An overview of the Malawi Junior

and Senior Secondary School

English Language Syllabus and
Learning and Teaching Materials
and Resources
Lesson 2
 Syllabus
• The terms ‘syllabus’ and ‘curriculum’ are interchangeably used.
• However, it is prudent to differentiate them.
• According to Candlin (1984:31) curriculum is concerned with
making general statements about language learning, learning
purpose, experience, evaluation, and the role and relationships of
teachers and learners.
• On the other, syllabuses are more localized and are based on
accounts and records of what actually happens at the classroom
level as teachers and learners apply a given curriculum to their own
situation.
 What is a Syllabus?
• A syllabus is an outline and summary of topics to be covered in
a course.
• A summary of topics which will be covered during an academic
course, or a text or lecture.
• A course syllabus is summary of the course. It usually contains
specific information about the course; information on how to
contact the instructor, including the instructors office location
and office hours; an outline of what will be covered in the
course, with a schedule of test dates.
 What is a Syllabus?
• A document provided by an instructor that describes the
content and expectations of a course, the grading
policy, a list of assignments and due dates, and related
information such as the required textbooks and other
course materials, the instructor's office hours, contact
information, etc
• A syllabus is where you bring together all your
strategizing about how to match student learning needs
with your choice of teaching tasks in the context of the
type of course you have selected to teach.
Different types of approaches to
foreign language syllabus
design
a) A structural syllabus is a kind of syllabus in which the content of
language teaching is a collection of the forms and structures,
usually grammatical elements such as verbs, nouns, past tense
and so on.
b) A notional/functional syllabus is the one in which the content
of the language is a collection of the functions that are to be
performed when language is used, or of the notions that language
is used to express.
• For example, informing, agreeing, apologizing, requesting,
promising and so on.
 v
c) A situational syllabus is one in which the content of language
teaching is a collection of real or imaginary situations in which language
occurs or is used For example. Seeing the dentist, asking directions in a
new town, buying a book in a bookshop.
d) A skill-based syllabus is one in which the content of the language
teaching is a collection of specific abilities that may play a part in using
language.
e) A content–based syllabus is not really a language teaching syllabus at all.
• In content-based language teaching, the primary purpose of the
instruction is to teach some content or information using the language
that the students are also learning.
• The students are simultaneously language students and students of
whatever content is being taught.
• The subject matter is primary, and language learning occurs incidentally
to the content learning.
• An example of content-based language teaching is a science class taught
in the language the students need or want to learn.
• f) A task-based syllabus is one in which the content of the teaching is
a series of complex and purposeful tasks that the students want or
need to perform with the language they are learning.

Ideally these rarely occur independently of each other . Almost all

actual language teaching syllabi are combinations of two or more
types of syllabi, although for a given course one type may
dominate
A good Syllabus should:
 Offer students a clear and concise statement of what your course is about;

 Tell them how you are going to teach the material to them and why;

 Provide all the logistical information they need to engage you and the course
materials easily;

 Explain to them exactly what is required of them, when and why; and

 Lay out for them the key elements of the social contract that you and they are
entering into.
 Language Syllabus
• A Language syllabus involves the integration of subject
matter (what to talk about) and linguistic matter (how to
talk about it) i.e. the actual matter that makes the
teaching.
• Choice of syllabus can range from more ore less purely
linguistic, where the content of instruction is the
grammatical and lexical forms of language to the purely
semantic or informational, where the content of
instruction is some skill or information and only
incidentally the form of the language.
 Language Syllabus Design
• To design a syllabus is to decide what gets to be taught and in
what order.

• The theory of language explicitly or implicitly underlying the

language teaching method will play a major role in determining
what syllabus is adopted.
• The theory of language also plays an important part in
determining the kind of syllabus to be used, e.g. Cognitive code
syllabus will emphasize language forms.

