FORM I - KCSE ENGLISH STUDENT RESOURCES
*      Listening and Speaking for form one
*      Grammar for form one
*      Reading for form one
*      Writing for form one

1.1	Specific Objectives:
1.2	Listening and speaking.
By the end of Form I, the learner should be able to:
a) demonstrate awareness that spelling in English may or may not be related to pronunciation;
b) pronounce correctly sounds they find problematic;
c) respond correctly to oral information on a variety of subjects;
d) communicate correctly, confidently and appropriately in different contexts;
 e)Demonstrate acceptable communication skills;
f) identify the features of ogre and trickster stories, and riddles.
FORM I - LISTENING & SPEAKING (INTRODUCTION)
Since English is a second language, most learners are likely to have problems in listening and speaking. Although the learners will have been taught in English at primary school level most of them will still have problems in listening and speaking. There is also quite a lot that they will need to learn to enhance their mastery of the skills. The teacher should therefore design appropriate diagnostic exercises to identify the unique problems of the learners.
The teacher should then ensure that appropriate opportunities are provided for the learner to develop these skills. Reciting poems, telling stories, discussing contemporary issues, debating, dramatizing, role-playing and speech drills can facilitate the acquisition of these skills.
Oral narratives (trickster and ogre stories) and riddles should primarily be used during speaking and listening lessons because they provide a natural context for practising these skills. The teacher should also teach the features of these narratives and riddles.
PRONUNCIATION
i) English sounds: vowel and consonant sounds.
ii) Distinction between English sounds and mother tongue and Kiswahili.
iii) Identification of problematic sounds.
iv) Mastery of problematic sounds in meaningful contexts e.g. through use of tongue twisters, songs and poems.
FORM I - LISTENING, COMPREHENSION & NOTE-TAKING
i) Listening and responding to oral narratives (trickster and ogre stories) and riddles.
ii) Features of trickster and ogre stories, and riddles.
iii) Listening and responding to information/articles on children’s rights, child labour, environment, HIV/AIDS and on moral values.
c) Mastery of Content
Debate
d) Etiquette
Use of courteous language e.g. thank you, excuse me, sorry, please.
Non-verbal cues that enhance listening and speaking
Importance of respecting personal space
2.0 GRAMMAR
2.1.0 Specific Objectives
By the end of Form 1, the learner should be able to:
a) use parts of speech correctly;
b) identify the constituents and the functions of the noun phrase;
c) construct different types of simple sentences.
2.0 INTRODUCTION TO ENGLISH GRAMMAR
The study of grammar should help the learner communicate clearly and understand accurately and adequately what is heard and read. Literary and non-literary materials should be used for the purpose of teaching grammar in context. At this level, emphasis should be placed on the parts of speech, before the teacher progresses to the noun phrase and then simple sentences. Language games may be used to make learning interesting.
Clarification of concepts taught, through explanation by the teacher is of paramount importance. To assess the student’s competence in grammar the teacher may use rewriting exercises, completion exercises, objective questions, gap-filling exercises and composition writing.
2.3.1 Parts of speech
a) Nouns
1) Common nouns
ii) Proper nouns
iii) Concrete nouns
    count
    non-count
iv) Abstract nouns
v) Number
    regular and irregular nouns
vi) Articles
    definite and indefinite articles
    functions of articles
b) Pronouns
i) Personal pronouns
ii) Possessive pronouns
iii) Reflexive pronouns
iv) Functions of pronouns
c) Verbs
i) Lexical
    regular
    irregular verbs
ii)  Tenses
    simple present tense
    simple past tense
d) Adjectives
i) Comparative and superlative forms
ii) Regular and irregular adjectives
iii) Gradable and non-gradable adjectives
e) Adverbs
Adverbs of manner, time and frequency
f) Prepositions
Simple prepositions e.g. in, of, at
g) Conjunctions
Co-ordinating conjunctions (and, but, or)
2.0 ENGLISH GRAMMAR-PHRASES
Constituents and examples of the noun phrase
2.3.3 Simple sentences
i) Sentence structure (subject, predicate)
ii) Types of sentences
    interrogative
    imperative
     exclamatory
    declarative/affirmative negative
3.0 READING
3.1 Specific Objectives
By the end of Form 1, the learner should be able to:
i)  read efficiently and fluently
i  use the dictionary effectively
iii   use the library effectively
iv)    enjoy reading literary and non-literary materials
v  trace the sequence of events in selected plays and short stones
vi  demonstrate appropriate comprehension skills
vii)   build a wide range of vocabulary
viii) demonstrate awareness of contemporary issues
3.2 Introduction
A good foundation of reading should be laid in Form One. This is because reading is a very important component of language learning. It will also help in the study of other subjects.
