentlemen, it is my pleasure to introduce…”

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 Main Speech
Purpose: To deliver the central message or topic.
Features: Structured (opening, body, conclusion), informative or persuasive.
Example: A speech on climate change or school discipline.
 Vote of Thanks
Purpose: To appreciate and acknowledge contributions.
Features: Grateful, concise, mentions key people.
Example: “On behalf of the class, I would like to thank…”
 Greet the audience politely
 State who or what is being introduced
 Give relevant and interesting information
 Create anticipation for what follows

Activity 2: Discussing the features of a speech of introduction (title,

observing protocol, speaker’s background, purpose for the visit/meeting…)
 Lead learners in discussing the features of an introductory speech given.
 In pairs, learners discuss and complete the activity below the speech.
Introductory Speech
Good morning, Head Teacher, teachers, and fellow students.
It is my honour to introduce our guest speaker today, Ms Chanda Mwila.
Ms. Mwila is a dedicated environmental activist who has worked with
schools across Zambia to promote tree planting and recycling.
She is here today to share with us how young people can help protect our
environment.
Ladies and gentlemen, please join me in welcoming Ms. Chanda Mwila.

Exercise
 Fill in the gaps with features of a speech (title, introduction, main body, background)
Good morning ____________.
It is my honour to introduce ____________.
He/She is ____________ (background).
He/She is here today to ____________ (purpose).
Please join me in welcoming ____________.

CONTENT TIPS
 Provide learners with clear explanations on the features of the speech of introduction.
Features of a Speech of Introduction

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1. Title: Every speech should have a clear title or opening line that sets the tone.
Example: “Speech of Introduction for Mr John Mwale” or simply “Introducing Our Guest
Speaker.”
It helps the audience know the purpose right away
2. Observing Protocol
Respect formalities depending on the setting (school, church, conference). Begin with
greetings and acknowledgements: “The Head Teacher, distinguished guests, teachers, and
fellow students…” Shows respect and sets a polite atmosphere.
3. Speaker’s Background
Provide relevant information about the speaker: Name, profession, achievements, or
connection to the event. Keep it concise—enough to establish credibility but not
overshadow the main speech. Example: “Ms. Banda is a science educator who has trained
hundreds of teachers in innovative classroom methods.”
4. Purpose for the Visit/Meeting: Explain why the speaker is present. This builds
anticipation and helps the audience understand the importance of listening. Example: “She
is here today to share insights on how students can excel in science subjects.”
5. Warm Welcome: End with a welcoming statement that invites the audience to receive the
speaker warmly. Example: “Please join me in welcoming Ms. Banda to the stage.”

Activity 3: Composing and writing a speech of introduction.

 Ask learners to draft a short introduction using the structure: greeting - name -
credentials -transition to main speech.
 Let learners write one question in groups and the other individually.

Exercise
1. Your school is holding a special assembly on the topic of fighting corruption and promoting
integrity among young people. A respected community leader has been invited to speak to
the learners. You have been chosen to deliver the introductory speech before the main
speaker gives the keynote address. Write an introduction speech of about 200–250 words to
present the guest speaker to the audience. Use the guiding notes below to organise your
speech.
Notes
 Begin your speech by greeting the audience appropriately.
 Mention important people present, such as the Head Teacher, teachers, invited
guests, and fellow learners.
 Briefly explain why everyone has gathered for the event.
 Introduce the Guest Speaker
 Mention the name of the guest speaker.
 State the speaker’s position, profession, or role in the community.

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  Provide a few details about the speaker’s experience, achievements, or work related
to fighting corruption or promoting integrity.
 Mention the topic of the keynote speech and explain why it is important for learners
and the community.
 Encourage the audience to listen carefully to the message the speaker will deliver.
 Politely invite the guest speaker to come forward and address the audience.
 End your speech with a respectful closing statement.
2. Your school has organised a talk on fighting corruption and promoting integrity among
young people. A representative from the Anti-Corruption Commission has been invited as
the guest speaker. Write an introductory speech to present the Anti-Corruption Commission
officer to the audience.

CONTENT TIPS
 An introduction is not the main speech-it’s just the doorway to it.
 Explain that a speech of introduction is used to present a guest speaker to an audience.
 Guide learners on the structure: salutation, purpose of the event, introduction of the
speaker, and invitation to speak.
 Emphasise the use of formal and respectful language throughout the speech.
 Teach learners to include relevant details about the speaker such as name, position, and
achievements.
 Encourage learners to write in a clear and organised manner, using paragraphs.
 Provide models and practice tasks where learners compose and present short speeches of
introduction.

Activity 4: Giving a speech orally

 Learners present the speeches written in activity 3.

 Each learner presents a 1-minute speech.
 Use simple assessment criteria: Clarity, Confidence and Organisation
 Provide a checklist:

i). Did the speaker greet the audience?

ii). Was the speech clear?
iii). Did they maintain eye contact?

 Learners give constructive feedback.

 As teacher, equally evaluate the speeches using content (organisation), language use and
delivery skills

CONTENT TIPS

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  Voice projection: Speak loudly enough for everyone to hear.
 Clarity: Pronounce words correctly and avoid mumbling.
 Pace: Don’t rush; pause for emphasis.
 Eye contact: Look at the audience, not just your notes.
 Gestures and posture: Use natural hand movements and stand confidently.

TEACHING AND LEARNING MATERIALS: Whiteboard or chalkboard, Markers or chalk,

Sample speeches (printed or digital), Flashcards with key terms, Audio or video clips
(optional), Writing paper and pens

EXPECTED STANDARD: A speech of introduction written correctly

ASSESSMENT

 List the key features (greeting, naming the speaker, highlighting achievements,
creating interest).
 Differentiate between a speech of introduction and other types of speeches (main
speech, vote of thanks).
 Compose a short, well-structured introduction.
 Deliver the introduction confidently, with clear voice and eye contact.
 Apply appropriate tone (respectful, enthusiastic, concise).

SUMMARY

 A speech of introduction is a short, respectful, and engaging speech delivered before the
main speaker.
 Its purpose is to welcome the audience, present the speaker, and create interest in the
upcoming talk.
 Remind learners that an introduction is like opening the door for the main speaker,
warm, clear, and inviting.
 Encourage them to practice both writing and delivering introductions with confidence,
eye contact, and appropriate tone.
 Stress the importance of brevity and respect in every introduction.

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STRUCTURE
TOPIC: 2.4.6. REASON

INTRODUCTION

Overview: Expressing reason is an important grammar skill that helps learners explain why
something happens. In English, we use linking words and phrases such as because, since, as,
now that, and seeing that to give reasons. Understanding how to express reason improves
sentence construction, logical thinking, writing and speaking fluency, communication skills in
real-life situations. This lesson focuses on expressing reason using 'now that' and 'seeing that'.

GENERAL COMPETENCE(S):

 Communication: Express oneself (spoken and written) clearly and effectively.

 Analytical Thinking: Grasp and break down information and effectively share with
others.

Hook: The exam is over. What should we do?

KEY TERMS / WORDS / VOCABULARY

 Reason - an explanation of why something happens.

 Clause - a group of words with a subject and verb.
 Conjunction - a word used to join clauses.
 Now that -used to show reason based on a recent change.
 Seeing that - used to show reason based on an obvious fact.

Sub-Topic: [Link]. ‘Now That’/’Seeing That’ To Express Reason.

Introduction

In English grammar, we often need to explain why something happens or why a decision is
made. To do this, we use linking words and phrases that connect cause and effect. Two
important expressions are “Now that” and “Seeing that.” These expressions help speakers and
writers make their communication more logical and natural by showing the connection between
events and their reasons. They are especially useful in everyday conversation, storytelling, and
formal writing.

Specific Competence:[Link].1. Use other expressions to show reason in sentences

Learning Activities
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 Activity 1: Discussing the use of ‘now that’ or ‘seeing that’ to express
reason (Now that /seeing that you have finished eating, you can wash the
plates)
 Ask learners to identify a reason why one thing is happening after another in the
following sentences:
1. Now that the teacher is here, we can begin.
2. Seeing that it is late, we should go home.
3. Now that you have finished eating, you can wash the plates.
4. Seeing that you have finished eating, you can wash the plates.
 Ask learners to identify the reason in the passage provided below.

Now that the semester has ended, Maria finally has more free time to relax and read her
favourite books. She feels relieved, seeing that all her exams went well and her grades are
strong. Her friends are also happy, now that they can spend afternoons together without
worrying about assignments. Seeing that the weather is warm and sunny, they decide to go for a
picnic in the park. Everyone enjoys the day, now that the stress of school is behind them.

CONTENT TIPS
 'Now that' shows a recent change, while 'seeing that' shows something obvious.
 Structure: Now that / Seeing that + clause, main clause.
 Use a comma when the reason clause comes first.
 Ensure both clauses contain a subject and a verb.
 Use a comma when the reason clause comes first.

Activity: 2 Constructing sentences using ‘now that’ or ‘seeing that’ to

express reason
 In pairs, learners construct six sentences (3 using 'now that' and 2 using 'seeing that').
Sentence Construction
Write sentences using:
1. Now that
2. Seeing that

CONTENT TIPS
 Now that + subject + verb, subject + verb.
 Seeing that + subject + verb, subject + verb.
 Both clauses have a subject and verb and clearly show reason.
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TEACHING AND LEARNING MATERIALS: Whiteboard, Charts/Tables,
Flashcards, Handouts/Worksheets, Visuals/Slides

EXPECTED STANDARD: Other expressions to show reason in sentences used correctly.

ASSESSMENT
 Learners explain when to use 'now that' and 'seeing that'.
 Learners to construct sentences using ‘now that’/ ‘seeing that’

SUMMARY
 'Now that' and 'seeing that' are used to express reason.
 'Now that' shows a recent change, while 'seeing that' shows something obvious.
 Both expressions join two clauses and improve clarity in communication.

SUMMARY
TOPIC: 2.5.1. SUMMARY WRITING

INTRODUCTION
Overview: A summary is a brief restatement of a larger text, event, or idea that emphasises
only the most crucial points. Its goal is to condense information so that readers or listeners can
quickly understand the main message without reviewing all the details. A good summary
remains objective, clear, and focused, avoiding personal opinions or unnecessary details. It
highlights the core themes, arguments, or results while excluding examples, repetitions, and
minor points. Summaries are common in academic work, business reports, news articles, and
everyday conversations because they save time, improve understanding, and help with decision-
making. In this lesson, learners will explore how to summarise larger texts and express them
clearly and consciously.

GENERAL COMPETENCE(S)
 Critical Thinking: Analyse texts to improve the ability to understand.
 Creativity and Innovation: Organise information and ideas.

Hook: Why do newspapers often give short versions of long events?

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 KEY TERMS / WORDS / VOCABULARY
 Table: Visual representation of data organised into rows and columns
 Tabulate: present information in a table format
 Skill: Ability or expertise to perform a specific task

Sub-Topic: [Link]. Tabulation Skills

Introduction
Learners have already acquired tabulation skills in Form 1 and Term 1 of Form 2, mainly
focusing on organising information in tables. In this lesson, learners will build on that
knowledge by exploring other ways of tabulating information beyond tables, such as charts,
graphs, maps, and diagrams. Tabulation involves arranging, identifying, and categorising
information so that it becomes clear and easy to understand. Developing these skills helps
learners summarise information effectively and present data in different visual formats for
easier interpretation and analysis.

Specific Competence: [Link].1. Apply tabulation skills to summarise

information.
Learning Activities

Activity 1: Identifying and categorising information.

Passage
A community organisation conducted a small survey to gauge people’s
views on corruption in various areas. The survey involved 40 people
from both urban and rural regions. Results indicated that corruption was
reported more frequently by adults than by young people. Among the
respondents, 12 adult men from urban areas reported seeing corruption
in public offices. Additionally, 8 adult women from urban areas reported
similar experiences.
In rural areas, 7 adult men and 6 adult women reported cases of
corruption when accessing government services. Among young people
aged 15–20 years, 3 boys from urban areas and 2 girls from rural areas
reported having heard about corruption but not having personally
experienced it.

 Ask learners to underline or list key pieces of information from the passage.
 Guide them to identify: Gender (male/female), Age group (adults / young people),
Location (urban/rural), Number of people

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  Learners work in groups to organise the information into categories.
Example categories learners should identify:

Gender: Men, Women, Boys, Girls,

Age: Adults, Young people (15–20)
Location: Urban areas, Rural areas

CONTENT TIPS
 Always start with familiar topics (school, food, daily life).
 Use charts and graphs to make categories clear.
 Progress from simple lists, tables, and charts to deeper tabulation skills.

Activity 2: Creating tables, charts, and graphs to organise data.

 Divide learners into groups to collect data from classmates about their favourite fruit
and create a bar chart.
Example: Bar Chart (Favourite Fruits)

Favourite Fruit

Mango

Orange

Banana

Apple

0 5 10 15 20 25

#REF!

 Ask learners to use the table above to draw a bar chart showing how many learners
chose each fruit.
[Link] a school discussion on integrity, learners shared different ways of fighting
corruption. Out of 40 learners, 16 suggested reporting corrupt activities, 10 suggested

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 promoting honesty in schools, 8 suggested educating the community, and 6 suggested
following school rules and laws.
 Ask learners to organise the information and draw a pie chart showing the different
suggestions learners made to fight corruption.
Line Graph (Study Hours per Day)

Day Hours Studied

Monday 2
Tuesday 3
Wednesday 4
Thursday 2
Friday 5

 Using the information in the table above, come up with a line graph.

Line Graph
Hours
5| *
4| *
3| *
2|* *
1|
-------------------

Mon Tue Wed Thu Fri

CONTENT TIPS
 Always start with simple, familiar data (fruits, sports, weather).
 Move step by step: Table - Chart - Graph.
 Encourage learners to collect their own data - it makes the activity engaging and
meaningful.
 Use visuals to reinforce clarity and help learners see patterns.

Activity 3: Extracting relevant information from texts and other sources.

 Extracting information - finding the most important facts, ideas, or data from a text,
chart, or source.

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  Relevant information -details that directly answer the question or match the purpose of
the task.
 It’s about filtering out unnecessary details and focusing on what matters.

CONTENT TIPS
 Explain that extracting relevant information means selecting important ideas and key
details from a text.
 Teach learners to identify main ideas, key points, and supporting details.
 Encourage learners to ignore unnecessary or repeated information.
 Guide learners to use headings, keywords, and questions to locate relevant information.
 Provide practice with different sources such as passages, charts, and audio texts.
 Encourage learners to present extracted information in notes, tables, or summaries.

Activity 4: Extract & Tabulate

Text: “The school library has sections for science, history, literature, and technology.
Students often borrow science and literature books the most.”

1. In pairs, ask learners to extract the subjects mentioned and create a graph with “Library
Sections” and “Most Borrowed.”

2. Learners share their work with the class.

3. Discuss what makes the text easy or difficult to understand.

CONTENT TIPS
 Always read with a purpose: ask “What am I looking for?” before extracting.
 Use highlighting or underlining to mark relevant details.
 Organise information into tables first, then convert into charts or graphs for visual
clarity.
 Practice with short, familiar texts before moving to longer or complex sources.

Activity 5: Summarising data and information in a concise manner

(tabulating information in a text into maps, graphs ...)

 Provide learners with a text and ask them to write summaries from the given text.
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  In groups, learners tabulate information into maps and graphs.
 Learners share their work with the class for feedback.
 Discuss strengths and areas for improvement in the summaries presented.
Passage
A survey was conducted among learners to find out how they learn about corruption and
integrity. The results showed that 28 learners learned about corruption through school
lessons. 20 learners learned about it from radio programmes. 16 learners got the
information from television programmes. 12 learners learned about corruption through
community meetings.
 Ask the learners to use the information given in the passage above to draw a bar chart
showing the different sources of information about corruption.

CONTENT TIPS
 Always start with a text or dataset.
 Move step by step: Extract - Table - Chart - Graph - Map (if applicable).
 Keep summaries concise - only include the most relevant details.
 Encourage learners to compare formats (table vs. chart vs. graph) and discuss which is
clearest

Activity 5: Using headings, sub-headings, and columns to structure

charts, graphs.
 Ask learners to suggest a main heading for the information.
 Learners identify categories that will become sub-headings.

A school civic club collected information about reported corruption

cases in different communities. The information below shows the
number of people who reported corruption according to gender, age
group, and location.
 Urban adult men – 12
 Urban adult women – 8
 Rural adult men – 7
 Rural adult women – 6
 Urban boys (15–20 years) – 3
 Rural girls (15–20 years) – 2

 Explain that the heading tells the reader what the chart or graph is about.
 Learners work in pairs or small groups to organise the information using columns.

25
Example structure learners may create:

Location Gender Age Group Number of Reports

Urban Men Adults 12
Urban Women Adults 8
Rural Men Adults 7
Rural Women Adults 6
Urban Boys 15–20 years 3
Rural Girls 15–20 years 2

 Explain that columns help organise information clearly so that it can easily be converted
into charts or graphs.
 Learners choose one way to present the information:


Bar chart showing the number of corruption reports
 Pie chart showing distribution of reports
 Column chart comparing locations
 Learners must ensure their chart includes:

1. A clear heading
2. Labels or sub-headings
3. Correctly organised information

CONTENT TIPS
 Headings: Titles at the top (e.g., Name, Favourite Subject).
 Sub-headings: Smaller categories under a heading (e.g., under Favourite Subject: Math,
Science, Art).
 Columns: Vertical sections that keep information organised.
 Relate charts and graphs to real life.
 Practice with different sources of information.
 Organise information to group similar information together

TEACHING AND LEARNING MATERIALS: Charts and graphs, Manila paper/flip charts,
Sample data sheets, Flashcards with information and Projector or digital slides

EXPECTED STANDARD: Tabulation skills to summarise information

applied correctly.

ASSESSMENT
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  Identifying parts of a graph/chart
 Interpreting and organising information
 Constructing charts/graphs/pie charts
 Accuracy of placing information under the correct heading
 Use appropriate headings
 Completing graphs and charts

SUMMARY

 Tabulation skills help learners organise information systematically, making it easier to

interpret, compare, and communicate insights.

UNIT 2: ENTREPRENEURSHIP EDUCATION

LISTENING AND SPEAKING
TOPIC: 2.1.7 PUBLIC SPEAKING
INTRODUCTION
Overview: Public speaking is the ability to communicate ideas clearly and confidently before
an audience. It includes activities such as speeches, presentations, discussions, and debates. In
this topic, learners will identify situations that require public speaking and learn how to
organise and present their ideas clearly and respectfully. They will practise expressing
agreement and disagreement politely, distinguishing facts from opinions, and supporting their
views with reasons and examples. Learners will participate in public speaking activities on
governance and cross-cutting issues, including human rights, corruption, climate change, and
national values, to develop confidence, critical thinking and responsible citizenship.
GENERAL COMPETENCE(S)

 Communication: use appropriate language (verbal and non-verbal) in different

situations/Speak effectively in public
 Critical Thinking: Ensure opinions are based on facts/participate in debates and
discussions on global issues
 Collaboration: respect the views of group members while working together

HOOK: Should young people start businesses while still in school?