• The choice of syllabus is a major decision in language teaching

and it should be made as consciously and with much
information as possible.
Learning and Teaching Materials
and Resources
• Resource plays a vital role in the teaching-learning process.
• In education the meaning of resource is any device, object or machine used by
a teacher to clarify or enliven a subject.
• It can also be viewed as material and equipment used in teaching learning
process.
• There are so many aspects of word “resource”. At some place, it is taken as a
source of supply and support or aid that can be readily drawn upon.
• This word is also used as to refer to a capability or determination to persevere
and in the context of classrooms, resources can be defined as physical
demonstration aids, learners’ contextual understandings, teacher subject
expertise, and structured organization of materials, ideas and activities.
Learning and Teaching Materials
and Resources
• Teaching-learning resources are those resources what
teachers use to assist learners to meet the expectations for
learning defined by curriculum.
• It is also define these resources as materials used by a
teacher to supplement classroom instruction or to stimulate
the interest of learners.
• Obviously, teaching learning resources aid to retain more
concepts permanently.
• Teaching learning resources are tools that classroom
teachers use to help their learners learn quickly and
thoroughly. A teaching aid can be as simple as a chalkboard
or as complex as a computer program (Klaus, 2010).
• Teaching learning resources is a material which the teacher
uses to facilitate the learning, understanding and acquisition
of knowledge, concept, principles or skills by his learners
(Tamakloe, Amedahe and Atta, 2005).
Learning and Teaching Materials
and Resources
Materials Evaluation Criteria
• 8 principles for evaluation of course materials

• The principles are broad notions which have been developed

by relating widely used concepts of quality to current learning
and teaching theories

• Each principle is divided into several sub-principles which

represent its different dimensions
The Eight Principles
1. Relevance
2. Transparency
3. Reliability
4. Attractiveness
5. Flexibility
6. Generativeness
7. Participation
8. Socialisation
1. Relevance
Relevance refers to the appropriateness of an issue in terms of its accordance
with the needs, objectives and purposes of the users (learners, teachers, etc.).
Relevance can apply to content as well as methodology. Two key sub-principles:

• Learner Centredness
Does the schoolbook take account of the personal characteristics of the
learners (referring to: content, situations, skills)? This requires a good
knowledge of the learners and of their needs and differentiation in the
selection and organization of materials to meet them.

• Appropriateness
Does the schoolbook suit the learning/teaching context? Do approaches,
materials, examples
and activities take into account the social, cultural and educational
characteristics of the learner?
2. Transparency

Transparency describes those features which (cognitively) contribute

to facilitating access and use. Four sub-principles:
• Clarity of aims
Does the schoolbook clearly indicate the learning objectives? Furthermore,
are the skills taught and the target level clearly specified?
• Clarity about achievement
Does the schoolbook help learners become conscious of areas of success
and of weakness and inform them about progress made in relation to the
learning objectives?
• Clarity of presentation
Does the schoolbook present a clear and logical structure with appropriate,
comprehensible instructions and layout?
• Clarity of rationale
Does the schoolbook provide the teacher with a methodological rationale,
explaining the learning approach(es) used?
3. Reliability
Reliability refers to the internal consistency of learning materials and the
dependability of contents and methods, thereby facilitating the implementation of
the teaching/learning process. Five sub-principles:
Internal coherence
Is the course book well constructed with a consistent inter-relationship between its
parts?
Methodological integrity
- reflect validated methodological premises in the selection of activities, exercises etc.?
Textual integrity
- respect the integrity and authenticity of the relevant genre in the creation, adoption,
and adaptation of texts?
Factual integrity
- presents accurate information, examples and statements and authentic social
behaviour?
Practicality
Can the exercises included in the package be successfully completed by the learners
concerned?
4. Attractiveness

The principle of attractiveness summarises all the features of learning

materials which are appealing to the user and therefore contribute to enhance
his/her motivation. Four sub-principles:

User friendliness
Is the course book easy to use (easily accessible, with a user-friendly interface and
appropriate illustrations)?
Interactivity
Does the course book create a dialogue with the learner, in that it offers facilities
and feedback, stimulates curiosity and generates an atmosphere of play?
Variety
Is the course book characterised by a range of activities, types of interaction and
working rhythms?
Sensitivity
- take the affective dimension into consideration, creating an attractive environment
and motivating activities to help create a relaxing atmosphere?
5. Flexibility
Flexibility accounts for the individual modes (both cognitive and affective)
in approaching the teaching/learning process. It refers to features of
learning materials which are sensitive towards the individual specificity of
the user, including group differentiation in classroom environments. Two
sub-principles:

Individualisation
Does the course book take account of learner characteristics like former
learning experience, learning styles, disposition for autonomous learning,
etc.?