Intensive reading should help form a foundation for the study of literary texts. However, the learner should also be encouraged to read for pleasure.
3.0 READING SKILLS
3.2 Introduction
a) Reading Skills
i) Identification of the learner’s reading problems in silent reading e.g. moving lips, verbalizing words, use of fingers and moving the head.
ii) Development of good reading habits in:
*      Silent reading
*      Reading aloud
*      Speed reading
iii) Using a dictionary
iv) Using the library
b) Intensive Reading
i) Study of poems, plays and short stories.
ii) Focus on plot and literary language.
c) Extensive Reading
i) Literary and non-literary  materials on  contemporary  issues such as:
-         children’s rights
-         child labour
-         environment
-         HI V/AIDs
-         moral values
ii) Adventure stories
iii) Fairy tales
iv) Poems
v) Plays
vi) Novels
vii) Short stories
viii) Newspapers/Magazines! Periodicals.
3.0 READING - COMPREHENSION SKILLS
i) Recall, comprehension and application
ii) Summary and note-making
4.0 WRITING
4.1 Specific Objectives

By the end of Form 1, the learner should be able to:
a)      write legibly and neatly;
b)      apply spelling rules correctly;
c)      use punctuation marks correctly;
d)      write clear and correct sentences, and organize ideas in a logical sequence;
e)      use appropriate register and format for a variety of writing tasks; and
f)        take and make intelligible notes.
4.2 Introduction

The skill of writing should be introduced through diagnostic tasks. This will help in the identification of the learner’s problems and weaknesses. Using these results the learner should be facilitated to develop the skill of writing.
Use of pictures and group discussion could be used as pre writing activities. This would enhance the learner’s listening and speaking skills and at the same time help them generate ideas for writing. Class readers should also be used to enhance writing skills. For example a class reader may be used to teach literary appreciation and at the same time to generate writing tasks.
Focus should be on providing the learner with immediate, meaningful and supportive feedback.
4.0 HANDWRITING
Legibility and tidiness
Spelling rules
c) Building sentence skills and paragraphing
i) Writing clear and correct sentences.
ii) Structure of the paragraph.
    topic sentences
    supporting sentences
    clincher sentences
    sequencing of ideas
    unity in paragraphs
4.0 BUILDING SENTENCES & PARAGRAPHING
i) Writing clear and correct sentences.
ii) Structure of the paragraph.  
    topic sentences
    supporting sentences
    clincher sentences
    sequencing of ideas
    unity in paragraphs
4.0 WRITING PUNCTUATION
*      Capitalization
*      Final punctuation marks
*      Commas
e) Personal writing
i) Diaries
ii) Addresses
iii) Packing lists
4.0 SOCIAL WRITING
Informal letters
g) Study Writing
i) Making notes
ii) Taking notes
h) Creative Writing
i) Imaginative compositions
ii) Poems
4.0 CREATIVE WRITING
i) Imaginative compositions
ii) Poems
i) Institutional Writing
i) Public notices
ii) Inventories
FORM TWO SYLLABUS.
