Grade 10: English

In this unit, 'Prose and drama', you learn to analyse a longer text and write an essay 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 '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 a longer text and write an essay 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, Choose a focus for a longer text. Imagine a novel in which a young shopkeeper, Nadia, refuses to sell her late grandfather's watch. Essay question: 'How does the writer present Nadia's loyalty?' Underline the key words, here 'how', 'writer' and 'loyalty', and decide on a clear argument.
2. Step 2, Write a thesis, your main claim in one sentence. 'The writer presents Nadia's loyalty as costly but admirable, using her refusal of a generous offer to show that memory matters more to her than money.' A good thesis answers the question and names a method.
3. Step 3, Collect evidence from three points in the text: the offer of 5,000 rupees, which she refuses; her habit of winding the watch every morning; and her final decision to keep it despite debts. Note the quotation or event for each and the technique, such as contrast, repetition or symbolism.
4. Step 4, Build a PEEL paragraph: Point, Evidence, Explanation, Link. 'Nadia's loyalty is shown through routine. She winds the watch each morning, which suggests it is a living link to her grandfather. This makes her refusal later feel natural and links to the idea that memory has value.'
5. Step 5, Organise the essay: an introduction with the thesis, three body paragraphs in order (offer, routine, decision), then a conclusion that returns to the question. Use linking phrases: 'Furthermore', 'In contrast', 'Ultimately'. Keep quotations short and always explain what they show.
6. Step 6, Your turn: write a topic sentence for the paragraph on the final decision. Model answer: 'Nadia's decision to keep the watch despite her debts shows that her loyalty is not a passing feeling but a lasting principle that shapes her choices.'

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 a longer text and write an essay 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 compare two poems on theme and style. 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: compare two poems on theme and style, 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 two short poems. Poem A: 'My mother's kitchen smells of cloves, / of steam and old brass pans. / I carry it in every town, / a map made without lands.' Poem B: 'I left the house with a single key. / The key still hangs on my chain. / It opens nothing now, / yet it opens everything again.'
2. Step 2, Find the shared theme. Both poems are about carrying a home inside memory after leaving it. A uses smell; B uses an object, a key. Write a theme sentence that covers both: 'Both poets suggest that home continues to live in the senses and in small things after we leave.'
3. Step 3, Compare style. Poem A uses the senses (smell of cloves, steam) and a metaphor 'a map made without lands'. Poem B uses a symbol, the key, and a paradox, a key that opens 'nothing' yet 'everything'. A feels warm and sensory; B feels reflective and bittersweet.
4. Step 4, Compare structure. Poem A has four lines with an ABCB rhyme (pans, lands) and moves from place to travel. Poem B has four lines of uneven length, ending on the striking reversal in the last line. The shorter line 'It opens nothing now' slows the poem before the surprise.
5. Step 5, Write a comparison using connectives. 'Both poems show home surviving in memory. However, while A relies on the sense of smell, B uses the symbol of a key. Whereas A ends with a calm metaphor, B ends with a paradox that shows sadness and comfort together.' Quote briefly in a full essay.
6. Step 6, Your turn: write one sentence that compares the endings. Model answer: A closes on a gentle metaphor that suggests home is portable, whereas B closes on a paradox that suggests the key is useless yet priceless, so B feels more bittersweet.

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. Compare two poems on theme and style: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Grammar: tenses, reported speech and editing', you learn to edit and transform sentences 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: tenses, reported speech and editing' 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: edit and transform sentences 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, Transform a statement into reported speech. Direct: 'I am tired,' she said. Reported: She said that she was tired. The rule is a backshift: present simple becomes past simple, and the speech marks and first-person pronoun change. Practice: 'We will visit the museum tomorrow' becomes 'They said that they would visit the museum the next day.'
2. Step 2, Report questions and commands. 'Where do you live?' he asked me becomes 'He asked me where I lived.' The question word stays, and the word order becomes a statement. 'Did you finish the report?' becomes 'She asked whether I had finished the report.' 'Please close the door' becomes 'He asked me to close the door.'
3. Step 3, Control tenses in editing. Spot the error: 'I am living here since 2019.' Correction: 'I have been living here since 2019.' Since and for need the present perfect. Another: 'He said that he has lost his pen' becomes 'he had lost his pen' after the reporting verb 'said'.
4. Step 4, Edit for subject-verb agreement. 'The list of items are long.' The subject is 'list', not 'items', so write 'The list of items is long.' 'Each of the students have a book' becomes 'has'. 'Neither the teacher nor the pupils was ready' becomes 'were', matching the nearer subject.
5. Step 5, Transform sentences without changing meaning. Active to passive: 'The committee approved the plan' becomes 'The plan was approved by the committee.' Combining: 'He was tired. He kept working.' becomes 'Although he was tired, he kept working.' Check that each result has the same meaning and correct grammar.
6. Step 6, Your turn: report 'I have finished my homework,' said Hira. Answer: Hira said that she had finished her homework. The present perfect 'have finished' backshifts to the past perfect 'had finished', and 'I' and 'my' change to 'she' and 'her'.