27
 KEY TERMS / WORDS / VOCABULARY
 Debate – A structured discussion where people share different views about a topic using
reasons and examples.
 Proposition – The team or side that supports the motion in a debate.
 Opposition – The team or side that disagrees with the motion.
 Motion – The topic or statement being discussed or argued about in a debate.
 Argument – A reason or idea given to support a point of view.
 Fact – Information that is true and can be proven.
 Opinion – What someone thinks or believes, which may be different from facts.
 Evidence – Information, examples, or proof used to support an argument.
 Rebuttal – A response that challenges or disagrees with another person’s argument.
 Justification – A clear explanation that shows why an idea or opinion is correct.
 Agreement – When people share the same idea or opinion.
 Disagreement – When people have different opinions or views.
 Pros and Cons – The advantages (pros) and disadvantages (cons) of an idea or
decision.
 Cross-cutting Issues – Important topics that affect many areas of learning and life, such
as online safety, gender equality, health, and responsible technology use.

Sub-topic: [Link] Debate

Introduction
Debate is an important speaking skill that helps learners express ideas clearly, listen carefully,
and defend opinions confidently. In entrepreneurship, debate develops critical thinking,
decision-making, and communication skills needed to discuss business ideas, solve problems,
and influence others.

Specific Competence: [Link].1 Use appropriate language to debate

Learning Activities
Activity 1: Identifying situations which might necessitate a debate
(expressing agreement and disagreement… expressing opinions.. distinguishing
facts from opinions... giving pros and cons on given topics… justifying one’s
stance on given issues… defending one’s opinion…)

 Present situations/Motions:
 Climate change affects business
 Corruption slows development

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  Drug abuse destroys youth productivity
 Learners:
 Say whether people may agree or disagree
 Identify:
 facts
 opinions
 pros and cons

CONTENT TIPS
Debate occurs when:
 opinions differ
 decisions must be made
 issues affect many people

Activity 2: Using appropriate language when debating (I am afraid I do

not agree…, I agree…in my opinion…I have a dissenting view…I think that,
while you think that…I share your thought …the fact is…)
 Introduce debate expressions:
a) Agreement

i). I agree with your point because…

ii). I share your view…
iii). That is a valid argument…
b) Disagreement
i). I am afraid I do not agree…
ii). I have a dissenting view…
iii). While you think that…, I believe that…
c) Giving Opinions
i). In my opinion…
ii). I think that…
iii). The fact is…
 Tell learners to practise transforming informal responses into polite debate language.
 Let learners practise through pair dialogues.
 Ask learners to rewrite rude statements into polite debate language.

CONTENT TIPS
 Debate language must be respectful.
 Opinions should be supported by reasons.

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  Facts strengthen arguments.

Activity 3: Holding debates on topics and selected cross-cutting issues (mental

health, climate change, corruption, drug and substance abuse, national values and
principles, human rights …)
 Divide the class into groups and provide a debate motion for them to debate.
 Debate topics (cross-cutting issues):
 Mental health awareness in schools
 Climate change and business
 Corruption in society
 Drug and substance abuse
 Human rights and youth
 National values in entrepreneurship
 Each group:
 One side agrees
 One side disagrees
 Use debate expressions correctly
 Guide and observe learners during the debate session.

CONTENT TIPS
 Strong debates use facts supported by evidence.
 Responsible digital users verify facts before sharing information.
 Facts can be proven.
 Opinions express beliefs.
 Online information must be evaluated critically.
 Useful Debate Language: I agree with…I am afraid I do not agree…In my opinion…I
think that…The fact is…I share your thought…I have a different view…While you think
that…, I believe that…

TEACHING AND LEARNING MATERIALS: Flashcards, scenario cards, board, and

projector (optional).

EXPECTED STANDARD: Appropriate language to debate used correctly.

ASSESSMENT
 Observation checklist during discussions

30
  Peer feedback
 Oral questioning

SUMMARY
 A debate is a structured discussion of opposing ideas which promotes respectful
communication.
 Appropriate language shows agreement and disagreement politely.
 Facts and evidence strengthen arguments.
 Respectful communication is part of digital citizenship.
 Debate skills help learners communicate responsibly online and offline.

TOPIC: 2.2.1 COMPREHENSION

INTRODUCTION
Overview
Comprehension is a process of active engagement that results in accurate understanding and
interpretation of what is heard or read. Its significance lies in its application to real-life
situations, such as understanding instructions, participating in conversations, and interpreting
information. Learners will practice listening to passages, identifying main ideas, and
participating in discussions to improve their understanding. This topic introduces learners to
essential comprehension skills, with an emphasis on listening comprehension.
GENERAL COMPETENCE(S):

 Communication: Apply good listening, speaking, reading and writing skills.

 Critical Thinking: Analyse texts to improve the ability to understand
 Collaboration: Respect the views of group members while working together.

HOOK: What might happen if a driver or pilot does not listen to

instructions?

KEY TERMS / WORDS / VOCABULARY

 Listening comprehension: Understanding spoken information

 Oral source Spoken information
 Main idea: The most important point

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 Detail Supporting information
 Note-taking: Writing key points
 Repeat. Say again
 Question Something asked to test understanding
 Information Knowledge shared

Sub topic: Listening Comprehension

Introduction
Listening comprehension is the ability to understand spoken information from various sources,
such as radio, television, and people. In entrepreneurship education, learners need strong
listening skills to understand business ideas, instructions, announcements, and market
information that support decision-making.

SPECIFIC COMPETENCE(S): [Link] Listen to different oral sources of

information and answer questions
Learning Activities
Activity 1: Listening to different oral sources of information (radio, television,
someone speaking …)
 Play a recording, read a paragraph, or ask learners to read or tell interesting stories.
 Model good listening skills (sitting quietly, paying attention, looking at the speaker,
avoiding interruption…)
 Reads a short oral message (e.g. about opening a small business).

Radio Announcement (Business Training)

(Teacher reads clearly at normal pace. Read twice.)
Good morning, young people. The Youth Skills Centre is offering free
entrepreneurship training next month. The training will teach learners how to start
small businesses such as baking, tailoring, and vegetable farming. Registration
starts on Monday and ends on Friday. Interested learners should bring a copy of
their school identity card. The training will take place at the Community Hall from
09:00 hours to 12:00 hours.
Answer the Questions
1. What is being offered at the Youth Skills Centre?
2. Mention two businesses learners will be trained in.
3. When does registration start?
4. Where will the training take place?
5. What should interested learners bring?

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 Identify the Main Idea
1. Write the main idea of the announcement in one sentence.
Write Fact or Opinion:
1. The training is useful for young people. _______
2. Registration ends on Friday. _______
3. The training is the best in the country. _______
 Learners mention one thing they heard.
 Present different oral sources: short radio announcement, read a story about a small
business, short speech or news item
 Learners answer:
1. What was the message about?
2. Who was speaking?
3. What is the main idea?
4. Give two details.

Activity 2: Answering different types of questions based on information

heard.
 Read a story and ask learners to answer the questions based on it.
 Learners sit quietly and listen carefully
Small Business Success

(Read twice. Learners listen without writing the first time.)

Last year, Maria started selling fresh fruit near the bus station. At
first, she had only a small basket of oranges and bananas. She listened
carefully to customers and learned which fruits were in high demand.
After three months, her business grew, and she bought a table and an
umbrella. Today, Maria supplies fruit to two nearby schools. She says
that listening to customers helped her succeed.
Questions
1. What did Maria start selling?
2. Where did she sell her fruit?
3. What helped her business grow?
4. Name two improvements she made to her business.
Main Ideas (Note-Taking)
Write three key points from the speech:
1. __________________________________________
2. __________________________________________
3. __________________________________________
Repeat in Your Own Words

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Write one sentence explaining how Maria succeeded.
Activity 3: Identifying and listing main ideas (note-taking)
 Read or play the information again.
 Learners repeat key points orally
Example:
Main idea: The market opens early for traders.
Learner repeats: Traders start selling early in the morning.
Market Information Announcement
(Read once, then again slowly.)
Attention all traders. Due to heavy rains, the market will open at
10:00 hours tomorrow instead of 08:00 hours. Traders are advised
to protect their goods from water damage. The council will inspect
drainage systems next week to prevent flooding.

Questions
1. The market will open at:
a) 08.00 hours
b) 09.00 hours
c) 10.00 hours
2. Why is the time changed?
a) Public holiday
b) Heavy rains
c) Shortage of traders
True or False
1. Traders should protect their goods. ______
2. Drainage inspection will happen tomorrow. ______
3. After listening again, write the message in 2–3 sentences.

Activity 4: Repeating information from an oral source

 Learners retell the sections of the story they heard earlier.

CONTENT TIPS
 Introduce the topic and vocabulary before playing the audio
 Encourage learners to take notes on main ideas or details
 Ask comprehension questions to check understanding
 Encourage learners to listen to audio materials at home or outside class

34
TEACHING AND LEARNING MATERIALS: Audio player (or smartphone/laptop with
speakers), pre-recorded audio clips, comprehension question worksheets.

EXPECTED STANDARD: Listening to different oral sources and

answering questions done effectively

ASSESSMENT
 Understanding main ideas
 Recognising supporting details
 Identifying the sequence of events
 Interpreting meaning or inference
 Responding to questions

HOMEWORK
 Write five key points from the listening passage.
 List three ways corruption can be prevented.

SUMMARY

 Listening involves paying attention to spoken information to understand meaning.

 Learners should listen for main ideas, key details, and specific information.
 Different listening skills include listening for gist, specific details, and inference.
 Learners should use clues such as tone, emphasis, and context to understand meaning.
 It is important to listen carefully before responding to questions.
 Regular practice improves listening accuracy and comprehension skills.

COMPOSITION
TOPIC: 2.3.5 BIOGRAPHY WRITING
INTRODUCTION

Overview: A biography is a written account of a person’s life written by another person. It

presents important events, achievements, and contributions in a clear and organised way. In this
topic, learners will understand the purpose and structure of biographies, identify their key

35
features, and practise writing biographies using factual information. Biography writing helps
learners develop research, organisation, and writing skills while appreciating the lives of
important people in society.

GENERAL COMPETENCE(S)
 Communication: Express oneself (spoken and written) clearly and effectively.
 Critical Thinking: Analyse texts to improve the ability to understand.
 Creativity and Innovation: Organise information and ideas

HOOK: If someone asked you to tell your life story, what would you say
first?

KEY TERMS / WORDS / VOCABULARY

 Autobiography - A life story written by oneself
 Biography - A life story written by another person
 Semi-autobiography - A partly true - life story with some added details
 Fictional autobiography -An imaginary life story written as if it were real
 First person point of view - Use of “I”, “my”, “me”
 Chronological order - Arranging events from earliest to latest
 Achievement - Something successfully done
 Challenge - A difficulty faced

Sub-topic: [Link] Autobiography

Introduction
An autobiography is a written account of a person’s life written by the person himself or
herself. It tells real events about one’s background, education, achievements, challenges, and
future goals. Writing an autobiography helps learners reflect on their lives and plan for their
future.

Specific Competence: [Link].1 Write an autobiography.

Learning Activities
Activity 1: Discussing an Autobiography (life story about oneself)
 Guide learners to understand that it is a life story about oneself.
 Learners discuss: What is an autobiography? Who writes it? Why is it written?

MODEL AUTOBIOGRAPHY

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My Life Story
My name is Chanda Mwansa. I was born on 12th March 2011 in Lusaka, Zambia. I am the
third-born in a family of four children. My parents are hardworking farmers who have always
encouraged me to work hard in school.
I began my primary education at Valley View Primary School, where I discovered my love for
reading and mathematics. Although I faced challenges in English during Grade Five, I
improved after receiving help from my teacher. In Grade Seven, I was selected as a class
monitor, which helped me develop leadership skills.
Currently, I am a Form Two learner at Mututuma Secondary School. I enjoy learning about
entrepreneurship because I hope to start my own business one day. In the future, I would like to
become a successful businesswoman who creates jobs for others. I believe that with
determination and hard work, I will achieve my dreams.

Activity 2: Describing the types of Autobiographies (semi auto biography

and functional auto biography)
 Explain and learners describe:
1. True Autobiography – completely factual life story.
2. Semi-autobiography – mostly true but may include additional reflections.
3. Fictional Autobiography – an imaginary life story written as if real.
 Let learners give examples orally.

CONTENT TIPS

Activity 3: Discussing the structure of an Autobiography (the start, the

middle, the end)
 Discuss the structure:
The Beginning
- Name
- Date of birth
- Place of birth
- Family background
The Middle
- Education
- Important life events
- Challenges and achievements
The End
- Present life
- Future goals

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 - Conclusion/reflection
 Let learners arrange mixed paragraphs into the correct order.

CONTENT TIPS
 Explain that an autobiography is a person’s life story written by themselves.
 Guide learners to identify the three main parts: the start, the middle, and the end.
 Teach that the start includes background information such as birth, family, and early
life.
 Explain that the middle focuses on important experiences, education, challenges, and
achievements.
 Emphasise that the end reflects on later life, lessons learned, or future hopes.
 Encourage learners to follow a clear chronological order when discussing or writing an
autobiography.

Activity 4: Identifying Features of an Autobiography (Use of 1st Person

Point of view, facts such as date of birth, place of birth, educational
background)
Autobiography Feature Hunt
 Provide learners with a short sample autobiography passage.
My name is Kozo Changa. I was born on 10th January 2008 in Kabwe. I grew
up with my parents and two sisters. I started school at Mukobeko Primary
School, where I developed a love for reading. Later, I joined secondary school,
where English became my favourite subject.
 Learners work in small groups and read the passage carefully.
 Each group identifies and highlights parts of the text that show key features of an
autobiography, such as:
- Use of first-person point of view (I, my, me)
- Date of birth
- Place of birth
- Educational background
 Groups list the features they have identified.
 Each group presents their findings to the class while the teacher confirms and discusses
the correct features.

CONTENT TIPS
 Explain that an autobiography is written by the person about their own life.

38
  Emphasise the use of first-person point of view (I, my, we).
 Guide learners to identify factual information such as date of birth, place of birth, and
educational background.
 Highlight the use of chronological order to present life events.
 Encourage learners to identify personal experiences, feelings, and reflections.
 Provide examples and help learners point out these features in a sample autobiography.

Activity 5: Writing an Autobiography

 Learners write their own autobiography following:
 Correct structure
 First-person point of view
 Chronological order
 Inclusion of factual details

Exercise
Write an autobiography.

CONTENT TIPS
 Explain that an autobiography is a person’s life story written by themselves using first
person (I, my, we).
 Guide learners to organise their writing into three parts: beginning (background), middle
(experiences and achievements), and end (reflections or future plans).
 Encourage learners to include key details such as date and place of birth, family,
education, and important life events.
 Emphasise the use of chronological order to present events clearly.
 Teach learners to use clear, simple sentences and appropriate paragraphing.
 Provide writing tasks where learners draft, revise, and present their own
autobiographies.
 Learners should understand that autobiographies contain factual information and show a
reflection of one’s life.

TEACHING AND LEARNING MATERIALS: Sample autobiographies

Chalkboard, Learner notebooks, Flash cards showing structure, Chart showing features of
autobiography.

EXPECTED STANDARD: An Auto-biography written accordingly.

ASSESSMENT
Learners are assessed on:

39
  Correct structure (beginning, middle, end)
 Use of the first person
 Inclusion of factual details
 Organisation & coherence
 Language use & grammar

SUMMARY
Review:
 Meaning of autobiography
 Types of autobiographies
 Structure (start, middle, end)
 Features
 Importance of chronological order

STRUCTURE
TOPIC: 2.4.6 REASON
INTRODUCTION
Overview: Expressing reason is an important grammar skill that helps learners explain why
something happens. In English, we use linking words and phrases such as because, since, as,
now that, and seeing that to give reasons. Understanding how to express reason improves
sentence construction, logical thinking, writing and speaking fluency, communication skills in
real-life situations. This lesson focuses on expressing reason using 'now that' and 'seeing that'.

GENERAL COMPETENCE(S):
 Communication: Express oneself (spoken and written) clearly and effectively.
 Analytical Thinking: Grasp and break down information and effectively share with
others.

HOOK: What changed in the sentence? Does it still give the same reason?
This leads to participial phrases.

KEY TERMS / WORDS / VOCABULARY

 Participle A verb form often ending in -ing (running, walking)

40
 Phrase A group of words without a full subject
 Participial phrase A participle plus other words
 Reason The cause of something
 Sentence A complete thought
 Subject The person or thing doing the action

Sub-topic: [Link] Participial Phrases to Express Reason

Introduction
A participial phrase is a group of words that begins with a participle (usually ending in -ing)
and gives more information about the subject of a sentence. When used to express reason, it
explains why something happened. Learning to use participial phrases helps learners write
clearly and avoid repeating words such as because all the time.

Specific Competence: Use participial phrases to express reason in sentences.

Learning Activities
Activity 1: Discussing the formation and use of participial phrases
(participle + other words to create a phrase)
 Lead learners in discussing the given sentences
 Explain the participial phrase and its structure:
Participle + other words = Participial Phrase
Examples:
1. Being hungry, I bought food.
2. Lacking money, she started a small business.
3. Wanting to succeed, he studied hard.
 Explain that the phrase gives the reason.
 Learners identify the participle and phrase.
 Ask learners to orally complete:
1. Being late, I __________________
2. Wanting good marks, I __________
3. Feeling tired, I _________________

 CONTENT TIPS
 Explain that a participial phrase is formed using a participle (present or past) plus other
words.
 Teach the structure: participle + modifiers/complements (e.g., Walking along the road,
he found a coin).
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  Show the difference between present participles (-ing) and past participles (-ed or
irregular forms).
 Emphasise that participial phrases add extra information about the subject of the
sentence.
 Guide learners to ensure that the subject of the phrase matches the subject in the main
clause.
 Provide practice activities where learners form and use participial phrases correctly in
sentences.

Activity 2: Recognising participial phrases in given sentences (Visiting

the doctor, I learnt the importance of drinking water everyday)
 Let learners underline participial phrases in sentences
1. Visiting the doctor, I learnt the importance of drinking water every day.
2. Wanting to save money, Peter stopped buying snacks.
3. Feeling sick, Mary stayed at home.
4. Hoping to succeed, the learners studied seriously.

CONTENT TIPS
 Look for a verb form ending in –ing or –ed that begins a phrase.
 The participle is followed by other words that complete the idea.
 The phrase often appears at the beginning or within a sentence.
 It provides extra information about the subject or action.

Activity 3: Constructing Sentences using participial phrases to express

reason
 Ask learners to write sentences using participial phrases to show reason.
Examples to guide:
1. Being tired, __________
2. Wanting to improve, __________
3. Lacking capital, __________
4. Hoping to pass, __________
MORE EXAMPLES
1. Being hungry, I ate my lunch quickly.
2. Wanting to start a business, she saved her pocket money.
3. Feeling unwell, he visited the clinic.
4. Hoping to win, the team practised every evening.
5. Lacking books, the learners shared in class.

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 CONTENT TIPS
 Begin the sentence with a participial phrase showing the reason for the action.
 Ensure the subject of the main clause relates to the participial phrase.
 Use a comma when the phrase appears at the beginning of the sentence.
 Participial phrases help make writing clearer, more concise, and varied.
TEACHING AND LEARNING MATERIALS: Chalkboard, Sentence strips, Flash cards
with phrases, Learner notebooks, Grammar charts

EXPECTED STANDARD: Participial phrases to express reason in

sentences used correctly.

ASSESSMENT
Part A: Identify
Underline the participial phrase:
1. Being late, John ran to school.
2. Wanting to learn, she asked many questions.
Part B: Complete
1. Feeling tired, ____________________
2. Wanting to succeed, _______________
Part C: Write
Write two sentences using participial phrases to express reason.

