Grade 09: English

In this unit, 'Reading prose and drama', you learn to analyse character, setting and theme with evidence. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Reading prose and drama' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: analyse character, setting and theme with evidence, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read a short scene. Setting: a cold classroom after school. 'JAMAL: (not looking up) I did not take it. MRS DAS: (quietly) Your pocket says otherwise. (A long silence. The clock ticks.)' First note who the characters are and what the conflict is: an accusation and a refusal.
2. Step 2, Analyse character with evidence. Jamal does not look up, so he may feel guilty or ashamed. Mrs Das speaks 'quietly', so she is calm and firm rather than angry. Write a pair: trait plus proof. 'Jamal is evasive; the stage direction says he is "not looking up".'
3. Step 3, Analyse setting. The cold classroom after school is empty and silent, so there is no one to help Jamal. The ticking clock adds pressure because time is running out for him to speak. Setting here supports the mood: tense, quiet and uncomfortable.
4. Step 4, Find the theme, the big idea beyond the plot. The scene is about honesty and the courage it takes to admit a mistake. Link evidence to theme: Mrs Das's quiet calm gives Jamal space to tell the truth, which suggests that patience can lead people to honesty.
5. Step 5, Write one analytical paragraph. 'The playwright shows Jamal's guilt through the stage direction "not looking up", which suggests shame. The silent classroom and ticking clock increase the pressure, so the theme of honesty becomes clear: Jamal must choose between hiding and confessing.' Quote briefly and explain.
6. Step 6, Your turn: what does 'Your pocket says otherwise' tell us about Mrs Das? Model answer: It shows she already has proof and is clever, not cruel. She states the evidence calmly rather than shouting, so she seems fair and gives Jamal a chance to be honest.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Analyse character, setting and theme with evidence: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Poetry', you learn to analyse imagery, tone and structure. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Poetry' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: analyse imagery, tone and structure, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read the poem. 'Morning folds the city open, / pale as paper, soft as bread. / Then the buses start their grumbling / and the quiet is shed.' Read it aloud once. Ask what the poem is about: a city waking from calm to noise.
2. Step 2, Analyse imagery. 'Folds the city open' and 'pale as paper' appeal to sight and touch; 'soft as bread' adds touch and taste. The images are gentle and domestic. Compare with 'grumbling' buses, a sound image that turns the scene harsh. List each image with the sense it uses.
3. Step 3, Analyse tone, the poet's attitude. The first two lines sound tender and admiring. The last two sound reluctant because 'grumbling' makes the buses sound like irritable creatures, and 'shed' suggests losing something precious. The tone shifts from calm affection to mild regret.
4. Step 4, Analyse structure. There is one stanza of four lines with an ABCB rhyme (bread, shed). The shift in tone happens at the word 'Then' at the start of line three, which acts like a hinge. The short last line 'the quiet is shed' ends the poem on loss.
5. Step 5, Write the analysis. 'The poet moves from gentle imagery, such as "soft as bread", to the harsher "grumbling" buses. The word "Then" marks a turning point, and the tone changes from affection to regret as the quiet is "shed".' Link image, tone and structure in one paragraph.
6. Step 6, Your turn: explain the effect of 'pale as paper'. Model answer: The simile makes the morning look thin, clean and fragile, like a blank page. It suggests a fresh start and prepares the reader for how easily this calm is spoiled by the noise that follows.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Analyse imagery, tone and structure: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Grammar: modals, tenses and clauses', you learn to use modals and complex clauses accurately. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Grammar: modals, tenses and clauses' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use modals and complex clauses accurately, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Use modals to show attitude. Modals are helping verbs followed by the base form. 'You must wear a helmet' is a rule. 'You should rest' is advice. 'It might rain' is a weak possibility. 'She can swim' is ability. Write one sentence for each and check that no modal takes -s or 'to'.
2. Step 2, Choose past and present forms. 'She could swim when she was five' is past ability. 'He had to leave early' is past necessity, because 'must' has no past form. 'I may have left my bag' uses may plus have plus past participle to guess about the past. Compare these three.
3. Step 3, Control tenses in order. Present perfect links past and now: 'I have lived here for six years'. Past perfect shows the earlier action: 'When we arrived, the film had started.' Past simple is the main event; past perfect is what happened before it. Choose the correct one: 'She (finish) before he (call)' becomes 'had finished, called'.
4. Step 4, Build complex clauses. A main clause stands alone; a subordinate clause needs it. 'Although it was raining, we played football.' 'The boy who won the race is my cousin.' 'I know that she is right.' Underline the main clause in each, then circle the linking word: although, who, that.
5. Step 5, Use conditionals accurately. First: 'If it rains, we will stay inside.' Second: 'If I were you, I would apologise.' Third: 'If she had left earlier, she would have caught the bus.' Notice the pattern: if plus a tense, then would or will in the result clause.
6. Step 6, Your turn: correct 'If I will see him, I tell him, and he must to go.' Answer: 'If I see him, I will tell him, and he must go.' The if-clause uses present simple, the result uses will, and the modal 'must' is followed by the base verb without 'to'.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Use modals and complex clauses accurately: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Writing: diary entry, article and speech', you learn to write for different audiences with correct format. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Writing: diary entry, article and speech' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: write for different audiences with correct format, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Choose format by audience. A diary entry is private, first person and informal; an article is for readers and has a headline; a speech is spoken to a live audience. Before writing, note three things: who is reading, why you are writing, and what tone and layout fit them.
2. Step 2, Write a diary entry. Layout: date and day at the top, then 'Dear Diary', then the entry in past tense, with feelings and detail. 'Friday, 7 March. Dear Diary, today I finally scored my first goal. My hands were shaking, but my friends cheered so loudly that I laughed.' End with a short reflection.