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. Edit and transform sentences accurately: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Writing: data interpretation, letters and articles', you learn to write from data and for formal audiences. 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: data interpretation, letters and articles' 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 from data and for formal audiences, 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 data. A school library records books borrowed: Term 1 had 420, Term 2 had 483 and Term 3 had 462. The task asks you to write from data, so you must report numbers accurately and explain trends in formal language. Look at the highest, the lowest and the overall pattern before writing.
2. Step 2, Calculate the changes. From Term 1 to 2: 483 minus 420 is 63, and 63 divided by 420 is 15 percent, an increase. From Term 2 to 3: 462 minus 483 is minus 21, and 21 divided by 483 is about 4.3 percent, a decrease. Total is 1,365, an average of 455.
3. Step 3, Write the data paragraph. 'Borrowing rose by 15 percent from 420 books in Term 1 to 483 in Term 2. It then fell slightly, by about 4 percent, to 462 in Term 3. Overall, the library lent 1,365 books in the year.' Use trend verbs: rose, fell, remained steady.
4. Step 4, Write a formal letter using the data. Address it to the principal: 'Sir, I am writing to suggest that the library stay open for an extra hour each afternoon, as borrowing has increased significantly this year.' State the problem, give evidence, then request action politely and sign off.
5. Step 5, Write an article from the same data. Headline: 'Library Borrowing Soars, then Settles'. Opening: 'Students borrowed 1,365 books this year, a clear sign that reading is thriving.' Add a closing comment such as 'If this trend continues, the school may need more shelves.'
6. Step 6, Your turn: Term 4 borrowing was 507. Describe the change from Term 3. Answer: 507 minus 462 is 45, and 45 divided by 462 is about 9.7 percent. 'Borrowing rose by 45 books, or nearly 10 percent, from 462 to 507.'

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 from data and for formal audiences: 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 read critically and answer in full sentences. 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: read critically and answer in full sentences, 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 critically. Passage: 'The new rule banned phones from school. Principal Rao said it would improve attention. Many students agreed, though a few complained that they could no longer call home after class.' Ask three questions: who says it, what evidence is given and whose view is missing?
2. Step 2, Separate fact from opinion. Fact: the school banned phones. Opinion: the ban 'would improve attention', which is the principal's belief, not proven. A claim presented as a fact deserves a check. Mark each sentence F or O and note the word that signals each, such as 'said' or 'would'.
3. Step 3, Answer a direct question in a full sentence. Question: 'Why did some students complain?' Weak answer: 'Because of calling.' Better: 'Some students complained because they could no longer call home after class.' Turn the question into the start of your answer and complete it with the text's facts.
4. Step 4, Answer a reasoning question. 'Do you think the writer supports the ban?' Look at word choice: 'Many students agreed' and 'a few complained' make the supporters sound larger. Answer: 'The writer seems mostly supportive, because the opposition is described as only "a few" students.'
5. Step 5, Answer a vocabulary question. 'What does "banned" mean?' It means officially forbidden. Substitute your word to test it: 'The new rule forbade phones from school' still makes sense. For meaning from context, always check that your replacement fits the sentence's grammar and idea.
6. Step 6, Your turn: write a full-sentence answer to 'What did the principal expect from the new rule?' Model answer: The principal expected that banning phones would improve students' attention in school. It is a prediction, which the passage presents as the principal's opinion.

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. Read critically and answer in full sentences: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Speaking and listening assessment', you learn to speak to a prompt and respond to questions. 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 and listening assessment' 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: speak to a prompt and respond to questions, 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, Analyse the prompt. Prompt: "Describe a technology that has changed daily life, and explain whether the change is positive." Key words: describe, explain, whether positive. Reason: you must do all three tasks.
2. Step 2, Plan with a quick frame. Introduction: name the technology. Body: two effects with examples. Judgement: positive or mixed. Close: summary. Reason: a frame stops you from rambling.
3. Step 3, Start with a strong opening. "One technology that has changed daily life is the smartphone; it connects us to information, people and services in seconds." Reason: a direct opening answers the prompt immediately.
4. Step 4, Develop with examples and reasons. "It saves time; for example, I can pay bills without going to the bank. However, it can also reduce face-to-face conversation." Reason: balance shows critical thinking.
5. Step 5, Respond to a follow-up question. Examiner: "Do you think people rely on phones too much?" You: "In many cases, yes. For instance, people use maps rather than learn routes, though this saves time." Reason: give a position, an example and a limit.
6. Step 6, Fix an error. Weak: "Phones are good. They are good because they are good." Better: "Phones are useful because they give instant access to information." Another error: very short answers. Extend with a reason or example.
7. Step 7, Your turn. Answer in two sentences: "Is online learning as effective as classroom learning?" Model answer: "It can be effective for self-disciplined students because it is flexible. However, classrooms offer discussion and support, so I think a mix is best."

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. Speak to a prompt and respond to questions: 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 10 English is at this level. Its units include Prose and drama; Poetry; Grammar: tenses, reported speech and editing; Writing: data interpretation, letters and articles 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.