High School English Year 1

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Unit 1: Sentence Types, Synonyms, Reading for Detail and Informal Letters
Unit overview By the end of this unit, students can identify and write simple, compound, complex and compound-complex sentences (and avoid the comma splice), choose the synonym that fits the context and tone, read a passage at two speeds (skimming for gist, then scanning for detail), write a well-formatted informal letter, and recognise the 12 pure vowel sounds of English. The theme is "Identity": names, families and the places we come from. The unit has five lessons of 10–15 minutes, a unit test with a letter, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (synonyms, sentence structure); Paper 2 comprehension and the informal letter; Paper 3 oral English (vowel sounds) • Cambridge IGCSE English (First Language and Second Language): Reading for explicit and implicit meaning; vocabulary in context; informal letter and email writing; varied sentence structures • GCSE English Language (UK): Paper 1 and 2 reading (retrieval and inference); Section B writing marked for varied sentences and vocabulary; spoken language • US Grades 9–10 (Common Core) and the SAT: Phrases and clauses (L.9-10.1b); word meaning and nuance (L.9-10.4, L.9-10.5); central idea and evidence (RI.9-10.1, RI.9-10.2); task, purpose and audience (W.9-10.4); SAT Words in Context and Boundaries questions Students will be able to: • identify clauses and the four sentence types, and fix comma splices • choose synonyms by context, connotation, register and strength • skim for gist, scan for detail, and answer literal and inferential questions • write an informal letter with the correct format and a warm, natural tone • recognise and produce the 12 pure vowel sounds, including the schwa All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

  • Lesson 1 · Simple, Compound and Complex Sentences: Building Better Sentences
  • Lesson 1 Exit Quiz: Sentence Types
  • Lesson 2 · Synonyms in Context: Same Word, Different Shade
  • Lesson 2 Exit Quiz: Synonyms in Context
  • Lesson 3 · Reading for Gist and Detail: Skim First, Then Scan
  • Lesson 3 Exit Quiz: Gist and Detail
  • Lesson 4 · The Informal Letter: Writing to a Friend Abroad
  • Lesson 4 Exit Quiz: Informal Letter
  • Lesson 5 · Pure Vowels: Ship or Sheep?
  • Lesson 5 Exit Quiz: Pure Vowels
  • Senior 1 Unit 1 Test: Sentence Types, Synonyms, Reading for Detail and Informal Letters (Section A)

Unit 2: Concord, Idioms, Question Types and Formal Letters
Unit overview By the end of this unit, students can make verbs agree with tricky subjects, explain and use common idioms, recognise and answer the main types of comprehension question, write a formal letter of complaint or request with the correct format and tone, and recognise the eight diphthongs of English. The theme is "Family and community": reunions, neighbours and local projects. The unit has five lessons of 10–15 minutes, a unit test with a formal letter, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (concord, idioms); Paper 2 comprehension question types and the formal letter; Paper 3 oral English (diphthongs) • Cambridge IGCSE English (First Language and Second Language): Explicit and implicit meaning; writer's attitude and purpose; formal letters and complaints; appropriate register • GCSE English Language (UK): Reading: retrieval, inference and viewpoint; Paper 2 writing a letter to present a viewpoint; Standard English grammar • US Grades 9–10 (Common Core) and the SAT: Usage and agreement (L.9-10.1); figurative language and idioms (L.9-10.5a); inference and purpose (RI.9-10.1, RI.9-10.6); formal style (W.9-10.1d, W.9-10.4); SAT Form, Structure and Sense questions Students will be able to: • make verbs agree with tricky subjects (one of, each, neither…nor, as well as, the number of) • explain common idioms and use them in a suitable register • identify literal, inferential, vocabulary, attitude and purpose questions and answer each correctly • write a formal letter of complaint or request with the correct format, evidence and tone • recognise and produce the eight diphthongs of English All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