3. Step 3, Write an article. Layout: a catchy headline, a by-line, a strong opening paragraph, body paragraphs, and a closing thought. Headline: 'Why Our Library Deserves More Books'. By-line: 'By Staff Reporter'. Opening: 'Last week, 40 students queued for a single copy of one popular novel.' Use a formal-neutral tone.
4. Step 4, Write a speech. Layout: greeting, hook, three points, closing and thanks. 'Respected principal, teachers and dear friends, good morning. Imagine a school with no library.' Use direct address (you, we), questions and short sentences. Close: 'Let us read more and waste less time. Thank you.'
5. Step 5, Check format errors. A diary with 'Dear Sir' or an article without a headline loses marks. A speech with long, complicated sentences is hard to hear. Compare the three pieces and tick: date, headline, by-line, greeting, closing. Each form has its own required features.
6. Step 6, Your turn: write the first two lines of a diary entry about the first day of exams. Model answer: 'Monday, 10 March. Dear Diary, I woke up with butterflies in my stomach today, but the maths paper was easier than I feared.' It has a date, a salutation, a feeling and past tense.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Write for different audiences with correct format: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Letters and reports', you learn to write formal letters and short reports. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Letters and reports' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: write formal letters and short reports, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Learn the layout of a formal letter. Top right: sender's address and date. Left: receiver's designation and address. Then the subject line, the salutation 'Dear Sir or Madam', the body, the closing 'Yours faithfully' and the signature with name. Fill in an example for a complaint to the school canteen manager.
2. Step 2, Write the body in three short paragraphs. Paragraph one states the purpose: 'I am writing to complain about the quality of food served in the canteen.' Paragraph two gives details: 'Last Tuesday the rice was cold and the cups were dirty.' Paragraph three asks for action: 'I request you to look into this.'
3. Step 3, Pick the right ending. If you begin 'Dear Sir or Madam', end with 'Yours faithfully'. If you begin with a name, such as 'Dear Mr Khan', end with 'Yours sincerely'. Choose the correct pair: 'Dear Madam ... Yours faithfully'. Use formal wording: 'I would appreciate', not 'I want'.
4. Step 4, Write a short report. A report has a title, the writer's name, the date, the place, then a body in short paragraphs. Title: 'Report on the Science Exhibition'. Say what happened, who took part and what was achieved, in past tense, third person, and a neutral tone.
5. Step 5, Use numbers in the report. 'Of the 40 students in Class 9, 28 attended the exhibition, which is 70 percent.' Check: 28 divided by 40 is 0.7. End with a conclusion: 'The exhibition encouraged curiosity and should be held yearly.' A reader should see facts first, then your view.
6. Step 6, Your turn: write the closing of a letter to a principal asking for a day's leave. Model answer: 'I would be grateful if you would grant me leave on 12 June. Thank you for your kind consideration. Yours faithfully, Ravi Menon.' It uses a formal request and the matching ending.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Write formal letters and short reports: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Reading unseen passages', you learn to infer and evaluate in unseen texts. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Reading unseen passages' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: infer and evaluate in unseen texts, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read this unseen passage. 'The shop had been open since dawn, yet Omar had sold only two loaves. He stacked the shelves again, straightened the sign, and glanced at the empty road. When the first customer finally came, he smiled so widely that she looked behind her.'
2. Step 2, Read for the literal meaning first. Facts: the shop opened at dawn; Omar sold two loaves; he rearranged the shelves; a customer came at last. Literal answers can be copied directly from the text. Mark each fact lightly in pencil so you can find evidence quickly.
3. Step 3, Infer. A question asks: 'How is Omar feeling about the quiet morning?' The text does not say 'worried', so build the idea from clues: he re-stacks shelves, glances at an empty road and smiles hugely at the first customer. These show anxiety and hope, not calm.
4. Step 4, Evaluate means judge how well the writer works. The last sentence is humorous: the customer 'looked behind her' because the smile was so big. This shows Omar's relief and makes him likeable. Judge the writer's choice and explain its effect on the reader.
5. Step 5, Write an evaluating answer. 'The writer makes Omar sympathetic by showing his small, repeated actions, such as straightening the sign, which suggest nervousness. The final image of the customer looking behind her is humorous and shows how desperate his smile is.' Use evidence and a judgement word.
6. Step 6, Your turn: what does 'only two loaves' suggest? Model answer: It suggests business is slow, since a shop open since dawn would normally sell more. The word 'only' shows Omar's disappointment, so the reader feels he is under pressure to succeed.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Infer and evaluate in unseen texts: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Speaking, listening and discussion', you learn to argue a point and respond with reasons. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Speaking, listening and discussion' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: argue a point and respond with reasons, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, State a claim clearly. "Schools should teach financial literacy." Reason: a precise claim lets the audience judge your reasoning.
2. Step 2, Build the argument with PEEL. Point: "Financial skills prepare students for adult life." Evidence: "Many young adults borrow without understanding interest." Explain: "Understanding interest prevents debt." Link: "So schools should teach it."
3. Step 3, Anticipate a counter-argument. "Some say the curriculum is already full. However, a short weekly lesson can replace less useful content." Reason: addressing the other side makes your argument credible.
4. Step 4, Respond to a challenge with reasons. Challenger: "Parents should teach this." You: "I agree that parents help, but not every family can. School ensures equal access." Reason: acknowledge, then argue.
5. Step 5, Fix an error. Weak: "Everyone knows money is important." Better: "Surveys show many students struggle with budgeting." Another error: overgeneralising ("always", "never"). Right: "often", "many", "in most cases".
6. Step 6, Use rhetorical techniques sparingly. Rule of three: "clear, practical and fair." Rhetorical question: "How can we expect adults to budget if no one ever taught them?" Reason: they add emphasis, but too many sound forced.
7. Step 7, Your turn. Write a PEEL paragraph for "Students should have a say in school rules". Model answer: "Students should help set rules. Students follow rules they understand. Therefore, school councils improve behaviour, so schools should involve them."