FORM II - KCSE ENGLISH STUDENT RESOURCES
*      Listening and Speaking for Form Two
*      Grammar for Form Two
*      Reading for Form Two
*      Writing for Form Two  
5.0 LISTENING & SPEAKING
5.1 Specific Objectives
By the end of Form 2, the learner should be able to:
a)      use correct stress and intonation;
b)      respond to oral information on a variety of subjects;
c)      communicate correctly, confidently and appropriately in different contexts;
d)      demonstrate acceptable communication skills; and
e)      identify features of myths, legends and songs.
5.2 Introduction
In Form 2, the use of correct stress and intonation, in addition correct pronunciation should be emphasized. The use of audio and video tapes would be quite useful. Literary and non-literary material on issues such as drug and substance abuse, equality among men and women, social responsibility, integrity, human rights and information technology can be used to facilitate the acquisition of these skills.
a) Pronunciation
i) Further practice on problematic sounds
ii) Stress and intonation
iii) Rhyme in poetry
iv) Word play (puns)
b) Listening Comprehension and Note-taking
i) Listening and responding to myths, legends and songs.
ii) Features of myths, legends and songs.
iii) Listening and responding to information on:
*      issues of social responsibility,
*      drug and substance abuse
*      equal role of men and women
*      Integrity/anti-corruption education
*      information technology
iv) Skills of attention and turn taking through use of dialogues.
c) Mastery of Content
Interviews
5.0 ETIQUETTE
Telephone etiquette
    Telephone Etiquette Guide, California University Fullerton  -  An example of institutional guide to telephone etiquette.
    Helpful Telephone Etiquette Tips, Salisbury University Career Services -
    Officer Etiquette (Office Manners), Salisbury University Career Services - An Example of office manners in organizations.
    Telephone Etiquette for Home
    Telephone Etiquette for Office
    Internet Etiquette
    E-mail Etiquette
5.0 LISTENING & SPEAKING
e) Non-verbal skills in listening and speaking
i)    Facial expressions, gestures and eye contact.
 ii)    Bowing/curtsying.
6.0 GRAMMAR
6.1 Specific Objectives
By the end of Form 2, the learner should be able to:
a)      use parts of speech correctly and appropriately
b)      identify the constituents and the functions of the verb phrase
c)      identify the constituents and functions of the adverb phrase
d)      construct correct compound and complex sentences.
6.2 Introduction
Emphasis at this level is on the constituents of the verb and adverb phrases. Language games and re writing exercises can be designed to help the learner construct compound and complex sentences. Use of group work will encourage learners to enact a real-life language situation (e.g. writing letters of complaint and possible replies). Although the emphasis is on usage, it is imperative for the learner to master the grammatical terms.
6.3.1 Parts of speech
a) Nouns
i) Collective nouns
ii) Compound nouns
iii)Use of phrasal quantifiers e.g. a piece of advice
iv)Possessives
b) Pronouns
i) Number and person in pronouns.
ii) Indefinite pronouns.
c) Verbs
i)  Auxiliary verbs - primary and modal
ii)Aspect - perfective and progressive
iii) Future time
d) Adjectives
Order of adjectives
e) Adverbs
i) Adverbs of place and degree
ii) Comparative and  superlative forms of  adverbs
f) Prepositions
Complex prepositions e.g. in spite of
g) Conjunctions
Subordinating conjunctions e.g. because, when, that, which
h) Interjections
Identification and usage in sentences
6.3.2 Phrases
6.3.2 Phrases
Constituents of verb and adverb phrases and examples
6.3.3 Clauses
a) Independent and subordinate clauses (relative and adverbial clauses).
b) Compound sentences.
c) Complex sentences.
d) Active and passive voice.