Adaptability
Does the course book allow for expansion, reduction, easier and more
challenging adaptation and exploitation for different learning purposes? Is the
material open and flexible enough to allow the individual learners to work
more in depth with particular items?
6. Generativeness
Generativeness accounts for the open-ended character of learning materials
which facilitate cognitive development and the transfer of what has been learnt
in one context to more general tasks and/or other contexts. Three sub-
principles:

Transferability
Does the course book encourage the transferability from controlled through guided
to free activities and the transferability of strategies, skills and contents to different
contexts in and outside the learning environment?

Integration
Does the course book build onto previous knowledge (progression) and help
learners to relate concepts?

Cognitive development
Does the course book provide opportunity for learning to learn (problem solving,
strategy training, etc.) and promote the awareness of these aspects in the learners?
7. Participation
Participation is concerned with opportunities to make choices and to
share responsibility in the process of teaching/learning. Three sub-
principles:

Involvement
Does the course book allow learners to be fully and actively involved in the
learning process?

Personal interest
Does the course book allow learners to bring their interests, opinions and
experiences to the learning process, thereby making it personally
meaningful?

Partnership
Does the course book encourage learners to make choices, contribute to
decisions, and share responsibility for their learning?
8. Socialisation
Socialisation concerns ‘added value’ to learning materials which pursue
the development of additional skills beyond the actual competencies
taught.

The principle of socialisation is fulfilled if learning materials also pursue:

Social skills
Does the course book aim at promoting the social skills of the learners such
as the ability to co-operate with others or to develop empathy? Are the
learners encouraged to develop new concepts and to look at things from a
different perspective?