SUMMARY
Revise:
 What a participial phrase is
 How it is formed
 How it expresses reason
 Examples used in sentences

SUMMARY
TOPIC: 2.5.1 SUMMARY WRITING

INTRODUCTION

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Overview: Summary Writing is the skill of presenting the main ideas of a text in a clear and
concise form using fewer words than the original passage. It involves identifying key points,
removing unnecessary details, and organising the important information logically. In this topic,
learners will practise reading texts carefully, selecting relevant information, and rewriting it
briefly in their own words. These skills help learners understand texts better and communicate
information effectively.

GENERAL COMPETENCE(S)
 Communication: Express oneself (spoken and written) clearly and effectively.
 Critical Thinking: Analyse texts to improve the ability to understand.
 Creativity and Innovation: Organise information and ideas

HOOK: How would you abbreviate ‘Doctor’?

KEY TERMS / WORDS / VOCABULARY

 Abbreviation A shortened form of a word

 Acronym A word formed from first letters (e.g., UNICEF)
 Initialism Letters pronounced separately (e.g., UN)
 Clip Shortened word (e.g., exam from examination)
 Blend Word formed by combining parts of words (e.g., motel)
 Contraction Shortened word with omitted letters (e.g., don’t)
 Note-taking Writing key points briefly

Sub-topic: [Link] Abbreviations

Introduction
Abbreviations are shortened forms of words or phrases. They help learners take notes quickly
and organise information clearly. In summary writing, abbreviations make note-taking faster
and more effective without losing meaning. Learning to use abbreviations correctly improves
writing efficiency and accuracy.

Specific Competence: [Link].1 Use abbreviations to take or make notes.

Learning Activities
Activity 1: Discussing Types of Abbreviations (initialisms, blends, clips,
contractions, acronyms)
 Ask learners to provide different types of abbreviations
 Explain and give examples:
Initialisms

44
Letters are pronounced separately.
 UN – United Nations
 USA – United States of America
 BBC – British Broadcasting Corporation
 ZRA – Zambia Revenue Authourity
Acronyms
Formed from initial letters and pronounced as words.
 UNICEF
 NASA
 AIDS
 ZESCO
 ZANACO
Clips
Shortened words.
 Exam – examination
 Lab – laboratory
 Ad – advertisement
Blends
Parts of words joined together.
 Motel (motor + hotel)
 Brunch (breakfast + lunch)

Contractions
Words shortened with omitted letters.
 Don’t
 Can’t
 I’m
 Let learners classify examples into correct groups.
 Ask learners how they can shorten the given words: United Nations, Information,
Government …
Expected answers: UN, Dr., Info., Govt.
 Let learners discuss:
 Why abbreviations are useful in note-taking
 When abbreviations should not be overused
 Emphasise: Clarity, Correct usage, Avoiding confusion

CONTENT TIPS
 Explain that abbreviations are shortened forms of words or phrases used to save time
and space.

45
  Introduce the main types: initialisms, acronyms, contractions, clips, and blends.
 Provide clear examples for each type (e.g., ECZ – initialism, TEVETA – acronym, don’t
– contraction, exam – clip, brunch – blend).
 Help learners distinguish the types based on how they are formed and pronounced.
 Encourage learners to identify abbreviations used in everyday communication and
school contexts.
 Provide activities where learners classify and use different types of abbreviations
correctly.

Activity 2: Using Abbreviations and Acronyms when taking notes

(techniques used when abbreviating)
 Read a short passage slowly:
The Ministry of Education introduced a new programme to support
small businesses in rural areas. The programme focuses on skills
training and financial literacy.
 Ask learners take notes using abbreviations:
Example
Min. of Edu. → new prog. → support small biz. in rural areas → skills training & fin. literacy.

CONTENT TIPS
Abbreviation Techniques
Teach techniques:
 Use first few letters (govt., edu.)
 Use common symbols (& for and)
 Remove vowels where clear (msg for message)
 Use standard forms only
 Let learners practise shortening sentences correctly.
EXAMPLES
a. Full Sentence:
The government supports entrepreneurship development in schools.
Notes:
Govt. supports entrepr. dev. in schs.
b. Full Sentence: Students must complete their assignments before Friday.
Notes: Stdts must complete assgnmts b4 Fri.

TEACHING AND LEARNING MATERIALS: Chalkboard, Flash cards with full words and
abbreviations, Sample summary passages, Learner notebooks

46
 EXPECTED STANDARD: Abbreviations to take or make notes used
correctly.

ASSESSMENT
Part A: Identify Type
1. UNICEF – __________
2. Exam – __________
3. UN – __________
4. Don’t – __________
Part B: Abbreviate
Write short note forms for:
1. Ministry of Health
2. Information Technology
3. Development programme
Part C: Note-Taking Practice
 Read a short paragraph.
 Ask learners to write notes using abbreviations correctly.

SUMMARY
Review:
 Meaning of abbreviation
 Types (initialisms, acronyms, clips, blends, contractions)
 Techniques for note-taking
 Importance of clarity
 Let learners mention:
 One type of abbreviation
 One technique used

UNIT 3: DIGITAL LITERACY

LISTENING AND SPEAKING
TOPIC: 2.1.7. PUBLIC SPEAKING

47
INTRODUCTION
Overview: Public speaking is the ability to communicate ideas clearly and confidently before
an audience. It includes activities such as speeches, presentations, discussions, and debates. In
this topic, learners will identify situations that require public speaking and learn how to
organise and present their ideas clearly and respectfully. They will practise expressing
agreement and disagreement politely, distinguishing facts from opinions, and supporting their
views with reasons and examples. Learners will participate in public speaking activities on
governance and cross-cutting issues, including human rights, corruption, climate change, and
national values, to develop confidence, critical thinking and responsible citizenship.

GENERAL COMPETENCE(S)

 Communication: use appropriate language (verbal and non-verbal) in different

situations/Speak effectively in public
 Critical Thinking: Ensure opinions are based on facts/participate in debates and
discussions on global issues
 Collaboration: respect the views of group members while working together
 Citizenship: display orderliness in one’s actions
 Digital literacy: Analyse and synthesise complex digital information/communicate
responsibly using social media

Hook: Have you ever disagreed with someone in an online discussion? How
can you share your opinion politely and convincingly?

Sub Topic: [Link] Debate

Introduction
Debate is a formal discussion in which learners present and defend different viewpoints on an
issue, using clear and respectful language. In this lesson, learners will identify situations that
require debate, express agreement and disagreement politely, distinguish between facts and
opinions, and justify their opinions with evidence. Learners will participate in debates on
governance and cross-cutting issues, including human rights, corruption, climate change, and
national values.

KEY TERMS / WORDS / VOCABULARY

 Debate – A structured discussion where people share different views about a topic using
reasons and examples.
 Proposition – The team or side that supports the motion in a debate.

48
  Opposition – The team or side that disagrees with the motion.
 Motion – The topic or statement being discussed or argued about in a debate.
 Argument – A reason or idea given to support a point of view.
 Fact – Information that is true and can be proven.
 Opinion – What someone thinks or believes, which may be different from facts.
 Evidence – Information, examples, or proof used to support an argument.
 Rebuttal – A response that challenges or disagrees with another person’s argument.
 Justification – A clear explanation that shows why an idea or opinion is correct.
 Agreement – When people share the same idea or opinion.
 Disagreement – When people have different opinions or views.
 Pros and Cons – The advantages (pros) and disadvantages (cons) of an idea or
decision.
 Digital Citizenship – Using technology and the internet responsibly, safely, and
respectfully.
 Cross-cutting Issues – Important topics that affect many areas of learning and life, such
as online safety, gender equality, health, and responsible technology use.

Specific Competence: [Link].1: Use appropriate language to debate

Learning Activities
Activity 1: Identifying Situations which might necessitate debate
(expressing agreement and disagreement, expressing opinions, distinguishing
facts from opinions, giving pros and cons on given topics, justifying one’s
stance on given issues, defending one’s opinion)
 Present scenarios related to governance:
1. Introducing new school rules
2. Environmental protection policies
3. Use of social media by learners
4. Community leadership decisions
 Ask learners discuss whether the situation requires debate and explain why.

CONTENT TIPS
 Debate occurs when opinions differ, decisions must be made and issues affect many
people
 Use familiar, real-life situations (e.g., school rules, social issues) to make learning
relevant.

49
  Help learners identify whether a topic allows for agreement and disagreement.
 Emphasise the difference between facts and opinions.
 Encourage learners to give reasons for their views using simple explanations.
 Use pair and group discussions to promote participation and idea sharing.
 Reinforce the use of respectful language when expressing different viewpoints.

Activity 2: Using appropriate language when debating (I am afraid I do

not agree…, I agree…in my opinion…I have a dissenting view…I think that,
while you think that…I share your thought …the fact is…)

 Introduce debate expressions:

a) Agreement

i) I agree with your point because…

ii) I share your view…
iii) That is a valid argument…

b) Disagreement
i). I am afraid I do not agree…
ii). I have a dissenting view…
iii). While you think that…, I believe that…
c) Giving Opinions
i). In my opinion…
ii). I think that…
iii). The fact is…
 Let learners practise transforming informal responses into polite debate language.
 Ask learners to practise through pair dialogues.
 Tell learners to rewrite rude statements into polite debate language.

CONTENT TIPS
 Emphasise that a debate is a formal discussion where learners present opposing views on a
topic.
 Reinforce understanding of key terms: motion, proposition, opposition, argument, rebuttal,
and evidence.
 Highlight the importance of supporting arguments with clear reasons, facts, and examples.
 Stress the use of polite and respectful language, even when disagreeing.
 Emphasise that learners must listen carefully and respond appropriately to others’ ideas.
 Remind learners to stay on topic and organise their ideas logically.

50
 Encourage the use of appropriate debate expressions for agreeing, disagreeing, and
rebutting.
 Highlight the role of confidence, clarity, and fluency in effective speaking.
 Reinforce the need for teamwork and cooperation within debate groups.
 Emphasise that debate develops critical thinking, communication, and decision-making
skills.

Activity 3: Holding debates on topics and selected cross-cutting issues

(mental health, climate change, corruption, drug and substance abuse, national
values and principles, human rights …)
 Provide learners with the following statements on cross-cutting issues.
1. Online betting affects families.
2. Social media access policies are weak.
3. Online learning platforms provide educational resources.
4. Online learning is boring.
5. Climate change education should be compulsory.
6. Online gaming should have time limits.
7. Mobile phones should be used in classrooms.
8. Social media promotes learning.
9. Online information should be verified before sharing.
10. Digital citizenship should be taught in schools.
 Guide learners in holding debates on selected cross-cutting issues.
 Let learners justify answers.

CONTENT TIPS
 Strong debates use facts supported by evidence.
 Responsible digital users verify facts before sharing information.
 Facts can be proven.
 Opinions express beliefs.
 Online information must be evaluated critically.
 Select relevant and age-appropriate topics (e.g., corruption, climate change, human rights)
that learners can relate to.
 Clearly explain the debate structure (motion, proposition, opposition, arguments, rebuttal).
 Guide learners to prepare well-supported arguments using facts, examples, and clear
reasoning.
 Encourage the use of polite and respectful language during discussions and rebuttals.
 Organise learners into groups or teams to promote participation and teamwork.
 Provide feedback on content, language use, and delivery to improve learners’ debating
skills.

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TEACHING AND LEARNING MATERIALS: Flashcards, scenario cards, board, and
projector (optional).

EXPECTED STANDARD: Appropriate language to debate used correctly.

ASSESSMENT
 Observation checklist during discussions
 Peer feedback
 Oral questioning

SUMMARY
 A debate is a structured discussion of opposing ideas which promotes respectful
communication.
 Appropriate language shows agreement and disagreement politely.
 Facts and evidence strengthen arguments.
 Respectful communication is part of digital citizenship.
 Debate skills help learners communicate responsibly online and offline.

TOPIC: 2.2.1 COMPREHENSION

Comprehension is a process of active engagement that results in accurate understanding and
interpretation of what is heard or read. Its significance lies in its application to real-life
situations, such as understanding instructions, participating in conversations, and interpreting
information. Learners will practice listening to passages, identifying main ideas, and
participating in discussions to improve their understanding. This topic introduces learners to
essential comprehension skills, with an emphasis on listening comprehension.

GENERAL COMPETENCE(S)
 Communication: Apply good listening, speaking, reading and writing skills
 Critical Thinking: Analyse text to improve the ability to understand
 Digital Literacy: Annalyse and synthesise complex digital information

HOOK: When you read an online article, how do you quickly find the information you
need without reading every word?

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Sub topic: [Link] Efficient Reading
Introduction
Efficient reading is the ability to read texts quickly while understanding the main ideas and
important details. Learners use strategies such as skimming, scanning, and inference to
understand both printed and digital texts. In this lesson, learners will practise reading passages
at an appropriate speed, answering comprehension questions, deducing meanings of unfamiliar
words, and analysing characters’ feelings and motives. These skills help learners become
independent readers and responsible users of digital information.

KEY TERMS / WORDS / VOCABULARY

 Skimming – Reading quickly to get the main idea.

 Scanning – Reading to locate specific information.
 Inference – Understanding ideas not directly stated.
 Context clues – Words that help explain meaning.
 Motive – Reason for a character’s action.
 Efficient reading – Reading quickly with understanding.

Specific Competence: [Link].1 Read passages efficiently.

Learning Activities
Activity 1: Reading at a speed of 250 words per minute
 Give learners a passage (about 250 words).
 Learners read silently for one minute.
 Check comprehension through oral questions.

CONTENT TIPS
 Reading fast is useful only when understanding is maintained.
 Model fluent reading by demonstrating appropriate pace, accuracy, and expression.
 Encourage learners to avoid reading word-by-word and instead read in meaningful
phrases or chunks.
 Use timed reading activities to help learners gradually increase their reading speed.
 Emphasise that speed should not affect comprehension; learners must still understand
the text.
 Provide regular practice with short passages of increasing difficulty.

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  Teach strategies such as skimming and scanning to improve reading efficiency.

Smart Use of Social Media

Chanda enjoyed using social media to communicate with friends.
However, he realised that many learners spent too much time online
without learning anything useful. One day, his teacher introduced the
class to educational pages that shared science experiments, revision
notes, and career advice. Chanda began following these pages and
started sharing helpful information with his classmates.
Soon, his friends formed a study group to discuss lessons on a messaging
platform. They agreed to avoid harmful language and verify information
before sharing it. Although some learners first used the group for jokes,
they later understood its purpose and became more responsible.
Chanda noticed that his grades improved because he revised regularly
using shared materials. He also learned that digital tools can support
learning when used wisely. By the end of the term, the group became an
example of positive digital citizenship in the school.

Activity 2: Skimming through passages to get the general ideas

 Ask learners read through the passage quickly to get the gist of the story.
Questions
1. What is the passage mainly about?
2. Who is the main character?

CONTENT TIPS
 Explain that skimming is reading quickly to get the main idea of a text.
 Teach learners to focus on titles, headings, and subheadings for an overview.
 Encourage reading the first and last paragraphs to grasp the general message.
 Guide learners to look for key words and repeated ideas in the passage.
 Emphasise that skimming is not for details but for overall understanding.
 Provide short, timed activities to help learners practise quick reading for gist.

Activity 3: Scanning pieces of text to locate specific Information

 Let learners read to locate answers.
Questions
1. What did Chanda’s teacher introduce?
2. What rule did the study group follow?
3. What improved for Chanda?

CONTENT TIPS
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  Explain that scanning is reading quickly to find specific information (e.g., names, dates,
numbers).
 Teach learners to know what they are looking for before they begin reading.
 Encourage learners to run their eyes quickly over the text without reading everything.
 Guide learners to look for keywords, figures, or phrases related to the question.
 Emphasise that scanning focuses on details, not the whole text.
 Use timed exercises to help learners practise locating information quickly and
accurately.

Activity 4: Answering factual and inference questions

 Learners answer the following questions
1. What platform did learners use to discuss lessons?
2. Why did learners verify information?
3. Why did learners change their behaviour in the group?
4. What can we learn about Chanda’s character?

CONTENT TIPS
 Explain that factual questions require answers taken directly from the text, while
inference questions require learners to read between the lines.
 Teach learners to identify key words in the question to guide their search in the text.
 Encourage learners to refer back to the passage to find evidence for their answers.
 Guide learners to support inference answers using clues from the text and logical
reasoning.
 Emphasise the importance of answering in complete sentences where required.
 Provide practice activities that include both factual and inference questions to develop
comprehension skills.

Activity 5: Retelling details of a story or a passage

 Let learners retell the story in their own words

CONTENT TIPS
 Explain that retelling involves recounting the main events and key details of a story in
one’s own words.
 Guide learners to identify main ideas, key events, and important characters before retelling.
 Encourage learners to follow the correct sequence of events (beginning, middle, end).
 Teach learners to use simple, clear sentences and avoid copying directly from the text.
 Use prompts or guiding questions to help learners recall important details.
 Provide opportunities for both oral and written retelling to build confidence and
comprehension skills.

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 Activity 6: Deducing meanings of unfamiliar words and idiomatic
expressions
 Learners deduce meanings using context.
1. Verify information means __________.
2. Responsible means __________.

Questions
1. What motivated Chanda to change his online habits?
2. What qualities does he show?

CONTENT TIPS
 Words help determine meaning.
 Explain that learners can deduce meaning from context by looking at surrounding words
and sentences.
 Teach learners to use context clues such as examples, definitions, and contrasts in the text.
 Encourage learners to identify key words or phrases that give hints about meaning.
 Clarify that idiomatic expressions have meanings that are different from the literal
meanings of the words.
 Provide practice with common idioms and guide learners to infer their meanings from
context.
 Encourage learners to confirm meanings using dictionaries after making predictions.

TEACHING AND LEARNING MATERIALS: Graded readers, short stories,

novels, folktales, newspapers, magazines, comics, poems, biographies, e-books, audiobooks,
reading apps (e.g., World reader, Epic!), reading journals, book report templates, vocabulary
notebooks, comprehension worksheets, classroom library books, posters, flashcards, story
maps, discussion cards, local language texts, oral narratives, reading checklists.

EXPECTED STANDARD: Passages read efficiently.

ASSESSMENT
Observe:
 reading speed
 participation
 comprehension responses
 Learners’ behaviour online
 Oral retelling or group presentation

56
 Exercise
1. State the main idea of the passage.
2. Describe one rule followed by the study group.
3. Identify one character trait shown by Chanda.
4. Explain one lesson learned from the story.

Homework
Read a short online article and:
1. write its main idea,
2. list two facts,
3. give one inference.

SUMMARY
 Efficient reading combines speed and understanding.
 Skimming helps identify main ideas.
 Scanning helps locate details quickly.
 Context clues help understand unfamiliar words.
 Readers interpret characters’ feelings and motives.
 Responsible reading supports digital literacy.

COMPOSITION
TOPIC: [Link] BIOGRAPHY

INTRODUCTION
Overview: A biography is a written account of a person’s life written by another person. It
presents important events, achievements, and contributions in a clear and organised way. In this
topic, learners will understand the purpose and structure of biographies, identify their key
features, and practise writing biographies using factual information. Biography writing helps
learners develop research, organisation, and writing skills while appreciating the lives of
important people in society.

GENERAL COMPETENCE(S)
 Communication: Express oneself (spoken and written) clearly and effectively.
 Critical Thinking: Analyse texts to improve the ability to understand.
 Creativity and Innovation: Organise information and ideas

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 HOOK: If someone wrote a story about your life, what important events
would they include?

KEY TERMS / WORDS / VOCABULARY

 Biography – A life story written by another person.
 Third-person point of view – Writing using he, she, or they.
 Point of view- Perspective or position from which something is seen or written
 Achievement – Something important a person has accomplished.
 Background – Information about a person’s early life and education.
 Chronological order – Events arranged from earliest to latest.