7.0 READING
7.1 Specific Objectives
By the end of Form 2, the learner should be able to:
(a) scan and skim effectively
(b)  make effective use of the available reference materials
(c)   enjoy reading literary and non-literary materials
(d)    analyse characters and themes from selected novels and plays
(e)   analyse simple aspects of style
(f)   demonstrate appropriate comprehension skills
(g) build a wide range of vocabulary
(h)  demonstrate awareness of contemporary issues
7.2 Introduction
At this level the skill of interpretive reading should be introduced. This involves reading aloud in a manner that brings out the tone, rhythm, intonation and the meaning of a given passage. A wider variety of reading texts of different registers and styles of writing should be introduced to broaden the learner’s awareness of language use.
Some of the methods that may be used are:
a)      reading a passage or a poem silently.
b)      focus on characterisation and themes.
c)      focus on aspects of style such as narrative voice and poetic persona.
d)      reading aloud to bring out tone, rhythm, intonation and meaning.
a) Reading Skills
i) Scanning and skimming..
ii)Using reference materials (library, encyclopaedia and the internet).
iii) Interpretive reading.
b) Intensive Reading
i)     Study of novels, plays and poems.
ii)    Focus on characterization and themes.
iii)   Aspects of style.
c) Extensive Reading
i)     Literary and non literary materials on contemporary issues such as:
    social responsibility
    gender responsiveness
     drug and substance abuse
     human rights
ii)    Biographies
iii)    Novels
iv)    Plays
v)     Poems
d) Comprehension Skills
i) Recall, comprehension, application and analysis.
ii) Summary and note- making.
8.0 WRITING
8.1 Specific Objectives
By the end of Form 2, the learner should be able to:
a)      spell words correctly and use punctuation marks appropriately.
b)      communicate effectively in writing, using a variety of sentence structures.
c)      develop paragraphs using different devices.
d)      use figurative language correctly and appropriately.
e)      use appropriate register and format for a variety of writing tasks.
8.2 Introduction
In Form 2, the learner should build on the writing skills already developed by:
i)    using simple, compound and complex sentences
ii)     enriching the paragraphs using supportive sentences
iii)    using correct punctuation.
 The teaching of writing at this level should aim at integrating writing with other skills of language. In addition, literary works could be used to generate writing activities such as summaries, letters and dialogues.
a) Spelling
Commonly misspelt words
b) Building sentence skills and paragraphing
i) Sentence variety; using simple, compound and complex sentences
ii) Devices of developing paragraphs
-         giving reasons/examples
-         comparing and contrasting
-         using idiomatic expressions
-         using facts/statistics
-         using rhetorical questions
Building sentence skills and paragraphing
i) Sentence variety; using simple, compound and complex sentences
ii) Devices of developing paragraphs
-         giving reasons/examples
-         comparing and contrasting
-         using idiomatic expressions
-       using facts/statistics
-      using rhetorical questions
c) Punctuation
i) Quotation marks
ii) Apostrophe
iii)Hyphen              
d) Study Writing
i)  Summaries
ii) Descriptive essays               
e) Creative Writing
i) Poems
ii)Imaginative compositions
iii)Dialogues
f) Institutional Writing
i)   Business letters
ii)    Posters
iii) Advertisements
g) Personal Writing
i)  Personal journals
ii) Shopping lists
h) Social Writing
i)Invitations
i) Public Writing
i)Telephone messages
ii)Filling forms
iii)Letters of apology
FORM THREE SYLLABUS
FORM III - KCSE ENGLISH STUDENT RESOURCES
*      Listening and Speaking for Form Three
*      Grammar for Form Three
*      Reading for Form Three
*      Writing for Form Three
9.0 LISTENING & SPEAKING
9.1 Specific Objectives
By the end of Form 3, the learner should be able to:
a)      use stress and intonation to bring out rhythm and meaning
b)      respond correctly to oral information on a variety of subjects
c)      use non-verbal devices effectively in speech
d)      demonstrate the ability to use correct register in different contexts
e)      identify the features of dilemma and aetiological stories.