Unit 3: Tenses, Word Formation, Summary and Articles
Unit overview By the end of this unit, students can choose accurately among the twelve tense forms of English, build new words with prefixes and suffixes (with the correct spelling), identify the main points in a passage and write a summary in their own words, write an engaging article for a school magazine, and distinguish the "th", "sh", "ch" and "j" sounds. The theme is "Health": sleep, exercise and wellbeing. The unit has five lessons of 10–15 minutes, a unit test with an article, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (tenses, word formation); Paper 2 summary and the article; Paper 3 oral English (consonant contrasts) • Cambridge IGCSE English (First Language and Second Language): Summary writing in own words; articles for a specified audience; accurate verb forms and word forms • GCSE English Language (UK): Paper 2 Section B (writing an article to present a viewpoint); Paper 2 summary of differences; accurate Standard English and spelling • US Grades 9–10 (Common Core) and the SAT: Verb tense and usage (L.9-10.1); word parts and affixes (L.9-10.4b); central idea and objective summary (RI.9-10.2); informative writing (W.9-10.2); SAT Form, Structure and Sense questions Students will be able to: • choose the correct tense using aspect and time clues, including the perfect and perfect continuous • form nouns, verbs, adjectives and adverbs with prefixes and suffixes, spelling them correctly • separate main points from supporting detail and write a summary in their own words • write an engaging, well-organised article for a school magazine • distinguish /θ/, /ð/, /ʃ/, /tʃ/, /ʒ/ and /dʒ/ in speech and in exam questions All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

Unit 4: Pronouns, Collocations, Fact and Opinion, and Argument
Unit overview By the end of this unit, students can use pronouns accurately and clearly, choose natural collocations (make or do, heavy or strong), distinguish fact from opinion and recognise bias in a persuasive text, write a reasoned argumentative essay with a counter-argument and rebuttal, and stress two-syllable words correctly. The theme is "Environment": clean air, plastic and green cities. The unit has five lessons of 10–15 minutes, a unit test with an argumentative essay, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (pronouns, collocations); Paper 2 comprehension (fact, opinion and attitude) and the argumentative essay; Paper 3 oral English (word stress) • Cambridge IGCSE English (First Language and Second Language): Evaluating ideas and opinions in a text; recognising bias; argumentative and discursive writing • GCSE English Language (UK): Paper 2 reading (viewpoints and perspectives); Paper 2 Section B (writing to argue and persuade); accurate Standard English • US Grades 9–10 (Common Core) and the SAT: Pronoun case and agreement (L.9-10.1); collocation and nuance (L.9-10.5); evaluating arguments and evidence (RI.9-10.8); argumentative writing with counterclaims (W.9-10.1a–e); SAT Command of Evidence and Form, Structure and Sense questions Students will be able to: • use subject, object and reflexive pronouns correctly, make pronouns agree, and avoid unclear reference • choose natural collocations, including make/do and environment vocabulary • distinguish facts from opinions and identify emotive language, generalisations and selective evidence • write an argumentative essay with a clear position, PEEL paragraphs, a counter-argument and a rebuttal • stress two-syllable nouns, adjectives and verbs correctly, including noun–verb pairs All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

Unit 5: Modals, Phrasal Verbs, Language Analysis and Speeches
Unit overview By the end of this unit, students can use modal verbs to express ability, possibility, obligation, advice and deduction, use common phrasal verbs (and their formal equivalents), analyse how a writer's word choices and techniques create effects, write a speech that holds a live audience, and read graphs precisely to judge whether data supports a claim. The theme is "Technology": phones, coding and life online. The unit has five lessons of 10–15 minutes, a unit test with a speech, and original texts and data. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (modals, phrasal verbs); Paper 2 comprehension (expressions and figures of speech) and the speech or talk • Cambridge IGCSE English (First Language and Second Language): Analysing writers' use of language; writing speeches and talks for a specified audience; interpreting data in non-fiction texts • GCSE English Language (UK): Paper 1 Question 2 (how the writer uses language); Paper 2 Section B (writing a speech); spoken language • US Grades 9–10 (Common Core) and the SAT: Word choice and figurative language (RL.9-10.4, L.9-10.5a); evidence in diverse formats (RI.9-10.7); presenting to an audience (SL.9-10.4); SAT Command of Evidence: Quantitative and Words in Context questions Students will be able to: • use modal verbs accurately, including mustn't / don't have to and must / can't for deduction • use common phrasal verbs correctly, with pronoun objects in the right place, and replace them with formal verbs when needed • analyse word choice, imagery, sentence length and repetition using the What–How–Why method • write a speech with a vocative, self-introduction, signposting, rhetorical devices and a call to action • read bar graphs precisely and choose data that accurately supports a claim All texts are original and written for this course, and the graph uses fictional data. British spelling is used; US variants are noted.