Sub-Topic: [Link] Biography

Introduction
A biography is a written account of a person’s life written by someone else. It presents factual
information about the person’s background, achievements, experiences, and contributions to
society. Biographies are usually written in the third person and follow a clear, logical order to
help readers understand the individual's life.

Specific Competence: [Link].1 Write a biography.

Learning Activities
Activity 1: Discussing the purpose and structure of a Biography (life story
of a person written by someone else, the start, the middle, the end …)
 Explain that a biography tells the life story of a person.
 Let learners read a short sample biography.
 Class identifies the three main parts:
 Beginning (early life)
 Middle (education and achievements)
 End (later life and impact).

CONTENT TIPS

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  Biographies inform and inspire readers.
 Events are arranged in chronological order.
 They are structured in an introduction, body, and conclusion
 Explain that the purpose of a biography is to inform readers about a person’s life, achievements,
and contributions.
 Guide learners to identify the main sections: introduction, early life, education,
achievements, and conclusion.
 Emphasise the use of chronological order (events arranged from earliest to latest).
 Highlight the use of the past tense and third person in writing biographies.
 Encourage learners to identify key facts such as dates, places, and major events.
 Provide examples of biographies and guide learners to analyse their structure and
purpose.

Activity 2: Identifying features of a Biography (use of 3rd person, point of

view, facts such as date of birth, place of birth, educational background …)
 Let learners highlight features in a sample text
 Use of third-person narration
 Date and place of birth
 Education background
 Achievements
 Contributions to society

Sample Biography
Biography of Dr. Kenneth Kaunda
Kenneth Kaunda was born on 28 April 1924 in Lubwa, Chinsali District, Northern Province of
Zambia. He was Zambia’s first President and led the country from 1964 to 1991.
Kaunda received his education at Munali Training Centre in Lusaka. Before entering politics,
he worked as a teacher. He played a major role in Zambia’s struggle for independence from
British colonial rule. On 24 October 1964, Zambia gained independence, and Kaunda became
the first Republican President.
During his leadership, Kaunda promoted national unity under the philosophy of One Zambia,
One Nation. He also supported liberation movements in Southern Africa. Kenneth Kaunda
passed away on 17 June 2021. He is remembered as a founding father of the Zambian nation.

Analysing the Biography

Questions
1. When and where was Kenneth Kaunda born?
2. What job did he do before politics?
3. What was his major achievement?
4. What qualities does he show?

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 5. In what point of view was the life story written?

CONTENT TIPS
 Biographies use factual information rather than imagination.
 Explain that a biography is about a real person and is based on factual information.
 Guide learners to identify the use of third person (he, she, they).
 Emphasise the use of past tense when describing life events.
 Highlight the use of chronological order in presenting events.
 Encourage learners to identify key features such as dates, places, achievements, and
important life events.
 Provide examples of biographies and help learners point out these features in the text.

Activity 3: Writing a Biography

 Let learners choose a person (teacher, community leader, or famous person).
 Provide guiding questions:
1. When and where was the person born?
2. Where were they educated?
3. What achievements do they have?
4. Why are they important?
 Learners write a short biography (2–3 paragraphs).

CONTENT TIPS
 Emphasise that a biography is about a real person and must be based on facts, not
imagination.
 Reinforce the use of the third person (he/she/they) when writing a biography.
 Highlight the importance of chronological order (events arranged from early life to later
life).
 Stress the use of past tense when describing life events.
 Remind learners to include key details such as birth, education, achievements, and
contributions.
 Emphasise the use of formal language and clear, well-structured paragraphs.
 Encourage learners to identify and include important dates and events.
 Clarify the difference between a biography and an autobiography.
 Encourage learners to read biographies to learn values and life lessons from real people.
 Remind learners to organise ideas logically (introduction, body, conclusion).

EXPECTED STANDARD: A biography written correctly.

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 ASSESSMENT
Observe:
 participation in discussions,
 identification of features,
 writing progress.

Exercise
Write a biography about a person you admire using the following outline:
1. Early life
2. Education
3. Achievements
4. Contribution to society

SUMMARY
 A biography is an account of a person’s life written by another person.
 It presents factual information about a real person, including their background,
achievements, and contributions.
 Biographies are usually written in the third person (he, she, they).
 They follow a logical order, often chronological (from birth to present or death).
 Key features include:
- Introduction of the person (name, place/date of birth)
- Early life and education
- Career and major achievements
- Challenges faced
- Contributions to society
 Biographies use formal language and past tense (e.g., He was born… She became…).
 They may include dates, places, and important events.
 Biographies help readers learn from real-life experiences and understand historical or
social contributions.
 A biography is different from an autobiography, which is written by the person about
themselves.

STRUCTURE
TOPIC: 2.4.7. TIME

INTRODUCTION
Overview: Time in the English language refers to the ways we express and understand time
when speaking, reading, and writing. It includes telling time, discussing daily schedules, and

61
using appropriate language to describe past, present, and future events. In this topic, learners
will practise reading clocks, using time expressions, and describing activities that happen at
different times of the day. These skills help learners communicate clearly about routines,
events, and plans in everyday life.

GENERAL COMPETENCE(S)
 Communication: Use appropriate language (verbal and non-verbal) in different
situations.
 Critical Thinking: Analyse texts to improve the ability to understand
 Creativity and Innovation: understand connections between seemingly unrelated
subject matter

Hook: How can we show clearly that one action happened before another
without writing two separate sentences?

KEY TERMS / WORDS / VOCABULARY

 Expression of time – Words or phrases showing when actions happen.
 Perfect participle – Verb form showing a completed action before another action (having
finished).
 Conjunction – A word that joins clauses (while, after, before).
 Participial phrase – A phrase beginning with a participle describing an action.
 Inversion – Changing normal word order for emphasis.

Sub-Topic: [Link] Expressions of Time

Introduction
The expression of time helps speakers and writers indicate when actions occur and how events
relate to one another in time. In this lesson, learners will use perfect participles, conjunctions
with participial phrases, and the structure no sooner…than to show that one action happens
before or immediately after another. Mastering expressions of time improves sentence variety
and clarity in both spoken and written communication.

Specific Competence: [Link].1 Use expressions of time.

Learning Activities
Activity 1: Using phrases containing ‘Perfect Participles’ when one action
precedes another (having completed the workshop, the participants were given
certificates…)
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  Explain: A perfect participle shows that one action was completed before another began.
Examples
1. Having completed the workshop, the participants received certificates.
2. Having finished his homework, Brian watched television.
 Learners combine sentences:
1. She finished her work. She went home.
_________________________________________
2. The learners revised their notes. They wrote the test.
________________________________________

CONTENT TIPS
 Perfect participles avoid repeating subjects and clearly show sequence.
 Structure: Having + past participle
 Explain that perfect participles (e.g., having finished, having eaten) are used to show that
one action happened before another.
 Teach the structure: having + past participle (e.g., having completed the work).
 Give clear examples showing sequence: Having finished his homework, he went to play.
 Emphasise that the action in the participle phrase happens first.
 Guide learners to combine two sentences into one using perfect participles.
 Provide practice activities where learners form and use sentences correctly with perfect
participles.

Activity 2: Using Conjunction + Participial Phrases to express time (while

answering the phone, Makisa hit her foot against a stone…)
 Explain: Conjunctions such as while, after, and before help express relationships of time.
Examples
1. While answering the phone, Makisa hit her foot against a stone.
2. After finishing the lesson, the teacher marked the books.
Group Activity
 Ask learners to complete sentences:
1. While walking to school, ____________.
2. After completing the assignment, ____________.
3. Before leaving the classroom, ____________.

CONTENT TIPS
 The subject performing both actions must be the same.
 Two actions taking place at the same time
 One action must bear the -ing form of the verb and the other -ed
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  Explain that participial phrases with conjunctions (e.g., while, when, after, before) are
used to show time relationships between actions.
 Teach the structure: conjunction + participial phrase + main clause (e.g., While
answering the phone, Makisa hit her foot…).
 Emphasise that the participial phrase describes an action happening at the same time or
around the same time as the main action.
 Provide clear examples using different conjunctions:
- While walking home, he met his friend.
- After finishing the test, she left the room.
 Guide learners to identify the subject implied in the participial phrase and ensure it
matches the main clause.
 Give practice activities where learners combine sentences using conjunction +
participial phrases correctly.

Activity 3: Using ‘No Sooner…Than’ with an Inversion as an alternative

to ‘as soon as’ (As soon as Tapelo saw her father, she started singing. No
sooner had Tapelo seen her father than she started singing)
 Explain: This structure emphasises that one action happened immediately after another.
Pattern: No sooner + had + subject + past participle + than…
Example
1. As soon as Tapelo saw his father, he started singing.
2. No sooner had Tapelo seen his father than he started singing.

Exercise
Rewrite the following sentences using no sooner … than …
1. As soon as the bell rang, learners left the class.
2. As soon as she received the message, she replied.
3. As soon as they finished eating, the children washed the dishes.
4. As soon as the boys finished cooking, they ate their breakfast.

CONTENT TIPS
 The Auxiliary ‘had’ comes before the subject (inversion). Used in formal writing.
 This structure emphasises that one action happened immediately after another.
 Pattern: No sooner + had + subject + past participle + than…
 Clear sequencing improves communication.
 Explain that ‘no sooner…than’ is used to show that one action happened immediately
after another, similar to “as soon as.”
 Teach the structure with inversion: No sooner + had + subject + past participle + than +
clause.
 Provide clear examples:

64
  No sooner had she arrived than it started raining.
 No sooner had the bell rung than the learners left the classroom.
 Emphasise that inversion (had + subject) must be used after ‘no sooner.’
 Guide learners to transform sentences from ‘as soon as’ into ‘no sooner…than.’
 Provide practice exercises where learners form correct sentences using the structure.

EXPECTED STANDARD: Expressions of time used correctly.

ASSESSMENT
Observe:
 correct sentence formation
 participation
 grammatical accuracy.
 Identify correct expressions of time.
 Construct sentences using learned structures.

Exercise
A. Complete using perfect participles:
1. __________ (finish) the test, the learners relaxed.
2. __________ (clean) the room, she rested.
B. Join using participial phrases:
1. He was running. He fell down.
2. She was cooking. She answered the phone.
C. Rewrite using no sooner…than:
As soon as the rain started, people ran for shelter.

Homework
Write five sentences describing your daily routine using expressions of time learned in class.

SUMMARY
 Expressions of time show relationships between actions.
 Perfect participles show completed actions.
 Participial phrases combine actions smoothly.
 No sooner…than shows immediate sequence.
 Correct time expressions improve clarity and fluency.

SUMMARY
TOPIC 2.5.1 SUMMARY WRITING
Introduction
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Overview: Summary Writing is the skill of presenting the main ideas of a text in a clear and
concise form using fewer words than the original passage. It involves identifying key points,
removing unnecessary details, and organising the important information logically. In this topic,
learners will practise reading texts carefully, selecting relevant information, and rewriting it
briefly in their own words. These skills help learners understand texts better and communicate
information effectively.

GENERAL COMPETENCE(S)
 Communication: Express oneself (spoken and written) clearly and effectively
 Digital Literacy: Organise information from digital and print sources.
 Critical Thinking: Analyse texts to improve the ability to understand.

HOOK: Summary writing is like packing for a trip - you only take what you
really need.

KEY TERMS / WORDS / VOCABULARY

 Abbreviation – A shortened form of a word or phrase.
 Acronym – A word formed from initial letters (e.g., UNESCO).
 Initialism – Letters pronounced separately (e.g., BBC).
 Clip – A shortened word (e.g., lab for laboratory).
 Blend – A word formed by combining parts of two words (e.g., brunch).
 Contraction – A shortened form using an apostrophe (e.g., don’t).

Sub-Topic: [Link] Abbreviations

Introduction
Abbreviations are shortened forms of words or phrases used to make writing and
communication quicker and more convenient. They are commonly used in everyday writing,
notices, messages, and formal texts. In this lesson, learners will learn how to form and use
abbreviations correctly in sentences. They will also practise recognising common abbreviations
and understanding their full meanings in different contexts.

Specific Competence: [Link].1 Use abbreviations to take or make notes.

Learning Activities

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 Activity 1: Discussing Types of Abbreviations (initialisms, blends, clips,
contractions, acronyms…)
 Group learners and invite them to discuss the abbreviations that they know
 Let learners present their findings to the class
 Introduce types of abbreviations with examples.
 Learners identify and categorise them according to type
Type Example Meaning
Initialism UN United Nations
Acronym ZESCO Zambia Electricity Supply Corporation
Clip exam examination
Blend smog smoke + fog
Contraction can’t cannot
 Let learners identify abbreviations used in everyday life and digital communication.

CONTENT TIPS
 Abbreviations save time.
 Meaning must remain clear.
 Explain that abbreviations are shortened forms of words or phrases used to save time and
space.
 Introduce the main types of abbreviations: initialisms, acronyms, contractions, clips, and
blends.
 Give Zambian-based examples for each type:
 Initialisms: ECZ (Electoral Commission of Zambia), ZNBC (Zambia National
Broadcasting Corporation)
 Acronyms: TEVETA (Technical Education, Vocational and Entrepreneurship Training
Authority), COMESA (Common Market for Eastern and Southern Africa)
 Contractions: don’t, can’t, it’s
 Clips: exam (examination), uni (university), lab (laboratory)
 Blends: brunch (breakfast + lunch), smog (smoke + fog)
 Help learners distinguish between the types by focusing on how they are formed and
pronounced.
 Encourage learners to identify abbreviations used in everyday Zambian contexts such as
schools, media, and government institutions.
 Provide practice activities where learners classify and use different types of abbreviations
correctly.

Activity 2: Using abbreviations and acronyms when taking notes

(Techniques used when abbreviating)
Practice

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 Learners shorten words:
1. education → ______
2. development → ______
3. because → ______
4. information → ______

Using Abbreviations During Note-Taking

 Read a short paragraph.
 Let learners take notes using abbreviations.
 Tell learners to compare notes in pairs.
Sample Text: Digital technology helps learners access information quickly and communicate
globally.
Possible Notes: Digital tech → helps learners access info quickly and communicate globally.

CONTENT TIPS
 Abbreviations should be easy to understand later.
 Explain common note-taking techniques:
 Remove vowels (govt = government)
 Use symbols (& = and)
 Use first letters (info = information)
 Use arrows (→ shows result)
 Notes capture key ideas, not full sentences.
 Explain that abbreviations and acronyms help learners take notes quickly and efficiently.
 Teach learners to use commonly known abbreviations (e.g., govt for government, info for
information).
 Introduce subject-specific acronyms (e.g., ECZ, TEVETA, CBC) relevant to the lesson.
 Encourage learners to create personal abbreviations, ensuring they remain clear and
understandable.
 Emphasise that notes should still be clear, organised, and meaningful, not confusing.
 Provide practice activities where learners convert full sentences into notes using
abbreviations and acronyms.

TEACHING AND LEARNING MATERIALS: Charts, textbooks, digital message examples.

EXPECTED STANDARD: Abbreviations to take or make notes used

correctly.

ASSESSMENT
Check:

68
  clarity of notes
 correct abbreviation use
 participation
 Identify types of abbreviations

Exercise
A. Identify the type of abbreviation:
1. WHO ______
2. ad (advertisement) ______
3. don’t ______
B. Rewrite using abbreviations:
1. Information and communication technology
2. Government and education
C. Expand the notes:
Edu imp. for nat. dev. ___________________________________________________

HOMEWORK
Listen to a short news report and write five abbreviated notes.

SUMMARY
 Abbreviations shorten words to save time.
 Different types include acronyms, clips, blends, and contractions.
 Abbreviations help efficient note-taking.
 Notes should remain clear and meaningful.
 Good notes support effective learning.

UNIT 4: MENTAL HEALTH

LISTENING AND SPEAKING
TOPIC: 2.1.8 INVITATIONS
INTRODUCTION
Overview: This topic focuses on helping learners use appropriate English to invite people to
different occasions and events. Learners will explore situations that require invitations, identify
suitable vocabulary and expressions, and practise inviting others using correct language and

69
tone. Learners will also understand how inviting others to positive social events (such as
support meetings, sports activities, birthday celebrations, or school discussions) promotes
inclusion, belonging, and emotional well-being.

GENERAL COMPETENCE(S):
 Communication: Use appropriate language (verbal and non-verbal) in different social
situations/Apply good listening, speaking, reading, and writing skills.
 Emotional Intelligence: Express empathy for others.

Hook: If you were hosting a party, what three things must your invitation
include?

KEY TERMS / WORDS / VOCABULARY

 Invitation: A spoken or written request asking someone to attend an event.
 Occasion: A special event or celebration.
 Function: A planned social event such as a party or meeting.
 Host: A person who invites others to an event.
 Guest: A person who is invited to attend an event.
 Formal invitation: An official and polite invitation, often written.
 Informal invitation: A friendly and casual invitation.
 RSVP: A request for a response to confirm attendance.
 Tone: The manner in which words are spoken or written.

Sub-Topic: [Link] Inviting People

Introduction
This lesson focuses on enabling learners to identify situations that require invitations and to
use appropriate language to invite others politely and confidently. Learners will practise both
formal and informal invitations in real-life contexts that promote positive social interaction
and mental wellness.

Specific Competence: Use appropriate language to invite people.

Learning Activities
Activity 1: Identifying situations that require inviting others
(Christmas, Birthday parties, Youth Day…)
 Ask learners to suggest occasions that require invitations

70
  Present different real-life situations on flashcards, charts or write on the board (e.g.,
Christmas celebration, birthday party, Youth Day event, school debate, mental health
awareness meeting, sports day, wedding, funeral, church service, etc.).
Group work: Learners work in groups to discuss each situation.
 Each group is expected to:
 Identify events that require invitations.
 Explain the type of event.
 Explain the people who should be invited.
 Discuss why inviting others is important for that event.
 Groups present their findings to the class.

CONTENT TIPS
 Invitations help build social connections and belonging.
 Social inclusion supports positive mental health.
 Different occasions require different types of invitations (formal or informal).
 Some events (e.g., official ceremonies) require formal invitations.
Activity 2: Discussing vocabulary used to invite others to different
functions (I have the pleasure of inviting you to… I am pleased to invite you
to…)
 Display common invitation expressions on a chart.
Sample Language for Invitations:
- I have the pleasure of inviting you to…
- I am pleased to invite you to…
- You are warmly invited to…
- Would you like to attend…?
- Hey, join us for…
- Please come to…
 Learners work in pairs to classify the expressions into formal and informal language.

CONTENT TIPS
 Formal invitations use polite and respectful language.
 Informal invitations are friendly and simple.
 Tone and word choice depend on the occasion and relationship.
 Polite language promotes respect and positive relationships.

Activity 3: Role-playing, inviting people to different occasions

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 Let learners be in groups created for Activity 1.
 Let each group select one scenario (e.g., inviting a teacher to a school event, inviting a
friend to a birthday party, inviting community members to a mental health awareness
meeting).
 Groups prepare a short role-play. (speech turns)
 Ask learners to role-play an invitation in front of the class using appropriate language,
tone, and body language.
 After each presentation, the class gives constructive feedback.
- Act confidently.
- Use appropriate invitation expressions.
- Demonstrate suitable tone and body language.
- Reflect on how invitations promote inclusion and well-being.

CONTENT TIPS
 Role-play builds confidence and speaking skills.
 Non-verbal communication (eye contact, facial expression) supports meaning.
 Inviting others shows care and promotes belonging.
 Positive social interaction contributes to good interpersonal relationships.