9.2 Introduction
The learner should use in their speech the wide range of vocabulary already acquired. The ability to use appropriate register should also be demonstrated. Opportunities to learn and practise listening and speaking skills can be provided through activities like reciting poems, listening to and telling oral narratives (dilemma and aetiological), listening to and making speeches, hot-seating, dramatizing and role-playing and discussing contemporary issues on the rights and responsibilities of citizens.
a) Pronunciation
i)    Stress and intonation in sentences
ii)   Rhythm in poetry
iii)   Alliteration and assonance in poetry
b) Listening , Comprehension and Note-taking
i)     Listening and responding to information on:
    HIV/AIDS
    Rights and responsibilities of citizens
ii)     Listening and responding to dilemma and aetiological oral narratives
iii)    Features of dilemma and aetiological stories
iv)    Receiving and giving instructions
v)    Giving directions
c) Mastery of Content
i)      Discussion
ii)    Speeches
d) Etiquette
Appropriate choice of register
e) Non-verbal cues that enhance listening and speaking
Appearance and grooming
10.0 GRAMMAR
10.1 Specific Objectives
By the end of Form 3, the learner should be able to:
a)      use correct sentence structures creatively
b)      appreciate The necessity and use of gender sensitive language
c)      use knowledge of grammar to interpret information from various sources.
10.2 Introduction
Grammar at this level needs to focus on more complex structures. In addition, special attention should be given to gender sensitive language. The special way language is used in literary and non-literary works would facilitate such usage in context.
6.3.1 Parts of speech
a) Nouns
i) Collective nouns
ii) Compound nouns
iii)Use of phrasal quantifiers e.g. a piece of advice
iv)Possessives
b) Pronouns
i) Number and person in pronouns.
ii) Indefinite pronouns.
c) Verbs
i)  Auxiliary verbs - primary and modal
ii)Aspect - perfective and progressive
iii) Future time
d) Adjectives
Order of adjectives
e) Adverbs
i) Adverbs of place and degree
ii) Comparative and  superlative forms of  adverbs
f) Prepositions
Complex prepositions e.g. in spite of
g) Conjunctions
Subordinating conjunctions e.g. because, when, that, which
h) Interjections
Identification and usage in sentences
6.3.2 Phrases
Constituents of verb and adverb phrases and examples
6.3.3 Clauses
a) Independent and subordinate clauses (relative and adverbial clauses).
b) Compound sentences.
c) Complex sentences.
d) Active and passive voice.
11.0 READING
11.1 Specific Objectives
By the end of Form 3, the learner should be able to:
a)      read a range of texts selecting essential points and applying inference and deduction where appropriate.
b)      demonstrate an understanding of common and distinctive features of literary genres.
c)      analyse critically prescribed novels, plays and short stories drawn from Kenya, East Africa, Africa and the rest of the world.
d)      enjoy reading literary and non-literary materials.
e)      build a wide range of vocabulary and knowledge of language use through reading.
f)        demonstrate awareness of contemporary issues.
11.2 Introduction
Close and critical reading should be practised to enable the learner recognise attitude and tone, and distinguish between facts and opinions. The learner should also read widely on such issues as governance, moral integrity, the dangers of HIV/AIDS and technological advancement. This calls for reading beyond the prescribed set books. The learner should therefore be encouraged and facilitated to read literary and non-literary works besides the set- books.
Focus on a critical analysis of the prescribed literary texts is essential. In addition, the passages, poems and extracts used should be more advanced.
To ensure the learners read extensively the following methods can be used:
a)            book reviews.
b)            reports on newspaper articles, journals and magazines dealing with contemporary issues.
c)            reports on library books read.
d)            group discussions.