Intercultural awareness
Does the course book ask learners to reflect upon the knowledge and
understanding of their own culture as well as the cultures of other countries
and their personal attitude towards them?
The Significant Role of
Instructional Resources
• It saves time;
• It makes learning real and permanent;
• It stimulates the interest of the learner;
• It focuses attention of the learners;
• It provides authority for concepts being presented in the class;
• It enhances teacher-learner relationship; and
• It gives room for meaningful interaction in the class.
 The Significant Role of
Instructional Resources
• Interest Booster: Instructional resources help in arousing and sustaining
the interest of the learners in the teaching learning process.
• Knowledge Transmitter: Visual, audio and audio-visual instruments help
in precise and easy dissemination of information of facts, information and
data, too large audience with less effort.
• Memory Stimulizer: Visual instruments assist in stimulating learning and
audio instruments aid in critical thinking and improve the use of
imagination.
• Time Saver: Instructional materials speed up the learning process
because of its prompt, easy, accurate and quick presentation of
information.
• It enhances the memory level of the students.
• instructional material can enhance the learning achievement.
 Types of Teaching-Learning
Resources
a) Audio Teaching-Learning Resources:
• Those resources which involve the sense of hearing are
known as audio teaching-learning resources as; radio, tape
recorder, audio CD, gramophone etc.
b) Visual Teaching-Learning Resources:
• Those resources which involve sense of vision are known as
visual teaching-learning resources as; charts, pictures,
models, real objects, flash-cards, maps, chalkboard, flannel
board, bulletin board, overhead projector, slides etc.
c) Audio-Visual Teaching-Learning Resources:
• Those resources which involve the sense of vision with sense of
hearing are known as audio-visual resources as; television, film strips,
film projector, audio-video CD etc.
 IMPROVISED RESOURCES
• Improvised resources are very important and every teacher
should be equipped with this.
• Often, language teachers complain, what they can use in the
classroom as resources.
• There is a very limited scope of using the resource in
classroom teaching.
• In such condition they can use improvised resources during
their class.
 IMPROVISED RESOURCES
• Meaning of improvisation is the ability to take existing pieces
and put them together in a new combination for a purpose.
• Improvisation is an element of creativity and
resourcefulness.
• In improvisation we use local resources in our immediate
environment to build, construct, mould or make instructional
teaching-learning materials that can assist in the smooth
dissemination and transfer of knowledge from teachers to
learners.
 Advantages of Improvised
Resources
• Improvised resources are cheaper to produce or buy because
the raw materials are locally sourced.
• Very low cost improvised resources make teaching and
learning process easier for the teacher and learners both.
• Improvised resources motivate learners through the
participatory activities during construction.
 Advantages of Improvised
Resources
• Improvised resources encourage class participation since
majority of the raw materials can be sourced by the learners
themselves.
• Improvised resources also arouse the interests of the
learners because they are made from raw materials they see
daily in their immediate environment
• Improvised resources can be used to teach large classes.
 CRITERIAFOR SELECTINGAND
INTEGRATINGRESOURCES IN TEACHING-
LEARNING
• The selection and integration of teaching-learning resources
is a central part of the process of learning activity.
• Selection of these resources is as important as content
selection is important.
• It is the duty of teachers to ensure that the teaching learning
resources, what they are going to present in the classroom,
are appropriate for the learners and these are going to
positively affect the growth and development of the
learners.
 CRITERIAFOR SELECTINGAND
INTEGRATINGRESOURCES IN TEACHING-
LEARNING
• All learners have their own unique characterizes.
• They come to school with their unique ability and way of
learning.
• So as a teacher you have to be prepared and equipped to
cater a vast array of individual needs of learners.
• Only the selection of these resources is not important but
integration and use of these materials is as much important.
• Teaching-learning resources should directly focus on ideas
and essentials questions of the content/curriculum. Teacher
should make it sure that the selected resources are
presenting correct concept and picture of the curriculum.
• Now these days fostering creativity amongst the learners is
lacking on part of teaching-learning process. The teaching-
learning materials should make the learners thoughtful
reflective and it should build high level of skills among them.
• Resources should be related to learners’ knowledge and
needs.
• Teaching-learning resources should gear as per the different
abilities, requirement and area of the interest of the
learners. It should support the inclusive curriculum.
• These materials should also incorporate outside experiences
in which family and society involvement must be reflected.
• User friendliness is also required. These resources should be
well organized and teacher friendly, so teachers can use
these materials and handle these materials very easily.
• Teaching-learning materials should encourage
interdisciplinary connection. In this condition learners can
correlate it with other subjects and in broader sense learners
will be able to apply it not only in the class room condition
but also in real world.
• If it is possible teaching-learning resources should be related
to all learning domains of the learner (cognitive, affective
and psychomotor). It should be also related to different
levels of these domains.
• Flexibility is also an important characteristic of good
teaching-learning resource. So during the selection
procedure it is important that choice of resource by the
teacher should be flexible.
• During the selection of teaching –learning material teachers
should keep in mind the family background and living
environment of the learners.
• According to demand of the time multimedia materials such
as television, computer, games, internet, audio materials
should be selected.
• These resources must motivate the learners and teachers to
inspect their own attitudes and behaviour and to understand
their responsibilities and rights.
• Resources should be according to the age of the learners for
whom they are selected. If it will be as per their age it can
directly affect their physical, cognitive, social, emotional and
cultural development.
• Teaching-learning resources should be such that it can provide the
way to find, present, use and evaluate the information and develop
the critical capacities to make discerning choices.
• Teaching-learning materials should include valid and mixed
assessments as; conventional and performance based.
• Physical quality of the resources should be good. Those resources
which are in good condition, a teacher should select and use only
those materials in learning activity.
• Teaching-learning resources should be grammatically correct.
Language clearness is also one essential aspect of resources.
• Teaching-learning resources should not be offensive.
• The teaching material should not be controversial as related to race,
religion, drug misuse, violence, crime, sexual activity, nudity, cruelty,
suicide and objectionable phenomena.
 Learning Outcomes
• Learning outcomes describe the measurable skills, abilities,
knowledge or values that students should be able to
demonstrate as a result of a completing a lesson.
• The policy document called Secondary School Curriculum and
Assessment Reform (SSCAR) was introduced in 2009 (MoEST, 2009).
• The introduction of SSCAR resulted into the implementation of a new
curriculum in 2017.
• This curriculum embraces Outcome-Based Model (OBE) which is
based on the learner-centred approach.
 Factors to consider when
preparing learning outcomes
Learning outcomes should be specific and well defined
• When developing a list of student learning outcomes, it is
important that statements be specific and well defined.
• Outcomes should explain in clear and concise terms the
specific skills students should be able to demonstrate,
produce, and know as a result of the program’s curriculum.
• They should also exclude the greatest number of possible
alternatives so that they can be measured.
• For example, the learning outcome “Students completing the
BS in English should be well practiced in the relevant skills of
the field” is too vague.
• In this example, we do not know what the relevant skills of
the field of English include.
• This will create problems in measuring the behavior of
interest and drawing valid conclusions about the program’s
success.
Learning outcomes should be realistic
• It is important to make sure that outcomes are attainable.
• Outcomes need to be reviewed in light of students’ ability,
developmental levels, their initial skill sets, and the time
available to attain these skill sets ( i. e, 4 years).
• They should also be in line with what is being taught.
Learning outcomes should rely on active verbs in the future
tense
• It is important that outcomes be stated in the future tense in
terms of what students should be able to do as a result of
instruction.
• For example, the learning outcome “Students have
demonstrated proficiency in…” is stated in terms of students’
actual performance instead of what they will be able to
accomplish upon completion of the program.
• Learning outcomes should also be active and observable so
that they can be measured.
• For example, outcomes like “Students will develop an
appreciation of, and will be exposed to…” are latent terms
that will be difficult to quantify.
• What does it mean to have an appreciation for something, or
to be exposed to something?
There should be a adequate number of learning outcomes.
• You should include between three to five learning outcomes
in your assessment plan.
• Fewer than three will not give you adequate information to
make improvements, more than five may be too complicated
to assess.
• It is important to note that not all programs will assess all
learning outcomes in all classes.
• The program may choose to focus on one or two per class.
Learning outcomes should align with the syllabus
• The outcomes developed in your plan need to be consistent
with the syllabus goals of the program in which they are
taught.
• This is critical in the interpretation of your assessment results
in terms of where changes in instruction should be made.
• Using curriculum mapping is one way to ensure that learning