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Argue a point and respond with reasons: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

On the slide: L1 Basic · Letters, sounds and first reading

Notes: Match letters to sounds and read short words and simple sentences aloud. Notes: use the sounds s, a, t, p, i, n; learners blend them into sat, pin and tap, then read a three-word sentence and clap the syllables.

On the slide: L2 Awareness · Sentences and simple writing

Notes: Write a clear sentence with a capital letter and full stop, and read a short story with understanding. Notes: give a picture prompt; learners say the sentence first, write it, and check capital, spacing and full stop with a partner before reading it aloud.

On the slide: L3 Foundation · Paragraphs, grammar and reading for meaning

Notes: Write a paragraph of five connected sentences and identify nouns, verbs and adjectives in a text. Notes: colour nouns blue and verbs red in a short passage; learners then write about their street, using at least two adjectives and one linking word.

On the slide: L4 Practitioner · Essays, speaking and responding to texts

Notes: Write a 300-word structured essay and give a short talk, quoting evidence from a text to support a view. Notes: model Point, Evidence, Explain; learners write one paragraph about a character, quote one line, and explain what it shows, then speak it aloud.

This course: Grade 09 English is at this level. Its units include Reading prose and drama; Poetry; Grammar: modals, tenses and clauses; Writing: diary entry, article and speech and more.

On the slide: L5 Specialist · Analysis, argument and style

Notes: Analyse a writer's choices of language and structure and write a sustained argument of 600 words. Notes: take two openings of different short stories; learners compare tone, sentence length and imagery in a table, then argue which opening works better and why.

On the slide: L6 Advanced · Literary and linguistic study

Notes: Evaluate texts through a critical lens, tracing how language changes across time and context in a researched essay. Notes: compare an older and a modern passage; learners list five differences in vocabulary and syntax and argue in 1,500 words what each reveals about its period.

On the slide: L7 Super expert · Research, editing and authorship

Notes: Produce an original piece of research or a polished long-form text, with a literature review and defended method. Notes: pick a narrow question about language in one genre; build a corpus of fifty samples, analyse patterns, write 5,000 words, and revise after external review.