TEACHING AND LEARNING MATERIALS: Sample invitation cards, Charts/flash cards.

EXPECTED STANDARD: Language to invite people used appropriately.

ASSESSMENT
Assessment should be continuous and learner-centred, conducted during and after each learning
activity. It may include:
 Observation of group discussions and participation.
 Oral questioning during presentations.
 Practical demonstration through role-plays.
 Short written quiz on formal and informal invitation expressions.

PROJECT
Ask learners should plan a school event to discuss the negative psychological effects of
bullying. They should then design written invitation cards to the Guidance and Counselling
teacher (Guest Speaker) and to their fellow learners.

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 SUMMARY
 Invitations are spoken or written requests to attend events.
 Different occasions require formal or informal invitations.
 Polite language and tone are important when inviting others.
 Body language supports spoken invitations.
 Inviting others promotes inclusion, belonging, and positive mental health.

TOPIC: 2.2.1 COMPREHENSION

INTRODUCTION
Comprehension is a process of active engagement that results in accurate understanding and
interpretation of what is heard or read. Its significance lies in its application to real-life
situations, such as understanding instructions, participating in conversations, and interpreting
information. Learners will practise listening to passages, identifying main ideas, and
participating in discussions to improve their understanding. This topic introduces learners to
essential comprehension skills, with an emphasis on listening comprehension.

GENERAL COMPETENCE(S)

 Communication: Apply good listening, speaking, reading and writing skills

 Critical thinking: Analyse texts to improve the ability to understand
 Analytical thinking: Grasp and break down information and effectively share with others.

HOOK: Have you ever read about or heard of a child being denied an
education? How did it make you feel, and what should be done?

KEY TERMS / WORDS / VOCABULARY

 Comprehension: The ability to understand what you read and make sense of the
information in a text.
 Skimming: Reading a passage quickly to get the general idea or main points.
 Scanning: Reading a text quickly to find specific information such as names, dates, or
facts.
 Inference: A conclusion or meaning that is understood from the text even though it is not
directly stated.
 Main idea: The most important point or message that the writer wants to communicate in
a passage.

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 Supporting details: Facts, examples, or explanations that help explain or support the main
idea.
 Passage: A short piece of written text taken from a book, article, or story for reading and
study.
 Idiomatic expressions: Phrases whose meanings are different from the literal meanings of
the individual words.

Sub-topic:[Link] Reading passages efficiently and doing follow-up activities

Introduction
This lesson focuses on helping learners read passages quickly and with understanding. Learners
will practise skills such as skimming to get the main ideas, scanning for specific information,
and answering questions based on what they have read. These skills enable learners to better
understand texts and respond appropriately to follow-up activities such as questions,
discussions and summaries.

Specific Competence: [Link].1 Read passages efficiently

Learning Activities
Activity 1: Skimming through passages to get general ideas
 Ask the learners to skim through the given passage to get the general idea.
Secondly, let the learners read the passage silently. Time the process and ensure
that reading at a speed of 250 words per minute.

CONTENT TIPS
 Explain that skimming is reading quickly to understand the main idea of a text.
 Teach learners to focus on titles, headings, and the first and last paragraphs.
 Encourage learners to look for key words and repeated ideas instead of reading every
word.
 Emphasise that skimming is for general understanding, not detailed information.
 Use short timed exercises to help learners practise reading for gist.
 Provide follow-up questions that check understanding of the main idea.

Activity 2: Read at a speed of 250 words per minute.

 Ask learners to read through the passage quickly (timed reading)

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 CONTENT TIPS
 Efficient readers focus on meaning rather than reading word by word.
 Skimming helps readers understand the general meaning of a text.
A Silent Struggle
Lumweko was a fifteen-year-old learner at a secondary school in a
small town. She used to be active in class and enjoyed playing
football with her friends. However, during one school term, her
behaviour began to change. She became quiet, avoided her friends,
and stopped participating in class discussions.
At home, Lumweko spent most of her time alone. She felt
overwhelmed by schoolwork and pressure to perform well in
examinations. Although her parents encouraged her to work hard,
they did not realise that she was struggling emotionally. Lumweko
often felt anxious and had trouble sleeping at night.

As weeks passed, her school performance began to decline.

Assignments that she once completed with confidence were now
submitted late. Sometimes she stared at her books for hours without
understanding what she was reading. Deep down, she feared
disappointing her parents and teachers, which only increased her
stress.

One day, her class teacher noticed the change in her behaviour and
invited her for a private conversation. During the discussion,
Lumweko shared how stressed and worried she had been feeling. At
first, she hesitated to speak openly, but the teacher assured her that
it was safe to talk about her feelings without fear of judgment.

The teacher explained that many learners experience stress and

anxiety, especially during examination periods. She emphasised that
seeking help is a sign of strength, not weakness. She then
encouraged her to speak to the school guidance counsellor, who
was trained to support learners facing emotional challenges.

With counselling and support from her family, Lumweko slowly

began to feel better. She learned practical strategies to manage
stress, such as creating a study timetable, taking short breaks,
exercising regularly, and practising deep breathing techniques. She

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 also began sharing her concerns with a close friend instead of
keeping everything inside.

Her friends noticed the positive change and included her in group
activities again. Lumweko realised that isolation had made her
situation worse, while connection and support helped her heal.
Gradually, her confidence returned, and her academic performance
improved.

Lumweko’s experience taught the school community an important

lesson: mental health is just as important as physical health. When
learners receive support, understanding, and encouragement, they
can overcome challenges and succeed. It also reminded everyone
that paying attention to changes in behaviour can help prevent
serious emotional difficulties.

Activity 3: Scanning pieces of text to locate specific information

 Ask learners to scan the text to locate the following specific information.

1. One sign that showed Lumweko was struggling.

2. A problem happening at home.
3. The person who first noticed the change.
4. The type of help Lumweko received.

CONTENT TIPS
 Teach learners to read quickly by focusing on titles, headings, and the first and last
paragraphs to get the main idea.
 Encourage learners to look for key words and repeated ideas instead of reading every
word.
 Use short timed activities to help learners practise reading for overall understanding
rather than details.

Activity 4: Retelling details of a story or passage

 After they have read the passage, ask a few learners to retell the details of the passage.
Ask simple yes/no questions to learners with challenges, retelling the story.

CONTENT TIPS
 Guide learners to identify main events and arrange them in the correct sequence
(beginning, middle, end).

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  Encourage learners to retell the story in their own words using simple and clear
sentences.
 Use prompts or questions to help learners recall key details such as characters, setting,
and important actions.

Activity 5: Deducing meanings of unfamiliar words and idiomatic

expressions
 Divide the learners into groups and ask them to deduce the meanings of unfamiliar words
and idiomatic expressions. Drawing inferences from texts by direct or indirect reference.

Suggested Difficult Words

i). Withdrawn
ii). Counsellor
iii). Counselling
iv). Overwhelmed
v). Strategy

CONTENT TIPS
 Explain that learners can work out meanings by using context clues from surrounding
words and sentences.
 Teach learners to look for clues such as examples, definitions, or contrasts in the text.
 Encourage learners to identify key words that help explain the unfamiliar word or
expression.
 Clarify that idiomatic expressions have meanings that are not literal.
 Provide examples of common idioms and guide learners to infer their meanings from
context.
 Encourage learners to check meanings using a dictionary after making predictions.

Activity 6: Describing feelings, qualities and motives of characters in

stories
 In their groups, learners discuss the following questions and present findings to the rest of
the group.
Questions

1. Why do you think Lumweko kept her problems to herself?

2. What could have happened if no one had noticed her behaviour?
3. Why is it important to find a trustworthy person to talk to when you have an issue
troubling you?
4. How would you help a friend who has just lost a parent?
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 CONTENT TIPS
 Scanning helps locate specific information quickly.
 Retelling shows understanding of sequence and key details.
 Inference involves reading between the lines.

Activity 7: Answering factual and inference questions.

 Ask the learners to answer the following exercise, individually, in their exercise books.
Exercise
1. Describe two behavioural changes noticed in Lumweko.
2. Explain why Lumweko felt responsible for her parents’ separation.
3. How did the teacher’s response make a difference?

4. Find a word in the passage that means:

a) Slowly improved – __________
b) Unwilling or unsure – __________
5. What lesson does the story teach about seeking help?
6. Suggest two ways schools can promote good mental health among learners.

CONTENT TIPS
 Teach learners to locate answers to factual questions directly from the text using key
words.
 Guide learners to use clues from the text and prior knowledge to answer inference
questions.
 Encourage learners to support their answers with evidence from the passage.

TEACHING AND LEARNING MATERIALS: Reading passages/texts, Charts

EXPECTED STANDARD: Passages read efficiently

ASSESSMENT
 Learners to discuss the main point of the passage in pairs.
 In groups, learners describe feelings, qualities and motives of characters in the story.
 Learners do an individual reading comprehension exercise.

SUMMARY
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  Efficient reading includes skimming, scanning, and careful reading.
 Comprehension involves factual and inferential understanding.

COMPOSITION
TOPIC: 2.3.6 EXPOSITORY WRITING.

INTRODUCTION
Overview: This topic focuses on developing learners’ ability to write clear and well-organised
expository compositions. Learners will explore the features of expository writing, learn how to
plan and organise ideas logically, and practise writing compositions on cross-cutting issues
such as mental health.
Expository writing is important in real life because it is used to explain issues in reports,
newspaper articles, speeches, school assignments and official documents.

GENERAL COMPETENCE(S)

 Communication: Express oneself (spoken and written) clearly and effectively.

 Critical Thinking: Ensure opinions are based on facts.
 Problem Solving: Make sense of the gathered information from diverse sources by
identifying misconceptions, main and supporting ideas, conflicting information, point of
view or biases.

Hook: Your young sister wants to know how a cell phone works. How would
you explain it to them?

KEY TERMS / WORDS / VOCABULARY

 Expository writing – Writing that explains, informs, or describes something clearly or

clarifies a topic.
 Composition – A piece of writing on a particular topic.
 Objective tone – Writing that is neutral and based on facts rather than personal feelings.
 Formal language – Serious and respectful language used in academic or official writing.
 Outline – A plan showing the main points before writing.
 Introduction – The opening paragraph that presents the topic.
 Main Body paragraphs – Paragraphs that develop and explain main points.
 Conclusion – The final paragraph that summarises the main ideas.

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 Coherence – Logical connection of ideas in writing.
 Amplifying points – Expanding ideas with explanations and examples.

Sub-Topic: [Link] Features of Expository Writing

Introduction
This lesson focuses on helping learners understand the key characteristics of expository
compositions. Learners will identify features such as a clear purpose, an objective tone, formal
language, logical organisation, and factual support. They will practise planning and writing
compositions based on relevant cross-cutting issues.

Specific Competence: Write an expository composition

Learning Activities
Activity 1: Discussing features of an expository composition.
 Provide learners with two short sample compositions: one informal and opinion-based,
and one formal and explanatory.
 Learners work in groups to compare the two texts.
 Each group identifies features of expository writing (purpose, tone, structure, language,
etc.).
 Groups present their findings, preferably on a chart.

Composition 1
Why School Should Start Later
I honestly think school starts way too early. Waking up before sunrise
every single day is exhausting, and most learners are half asleep
during the first lesson anyway. Teenagers need more sleep, but school
schedules don’t seem to care. It just doesn’t make sense.
In my opinion, starting school later would make learners happier and
more focused. When people are well-rested, they do better in class and
feel less stressed. Right now, many learners rely on coffee or energy
drinks just to stay awake, which isn’t healthy at all.
Schools should really consider changing the start time. It would
improve learners’ moods, performance, and overall health. There’s no
good reason to keep things the way they are.

Composition 2
The Importance of Adequate Sleep for Learners

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 Adequate sleep plays a significant role in learners’ academic
performance and overall well-being. Research shows that teenagers
require between eight and ten hours of sleep each night for healthy
development. However, many learners do not meet this requirement
due to early school start times and demanding schedules.
Lack of sleep affects concentration, memory and mood. When learners
are tired, they find it more difficult to focus during lessons and to
retain new information. Over time, sleep deprivation may also
contribute to increased stress and reduced academic achievement.
Ensuring that learners receive sufficient rest can improve alertness,
learning capacity, and emotional balance. For this reason,
understanding the relationship between sleep and academic
performance is essential for both educators and learners.

Group Worksheet
Group Number: _____________________
Date: ___________________

Step 1: Identify the Purpose

1. What is the main purpose of Composition 1?

A. To explain
B. To inform
C. To persuade
D. To entertain

Evidence from the text:

_______________________________________________________________________
_______________________________________________________

2. What is the main purpose of Composition 2?

A. To explain
B. To inform
C. To persuade
D. To entertain

Evidence from the text:

_______________________________________________________________________
_____________________________________________________
Step 2: Compare the Tone

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1. How would you describe the tone of Composition 1?
A. Formal
B. Informal
C. Emotional
D. Objective

Words or phrases that show this tone:

_______________________________________________________________

2. How would you describe the tone of Composition 2?

A. Formal
B. Informal
C. Emotional
D. Objective

Step 3: Examine the Structure

Fill in the table below:
Feature Composition 1 Composition 2
Clear Introduction Yes/No Yes/No
Thesis statement Yes/No Yes/No
Logical paragraphs Yes/No Yes/No
Clear conclusion Yes/No Yes/No
Use of transitions Examples: Examples:
_____________________ _____________________
______________________ ______________________
______________________ ______________________

Step 4: Analyse the Language

1. Does the writer use personal opinions (I think, I believe, etc.)?
Composition 1: Yes / No
Composition 2: Yes / No
2. Does the writer use facts or general statements?
Composition 1: Yes / No
Composition 2: Yes / No
3. Which composition uses more formal vocabulary?
_________________________________________

CONTENT TIPS

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  Expository writing explains rather than argues emotionally.
 It uses facts, examples, and logical explanations.
 The tone is objective and neutral.
 Ideas are organised into introduction, main body and conclusion.
 Human rights topics require factual and respectful explanation.

Activity 2: Making an outline of points based on given topics (selecting,

amplifying, ordering of points)
 Provide learners with topics, such as:
1. The Importance of the Right to Education
2. Freedom of Expression in Schools
3. The Role of Youth in Promoting Human Rights
 In groups, let learners:

 Select relevant points.

 Arrange points logically (introduction, body, conclusion).
 Amplify each point by adding explanations or examples.

 Each group presents their outline to the class for feedback.

 Develop a clear introduction statement.
 Select relevant and factual points.
 Arrange ideas logically.
 Expand points with explanations.

CONTENT TIPS
 An outline helps organise ideas before writing.
 Points should follow a logical sequence.
 Use of transition; these are words and phrases that show relationships between ideas:
For example

In addition, As a result, Furthermore, Consequently, However, Similarly, In conclusion…

 Each body paragraph should focus on one main idea.

 Supporting details strengthen explanations.
 Planning improves coherence and clarity.

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 Activity 3: Writing expository compositions based on cross-cutting issues
(Mental Health, financial education, inclusive education, drought, HIV and
AIDS …)

 In groups, learners develop composition outlines (skeletons of the introduction, main

body and conclusion).
 Learners use their outlines to guide writing.
 Learners individually write an expository composition on one of the following topics:
1. Discuss common challenges teenagers face and explain how schools can support
learners’ mental well-being.
2. Write an expository essay explaining how social media can influence teenagers’
mental health. Discuss both positive and negative effects and suggest ways young
people can maintain balance.

CONTENT TIPS
 Expository writing explains issues without emotional bias.
 Clear paragraphs improve readability.
 Emphasise that learners should:
 Write a structured composition (introduction, body, conclusion).
 Use formal and objective language.
 Present factual explanations.
 Demonstrate coherence and clarity.

TEACHING AND LEARNING MATERIALS: Sample compositions, Chart,

Chalkboard/whiteboard/projector

EXPECTED STANDARD: Expository composition written correctly

ASSESSMENT

 Observe group participation and contributions.

 Ask oral questions to assess understanding of features.
 Evaluate group outlines for logical organisation.
 Written composition marked using a rubric (structure, content, coherence, grammar).

SUMMARY
 Expository writing explains and informs.

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  It uses formal, objective language.
 A clear structure includes an introduction, a body, and a conclusion.
 An outline helps organise ideas logically.

STRUCTURE
TOPIC: 2.4.8 CONTRAST
INTRODUCTION

Overview: This topic focuses on helping learners understand and use different expressions of
contrast in sentences. Learners will explore how contrast structures help to express opposing,
unexpected, or conflicting ideas clearly. Using mental health examples, learners will understand
how language can describe resilience, hidden emotions, and coping strategies. Mastering
contrast improves both spoken and written communication, especially when discussing real-life
situations.
GENERAL COMPETENCE(S):
 Communication: Use appropriate language (verbal and non-verbal) in different
situations/Express oneself (spoken and written) clearly and effectively.

Hook: How can someone appear happy, yet be sad on the inside?

KEY TERMS / WORDS / VOCABULARY

 Contrast – Showing the difference between two ideas.

 Present participle – The -ing form of a verb.
 Despite – In spite of something.
 In spite of – Regardless of something.
 Instead of – As an alternative to.
 Besides – In addition to.
 In addition to – Adding more information.
 No matter – Regardless of.
 Though / As – Used to show contrast.
 Conjunction – A word used to join clauses (but, yet, while).
 Semi-colon (;) – A punctuation mark used to join closely related clauses.
 Resilience – The ability to recover from difficulties.
 Anxiety – A feeling of worry or fear.

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  Depression – Persistent sadness and loss of interest.

Sub-Topic: [Link] Expression of Contrast

Introduction
In English, contrast expressions help us show differences between ideas or describe unexpected
results. When we want to connect two opposite or contrasting points, we use words such as but,
however, although, on the other hand, and in contrast. These expressions help make our
speaking and writing clearer, more logical, and more interesting. In this lesson, learners will
identify and use expressions of contrast correctly in sentences. Learning how to use contrast
structures correctly helps one communicate clearly and meaningfully.

Specific Competence(s): [Link].1 Use other expressions to show contrast in

sentences.

Learning Activities
Activity 1: Using the present participle with ‘despite’ and ‘in spite of’ for
contrasting ideas (In spite of working very hard, Mayawa did not get a bumper
harvest. Despite working very hard, Mayawa did not get a bumper harvest.)

 Write pairs of simple sentences on the board.

Example: She felt anxious. She attended class.

He went to school. It was raining.
Lumweko passed the exam. She was sick.
 Group learners and guide them to combine the ideas using despite or in spite of + -ing
form.
1. Identify the two contrasting ideas.
2. Combine them correctly using despite or in spite of.
3. Present their answers to the class.

Example: In spite of feeling anxious, she attended class.

Despite experiencing stress, he performed well.

CONTENT TIPS
 Despite and in spite of are followed by a noun or -ing form.
 Despite is never followed by ‘of’

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  They show unexpected results.
 They cannot be followed directly by a full sentence.

Activity 2: Using the present participle with an expression introducing

an alternative idea. (He decided to find a job instead of begging on the
street…)
Introduce the expression instead of.
Example:
He isolated himself instead of talking to a friend.

CONTENT TIPS
Instead of a show replacement or alternative action.
• Instead of + noun/pronoun / -ing verb

1. Instead of pizza, we had a salad.

2. She stayed home instead of going out.
3. He called me instead of her.

Activity 3: Using the present participle with an expression introducing an additional

idea (Besides being a medical doctor, she is a farmer. In addition to being a famous
politician, Chisha is polite…)
 Introduce besides and in addition to.