outcomes align with the curriculum.
• A curriculum map is a matrix in which learning outcomes are
plotted against specific program courses.
• Learning outcomes are listed in the rows and courses in the
columns.
• This matrix will help clarify the relationship between what
you are assessing at the program level and what you are
teaching in your courses.
Learning outcomes should be simple and not compound
• The outcomes stated in your plan should be clear and simple.
• Avoid the use of bundled or compound statements that join
the elements of two or more outcomes into one statement.
• For example, the outcome “Students completing the BS in
English should be able to analyze and interpret data to
produce meaningful conclusions and recommendations and
explain statistics in writing” is a bundled statement.
• This outcome really addresses two separate goals, one about
analyzing and interpreting data and another about writing.
Learning outcomes should focus on learning products and not the
learning process.
• Learning outcomes should be stated in terms of expected student
performance and not on what faculty intend to do during instruction.
• The focus should be on the students and what they should be able to
demonstrate or produce upon completion of the program.
• For example, the learning outcome “Introduces communicative
applications” is not appropriate because its focus is on instruction
(the process) and not on the results of instruction (the product).
 Outcomes of listening lesson
• By the end of the lesson, students should be are able to:
• Demonstrate an understanding of oral descriptions and narratives
• Identify the central idea from the title, the beginning, or the end of
oral descriptions and narratives
• Identify the major points of oral descriptions and narratives
• Demonstrate comprehension of oral narratives and descriptions of
people, places, objects, incidents, moods and feelings
• Demonstrate an understanding of basic structure of oral descriptions
and narratives
• Distinguish between fact and fiction in oral descriptions and
narratives
• Listen for specific information in oral descriptions and narratives
• Interpret the intended meaning of oral descriptions and narratives
• Predict the content of oral descriptions, narratives, expositions and
reports
• Identify the central idea from the title, the beginning, the middle, or
the end of oral descriptions, narratives, expositions and reports
• Identify the major and minor supporting details of oral descriptions,
narratives, expositions and reports
• Demonstrate comprehension of oral descriptions, narratives
expositions and reports
• Identify the basic structure of oral descriptions, narratives,
expositions and reports
• Distinguish fact, fiction, opinion, and attitude in oral descriptions,
narratives, expositions and reports
• Interpret the intended meaning of oral descriptions, narratives
expositions and reports
• Predict the content of oral descriptions or narratives, expositions or
reports and arguments from the title, the picture, the first or last
paragraph
• Record graphic and numerical data from oral and written descriptions
or narratives, expositions or reports and arguments
• Predict the content of any oral text from the title or the first or last
paragraph
• Identify the central idea from the title, beginning, middle or the end
of any oral text
• Identify the major and minor supporting details of any oral text
• Demonstrate comprehension of oral texts on topics covered in other
subjects and in the real world
• Identify the basic structure of any text
• Listen critically to analyse and evaluate the truth of any oral text and
assess bias and attitude of a speaker
• Listen for specific information in oral texts
• Record and synthesizing graphic and numerical information from a
variety of oral sources
 Speaking
• By the end of the lesson, students should be are able to:
• Plan and present the content of oral descriptions and
narratives from a title and picture
• State the central idea from the title, beginning and end of
oral and written descriptions and narratives
• Present the major supporting details of oral and written
descriptions and narratives
• Describe orally people, places, objects, incidents, moods and
feelings and narrate events
• Develop and presenting oral descriptions and narratives using space
order, chronological order and order of climax
• Give clear and logical factual and fictional descriptions and narratives
in speech
• Present specific information extracted from oral and written
descriptions and narratives
• Convey the intended meaning of oral and written descriptions and
narratives
• Plan the content of oral descriptions, narratives, expositions and
reports from a title and picture
• State the central idea from the title, beginning, middle or end of an
oral descriptions, narratives, expositions and report
• Present major and minor supporting details of oral and written
descriptions, narratives, expositions and reports
• Present oral descriptions, narratives, expositions and reports
• Develop oral descriptions, narratives, expositions and reports using
space order, chronological order , order of climax classification and
definition
• Give clear and logical facts, fiction, opinions and attitudes in
descriptions, narratives, expositions, and reports in speech
• Present orally specific information extracted from oral and written
descriptions, narratives, expositions and reports
• Convey the intended meaning of oral and written descriptions,
narratives, expositions and reports
• Plan the content of oral descriptions or narratives, expositions or
reports and arguments from the title, picture, first or last paragraph
• State orally the central idea from the title, the beginning, the middle
or the end of oral or written descriptions or narratives, expositions or
reports and arguments
• State orally the major and minor supporting details of oral or written
descriptions or narratives, expositions or reports and arguments
• Present oral descriptions or narratives, expositions or reports and
arguments on topics covered in other school subjects
• Present oral descriptions or narratives, expositions or reports and
arguments using analysis, enumeration, comparison and contrast
• Give clear and logical presentations of facts, fiction, opinions,
attitudes, rumour, speculation and evidence in oral or written
descriptions or narratives, expositions or reports and arguments
• Present orally specific information extracted from oral or written
descriptions or narratives, expositions or reports and arguments
• Present orally a prose interpretation of graphic and numerical data
from oral and written descriptions or narratives, expositions or
reports and arguments
• Plan the content of a text from the title, picture of first or last
paragraph of another text
• State orally the central idea from the title, the beginning, the middle
or the end of oral and written texts
• State orally the major and minor supporting details of oral or written
texts
• Present oral texts on topics covered in other subjects and in the real
world
• Present oral texts using an appropriate basic structure
• Give clear, logical and truthful oral presentations on a topic
• Presenting orally specific information extracted from oral and written
texts
• Present orally a prose synthesis of graphic and numerical information
from a variety of oral and written sources
 Reading
• By the end of the lesson, students should be are able to:
• Predict the content of written descriptions and narratives
from the title and picture
• Identify the central idea from the title, the beginning, or the
end of written descriptions and narratives
• Identify major points in written descriptions and narratives
• Demonstrate comprehension of written descriptions of
people, places, objects, incidents, moods and feelings
• Identify the basic structure of written descriptions and
narratives
• Distinguish between fact and fiction in written descriptions
and narratives
• Read for specific information in written descriptions and
narratives
• Interpret the intended meaning of written descriptions and
narratives
• Predict the content of written descriptions, narratives,
expositions and reports from the title and picture
• Identify the central idea from the title, the beginning, the
middle, or the end of written descriptions, narratives,
expositions and reports
• Identify the major and minor supporting details of written
descriptions, narratives, expositions and reports
• Demonstrate comprehension of written descriptions,
narratives, expositions and reports
• Identify the basic structure of written descriptions,
narratives, expositions and reports
• Distinguish facts, fiction, opinions and attitudes in written
descriptions, narratives, expositions and reports
• Read for specific information in written descriptions,
narratives, expositions and reports
• Interpret the intended meaning of written descriptions,
narratives expositions and reports
• Predict the content of written descriptions or narratives,
expositions or reports and arguments from the title, picture,
the first or last paragraph
• Identify the central idea from the title, the beginning, the
middle, and the end of written descriptions or narratives,
expositions or reports and arguments
• Identify the major and minor supporting details of written
descriptions or narratives, expositions or reports and
arguments
• Demonstrate comprehension of written descriptions or
narratives, expositions or reports and arguments on topics
covered in other school subjects
• Identify the basic structure of written descriptions or
narratives, expositions or reports and arguments as analysis,
enumeration, or comparison and contrast
• Distinguish rumour, speculation, evidence, fact, opinion and
attitude in written descriptions, narratives or expositions or
reports and arguments
• Read for specific information in written descriptions or
narratives, expositions or reports and arguments
• Interpret a variety of forms of numerical and graphic
information, such as pie charts and bar graphs from oral and
written descriptions or narratives, expositions or reports and
arguments
• Predict the content of any written text from the title or the
first or last paragraph of another text
• Identify the central idea from the title, the beginning the
middle, or the end of any written text
• Identify the major and minor supporting details of any
written text
• Demonstrate comprehension of any written text on topics
covered in other subjects and in the real world
• Identify the basic structure of any written text
• Read critically to analyse and evaluate the truth of a written
text and assess bias and attitudes of the writer
• Read for specific information in a written text
• Interpret and synthesizing graphic and numerical information
from a written text
Rationale for English