High School English · Year 1 · Unit 6: Adjectives and Adverbs, Register, Setting and Description
Unit overview By the end of this unit, students can order adjectives correctly and use comparatives, superlatives and adverbs accurately, choose a register that suits the reader, explain how a writer creates setting and atmosphere, write a vivid descriptive essay that shows rather than tells, and use the natural stress and rhythm of English sentences. The theme is "Travel": journeys, markets and places at night. The unit has five lessons of 10–15 minutes, a unit test with a descriptive essay, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (adjectives, adverbs, register); Paper 2 comprehension and the descriptive essay; Paper 3 oral English (sentence stress and rhythm) • Cambridge IGCSE English (First Language and Second Language): Analysing how writers create atmosphere; descriptive composition; appropriate register for audience and purpose • GCSE English Language (UK): Paper 1 Question 2 (language analysis of setting) and Question 5 (descriptive writing); spoken language • US Grades 9–10 (Common Core) and the SAT: Adjective and adverb usage (L.9-10.1); style and register (L.9-10.3); how setting shapes mood (RL.9-10.3, RL.9-10.4); descriptive and narrative techniques (W.9-10.3d); SAT Words in Context questions Students will be able to: • order adjectives correctly and form comparatives, superlatives and adverbs accurately • choose formal, neutral or informal language to suit the reader, and keep it consistent • explain how setting, weather, sensory detail and personification create atmosphere • write a descriptive essay with one clear focus, several senses and precise language • stress content words and weaken function words to produce the natural rhythm of English All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

High School English · Year 1 · Unit 7: Passive Voice, Confusables, Own-Words Summary and Applications
Unit overview By the end of this unit, students can form and use the passive in every tense (and know when the active is better), avoid the most commonly confused words, rewrite information in their own words without lifting, write a persuasive letter of application supported by evidence, and use rising and falling intonation correctly. The theme is "Work": jobs, applications and new ways of working. The unit has five lessons of 10–15 minutes, a unit test with a letter of application, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (passive voice, confusables); Paper 2 summary in own words and the formal letter of application; Paper 3 oral English (intonation) • Cambridge IGCSE English (First Language and Second Language): Summary in own words; formal letters and applications; accurate verb forms and spelling • GCSE English Language (UK): Paper 2 summary; Section B formal writing; accurate Standard English, spelling and vocabulary; spoken language (intonation in presentations) • US Grades 9–10 (Common Core) and the SAT: Active and passive voice (L.9-10.1, L.9-10.3); commonly confused words and spelling (L.9-10.2); objective summary (RI.9-10.2); formal writing for a purpose (W.9-10.4); SAT Form, Structure and Sense questions Students will be able to: • form the passive in all common tenses and with modals, and choose between active and passive • use commonly confused words correctly, including affect/effect, accept/except, advice/advise and lend/borrow • rewrite points in their own words using synonyms, word-class changes, new structures, general terms and combining • write a letter of application that supports every claim with specific evidence • use falling and rising intonation for statements, questions, requests, lists and question tags All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

