ENGLISH - FORM 4-5
RATIONALE
The CSEC English syllabus is organised for examination as English A and English B. The syllabus objectives are organised under understanding and expression in order to guide both content development and the assessment scheme. Understanding indicates more than basic comprehension, and Expression is of more significance than the ability to employ structural and grammatical correctness.
The syllabus seeks to express and invite the recognition of Reflection as being intrinsic to both. English A emphasises the development of oral and written language skills through a variety of strategies. English B provides opportunities for students to explore and respond critically to specific literary texts, to observe and appreciate the author’s craft, and to make meaningful connections with human daily interactions.
The language and literature syllabus document recognises the separate value of these areas, but advocates an approach to teaching that creates a strong inter-relatedness of the two. The principle is that structured language learning situations which use literature, provide opportunity for guided reflection on, and understanding of, the human condition and life itself. It also promotes meaningful comprehension, acquisition of grammatical correctness and other communication skills. This integrated syllabus provides a map to help students to develop the ability to read and enjoy literary texts; to explore social and moral issues using the skills acquired while learning to ‘read’ texts; to evaluate the way their personal ownership of language promotes and optimises their own growth; and creates opportunity to practise using the acquired language to express themselves effectively. In short, the syllabus crafts an essential interweaving of literature and language study as the platform for raising UNESCO’s “Pillars of Learning”: to know, to do, to live together, to be, and to transform self and society.
The syllabus seeks to express and invite the recognition of Reflection as being intrinsic to both. English A emphasises the development of oral and written language skills through a variety of strategies. English B provides opportunities for students to explore and respond critically to specific literary texts, to observe and appreciate the author’s craft, and to make meaningful connections with human daily interactions.
The language and literature syllabus document recognises the separate value of these areas, but advocates an approach to teaching that creates a strong inter-relatedness of the two. The principle is that structured language learning situations which use literature, provide opportunity for guided reflection on, and understanding of, the human condition and life itself. It also promotes meaningful comprehension, acquisition of grammatical correctness and other communication skills. This integrated syllabus provides a map to help students to develop the ability to read and enjoy literary texts; to explore social and moral issues using the skills acquired while learning to ‘read’ texts; to evaluate the way their personal ownership of language promotes and optimises their own growth; and creates opportunity to practise using the acquired language to express themselves effectively. In short, the syllabus crafts an essential interweaving of literature and language study as the platform for raising UNESCO’s “Pillars of Learning”: to know, to do, to live together, to be, and to transform self and society.
THE SYLLABUS AIMS TO:
1. Develop the ability to use the spoken language, Caribbean Standard English;
2. Develop the ability to understand and respond to spoken and written Caribbean Standard English;
3. Develop the ability to use language effectively for communicating across cultures at different levels, that is, intra-personal, inter-personal and groups;
4. Develop the ability to monitor personal thinking processes through the application of metacognitive strategies;
5. Develop the ability to articulate personal experiences (real or imagined) in spoken and written language;
6. Promote in students a willingness and ability to inform themselves about, and to contribute reasoned opinions on social issues;
7. Promote an appreciation of the variety of purposes for which language is used;
8. Promote an understanding and appreciation for the place and value of the varieties of English and of the dialects and creoles of the Caribbean and other regions in different social and cultural contexts;
9. Develop a critical awareness of the use of language devices used for narrative, descriptive, argumentative and expository writing;
10. Develop the ability to respond to literature for pleasure and insight, to recognise and respond to the writer’s craft, and to make sensitive appraisals of value judgements and other concepts expressed in Literature;
11. Use knowledge of the various forms of information for the students’ own enlightenment, while recognising the importance of acknowledging the contribution of such sources to their own ideas;
12. Develop the capacity to assess the reliability of sources of information including those available on the Internet.
2. Develop the ability to understand and respond to spoken and written Caribbean Standard English;
3. Develop the ability to use language effectively for communicating across cultures at different levels, that is, intra-personal, inter-personal and groups;
4. Develop the ability to monitor personal thinking processes through the application of metacognitive strategies;
5. Develop the ability to articulate personal experiences (real or imagined) in spoken and written language;
6. Promote in students a willingness and ability to inform themselves about, and to contribute reasoned opinions on social issues;
7. Promote an appreciation of the variety of purposes for which language is used;
8. Promote an understanding and appreciation for the place and value of the varieties of English and of the dialects and creoles of the Caribbean and other regions in different social and cultural contexts;
9. Develop a critical awareness of the use of language devices used for narrative, descriptive, argumentative and expository writing;
10. Develop the ability to respond to literature for pleasure and insight, to recognise and respond to the writer’s craft, and to make sensitive appraisals of value judgements and other concepts expressed in Literature;
11. Use knowledge of the various forms of information for the students’ own enlightenment, while recognising the importance of acknowledging the contribution of such sources to their own ideas;
12. Develop the capacity to assess the reliability of sources of information including those available on the Internet.
E-BOOK COLLECTION
ENGLISH A NOTES/WORKSHEETS/WEBSITES LINKS/YOUTUBE VIDEOS
SECTION I - UNDERSTANDING
LEARNING OBJECTIVES:
1. Understand meaning conveyed both in listening and in reading) through word choice and grammar, and (in
reading) through punctuation and paragraphing.