Example
i). Besides studying hard, she practices relaxation exercises.
ii). In addition to seeing a counsellor, he talks to his parents
iii). Besides being a nurse, Mary runs a shop.
iv). In addition to being intelligent, John is hardworking.
 Write the above sentences on the board:
 Ask learners what they notice about the words being and besides/in addition to.
 Guide learners to observe: Use of -ing form (present participle) and that Expression adds
extra information.
 Divide learners into pairs.
 Give sentence strips or write on the board.

Example Cards:

i). Besides being a good footballer…

ii). In addition to being kind…

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Match with:

a) …he is also disciplined.

b) …she helps her community.

 Ask learners to match beginnings with correct endings.

 Let pairs read aloud their completed sentences.

CONTENT TIPS
 These expressions add extra information.
 They are followed by nouns or -ing forms.
1. Form sentences using besides and in addition to.
2. Use correct -ing forms.
3. Share findings with the class.

Activity 4: Using ‘One… (but) the other… ‘or’ The one… (but) (Using
conjunctions: One chicken is white / and/ while/ yet the other is brown. Using
semicolon: One chicken is white; the other is brown…)

 Display two contrasting pictures or objects.

 Guide learners to describe differences using conjunctions or semicolons.
1. Construct sentences using but, while, and yet.
2. Write sentences using a semicolon.
3. Share responses in pairs.

Example:

1. One learner appears confident, but the other feels anxious.

2. One student seeks help; the other remains silent.
 Write sentences with gaps.
 Guide learners to fill with; and, while, but, yet.
 Discuss how each conjunction changes meaning slightly.
Tip: while / but / yet → contrast
and → simple addition (less contrast)
CONTENT TIPS
 These structures are used only for two people or two things.
 Conjunctions join two clauses.
 A semi-colon joins closely related independent clauses.
 The basic structure is: One … the other … Used to describe two things.

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  Structure: One + verb … + conjunction + the other + verb …
 Example base sentence: One chicken is white, the other is brown.
 Using Conjunctions: Teach how the meaning changes depending on the conjunction.
 BUT (contrast): One chicken is white, but the other is brown.
Shows contrast/difference.
 AND (addition): One chicken is white, and the other is brown.
 Just add information. WHILE (contrast or comparison)
One chicken is white, while the other is brown. Compares the two.
 YET (strong contrast): One chicken is white, yet the other is brown. Stronger contrast
than “but.”
 Using a Semicolon: When the ideas are closely related, we can use a semicolon.
 Structure: Sentence 1; sentence 2
One chicken is white; the other is brown.
 Explain: A semicolon joins two closely related independent clauses.
 The One … the Other … Used when both items are specific or known.
I have two chickens. One is white, but the other is brown.
“The” shows a specific reference.
 One or the Other: Used for choice between two.
You can buy one or the other.
Either this chicken or that one — one or the other.
Means: not both.

Activity 5: Using ‘No matter’ + how/what/where to express contrast (No

matter what she did, she was unable to please her friend...)
 Provide sentence starters.
Example: No matter how stressed she was, __________________
No matter what the weather is like, ________________
No matter where we meet, _______________________
 In groups, learners are expected to correctly complete the sentences.

CONTENT TIPS
 ‘No matter’ shows that something does not change regardless of the situation.
 The rule is: No matter + wh-word (what/where/when/who/how) + subject + verb.
 Introduces a contrast between condition and result.
 Use a comma when it begins the sentence.
 Common in promises, determination, and general statements.

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 Activity 6: Using adjective + as/though for recognition only to express
contrast (Tired though she was, she continued working…)

 Present model sentences on the board.

Example:
1. Hungry though Mutale was, she continued studying.
2. Cold as it was, we decided to go for a walk.
3. Tired though Siachiwena felt, he finished all his homework.
4. Bright as the room is, I still need a lamp to read.
 Explain that the sentences above can be inverted. In this case, the comma is dropped.
Examples:
1. Mutale continued studying though she was hungry
2. We decided to go for a walk although it was cold.
 Learners identify the structure and rewrite the last two sentences in the first example in
this learning activity.
Underline the contrast structure.
1. Recognise inversion pattern.
2. Rewrite sentences correctly.

CONTENT TIPS
 This structure is formal.
 The adjective comes before though/as.
 It expresses a strong contrast.

Activity 7: Constructing sentences to express contrast

 Individual work: Learners write six (6) correct sentences using at least four contrast
expressions learned.
1. Use a variety of contrast expressions.
2. Apply correct grammar and punctuation.
3. Maintain logical flow of ideas.
4. Ensure subject-verb agreement.
5. Use correct punctuation.

Activity 6: Using If + Adjective to Express Contrast

 Show learners two contrasting pictures (for example: a beautiful but old house).
 Ask learners guiding questions:
1. What can you say about this house?
2. Is it completely perfect?

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  Write learners’ responses on the board.
 Write more examples on the board:
1. She is beautiful, if cruel.
2. The plan is interesting, if risky.
3. The food is delicious, if spicy.
 Ask learners to discuss in pairs:
1. What two qualities are mentioned in each sentence?
2. Are the ideas exactly the same or slightly different?
 Allow learners to share answers.
 Divide the class into small groups.
 Give each group a picture showing contrasting qualities such as:
2. a large but dirty classroom
3. a beautiful but old building
4. a talented but lazy player
 Ask groups to create two sentences describing the picture using if + adjective.
 Instruct: Look carefully at the picture and describe it using the structure ‘if +
adjective.’”

Exercise
Write incomplete sentences on the board and ask learners to complete them.
1. The car is expensive, if ______.
2. The teacher is strict, if ______.
3. The village is peaceful, if ______.

CONTENT TIPS
 If + adjective adds a contrasting or qualifying idea.
 If + adjective” adds a contrasting or slightly negative quality.
 Form: Statement + comma + if + adjective
TEACHING AND LEARNING MATERIALS: Charts/flashcards/cue cards/posters,
Chalkboard/white board, Pictures, Worksheets

EXPECTED STANDARD: Other expressions to show contrast in sentences

used correctly.

ASSESSMENT
 Observation of participation in discussions.
 Oral questioning during activities.
 Written sentence construction exercises.

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 SUMMARY
 Contrast shows differences or unexpected results.
 Despite/In spite of + -ing show unexpected outcomes.
 Instead of introducing alternatives.
 Besides/In addition to add information.
 One…the other compares two ideas.
 No matter + wh- expresses determination.
 Adjective + though/as expresses strong contrast.
 Correct use of contrast improves clear communication.

SUMMARY
TOPIC: 2.5.1 SUMMARY WRITING
INTRODUCTION
Overview: Summary writing is an essential academic skill. In real-life situations, learners
summarise when revising for examinations, reporting information, listening to talks, reading
textbooks, or participating in discussions about issues such as stress, anxiety, depression and
emotional well-being. The ability to summarise helps learners process information critically and
communicate it clearly. This topic focuses on developing learners’ ability to write clear and
concise prose summaries. Learners will learn how to identify main ideas, distinguish facts from
opinions, omit unnecessary information, organise ideas logically, use transitional words,
paraphrase effectively, and produce well-structured summaries.

GENERAL COMPETENCE(S):
 Communication: Express oneself (spoken and written) clearly and effectively.
 Creativity and Innovation: Organise information and ideas
 Critical Thinking: Analyse texts to improve the ability to understand

Hook: If someone asked you to narrate your life history, which details would
you include?

KEY TERMS / WORDS / VOCABULARY

 Summary – A brief statement of the main points.

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  Main idea – The central message of a paragraph or text.
 Supporting detail – Information that explains or proves the main idea.
 Fact – A statement that can be proven true.
 Opinion – A personal belief or judgement.
 Paraphrase – Restating information in your own words.
 Transitional words – Words that connect ideas (e.g., however, therefore, firstly).
 Concise – Expressing much in few words.
 Anxiety – A feeling of worry or fear.

Sub-Topic: [Link] Prose Summaries

Introduction
A prose summary is a short paragraph that presents the main ideas of a text in continuous
writing form. It excludes unnecessary details, examples, repetition, and personal opinions.
Writing effective prose summaries requires critical reading, organisation of ideas, and the
ability to paraphrase accurately.

Specific Competence: [Link].1 Write prose summaries.

Activity 1: Identifying main ideas and supporting ideas.

 Provide learners with a short passage.
 Learners read silently.
 In groups, learners write down the main ideas and circle supporting details.
 Identify the topic sentence in each paragraph.
 Groups present their findings.
 After the presentations, the findings should be carefully set aside as they will be used
when tackling Activity 4.

Passage
The Hidden Pressure Among Teenagers
Many teenagers experience hidden pressure in their daily lives. At school, they are
expected to perform well in examinations, complete assignments on time, and
participate in different activities. At home, some face high expectations from parents
who want them to succeed. In addition, social media often creates unrealistic standards
about beauty, success, and popularity. These pressures can affect learners emotionally
and mentally.

Stress can show itself in different ways. Some learners become quiet and withdrawn,
while others become irritable or easily angered. A few may lose interest in activities
they once enjoyed. Difficulty sleeping, constant worry, and lack of concentration are

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also common signs. If these warning signs are ignored, stress may develop into more
serious mental health problems.

However, teenagers can learn healthy ways to cope with pressure. Talking to a trusted
teacher, parent, or friend can reduce emotional burden. Regular exercise, enough rest,
and proper time management also help learners stay balanced. Schools that provide
guidance and counselling services create safe spaces where learners can share their
concerns. With the right support, young people can build resilience and manage
challenges successfully.

CONTENT TIPS
 The main idea answers: What is this paragraph mostly about?
 Supporting ideas explain or provide evidence.
 A summary includes main ideas only.

Activity 2: Distinguishing between fact and opinion.

 Write statements from the passage on the board.
 Learners work in groups to label each statement as fact or opinion.
 Class discussion follows. Learners explain their reasoning.

Sentences
1. The brain is part of the human nervous system.
2. The mangoes grown in Mwinilunga are sweeter than those grown in Lusaka.
3. Regular exercise can reduce stress levels.
4. Mental health professionals include psychologists and psychiatrists.
5. The USA is the best country in the world
6. Boarding schools are better than day schools.

CONTENT TIPS
 Facts can be proven true.
 Opinions express feelings or beliefs.
 Summaries focus on facts, not personal opinions.

Activity 3: Identifying and omitting unnecessary information.

 Provide a paragraph containing repetition and examples.
 Learners identify repetition and examples.
 Learners explain why they removed certain parts.
 Learners rewrite the paragraph briefly.
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Sample paragraph:
In today’s highly advanced society, people rely heavily on technology in their daily
lives. For example, learners use smartphones, mobile phones, and digital devices to
check their emails, send electronic messages, and communicate with their friends and
classmates. In addition, workers in offices and workplaces use computers and laptops
to type documents, write reports, and prepare written papers. Another example is that
families use televisions to watch programs and shows for entertainment. All these
examples clearly demonstrate that technology plays a significant role in our lives and
is essential for success and achievement in the modern world.

CONTENT TIPS
 A summary excludes examples and descriptive language.
 Avoid repetition.
 Keep only essential information.

Activity 4: Organising and synthesising information.

 Using the topic sentences and main ideas listed from the passage in Learning Activity 1,
learners arrange and combine them into one organised paragraph.
 The ideas should be arranged in logical order.

CONTENT TIPS
 Logical order improves clarity.
 Synthesis means combining ideas smoothly.
 Avoid listing ideas randomly.

Activity 5: Using transitory words and phrases to connect ideas.

 Provide transitional words on the board (e.g., firstly, however, therefore, in addition).

Category Transitional Words

Addition Furthermore, Moreover, In addition, Additionally, Also,
Besides, not only… but also …
Sequence/Order First, Secondly, Next, Then, Afterwards, Meanwhile,
Finally, subsequently…
Example/Illustration For example, for instance, to illustrate
Such as, In particular…
Comparison Similarly, Likewise, In the same way, just as…

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 Contrast However, On the other hand, In contrast,
Nevertheless, Although, Whereas, instead
Cause and effect Because, Since, Therefore, As a result, Consequently,
Thus, hence…
Classification/Emphasis In fact, indeed, In other words, That is,
Above all…
Conclusion In conclusion, To conclude, In summary
To sum up, overall …
 Provide disconnected sentences for learners to join using appropriate transitional words.
 Learners to fill in the blanks using the options provided.

Sentences
Furthermore | However | For instance | As a result | Finally | In summary

1. Many learners enjoy reading novels. __________, they also benefit from reading non-
fiction books.
2. The roads were flooded; __________, classes were cancelled.
3. Some people prefer studying at night. __________, others study better in the morning.
4. There are many ways to stay healthy. __________, regular exercise improves heart
health.
5. __________, the last step is to review your answers carefully.
6. __________, hard work and discipline lead to success.

CONTENT TIPS
 Transitional words improve flow.
 They show sequence, contrast, or cause and effect.
 Avoid overusing transitions.

Activity 6: Using own words to paraphrase and summarise

 Select sentences from the passages.
 Learners rewrite them in their own words individually by:
 Changing the vocabulary and structure.
 Maintaining original meaning.

Sample sentences
1. Many teenagers experience hidden pressure in their daily lives.
2. In today’s modern society, which is very advanced in many ways, people rely heavily
on technology in their daily lives.

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 3. If these warning signs are ignored, stress may develop into more serious mental health
problems.

CONTENT TIPS
 Use synonyms carefully.
 Change sentence structure.
 Avoid plagiarism.

Activity 7: Writing concise and clear prose summaries

 Let learners re-read the passage silently.

 Ask them to underline or copy the main points on a piece of paper.
 Let learners write their own summaries (100 words only) using the passage in Activity
 Provide guidance and corrections.

CONTENT TIPS
 A good summary is brief and clear.
 Use formal language.
 Avoid personal opinions.
 Check grammar and punctuation.
 Include main ideas only.
 Use your own words.
 Maintain coherence.
 Keep within word limit.

TEACHING AND LEARNING MATERIALS: Charts, Projector, White, board/chalkboard,

Passages/texts

EXPECTED STANDARD: Prose summaries written correctly.

ASSESSMENT
 Observation of participation.
 Oral questioning.
 Written exercises on identifying main ideas.
 Practical task: Summarise a new passage.

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 SUMMARY
 A prose summary presents main ideas in paragraph form.
 Main ideas must be separated from supporting details.
 Facts should be included; opinions excluded.
 Unnecessary information must be omitted.
 Ideas should be organised logically.
 Transitional words improve flow.
 Paraphrasing prevents copying.
 A good summary is concise, clear, and accurate.

UNIT 5: GENDER
LISTENING AND SPEAKING
TOPIC: 2.1.9 CONVERSATIONS
INTRODUCTION
Overview: A conversation is a spoken or written exchange of ideas, thoughts, or feelings
between two or more people. It involves listening, responding and sharing in ways that build
understanding and connection. Unlike speeches and monologues, conversations are interactive
and require participation from all sides. Conversations are essential in real life because they
help us connect, learn, solve problems and grow socially and professionally. Therefore, it is
important to learn how to engage in conversations with different people.

GENERAL COMPETENCE(S)
 Communication: Using appropriate language (verbal and non-verbal) in different
situations.
 Emotional Intelligence: Communicate and relate effectively with others.

HOOK: What would happen if people stopped talking to each other?

KEY TERMS / WORDS / VOCABULARY

 Conversation: A two-way exchange of ideas, feelings, or information between people.
 Monologue: This is when one talks (for a long time) without being interrupted.

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  Interactive: This is something that involves two or more people (or things) working
together, talking or responding to each other.
 Turn-taking: Sharing the chance to speak in a conversation so that everyone gets
involved.
 Active listening: Paying full attention when someone is speaking, showing that you care
about what they are saying, and responding politely.

Sub-Topic: [Link] Initiating Conversations

Introduction
Initiating a conversation is an important communication skill that helps people start interactions
politely and confidently in different social situations. In everyday life, learners need to know
how to begin conversations with friends, teachers, visitors, and other members of the
community. This may involve using appropriate greetings, polite expressions, and questions to
attract the listener’s attention and introduce a topic of discussion. Learning how to initiate
conversations helps learners develop confidence in speaking, build positive relationships, and
participate effectively in social and academic interactions. In this lesson, learners will practise
using appropriate expressions and strategies to start conversations in both formal and informal
situations.

Specific Competence: [Link].1 Use appropriate language to initiate conversations.

Learning Activities

Activity 1: Discussing how to initiate conversations (Do you know that …

Are you aware that…)

 Ask learners:
 How do you start a conversation with a friend? A teacher?
 Let learners think individually, then discuss in pairs.
 Collect responses and write them on the board.
 Introduce new expressions:

- Do you know that…?

- Are you aware that…?

 Divide learners into groups and lead them to discuss how to initiate conversations using
the situations provided below.
 Ask learners to use the conversation starters: Do you know that.. Are you aware that …
Situations
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 1. Meeting a new learner/stranger
2. Asking for information (stranger/peer)
3. Informing your friends about something new you learnt
4. Discussing school activities (sports/debate)
 Let learners make presentations based on the group discussions

CONTENT TIPS
 Explain that initiating a conversation means starting a discussion politely and clearly.
 Teach learners common expressions such as ‘Do you know that…?’ and ‘Are you aware
that…?’
 Encourage learners to use appropriate greetings before starting a conversation.
 Guide learners to choose topics that are relevant and interesting to the listener.
 Emphasise the use of polite and respectful language when speaking.
 Provide role-play activities where learners practise starting conversations in different
situations.

Activity 2: Role-playing how to initiate a conversation

 Let learners create role-plays using given situations in activity 1.
Dialogue Example 1
Greeting a New Student
A: Hello, welcome to our class. What is your name?
B: Hello, my name is Chanda.
A: Nice to meet you, Chanda. Where did you come from?
B: I came from Kabwe.
Dialogue Example 2
Learner A: Hello, do you know where the head’s office is?
Learner B: Yes, it is next to the computer lab.
Learner A: Thank you very much.
Learner B: You are welcome.

CONTENT TIPS
 conversations are spoken and written expressions
 Conversations build relationships
 Emphasise polite expressions such as; excuse me, please, thank you.

TEACHING AND LEARNING MATERIALS: Flashcards/cue cards/charts, Audio

recordings, Pictures/illustrations/flipcharts

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 EXPECTED STANDARD: Language used to initiate conversation used
appropriately.

ASSESSMENT
 Oral participation in role plays
 Accuracy of grammar in initiating conversations
 Create dialogue on given situations

SUMMARY
 A conversation is a spoken or written exchange of ideas, thoughts, or feelings between
two or more people.
 It involves listening, responding and sharing in ways that build understanding and
connection.
 Conversations are important in that they help us make friends, strengthen family bonds
and connect with friends.
 Conversations create trust and mutual understanding, allow people to find solutions
together, and, by sharing feelings, reduce stress and build empathy.
 It requires confidence and some strategies.

TOPIC: 2.2.1 COMPREHENSION

INTRODUCTION
Overview: Comprehension is a process of active engagement that results in accurate
understanding and interpretation of what is heard or read. Its significance lies in its application
to real-life situations, such as understanding instructions, participating in conversations, and
interpreting information. Learners will practice listening to passages, identifying main ideas,
and participating in discussions to improve their understanding. This topic introduces learners
to essential comprehension skills, with an emphasis on listening comprehension.

GENERAL COMPETENCE(S)
 Communication: Using appropriate language (verbal and non-verbal) in different
situations.
 Creativity and innovation: Organise information and ideas.
 Analytical thinking: Grasp and break down information and effectively share with
others.