Unit 8: Reported Speech, Figurative Language, Viewpoints and Reports
Unit overview By the end of this unit, students can turn direct speech into reported speech accurately, identify and explain the main figures of speech, compare two writers' viewpoints and methods, write a formal report with findings and recommendations, and use emphatic stress to show which word answers a question. The theme is "Media": news, headlines and life online. The unit has five lessons of 10–15 minutes, a unit test with a report, and original texts and survey data. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (reported speech); Paper 2 comprehension (figures of speech) and the report; Paper 3 oral English (emphatic stress) • Cambridge IGCSE English (First Language and Second Language): Comparing writers' ideas and attitudes; reports for a specified audience; figurative language • GCSE English Language (UK): Paper 2 Question 4 (comparing writers' viewpoints and methods); Section B writing for a purpose; language analysis • US Grades 9–10 (Common Core) and the SAT: Figurative language (L.9-10.5a); analysing two or more texts on the same topic (RI.9-10.9); informative writing (W.9-10.2); SAT Cross-Text Connections and Command of Evidence questions Students will be able to: • report statements, questions, commands and requests with correct tenses, pronouns and time words • identify similes, metaphors, personification, hyperbole, alliteration, onomatopoeia and oxymoron, and explain their effects • compare two writers' viewpoints, methods and tone using comparison connectives • write a formal report with an introduction, findings, a conclusion and recommendations • use emphatic stress and identify the question a stressed word answers All texts are original and written for this course, and the survey figures are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 9: Conditionals, Lexis Questions, Story Structure and Narrative
Unit overview By the end of this unit, students can use all four types of conditional (plus unless, wish and if only) accurately, answer "nearest" and "opposite in meaning" questions with a reliable method, analyse how a story is structured, write a gripping narrative with a clear climax and correctly punctuated dialogue, and identify words that rhyme regardless of spelling. The theme is "Sport": races, finals and second chances. The unit has five lessons of 10–15 minutes, a unit test with a narrative essay, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (conditionals; nearest and opposite in meaning); Paper 2 the narrative essay (stories to a set last line or saying); Paper 3 oral English (rhymes) • Cambridge IGCSE English (First Language and Second Language): Narrative composition; analysing how writers structure texts; vocabulary in context • GCSE English Language (UK): Paper 1 Question 3 (structure) and Question 5 (narrative writing); accurate punctuation of speech • US Grades 9–10 (Common Core) and the SAT: Conditional and subjunctive forms (L.9-10.1); word relationships and nuance (L.9-10.5); text structure, pacing and flashback (RL.9-10.5); narrative techniques (W.9-10.3); SAT Words in Context and Text Structure questions Students will be able to: • use zero, first, second, third and mixed conditionals, unless, wish and if only correctly • answer nearest- and opposite-in-meaning questions using context, prediction and checking • identify exposition, flashback, rising action, climax and resolution, and explain their effects • write a narrative with a gripping opening, a slowed-down climax, punctuated dialogue and a satisfying ending • identify rhyming words by sound rather than spelling All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

Unit 10: Relative Clauses, Academic Words, Evidence and Exposition
Unit overview By the end of this unit, students can use relative clauses accurately (including the comma rule for non-defining clauses), understand and use key academic vocabulary and exam command words, choose the evidence that best supports a claim, write a clear expository essay explaining a process, and recognise common silent letters. The theme is "Science": discovery, experiments and natural processes. The unit has five lessons of 10–15 minutes, a unit test with an expository essay, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (relative pronouns, academic vocabulary); Paper 2 comprehension and the expository essay; Paper 3 oral English (silent letters) • Cambridge IGCSE English (First Language and Second Language): Selecting relevant evidence from a text; informative and explanatory writing; precise academic vocabulary • GCSE English Language (UK): Paper 2 reading (selecting and synthesising evidence); Section B writing to explain; accurate punctuation of clauses • US Grades 9–10 (Common Core) and the SAT: Relative clauses and punctuation (L.9-10.1b, L.9-10.2); academic and domain-specific vocabulary (L.9-10.6); citing strong evidence (RI.9-10.1); informative/explanatory writing (W.9-10.2); SAT Command of Evidence: Textual questions Students will be able to: • use who, which, that, whose, whom, where and when correctly in defining and non-defining clauses • understand exam command words and use precise academic vocabulary • choose the quotation or data that best supports a claim, and recognise limitations and counterclaims • write an expository essay that explains a process in logical stages with cause-and-effect language • identify common silent letters and their spelling patterns All texts are original and written for this course; the bird study is fictional. British spelling and pronunciation are used; US variants are noted.