11.3 Content
a) Reading Skills
i)                    Study reading
ii)                   Note-making
iii)                 Critical reading
iv)                 Recognising attitude and tone
v)                  Distinguishing facts from opinions
vi)                 Interpretive reading
vii)               Close reading
b) Intensive Reading
i)   Study of novels, plays, poems and short stories
ii)  Focus on critical analysis of three prescribed texts:
    1 novel
    1 play
    1 play/novel/anthology of short stories
iii)   Focus on oral literature
c) Extensive Reading
i)     Literary and non- literary materials on contemporary issues such as:
    good governance
     integrity
    HIV/AIDS
    Technological advancement
ii)     Newspapers, Journals and magazines on a variety of subjects
iii)    Reports
iv)    Novels
v)     Plays
vi)    Poems
vii)     Short stories
d) Comprehension Skills
i)     Recall, comprehension, application, analysis, synthesis and evaluation
ii)    Summary and note- making
12.0 WRITING
12.1 Specific Objectives
By the end of Form 3, the learner should be able to:
a)      use cohesive devices in developing paragraphs
b)      use punctuation marks competently and creatively
c)      use appropriate register and format for a variety of writing tasks
d)      demonstrate competence in writing different types of essays.
12.2 Introduction
In Form 3, the learner should be helped to consolidate the wide range of vocabulary and sentence structures as well as writing skills to write good, imaginative and argumentative essays as well as various types of functional writing. In addition, the literary texts being studied should be used to generate writing activities.
12.3 Building Sentence Skills and Paragraphing
i)  Cohesion in paragraphs
ii) Using transitional words and phrases
iii)  Choice of words
iv) Recurrent words (different words that refer to the same idea in the paragraph).
12.3  Punctuation
i)   Colon
ii)     Semi-colon
iii)    Dash
iv)    Parenthesis
12.3 Personal Writing
i)  Reminders
ii)Personal journals
12.3 Social Writing
i)  Notes of thanks, congratulations and condolences
ii) Telegrams
12.3 Public Writing
Letters of application
12.3 Study Writing
i) Synopsis
ii)  Reports
iii) Argumentative essays
12.3 Creative Writing
i) Imaginative compositions
ii) Plays
iii) Short stories
12.3 Institutional  Writing
i)  Notification of meetings
ii)  Agenda and minute writing
iii) Memoranda
FORM FOUR SYLLABUS.
FORM IV - KCSE ENGLISH STUDENT RESOURCES
*      Listening and Speaking for Form Four
*      Grammar for Form Four
*      Reading for Form Four
*      Writing for Form Four
13.0 LISTENING & SPEAKING
13.1 Specific Objectives
By the end of Form 4, the learner should be able to:
a)      use tone to express and interpret attitude.
b)      use stress to distinguish grammatical meaning in words.
c)      respond appropriately to oral information on a variety of subjects.
d)      maintain acceptable communication skills.
e)      present oral reports on literary and non-literary topics.
f)        identify the features of oral poetry and proverbs.
13.0 LISTENING & SPEAKING
13.2 Introduction
The learner will need to develop the ability to present oral reports, learn negotiation skills, exhibit acceptable speech habits, show empathy and adhere to other language conventions. The teacher could use oral poetry, proverbs, recorded speeches, impromptu speeches, role-play, hot-seating, dramatization and discussions on issues like poverty eradication for the purpose of development and refinement of these skills.
13.3 Pronunciation
i) Distinguish word class on basis of stress
ii) Use of tone to reveal attitude
13.3  Listening Comprehension and Note-taking
Listen and respond to:
i)                    Oral poetry
ii)                   Proverbs
iii)                 Features of oral poetry and proverbs
iv)                 Information on poverty eradication
13.3 Mastery of content
Oral reports
13.3 Etiquette
i)  Interrupting and disagreeing politely
ii)  Negotiation skills
iii) Turn-taking
iv) Paying attention (listening)
14.0 GRAMMAR
14.1 Specific Objectives
By the end of Form 4, the learner should be able to:
a)      demonstrate linguistic competence by writing sentences in a variety of ways.
b)      use language structures creatively and competently.
c)      use knowledge of grammar to interpret information from various sources.