2. Obtain information accurately, as demonstrated in the ability to:
(a) recognise facts stated explicitly;
(b) extract specific information from what is read or heard;
(c) extract implied information;
(d) identify stated or implied time sequence;
(e) draw valid conclusions and inferences from information presented;
(f) recognise cause and effect relationships;
(g) identify main and subordinate ideas and trace their development;
(h) recognise the difference between denotative and connotative language;
(i) treat with passages whose main purpose is informative (expository) as opposed to literary or argumentative;
(j) interpret and respond to tables and pictorial communication, such as diagrams, conventional signs and symbols.
3. Deduce reasons and motives for particular spoken and written communication (other than those with an overt
argumentative intent);
4. appreciate the appropriateness of different uses of tone, mood, register, code and style in talks and speeches, in
non-literary forms including scientific or technical writing, and in literary forms (prose, verse and drama), in
relation to the author’s intention;
5. detect connotations in the use of words and in the presentation of ideas and distinguish between connotative
and denotative meaning;
6. detect and assess the apt use of devices such as pun, innuendo, exaggeration, irony and symbolism;
7. recognise and respond to the appropriateness of the means, including form and structure, used by a speaker,
director or author to achieve the intended effect of a talk or speech, letter, article or essay, poem, novel, story or
play;
8. visualise the situation, attitudes, mood and setting of a play and appreciate how they influence the actions and
interaction of actors in the performance of that play;
9. recognise implicit themes;
10. respond to West Indian and other literature in English (novels, short stories, poems and plays): recognise
elements of the writer’s craft; respond to writers’ evocation of feelings, moods, atmosphere; making critical
appraisal of values and concepts expressed in literature, and relate these to everyday living;
11. recognise and evaluate opinion expressed in various forms as demonstrated in the ability to:
(a) distinguish factual statements from unsupported opinion statements;
(b) detect bias or particular perspective in the use of words and in the presentation of ideas;
(c) evaluate the effectiveness of language devices used to persuade;
(d) recognise the techniques of persuasion used in social intercourse and in mass media, & assess their argumentative
effects.
1. Understand meaning conveyed both in listening and in reading) through word choice and grammar, and (in
reading) through punctuation and paragraphing.
2. Obtain information accurately, as demonstrated in the ability to:
(a) recognise facts stated explicitly;
(b) extract specific information from what is read or heard;
(c) extract implied information;
(d) identify stated or implied time sequence;
(e) draw valid conclusions and inferences from information presented;
(f) recognise cause and effect relationships;
(g) identify main and subordinate ideas and trace their development;
(h) recognise the difference between denotative and connotative language;
(i) treat with passages whose main purpose is informative (expository) as opposed to literary or argumentative;
(j) interpret and respond to tables and pictorial communication, such as diagrams, conventional signs and symbols.
3. Deduce reasons and motives for particular spoken and written communication (other than those with an overt
argumentative intent);
4. appreciate the appropriateness of different uses of tone, mood, register, code and style in talks and speeches, in
non-literary forms including scientific or technical writing, and in literary forms (prose, verse and drama), in
relation to the author’s intention;
5. detect connotations in the use of words and in the presentation of ideas and distinguish between connotative
and denotative meaning;
6. detect and assess the apt use of devices such as pun, innuendo, exaggeration, irony and symbolism;
7. recognise and respond to the appropriateness of the means, including form and structure, used by a speaker,
director or author to achieve the intended effect of a talk or speech, letter, article or essay, poem, novel, story or
play;
8. visualise the situation, attitudes, mood and setting of a play and appreciate how they influence the actions and
interaction of actors in the performance of that play;
9. recognise implicit themes;
10. respond to West Indian and other literature in English (novels, short stories, poems and plays): recognise
elements of the writer’s craft; respond to writers’ evocation of feelings, moods, atmosphere; making critical
appraisal of values and concepts expressed in literature, and relate these to everyday living;
11. recognise and evaluate opinion expressed in various forms as demonstrated in the ability to:
(a) distinguish factual statements from unsupported opinion statements;
(b) detect bias or particular perspective in the use of words and in the presentation of ideas;
(c) evaluate the effectiveness of language devices used to persuade;
(d) recognise the techniques of persuasion used in social intercourse and in mass media, & assess their argumentative
effects.