Unit 11: Punctuation, Word Classes, Tone and Debate
Unit overview By the end of this unit, students can use commas, semicolons, colons and apostrophes accurately, identify the class of a word from the job it does, describe a writer's tone and mood with precise words and evidence, write a persuasive debate speech for or against a motion, and pronounce consonant clusters clearly. The theme is "Environment": gardens, oceans, plastics and green cities. The unit has five lessons of 10–15 minutes, a unit test with a debate speech, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure ("the word underlined is used as…"); Paper 2 comprehension (tone and attitude) and the debate/speech essay; mechanical accuracy marks; Paper 3 oral English (consonant clusters) • Cambridge IGCSE English (First Language and Second Language): Accurate punctuation; analysing writers' tone and effects; writing to argue and persuade, including speeches • GCSE English Language (UK): Paper 2 Section B: a speech presenting a viewpoint; technical accuracy (punctuation); analysing tone and language • US Grades 9–10 (Common Core) and the SAT: Semicolons and colons (L.9-10.2a–b); determining tone and point of view (RI.9-10.4, RI.9-10.6); argument writing (W.9-10.1); SAT Standard English Conventions: Boundaries Students will be able to: • punctuate sentences accurately with commas, semicolons, colons and apostrophes, and avoid comma splices • identify a word's class from its job in the sentence • describe a writer's tone and the mood of a text with precise words and quotations, including shifts in tone • write a debate speech that takes one side of a motion, with numbered points, a rebuttal and a closing appeal • pronounce initial and final consonant clusters without adding or dropping sounds All texts are original and written for this course. British spelling and pronunciation are used; US variants are noted.

Unit 12: Prepositions, Special-Field Vocabulary, Poetry and News Reports
Unit overview By the end of this unit, students can use prepositions of time and place and dependent prepositions accurately, recognise the vocabulary of special fields such as the arts, journalism, medicine and law, explain how a poem uses imagery and sound to create meaning, write a clear and balanced news report, and stress longer words correctly using suffix rules. The theme is "Arts and Culture": festivals, galleries, music and craft. The unit has five lessons of 10–15 minutes, a unit test with a news report, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (prepositions; words associated with special fields); Paper 2 comprehension and the report/article essay; Paper 3 oral English (stress in longer words) • Cambridge IGCSE English (First Language and Second Language) and Literature: Responding to unseen poetry; writing reports and news articles; accurate grammar • GCSE English Language and Literature (UK): Unseen poetry (imagery, sound, structure); Paper 2 Section B writing for a newspaper; technical accuracy • US Grades 9–10 (Common Core) and the SAT: Figurative language and word relationships (L.9-10.5); analysing poetry (RL.9-10.4); informative writing (W.9-10.2); domain-specific vocabulary (L.9-10.6) Students will be able to: • use in, on and at and common dependent prepositions correctly, and avoid unnecessary prepositions • identify the vocabulary of the arts, journalism, medicine and law • explain how a poem's imagery, sound devices, tone and structure create meaning, using device + quotation + effect • write a news report with a headline, a lead paragraph, the inverted pyramid, quotations and balance • stress three- and four-syllable words correctly using suffix rules All texts, including the poem, are original and written for this course; the festival and people are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 13: Question Tags, Spelling Rules, Purpose and Audience, Formal Emails
Unit overview By the end of this unit, students can form question tags and short answers correctly, apply the main spelling rules (doubling, dropping e, y to i, ie/ei), identify the purpose and audience of a text with evidence, write a clear and polite formal email, and use weak forms to speak with natural rhythm. The theme is "Health": sleep, first aid, fitness and healthy eating. The unit has five lessons of 10–15 minutes, a unit test with a formal email, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (question tags) and spelling; Paper 2 comprehension (purpose, audience) and formal letter/email writing; mechanical accuracy marks; Paper 3 oral English (weak forms and rhythm) • Cambridge IGCSE English (First Language and Second Language): Identifying purpose and audience; writing formal emails; spelling accuracy • GCSE English Language (UK): Paper 2 reading (writers' perspectives and purposes); Section B writing for a specific audience and purpose; technical accuracy (spelling) • US Grades 9–10 (Common Core) and the SAT: Spelling (L.9-10.2c); determining purpose and audience (RI.9-10.6); producing writing appropriate to task, purpose and audience (W.9-10.4); SAT Craft and Structure Students will be able to: • form question tags and short answers, including special cases • spell words correctly using the doubling, dropping-e, y-to-i and ie/ei rules • identify a text's main and supporting purposes and its intended audience, with evidence • write a formal email with a clear subject, purpose, polite requests and a suitable sign-off • use weak forms and the schwa in unstressed grammar words, and strong forms where needed All texts are original and written for this course; the organisations and people are fictional, and the email addresses are examples only. British spelling and pronunciation are used; US variants are noted.