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HOOK: What makes a story more than just words on a page?

KEY TERMS / WORDS / VOCABULARY

 Comprehension: a constructive, interactive process involving three factors – the reader,
the text, and the context in which the text is read.
 Reading Comprehension: The process of simultaneously extracting and constructing
meaning through interaction and involvement with language. `
 Unabridged Materials: Texts presented in their full, original form without any cuts,
simplifications or summaries.
 Abridged Materials: Texts that have been shortened or simplified from their original
version.

Sub-topic: [Link] Read different unabridged materials

Introduction
Extensive reading involves reading a wide variety of complete (unabridged) texts for
enjoyment, information, and general understanding. In this lesson, learners are encouraged to
read different authentic materials such as storybooks, novels, newspapers, magazines, journals,
and online articles without simplifying or shortening the original content. Through regular
exposure to these full texts, learners develop fluency, expand vocabulary, improve
comprehension skills, and build confidence in reading independently. Extensive reading also
helps learners appreciate different writing styles, themes, and ideas while cultivating a lifelong
habit of reading for knowledge and pleasure.

Specific Competence: [Link].1 Read different unabridged materials for

enjoyment.

Learning Activities
Activity 1: Reading a variety of texts (newspapers, magazines, journals …)
 Take learners to the library/provide them with a variety of reading materials
 Ask learners to choose a text that would interest them to read from the variety of texts
provided.

CONTENT TIPS
 Expose learners to different types of texts such as stories, newspapers, poems, and
informational texts.

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  Encourage learners to adjust their reading approach depending on the type and purpose
of the text.
 Guide learners to compare ideas, themes, and styles across different texts.

Activity 2: Reading silently and at an appropriate pace with

understanding.
 Provide learners with a short passage from a newspaper, magazine, textbook or story.
 Ask learners to read the passage silently without speaking or moving their lips.
 Let learners to read at an appropriate pace.
 Remind learners to concentrate on understanding the text.
 Give learners a passage of about 200–250 words.
 Tell learners they will read silently for one minute.
 Ask them to mark the point they reach when the time ends.
 Ask learners to compare how far they read and discuss whether they understood the
main idea.
Understanding Gender
Gender is a way of describing how people see themselves and how society
expects them to behave. It is different from biological sex, which refers to
whether someone is male or female at birth. Gender includes roles,
responsibilities, and expectations that communities often attach to being a
boy or a girl.
In many cultures, boys are expected to be strong, brave, and leaders, while
girls are expected to be caring, gentle, and supportive. These expectations
are called gender roles. However, not everyone fits neatly into these roles.
Some boys enjoy cooking or dancing, and some girls enjoy playing football or
fixing machines. This shows that gender roles are not fixed; they can change
over time and across societies.
Understanding gender is important because it helps us respect differences.
When we accept that people can choose their own paths, we create a fairer
and more equal community. Schools, families, and friends all play a role in
shaping how young people think about gender. By encouraging both boys and
girls to follow their interests, we allow everyone to reach their full potential.
Gender and Opportunities
Gender can influence the opportunities people receive in education, work,
and daily life. In some communities, boys are encouraged to study science
and mathematics, while girls are guided toward arts or home-related
subjects. These differences are not based on ability but on traditional beliefs
about what boys and girls should do.
Over time, many societies have begun to challenge these traditions. Today,
girls are becoming engineers, doctors, and leaders, while boys are also
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choosing careers in nursing, teaching, and design. This shows that talent and
interest, not gender, should guide our choices.
When opportunities are equal, everyone benefits. A society that allows both
boys and girls to follow their dreams becomes stronger and more creative.
Schools play an important role in promoting equality by encouraging
learners to explore all subjects and activities, regardless of gender.
Questions
1. How can gender influence opportunities?
2. What examples show that gender roles are changing?
3. Why is equal opportunity important in society?
4. How does the description of nature contribute to the mood of the passage?
5. Can you connect this scene to a time when you felt peaceful?

CONTENT TIPS
 Encourage learners to read silently without vocalising words to improve speed and
concentration.
 Guide learners to maintain a steady reading pace while focusing on understanding the
meaning of the text.
 Provide timed reading activities followed by comprehension questions to check
understanding.

Activity 3: Reading critically and making discriminating judgements

(theme, characterisation, style, setting, author's motives, readers' interpretation
of the text…)
 Tell learners to identify and analyse literary elements (style, characterisation, theme,
author’s motive and setting).
a) Style: The author’s choice of language, tone and structure.
b) Characterisation: How characters are developed through actions, dialogue and
description.
c) Theme: The central idea or message of the text.
d) Author’s motive: Why the author wrote the text – purpose, perspective or intended
impact.
e) Setting: Time and place, and how they influence the mood of action.
 Ask learners to interpret how these elements contribute to the meaning of the story
The storm raged outside, but inside the small cottage, Anna
lit a candle and opened her grandmother’s diary. The
words spoke of courage in times of hardship, reminding
Anna that strength often comes in quiet moments.
 Divide the class into groups and distribute questions for analysis.
 Each group analyses one element (style, characterisation, theme, motive, setting).

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  Each group share their analysis with the class.
 With learners, discuss how analysing these elements deepens appreciation of texts. (e.g.
Explain how the setting of today’s text contributes to its theme).

CONTENT TIPS
 Different texts, such as newspapers, magazines, and journals present information in
different ways depending on their purpose and audience.
 Silent reading helps learners concentrate and understand the message of a text without
distraction.
 Readers should read at a pace that allows them to understand the ideas and meaning of
the text.
 Critical reading involves analysing and questioning the ideas presented in a text rather
than accepting them immediately.
 When reading critically, learners should pay attention to theme, characterisation, setting,
and the author’s style.
 Readers should consider the author’s purpose and form their own interpretations of the
text based on evidence.

TEACHING AND LEARNING MATERIALS: Variety of texts, Newspapers/ magazines/

novels

EXPECTED STANDARD: Different unabridged materials read.

ASSESSMENT
 Tasks individual learners to analyse the texts as discussed in groups.

The marketplace buzzed with life as merchants called out their wares and
children darted between stalls. The scent of spices mingled with the aroma of
freshly baked bread, creating a tapestry of sensations that filled the air. Amid
the crowd, Mondi moved slowly, his eyes scanning faces with quiet
determination. He was searching for someone, a figure from his past who had
vanished without explanation. The noise of the market seemed distant to him,
drowned out by the weight of memory. As he paused near a stall of colorful
fabrics, Mondi wondered if the answers he sought would bring peace or only
more questions. The sun dipped lower, casting long shadows across the
cobblestones, and the marketplace began to thin, but Mondi remained, caught
between hope and uncertainty.
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 Questions for Analysis
1. What descriptive language does the author use to create the
atmosphere?
2. How do sensory details contribute to the vividness of the scene?
3. What do Mondi’s actions and thoughts reveal about his personality?
4. How does his slow movement and quiet determination contrast with
the bustling market?
5. What themes emerge from Mondi’s search (e.g. memory, hope,
uncertainty).
6. How does the marketplace setting reinforce these themes?
7. Why might the author have chosen a busy marketplace as the
background for a personal search?
8. How does the marketplace setting shape the mood of the passage?
9. What role do time of day and sensory details play in building tension?

SUMMARY
 Reading unabridged materials gives learners the full experience of stories and allows
them to appreciate their richness.
 In addition to reading for enjoyment, learners read critically and make discriminating
judgements on the texts (e.g. theme, characterisation, style, setting, author’s motives…)

HOMEWORK
 Choose a favourite story and identify its style, theme, and author’s motive.

COMPOSITION
TOPIC: 2.3.6 EXPOSITORY WRITING

INTRODUCTION
Overview: This topic focuses on developing learners’ ability to write clear and well-organised
expository compositions. Learners will explore the features of expository writing, learn how to plan
and organise ideas logically, and practise writing compositions on cross-cutting issues such as mental
health. Expository writing is important in real life because it is used to explain issues in reports,
newspaper articles, speeches, school assignments and official documents.

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GENERAL COMPETENCE(S)

 Communication: Express oneself (spoken and written) clearly and effectively.

 Critical Thinking: Ensure opinions are based on facts.
 Problem Solving: Make sense of the gathered

Hook: Your young sister wants to know how a cell phone works. How would
you explain it to them?

KEY TERMS / WORDS / VOCABULARY

 Expository writing – Writing that explains, informs, or describes something clearly or
clarifies a topic.
 Composition – A piece of writing on a particular topic.
 Objective tone – Writing that is neutral and based on facts rather than personal feelings.
 Formal language – Serious and respectful language used in aademic or official writing.
 Outline – A plan showing the main points before writing.
 Introduction – The opening paragraph that presents the topic.
 Main Body paragraphs – Paragraphs that develop and explain main points.
 Conclusion – The final paragraph that summarises the main ideas.
 Coherence – Logical connection of ideas in writing.
 Amplifying points – Expanding ideas with explanations and examples.

Sub-Topic: [Link] Features of Expository Writing

Introduction
This lesson focuses on helping learners understand the key characteristics of expository
compositions. Learners will identify features such as a clear purpose, an objective tone, formal
language, logical organisation, and factual support. They will practise planning and writing
compositions based on relevant cross-cutting issues.

Specific Competence: Write an expository composition

Learning Activities

Activity 1: Discussing features of an expository composition.

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  Provide learners with two short sample compositions: one informal and opinion-based,
and one formal and explanatory.
 Learners work in groups to compare the two texts.
 Each group identifies features of expository writing (purpose, tone, structure, language,
etc.).
 Groups present their findings, preferably on a chart.

Passage 1

Equal Opportunities for Boys and Girls

Education should be available to both boys and girls without discrimination.

In the past, many societies believed that boys were more suited for science
and leadership, while girls were expected to focus on home duties. Today,
these ideas are changing. Girls are excelling in mathematics, engineering,
and politics, while boys are also succeeding in nursing, teaching, and design.
Equal opportunities allow everyone to reach their full potential, and society
benefits when both genders contribute their talents.

Questions

1. What is the tone of this passage?

2. Which words or phrases show tone?
3. Why is this tone effective for expository writing?

Sample Answers:
1. Neutral and informative; the passage explains facts clearly without emotional language,
focusing on informing the reader about gender equality in opportunities.
2. “Education should be available to both boys and girls without discrimination”; “Equal
opportunities allow everyone to reach their full potential.”
3. It helps the reader understand the issue of gender equality clearly and objectively,
without being distracted by emotional or biased language.

Passage 2

Gender refers to the social and cultural roles, behaviours, and expectations
associated with being male, female, or non-binary. Unlike biological sex,
which is determined by physical attributes, gender is shaped by societal
norms and individual identity. Over time, understandings of gender have
expanded beyond the traditional binary framework to include diverse

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identities. This shift reflects the recognition that gender is not fixed but can
vary across cultures and individuals.

Neutral language is important when discussing gender because it avoids bias

and ensures inclusivity. For example, instead of saying “fireman,” one might
use “firefighter.” Similarly, terms like “they” can be used as a singular
pronoun to respect individuals who do not identify strictly as male or female.

Questions (Pair work)

1. Why is neutral language important in expository writing about

gender?
2. What is an example of gender-neutral terminology?
3. How can pronouns be used neutrally in writing?
4. How can writers avoid bias when discussing gender roles?

Sample Answers
1. Neutral language ensures that information is presented fairly, without reinforcing
stereotypes or excluding certain groups. It helps maintain objectivity and inclusivity.
2. Instead of using “fireman” the neutral term “firefighter” is used.
3. Writers can use “they/them” as singular pronouns when referring to someone whose
gender identity is unknown rather than using “he” or “she.”
4. Writers should describe roles factually without attaching value judgements. For
example, instead of saying “women are better caregivers,” one might write “caregiving
roles are often associated with women in many cultures.”

Activity 2: Writing expository compositions based on cross-cutting

issues
 Provide learners with topics, such as:
4. Gender Equality in Education
5. How Technology Affects Education
6. The Importance of Recycling
 In groups, learners:
 Select relevant points.
 Arrange points logically (introduction, body, conclusion).
 Amplify each point by adding explanations or examples.
 Each group presents their outline to the class for feedback.
 Develop a clear introduction statement.
 Select relevant and factual points.
 Arrange ideas logically.
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  Expand points with explanations.

CONTENT TIPS
 An outline helps organise ideas before writing.
 Points should follow a logical sequence.
 Use of transitions. These are words and phrases that show relationships between ideas:

For example

In addition, As a result, furthermore, consequently, however, Similarly, In conclusion…

 Each body paragraph should focus on one main idea.

 Supporting details strengthen explanations.
 Planning improves coherence and clarity.

Activity 3: Writing expository compositions based on cross-cutting issues

(financial education, inclusive education, drought, HIV and AIDS …)

 In groups, learners to develop composition outlines (skeletons of the introduction, main

body and conclusion).
 Learners use their outlines to guide writing.
 Learners individually write an expository composition on one of the following topics
 Write a structured composition (introduction, body, conclusion).
 Use formal and objective language.
 Present factual explanations.
 Demonstrate coherence and clarity.

CONTENT TIPS
 Expository writing explains issues without emotional bias.
 Clear paragraphs improve readability.

TEACHING AND LEARNING MATERIALS: Sample compositions, Charts, Chalkboard/

whiteboard/ projector

EXPECTED STANDARD: Expository composition written correctly

110
 ASSESSMENT

 Observe group participation and contributions.

 Ask oral questions to assess understanding of features.
 Evaluate group outlines for logical organisation.
 Written composition marked using a rubric (structure, content, coherence, grammar).
 Let leaners write expository essays on the subject: Equal Opportunities for Boys and
Girls.

SUMMARY
 Expository writing explains and informs.
 It uses formal, objective language.
 A clear structure includes an introduction, a body, and a conclusion.
 An outline helps organise ideas logically.

HOMEWORK
Write an expository essay on Gender and Equality.

STRUCTURE
TOPIC: 2.4.9 CONDITION
INTRODUCTION
Overview: In grammar, condition expresses a situation or requirement that must be fulfilled for
another event or result to occur. Conditional sentences usually have two parts: the condition
clause (the “if” part, or equivalent) and the result clause (the consequence that follows if the
condition is met). Condition enhances critical thinking development and improves fluency and
expression. Thus, understanding of conditionals prepares learners for complex structures and
higher-level academic and social discourse.

GENERAL COMPETENCE(S)
 Communication: Express oneself (spoken and written) clearly and effectively.
 Emotional Intelligence: Communicate and relate effectively with others.

111
  Critical thinking: Analyse texts to improve the ability to understand.

Hook: Imagine you forgot to do your homework last night? What would
happen if the teacher asked for it?

KEY TERMS / WORDS / VOCABULARY

 Condition: Refers to a situation or requirement that must be fulfilled for another event or
result to occur.
 Conditional sentence: A sentence expressing a condition and result.
 Conditional clause: The part of the conditional sentence that sets up the requirement or
situation on which the main clause depends.
 Result clause: The part of a conditional sentence that expresses the consequence or
outcome if the condition is fulfilled.

Sub-Topic: [Link] Other Ways of Expressing Condition

Introduction
Condition expresses a situation that must be true for another event to occur. Sentences
expressing condition (conditional sentences) typically have two parts: the conditional clause
(often introduced by if, unless…) and the result (the consequence if the condition is met).
Different types of conditions exist, and we are familiar with them. Beyond the common if,
English offers several structures. This lesson, therefore, is on other ways of expressing
conditions. Conditional sentences are a cornerstone of English grammar because they allow
learners to express cause-and-effect relationships, develop hypothetical thinking, handle
abstract and complex ideas and engage in real communication by discussing possibilities,
consequences and plans.

Specific Competence: Use alternative ways of expressing condition.

Learning Activities

Activity 1: Discussing the use of ‘but for’ and ‘if only’ to show condition
in sentences (Museshyo would have failed the exam but for his mother’s
encouragement. But for his mother’s encouragement, Museshyo would have
failed the exam...)

 Divide learners into groups and provide expressions showing conditions.

 Ask learners to discuss.
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 1. Nakena would have failed the exam if her mother had not encouraged her.
2. Nakena would have failed the exam but for her mother’s encouragement.
3. But for her mother’s encouragement, Nakena would have failed the exam.
4. The team would have lost the match but for the goalkeeper’s effort.
5. The crops would have dried up but for the rain. But for the doctor’s quick response,
the patient would have died.
6. But for her hard work, she would not have succeeded.

CONTENT TIPS
 But for means “without” or “if it were not for.”
 It shows that something prevented a negative result from happening. Structure But for +
noun phrase + result clause. “But for” in the Middle of a Sentence - Structure: Result
clause + but for + noun phrase. If only expresses a strong wish or regret about
something that did not happen.
 It often refers to past mistakes or missed opportunities. Structure (Past Regret) If only +
subject + past perfect. “If Only” in the Middle of a Sentence - Structure: Main clause +
if only + clause. Emphasise that “but for” is similar to “without.”
 Teach learners that “if only” is used to express regret or strong wishes.
 Encourage learners to practise using the expressions in real-life situations.
 Use sentence transformation exercises to reinforce understanding.

Activity 2: Using ‘if only’ to express regret or hope (Expressing regret:

If only the driver had obeyed the instructions, she would not have hit a
stationary car; Expressing hope: If only it rains, the vegetables will grow
well…)
 Ask learners to write sentences using ‘If only’ to show regret.
1. If only Simunji had listened to me, she would have passed the exam.
2. Simunji would have passed the exam if only she had listened to me.
 Pair learners and ask them to write sentences using ‘If only’ to show hope.
1. If only Simunji would listen to me, our lives could improve.
2. Our lives could improve if only Simunji would listen to me.
 Let learners present their sentences to the class.
 Encourage peer review.

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 CONTENT TIPS
 Regret (past): uses had + past participle if only I had…
 Hope (present/future): uses would/could + verb If only it would…
 If only they had followed the instructions, the experiment would have succeeded.
 If only I had known about the meeting, I would have attended.
 If only she had taken the doctor’s advice, she would have recovered quickly.

Activity 3: Identifying situations when ‘if only’ can be used without

the main clause (if only I had seen the elephant coming…)

 Explain that it is possible to express regret or hope without the main clause.
1. Regret: (e.g. If only I had trusted him…) The regret is obvious; no need to
finish the sentence.
2. Hope: (e.g. If only it would stop raining…) The hope is clear; they want
sunshine.
 In pairs, learners practise the use of ‘If only’ without the main clause

CONTENT TIPS
 Explain that these expressions are used to show conditions, similar to “if.”
 Teach the structure: main clause + provided/providing (that)/so long as/as long as +
condition clause.
 Provide clear examples:

i). I will allow you to go home provided (that) you finish your work.
ii). You can play outside as long as you complete your homework.

 Emphasise that these expressions are often used with future or present conditions.
 Guide learners to form sentences showing conditions and results clearly.
 Provide practice activities where learners construct their own sentences using each
expression.

Activity 4: Constructing sentences using provided/providing that/ so/as

long as (I will allow you to go home provided (that) you finish your work...)
 Using appropriate examples, demonstrate how provide/providing that and so/as long as
are used to express condition.