• English is the most widely used international language in the world.

• In Malawi, it is a second as well as the official language used to
transact business in government, education, commerce, industry and
the legal system.
• English promotes unity and facilitates communication within Malawi’s
multilingual society, as well as with other countries.
• As a subject of study in secondary schools, English consists of two
components, namely Language and Literature.
• Engagement with literature in English provides the students with
opportunities to apply to real life situations the lessons learnt from
literature.
• Literary works set a framework within which students can develop their
reading, writing critical thinking and problem solving skills as well as
personal value systems.
• Specifically, secondary school students in Malawi need to develop a high
level of competence in English as a second language, and in literature,
for the following reasons:
• It is a medium of instruction and should be mastered to ensure that students
understand their books and materials most of which are in English.
• Proficiency in English is essential for employment opportunities such as in the
media, teaching, medical and the legal professions.
• English is a major tool for dissemination of information on various critical issues
such as HIV and AIDS, gender, democracy, human rights, the environment,
population, and other contemporary issues through various media including the
internet.
• Proficiency in English allows people to experience other cultures through reading
books, listening to the radio, television and other print and electronic media.
• Literature provides people with a window into various aspects of the human
condition and what it really means to be human.
• Critical engagement with literature provides people with a guide to the ways in which
human beings, as a species, relate to one another and to their environment.
• Engagement with literary texts is essential for mastery of the skills of comprehension,
analysis, interpretation and writing which students would later use to better educate
themselves and the nation at large.
• Literary study enables students to see a work of literature as a way to understand the
time it was written, and the people who produced it, and to find what speaks to them
in their time and place.
• Literature stimulates the four processes of reading, thinking, discussing, and writing,
and helps to improve the students’ ability to perform them.
• Through the study of literature students acquire a general verbal sensitivity and
sophistication, correctness, clarity and precision of expression in speaking and writing.
Core elements