Unit 14: Gerunds and Infinitives, Connotation, Character and Point of View, Reviews
Unit overview By the end of this unit, students can choose correctly between -ing forms and infinitives after verbs, recognise and use the connotations of words, analyse how a writer presents a character through point of view, actions and speech, write a balanced review that helps readers decide, and pronounce common homographs according to context. The theme is "Books and Film": stories, screen and stage. The unit has five lessons of 10–15 minutes, a unit test with a review, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language and Literature-in-English (WAEC): Paper 1 structure (verb patterns) and lexis (word meanings in context); Paper 2 comprehension; prose analysis of character and narrator; Paper 3 oral English (same spelling, different sounds) • Cambridge IGCSE English (First Language and Second Language) and Literature: Writers' use of language and connotation; character and narrative voice; review writing • GCSE English Language and Literature (UK): Paper 1 reading (language and structure in fiction); character analysis in prose; Section B writing a review; technical accuracy • US Grades 9–10 (Common Core) and the SAT: Verbals (L.9-10.1b); connotative meanings (L.9-10.5b, RL.9-10.4); complex characters and point of view (RL.9-10.3, RL.9-10.6); SAT Words in Context Students will be able to: • use -ing forms and infinitives correctly after verbs, prepositions, let and make, including stop/remember/try • distinguish denotation from connotation and choose words with the right shade of meaning • analyse how a character is presented through point of view, description, actions, speech and others' reactions • write a review with key details, a spoiler-free summary, evaluated features, balance and a recommendation • pronounce common homographs correctly by reading the context All texts are original and written for this course; the film, novel and author are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 15: Year 1 Review and Mock Examination
Unit overview This final unit of Year 1 brings together the grammar, vocabulary, reading, writing and oral English of Units 1–14 and prepares students for examination conditions. By the end of it, students can find and correct common grammar errors, answer mixed objective questions with a clear strategy, tackle an unseen comprehension passage within a time limit, plan and write an essay of any type under exam conditions, and answer oral English questions by ear. The theme is "Looking Ahead": plans, careers and the future. The unit has five lessons of 10–15 minutes and a full mock examination, with original texts. The mock examination mirrors the structure of the major upper-secondary English exams: • WASSCE English Language (WAEC): Paper 1 objective items (lexis, structure, oral English); Paper 2 essay, comprehension and summary skills; Paper 3 oral English • Cambridge IGCSE English (First Language and Second Language): Reading comprehension under time; directed and composition writing; accuracy • GCSE English Language (UK): Paper 1 and 2 reading questions; Section B writing (letters, articles, speeches, stories); technical accuracy • US Grades 9–10 (Common Core) and the SAT: Standard English Conventions; Words in Context; Information and Ideas; Craft and Structure; timed writing (W.9-10.10) Students will be able to: • find and correct errors in concord, tense, pronouns, conditionals, reported speech, relative clauses, verb patterns and punctuation • answer mixed lexis questions (meaning, opposites, idioms, collocations, confusables, phrasal verbs) with a reliable strategy • apply a five-step strategy to a timed comprehension passage • decode, plan, write and check an essay of any type within the time allowed • identify vowels, consonants, silent letters, rhymes, stress, intonation and weak forms by ear All texts are original and written for this course; the people, newspaper and organisations are fictional. British spelling and pronunciation are used; US variants are noted.