14.1 Introduction
Grammar work should consolidate and reinforce what has already been taught. The teacher should guide the learner on further practice of acquired knowledge of grammatical structures.
14.2.1 Content
14.2.1 Parts of Speech
a) Nouns
Functions of nouns in sentences e.g. subject, object, complement
b) Pronouns
i)  Interrogative pronouns
ii)  Relative pronouns
c) Verbs
i)   Participle phrases
ii)   Gerunds
d) Adjectives
i)    Typical endings of adjectives (e.g. - ful, - less, -ous)
ii)  Functions of adjectives
e) Adverbs
i)  Position of adverbs in sentences
ii) Typical endings of adverbs e.g. -ly, -wards, -wise)
g) Prepositions
Functions of prepositions in sentences
g) Conjunctions
Functions of conjunctions in sentences
14.2.2 Clauses
i)    inversions
ii)   sentence connectors
iii)   substitution and ellipsis
READING:
15.3 Specific Objectives
By the end of Form 4, the learner should be able to:
a)      read and understand a range of texts, select essential points and apply inference and deduction where appropriate
b)      demonstrate an understanding of the common and distinctive features of the literary genres
c)      analyse critically prescribed novels, plays and short stories, drawn from Kenya, East Africa, Africa and the rest of the world
d)      enjoy reading literary and non-literary materials
e)      enhance vocabulary and knowledge of language use through reading.
f)        demonstrate awareness of contemporary issues
g)      acquire life-long interest in reading.
15.3 Introduction
The ability for close and responsive reading should be demonstrated in relating what the learner reads to their experiences. The ability to recognize attitude, tone and mood, and to distinguish facts from opinions should be developed further. The learner should read broadly on issues of moral values, environmental concerns, global health problems such as HIV/AIDS and drug abuse and technological advancement.
15.3 Reading Skills
a)            Note-making
i)              Study reading
ii)             Critical reading
iii)           Interpretive reading
iv)           Responsive reading
v)            Recognising attitude and tone
vi)           Distinguishing facts from opinions
15.3 Intensive Reading
a)   Study of novels, plays, poems and short stories
i)  Focus on critical analysis of prescribed texts:
    1 novel
    1 play
    I play/novel/anthology of short stories

ii)  Focus on oral literature
15.3 Extensive Reading
i)   Literary and non literary materials on contemporary issues such as:
     poverty-eradication
    drug and substance abuse
ii) Journals and magazines on different subjects
iii)  Novels
iv)  Plays
v) Poems
vi) Short stories
vii) Reports
15.3 Comprehension Skills
i)    Recall, comprehension, application, analysis, synthesis and evaluation.
ii)    Summarising and note- making
16.0 WRITING
16.1 Specific Objectives
By the end of Form 4, the learner should be able to:
a)      present information in a variety of ways.
b)      use proper forms of documentation.
c)      use appropriate register and format for a variety of writing tasks.
d)      demonstrate competence in using a wide range of sentence structures and vocabulary to create the desired effect.
16.2 Introduction
The learner should by now have achieved competence in writing various sentence structures and using them in cohesive prose. The learner should be able to read passages, identify key points, make notes, and write coherent summaries. They should also now be conversant with various types of functional writing. Literary and non-literary texts should be used to generate writing activities.
16.3 Building Sentence Skills and Paragraphing
Paraphrasing
16.3 Punctuation
Devices for presenting titles of publications, quotations and headings
16.3 Personal Writing
Recipes
16.3 Social Writing
i)  E-mails
ii) Fax
iii)  Instructions to family and friends
16.3 Public Writing
i) Letters of inquiry
ii)  Letters of request
16.3 Study Writing
i) Reviews
ii) Expository writing
iv) Questionnaires
16.3 Creative Writing
i) Imaginative compositions
ii) Autobiographies
iii) Biographies
16.3 Institutional Writing
i) Curriculum vitae
ii)Speeches