• English is a skills subject.

• In order to communicate successfully in English, students need to
practise all the language skills integrated with grammar and literature.
• While some of the core elements below apply more to literature than
to language and vice versa, they are presented together because the
two components within the subject of English are interrelated and
inform each other.
• As such, teachers are required to integrate them when teaching.
• The following are the core elements for English:
Listening
• The student will be able to able to listen attentively and critically in order to understand
and respond to others in different contexts through a wide range of media.

Speaking
• The student will be able to express ideas confidently and fluently and respond orally
and appropriately to others in a wide range of situations.

Reading
• The student will be able to read fluently, efficiently and critically in order to understand
and respond to different types of texts for learning, enjoyment and information.
Writing
• The student will be able to write personal, factual, transactional and imaginative/creative
texts for a wide range of purposes in a clear and comprehensible manner.

Critical thinking and reasoning

• The student will be able to use language to access and process information in order to
think and reason properly. The student will also be able to question and examine
"accepted" /received ideas to identify their strengths and weaknesses.

Structure and use of language (Grammar)

• The student will be able to understand how sounds, words and rules of language can be
used to create, analyse, and interpret texts.
Literary terms
• The student will be able to apply specific literary terms in analysing various works of literature
appropriately and with precision.

Literary genres
• The student will be able to describe and classify literary texts into genres (forms).

Literary devices
• The student will be able to appreciate the use of literary devices in works of literature.

Critical analysis and literary appreciation

• The student will be able to discuss and critically analyse literary texts to appreciate their basic
elements and the use of techniques.