114
 1. Provided/providing that (e.g. Provided/Providing that you finish your work, I will
allow you to go home or I will allow you to go home provided/providing that you
finish your work).
2. So/As long as (So/As long as you finish your work, I will allow you to go home or
I will allow you to go home so/as long as you finish your work).
 Explain that provided/providing that and so/as long as can be used interchangeably.
- (e.g. So/as long you ask Lungowe, she will help you, or Lungowe will help so/as
long as you ask her; Provided/Providing that you ask Lungowe, she will help you
or Lungowe will help you provided/providing that you ask her).
 Clarify that provided and providing could be used without that
1. Providing Chisulo comes early, we will start off immediately.
2. Provided you are taught by Mr. Musondela, you will pass Mathematics.
3. The plan will work provided everyone follows instructions.)
 Allow learners to practise the use of so/as and providing/provided that…

CONTENT TIPS


Activity 5: Using suppose/supposing (that) in the initial position to

introduce questions and are used in the initial position (Supposing
that I gave you a lot of money, what would you use it for?)

Explain that suppose/supposing (that) are used in the initial position to introduce
questions in conditions.
- Suppose that and supposing that are often interchangeable in this structure.
1. Suppose/Supposing that Musonda lost her job, what would she do?
2. Suppose/Supposing that the train is delayed, will we make it on time?
 Explain that suppose/supposing can be used without that.
1. Suppose/Supposing Malakwa doesn’t agree, what will happen?
2. Suppose/Supposing Mponda misses the train, how will he get to Rusangu?
 Let learners construct sentences using suppose/supposing that.

CONTENT TIPS
 Explain that “suppose” and “supposing (that)” are used to introduce imaginary or
hypothetical situations, often in questions.
 Teach the structure: Suppose/Supposing (that) + clause, + question (e.g., Supposing that I
gave you money, what would you do?).
 Emphasise that these expressions are commonly followed by conditional forms (e.g.,
would, could).
115
  Provide examples for practice:
i). Suppose you found a wallet, what would you do?
ii). Supposing that it rained today, how would you get to school?

 Encourage learners to respond with complete sentences using appropriate conditional

forms.
 Use role-play or discussion activities to help learners practise asking and answering
such questions.

Activity 6: Composing sentences showing inversion in conditional

sentences (Had I seen the elephant coming, I would have run away…)
 Explain the use of inversion in conditional sentences.
1. If I had taken the job, I would be living abroad – Had I taken the job, I would be
living abroad.
2. If Singanda had arrived earlier, she could have joined us – Had Singanda arrived in
time, she could have joined us.
 In pairs, construct sentences showing inversions in conditional sentences.
 Ask learners to present their responses to the class.

CONTENT TIPS
 Explain that inversion in conditional sentences is used to make expressions more formal
by removing “if.”
 Teach the structure: Had + subject + past participle, + would have + past participle.
 Provide clear examples, such as: Had I seen the elephant coming, I would have run
away.
 Emphasise that inversion is mainly used in unreal past (third conditional) situations.
 Guide learners to transform sentences from ‘If I had…’to ‘Had I…’ correctly.
 Provide practice activities where learners compose and rewrite sentences using
inversion.

TEACHING AND LEARNING MATERIALS: chalkboard/whiteboard/ markers or chalk

sentence cards/situation/scenario cards/picture cards or illustrations worksheets, flash cards
with key expressions/grammar charts or posters, textbooks, projector or digital display (if
available)

EXPECTED STANDARD: Other ways of expressing condition used

correctly.

116
 ASSESSMENT:
 Learners to write 2 sentences on each of the expressions learnt.

SUMMARY
 Condition expresses a situation that must be true for another event to occur. Sentences
expressing condition (conditional sentences) typically have two parts: the conditional
clause (often introduced by if, unless…) and the result (the consequence if the condition
is met).
 Conditional sentences are a cornerstone of English grammar because they allow learners
to express cause-and-effect relationships, develop hypothetical thinking, handle abstract
and complex ideas and engage in real communication by discussing possibilities,
consequences and plans.

HOMEWORK
Write 6 sentences on condition using different ways of expressing condition.

SUMMARY
TOPIC:2.5.2 SUMMARY WRITING

INTRODUCTION
Overview: A summary is a shortened version of a text, speech, or event that captures only the
main ideas and essential points. Its purpose is to give a clear, concise understanding of the
original material without all the details, examples, or repetition. It omits unnecessary details,
examples, and repetitions while preserving the meaning of the original passage. In other words,
a summary captures the essence of a text in fewer words while keeping its meaning intact.
Summarising enhances critical thinking as learners practise identifying main ideas versus
supporting details, sharpening their analytical skills. It also helps learners improve their
memory and comprehension as they try to condense large amounts of information
GENERAL COMPETENCE(S)
 Communication: Express oneself (spoken and written) clearly and effectively.
Analytical Thinking: Grasp and break down information and effectively share with
others.
 Creativity and Innovation: Organise information and ideas.

117
  Critical Thinking: Analyse texts to improve the ability to understand.

Hook: Imagine your friend missed class today and asks, ‘What did the
teacher talk about?’

KEY TERMS / WORDS / VOCABULARY

 Summary: A shortened version of a text, speech, or event that captures only the main
ideas and essential points.
 Verbal summary: A shortened spoken restatement of the main points of text, lecture,
meeting or discussion.
 Main idea: The central message.

Sub-Topic: [Link] Verbal Summary

Introduction
A verbal summary is a brief spoken restatement of the main points of a text, lecture, meeting, or
discussion. Verbal summary is an important skill because it strengthens both comprehension
and communication. It improves understanding, builds communication skills and encourages
active listening. It also develops critical thinking and boosts confidence as learners explain
concepts in their own words.

Specific Competence: [Link].1 Summarise information orally.

Learning Activities
Activity 1: Identifying main ideas and key points
 Read the passage below aloud.
 Ask the learners to pay attention as you read.
Gender equality means that boys and girls have the same rights and
opportunities. In many communities, girls sometimes face challenges in
accessing education. However, when girls are given equal chances to
learn, they perform well and contribute positively to society. Educating
both boys and girls helps communities develop and reduces poverty.
 After listening to the passage, learners should answer the following:
1. What is the main idea of the passage?
2. Mention three key points from the passage.
Expected Responses:
Main Idea: Gender equality in education is important.
Key Points:

118
 1. Gender equality means boys and girls have equal opportunities.
2. Girls sometimes face challenges in accessing education.
3. Educating both boys and girls helps communities develop.

CONTENT TIPS
 The main idea explains the central message of the text.
 Key points provide important supporting information.
 Do not include minor or less important details.

Activity 2: Organising Ideas Logically and Coherently

Example Ideas (Jumbled Order):
1. Girls are given equal opportunities to participate in school activities.
2. Communities begin to support girls’ education.
3. Girls gain confidence and perform well in school.
4. Awareness campaigns teach people about gender equality.
 Ask learners to arrange the ideas in a logical order.

Expected Order:
1. Awareness campaigns teach people about gender equality.
2. Communities begin to support girls’ education.
3. Girls are given equal opportunities to participate in school activities.
4. Girls gain confidence and perform well in school.
 Let learners present the ordered ideas orally using linking words such as first, next,
then, and finally.

CONTENT TIPS
 Logical organisation means ideas follow a clear sequence.
 Events or actions should be presented step by step.
 Use linking words to improve coherence.

Activity 3: Using Own Words to Paraphrase and Summarise Orally

 Read the following paragraph aloud.
Gender equality promotes fairness between boys and girls. When schools treat learners
equally, everyone feels respected and motivated to succeed. Encouraging girls to
participate in leadership roles and academic activities helps build confidence and
prepares them to contribute to society.
 Ask learners to give a short oral summary in their own words.
Example Summary
Gender equality ensures that boys and girls are treated fairly at
school. When girls are encouraged to take part in leadership and

119
 academic activities, they become confident and can contribute
positively to society.
 Ask learners to restate the following sentence in their own words.
Sentence: Girls should be given the same educational opportunities as boys.
Possible Response: Girls deserve equal chances to receive education just like boys.

CONTENT TIPS
 Paraphrasing means expressing the same idea using different words.
 A summary should be brief and clear.
 Focus on the most important ideas and avoid copying the exact wording.

Activity 4: Summarising a short text or conversation orally

 Tell learners to summarise and organise the extracted information in a concise manner,
emphasising clarity in organisation.
 Ask the learners to present their summaries to the whole class.
 Divide the class into groups and give each group worksheets (newspapers, books, mark
schedules) of raw data on different topics (e.g. class marks, sports scores, or daily chores).
 Guide learners in extracting relevant information.
 Walk around to assist groups as they work.
 Let learners concisely summarise and organise the data.
 Read aloud or let two learners act out the conversation
Example Conversation
Twalumba: I heard that our school will start a girls’ leadership club next term.
Tusensele: That is good news. It will help girls gain confidence and leadership
skills.
Twalumba: Yes, and it will also encourage girls to participate more in school
activities.
Tusensele: I think it will also help promote gender equality in our school.
 Let learners listen carefully to the conversation.
 In pairs, they discuss the main message of the conversation.
 Each pair gives a short oral summary of the conversation in one or two sentences.

Example Summary
The conversation is about starting a girls’ leadership club at school to help girls
gain confidence, participate more in activities, and promote gender equality.
 Let learners summarise the exercise below

Passage

120
 Gender refers to the social roles, behaviours, and expectations that
society assigns to individuals based on whether they are male or
female. Unlike biological sex, which is determined by physical
characteristics, gender is shaped by culture, traditions, and social
norms. For example, some societies expect men to be leaders and
women to be caregivers, but these roles can change over time.
Understanding gender helps us promote equality and respect for
everyone.

CONTENT TIPS
 Explain that summarising involves stating the main ideas of a text or conversation in a
shorter form.
 Teach learners to identify key points and ignore unnecessary details.
 Encourage learners to use their own words instead of copying.
 Guide learners to organise ideas logically before speaking.
 Provide short texts or audio passages for practice.
 Give opportunities for learners to present oral summaries clearly and confidently.

TEACHING AND LEARNING MATERIALS: Short passages (stories, news articles, or

informational texts), Audio recordings (radio clips, speeches, or short talks), Visual aids (pictures,
charts, diagrams), Flashcards with key words or main ideas, Chalkboard/whiteboard for noting key
points, Graphic organisers (e.g., mind maps, summary charts).

EXPECTED STANDARD: Information summarised orally correctly.

ASSESSMENT
 Ability to identify the main ideas/summarise
 Clarity and fluency when speaking
 Summarise the information orally and using own words
 Correct understanding of the information
 Arranging ideas in logical order

SUMMARY
 A verbal summary is a short, spoken restatement of the main points of a text, lecture,
meeting or discussion.
 The goal of a verbal summary is to capture key ideas without unnecessary detail.
 There are specific steps in coming up with a verbal summary (Understand the purpose,
listen or read carefully, identify key points, organise your thoughts, use your own words,
deliver the summary).
121
 HOMEWORK
Ask learners to create verbal summaries of the passages in 3–4 sentences.
 Step 1: Identify the main idea
 Step 2: Select key points
 Step 3: Rephrase in your own words
 Step 4: Keep it brief and clear

Passage 1
Topic: Gender Equity
Gender equity means ensuring fairness of treatment for all genders,
according to their respective needs. Unlike equality, which gives
everyone the same resources, equity recognizes that different
individuals may require different support to achieve similar outcomes.
For example, providing equal access to education is important, but
equity goes further by addressing barriers that prevent girls or boys
from fully participating. Promoting gender equity helps create
inclusive societies where opportunities are not limited by stereotypes
or discrimination.
Passage 2
Gender stereotypes
Gender stereotypes are widely held beliefs about how men and women
are supposed to behave. These stereotypes often portray men as
strong, assertive, and career-focused, while women are seen as
gentle, emotional, and family-oriented. Although such ideas may seem
harmless, they can limit opportunities and reinforce inequality. For
example, stereotypes may discourage women from pursuing
leadership roles or men from showing vulnerability. Challenging
gender stereotypes is essential for building societies where individuals
are free to express themselves without being confined by outdated
expectations.

122
REFERENCES
Bailey, S. (2018). Academic writing: A handbook for international students (5th ed.).
Bedford/St. Martin’s.

British Council. (n.d.). English Connects Programme. Retrieved from

[Link]

British Council. (n.d.). TeachingEnglish: Professional Development Resources for Teachers.

Retrieved from [Link]

Cottrell, S. (2019). The study skills handbook (5th ed.). London: Red Globe Press.

Curriculum Development Centre (CDC). (1993). Zambia Basic Education Course, English 9 Pupil’s
Book 2. Lusaka: ZEPH

Education Development Center (EDC). (2021). Let’s Read Project: Improving Literacy
Instruction. Lusaka: [Link] Inc.

Ellul, J. (1978). The riddle of violence. New York: Seabury Press.

Glencoe (2000). Grammar and Composition Handbook, High School 1. USA: McGraw-Hall.

Grabe, W., & Stoller, F. L. (2011). Teaching and researching reading (2nd ed.). London:

Gunning, T.G. (2020). Creating Literacy Instruction for All Students. (10 th ed.). Boston: Hall.

Honig, B., Diamon, L. and Gutlohn, L. (2019). Teaching Reading Source Book. (3rd ed.)
California: House.

Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to

Language Teachers’ Association of Zambia (LATAZ). (2026). Teacher Professional

Development Materials and Workshop Resources. Lusaka: LATAZ.

Ministry of Education (2023) Zambia Education Curriculum Framework. Lusaka: Curriculum

Development Centre.

Ministry of Education. (2024). English Language Syllabus, Secondary Education Ordinary

Level, Form 1-4. Lusaka: Curriculum Development Centre.

Sinkala L. (2019), English Composition and Summary for School Certificate.

Swan, M. (2016). Practical English usage (4th ed.). Oxford: Oxford University Press

1
APPENDIX:
LESSON PLAN TEMPLATE
SCHOOL: MUMPULUMBA DAY SECONDARY

NAME OF TEACHER: MASHAU DATE: 24TH MARCH, 2026

CLASS: FORM 2A DURATION: 40 MINUTES

TIME: 07:30 - 8:10 HOURS TOTAL NO. OF PUPILS: 60: 30 GIRLS, 30 BOYS
SUBJECT/LEARNING AREA: ENGLISH LANGUAGE
TOPIC: 2.4.6. REASON
SUB-TOPIC: [Link]. ‘Now That’/’Seeing That’ To Express Reason.
GENERAL COMPETENCES:

 Communication: Express oneself (spoken and written) clearly and effectively.

 Analytical Thinking: Grasp and break down information and effectively share with others
SPECIFIC COMPETENCE: [Link].1. Use other expressions to show reason in sentences.
LESSON GOAL: Learners to correctly use “now that” and “seeing that” to express reason in both
spoken and written sentences.
RATIONALE: This lesson is one of two lessons on ‘Reason’, particularly focusing on “now that” and
“seeing that” to express reason. The lesson will help learners communicate ideas logically and clearly.
Mastery of such expressions enhances learners’ ability to explain decisions, describe situations, and
improve both academic writing and everyday communication.
PRIOR KNOWLEDGE: Learners already understand basic sentence structure (subject + verb) and
simple linking words such as “because” and “so.”

REFERENCES:

 2024 English Language Secondary Education Ordinary Level Syllabus, Form 1 -4, Page….
 Form 2 English Language Module Term 1, Page…
 Progress Grade 9, Page…
LEARNING ENVIRONMENT:
1. Natural: Classroom interaction, peer discussion.
2. Artificial: Charts, sentence examples, worksheets.
3. Technological: Projector/Slides (if available).
TEACHING AND LEARNING MATERIALS/RESOURCES:
Whiteboard, charts/tables, flashcards, hand-outs/worksheets, visuals/slides
EXPECTED STANDARD: Other expressions to show reason in sentences used correctly.

2
 LESSON PROGRESSION:
STAGE TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
INTRODUCTION -Write the following question -Learners think about the question -Learners respond
(HOOK) on the board. individually and share responses appropriately to the hook
“Why do people give reasons with the class. question.
5 MIN for what they do?”
-Give examples from real-life -Learners suggest logical
-Ask learners to think silently situations. activities related to the
for 30 seconds. situation.
-Invite learners to share their Expected Responses
ideas. -“People give reasons to explain
-Guide the discussion by their actions.”
asking follow-up questions -“To justify what they have
such as: done.”
-“To help others understand
 “Can you give an them.”
example?” -“To avoid punishment or
 “Is giving a reason misunderstanding.
always necessary?”

-Teacher writes a few learner

responses on the board.

3
LESSON -Divide learners in groups and - In groups, learners to identify a -Learners correctly point
DEVELOPMENT introduce “now that” and reason why one thing is out and explain reasons in
“seeing that”. happening after another in the examples.
20 MIN
following sentences:
- After learners have
discussed, teacher explains 5. Now that the teacher is
usage and differences. (Use here, we can begin.
charts/ projector) 6. Seeing that it is late,
Content tips we should go home.
 'Now that' shows a 7. Now that you have
recent change, while finished eating, you
'seeing that' shows can wash the plates.
something obvious. 8. Seeing that you have
 Structure: Now that / finished eating, you
Seeing that + clause, can wash the plates.
main clause. -Learners to discuss and present
 Use a comma when the to the class.
reason clause comes
first. -Learners read the following
 Ensure both clauses passage and identify language
contain a subject and a expressing reason.
verb.
Group Task
Now that the semester has ended,
-Emphasise the key points and Maria finally has more free time
guides the presentations: to relax and read her favourite
 Now that + subject + books. She feels relieved, seeing
verb, subject + verb. that all her exams went well and
 Seeing that + subject + her grades are strong. Her friends
verb, subject + verb. are also happy, now that they can
 Both clauses have a spend afternoons together without
subject and verb and worrying about assignments.
clearly show reason Seeing that the weather is warm
and sunny, they decide to go for a
picnic in the park. Everyone
enjoys the day, now that the stress
of school is behind them.

 Learners present their

findings to the class.

4
EXERCISE -Ask the learners to write an Exercise -Learners use punctuation
/APPLICATION exercise. Learners to write 6 sentences in correctly (comma where
Examples: their exercise books: needed).
10 MINS 1. Now that you have - 3 using “now that”
finished eating, you - 3 using “seeing that” -Learners correctly choose
can wash the plates. -Learners make corrections where between “now that” and
2. Seeing that you have
applicable. “seeing that”.
finished eating, you
-Learners produce accurate
can wash the plates.
and meaningful sentences.
-Mark the exercises.

HOMEWORK -Task individual learners to -Learners to write the task in their -Learners correctly rewrite
compose sentences using the exercise books. sentences using target
structure; ‘Now that’ and Homework expressions.
‘Seeing that’. Rewrite the following sentences
using the expressions, 'Now that' -Learners demonstrate
and 'seeing that'. correct grammar and
1. The teacher has arrived, sentence structure.
so we can begin the
lesson. -Learners appropriately
2. It is late, so we should go choose between “now
home. that” and “seeing that”.
3. It is obvious that she is
tired, so she should rest. -The Meaning of the
4. The exams are over, so original sentence is
learners can relax. maintained.

5
CONCLUSION -Ask learners to explain how -Reason is expressed by: Use of “now that” and
reason 'Now that' and 'seeing  'Now that' shows a recent “seeing that”
that' are used to express change, while 'seeing that' correctly.
5 MIN shows something
reason.
obvious.
- Emphasise the key points of  Both clauses contain a
Reason. subject and a verb.
 Now that + subject +  Use a comma when the
verb, subject + verb. reason clause comes first.
 Seeing that + subject +
verb, subject + verb.
 Both clauses have a
subject and verb and
clearly show reason
 'Now that' shows a
recent change, while
'seeing that' shows
something obvious.
 Both expressions join
two clauses and
improve clarity in
communication.
 Use a comma when the
reason clause comes
first.

LESSON CRITERIA:
Strength of Lesson ………………………………………………………………………………..
The Weakness of the Lesson ………………………………………………………………………
The Way Forward………………………………………………………………………………….