YOUTUBE VIDEOS
How to Listen for Details
Retrieved from YouTube 20/10/2020 |
Elements of a Short Story
Retrieved from YouTube 20/10/2020 |
Main Idea/Summarising/Reading Strategies
Retrieved from YouTube 20/10/2020 |
Distinguishing Fact from Opinion
Retrieved from YouTube 20/10/2020 |
Reading Comprehension: Sequencing
Retrieved from YouTube 20/10/2020 |
Implied Main Idea
Retrieved from YouTube 20/10/2020 |
The Author's Purpose Part 1/3
Retrieved from YouTube 20/10/2020 |
The Author's Purpose Part 2/3
Retrieved from YouTube 20/10/2020 |
The Author's Purpose Part 3/3
Retrieved from YouTube 20/10/2020 |
Inferences / Making Inferences
Retrieved from YouTube 20/10/2020 |
Compare and Contrast
Retrieved from YouTube 20/10/2020 |
Cause and Effect
Retrieved from YouTube 20/10/2020 |
Main and Subordinating Clauses
Retrieved from YouTube 20/10/2020 |
Denotation and Connotation
Retrieved from YouTube 20/10/2020 |
Types of Text: Literary vs Informational
Retrieved from YouTube 20/10/2020 |
Identify Persuasive Text
Retrieved from YouTube 20/10/2020 |
Informative Text
Retrieved from YouTube 20/10/2020 |
Patterns in Reading
Retrieved from YouTube 20/10/2020 |
SECTION 2 - EXPRESSIONS
LEARNING OBJECTIVES:
1. Use appropriate diction, grammatical forms (both in speaking and in writing) and suitable punctuation and
paragraphing to convey meaning clearly and with facility;
2. Communicate factual information clearly, concisely and adequately in giving oral and written instructions, reports,
summaries, and expositions;
3. Acquire self-knowledge through self-expression and give aesthetic satisfaction to others in personal, creative and
imaginative language by:
(a) organising and sequencing ideas to communicate emotional and imaginative interpretations of experience;
(b) using language (tone, mood, register, code and style) appropriate to particular situations and contexts.
4. Communicate personal opinion clearly and cogently in language which persuades or dissuades effectively. This will involve the ability to:
(a) present evaluative comments on proposals and situations in language that is clear and appropriate to the occasion;
(b) demonstrate the ability to employ, wherever necessary, a range of argumentative techniques for emotional impact;
(c) present a logical argument using justifiable techniques related to sound oral and written debate;
(d) research a topic or situation from different angles or perspectives in order to express an informed opinion.
1. Use appropriate diction, grammatical forms (both in speaking and in writing) and suitable punctuation and
paragraphing to convey meaning clearly and with facility;
2. Communicate factual information clearly, concisely and adequately in giving oral and written instructions, reports,
summaries, and expositions;
3. Acquire self-knowledge through self-expression and give aesthetic satisfaction to others in personal, creative and
imaginative language by:
(a) organising and sequencing ideas to communicate emotional and imaginative interpretations of experience;
(b) using language (tone, mood, register, code and style) appropriate to particular situations and contexts.
4. Communicate personal opinion clearly and cogently in language which persuades or dissuades effectively. This will involve the ability to:
(a) present evaluative comments on proposals and situations in language that is clear and appropriate to the occasion;
(b) demonstrate the ability to employ, wherever necessary, a range of argumentative techniques for emotional impact;
(c) present a logical argument using justifiable techniques related to sound oral and written debate;
(d) research a topic or situation from different angles or perspectives in order to express an informed opinion.
LITERATURE NOTES
PDF FILES / TEACHER'S NOTES
Ti-Jean and His Brothers The Tempest - William Shakespeare
|
WEBSITE LINKS
Ti-Jean and His Brothers The Tempest - William Shakespeare Twelfth Night - William Shakespeare Poems - Hazel McDonald Simmons To Kill a Mockingbird - Harper Lee Breath, Eyes, Memory - Edwidge Danticat Animal Farm - Orwell George Prose / Short Stories - Hazel McDonald Simmons |
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San Fernando East Secondary School does NOT reserve the rights to these e-resources. Therefore no part of these publications may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, photocopying, recording or otherwise, without the prior permission from the creators of the work. It is to be used strictly for educational and NOT for commercial purposes. If you own the copyright to any of these resources and it is wrongfully on our website, please contact us at [email protected] and it will be taken down immediately.
San Fernando East Secondary School does NOT reserve the rights to these e-resources. Therefore no part of these publications may be reproduced, stored in a retrieval system, transmitted in any form or by any means, electronic, photocopying, recording or otherwise, without the prior permission from the creators of the work. It is to be used strictly for educational and NOT for commercial purposes. If you own the copyright to any of these resources and it is wrongfully on our website, please contact us at [email protected] and it will be taken down immediately.