High School English Year 3

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Course Content

Unit 1: Clause Analysis, Advanced Synonyms and Antonyms, Narrative Voice, Semi-formal Letters
Unit overview This first unit of Year 3 opens the examination year with skills that WASSCE candidates meet in every paper. By the end of it, students can give the grammatical name and function of noun, adjectival and adverbial clauses, choose precise synonyms and antonyms for words that describe people, analyse narrative voice in unseen prose, write a semi-formal letter in the correct layout and register, and place stress correctly when it shifts within word families. The theme is "Identity II": names, belonging and who we become. The unit has five lessons of 10–15 minutes, a unit test with a semi-formal letter, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 2 comprehension ("grammatical name and function"; figurative and narrative questions); Paper 1 lexis (nearest and opposite meaning); the semi-formal letter; oral English (word stress) • Cambridge IGCSE English (First Language and Second Language): Reading for explicit and implicit meaning; writer's effects; directed writing for a known audience • GCSE English Language (UK): Paper 1 analysis of language and structure, including narrative perspective; writing for a specified audience; sentence structures • US Grades 11–12 (Common Core), the PSAT and the SAT: Phrases and clauses (L.11-12.1); point of view (RL.11-12.6); words in context (L.11-12.4); SAT Craft and Structure Students will be able to: • give the grammatical name and function of a clause, naming the word it relates to • choose precise synonyms and antonyms using context clues, avoiding near-miss, synonym and look-alike traps • identify narrative voice and perspective in unseen prose and explain their effect • write a semi-formal letter with the correct layout, salutation, register and subscript • place stress correctly in word families such as photograph, photography and photographic All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

  • Lesson 1 · Clause Analysis: Naming a Clause and Its Function
  • Lesson 1 Exit Quiz: Clause Analysis
  • Lesson 2 · Advanced Synonyms and Antonyms: Words That Describe People
  • Lesson 2 Exit Quiz: Synonyms and Antonyms
  • Lesson 3 · Unseen Prose: Narrative Voice and Perspective
  • Lesson 3 Exit Quiz: Narrative Voice
  • Lesson 4 · Semi-formal Letters: Respectful but Warm
  • Lesson 4 Exit Quiz: Semi-formal Letter
  • Lesson 5 · Stress Shift in Word Families: PHOtograph, phoTOgraphy, photoGRAPHic
  • Lesson 5 Exit Quiz: Stress Shift
  • Unit 1 Test (Section A) Quiz

Unit 2: Phrase Analysis, Words Commonly Misused, Figures of Speech, Committee Reports
Unit overview By the end of this unit, students can give the name and function of noun, adjectival, adverbial, infinitive, gerund and participial phrases, avoid the words most often misused in examinations, identify and explain figures of speech such as litotes, metonymy, synecdoche and the transferred epithet, write a committee report with terms of reference, findings and recommendations, and distinguish the key vowel minimal pairs. The theme is "Community": neighbours, markets and shared projects. The unit has five lessons of 10–15 minutes, a unit test with a committee report, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 2 comprehension (name and function of phrases; "identify the figure of speech"); Paper 1 lexis and structure (words commonly misused); the report; oral English (vowel contrasts) • Cambridge IGCSE English (First Language and Second Language): Writers' use of language; directed writing in report form; accuracy • GCSE English Language (UK): Paper 1 and 2 language analysis; transactional writing (reports); technical accuracy • US Grades 11–12 (Common Core), the PSAT and the SAT: Phrases and clauses (L.11-12.1); figurative language (L.11-12.5); informative writing (W.11-12.2); SAT Standard English Conventions Students will be able to: • give the name and function of a phrase and distinguish phrases from clauses • use commonly misused words correctly, including verbs that do and do not take prepositions • identify figures of speech in a passage and explain their meaning in context • write a committee report with clear sections, accurate findings and linked recommendations • distinguish vowel minimal pairs and avoid being misled by spelling All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 3: Sequence of Tenses, Law and Politics Vocabulary, Argument Logic, Letters to Officials
Unit overview By the end of this unit, students can keep tenses in a logical sequence in narrative and reported speech, use the vocabulary of law, government and elections accurately, trace the logic of an argument (claim, reasons, evidence, assumptions, rebuttals), write a persuasive formal letter to an official, and speak with natural stress-timed rhythm. The theme is "Law and Rights": justice, voting and having a say. The unit has five lessons of 10–15 minutes, a unit test with a persuasive letter, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (sequence of tenses) and lexis (special-field vocabulary); Paper 2 comprehension and the formal letter; oral English (stress and rhythm) • Cambridge IGCSE English (First Language and Second Language): Following and evaluating arguments; directed writing in letter form; accurate tense use • GCSE English Language (UK): Paper 2 analysis and evaluation of viewpoints; writing to persuade; technical accuracy • US Grades 11–12 (Common Core), the PSAT and the SAT: Delineating and evaluating arguments (RI.11-12.8); verb tense (L.11-12.1); argument writing (W.11-12.1); SAT Information and Ideas and Craft and Structure Students will be able to: • keep past tenses in a logical sequence and backshift after past reporting verbs • use the vocabulary of law, government and elections accurately • identify the claim, reasons, evidence and assumptions in an argument and the function of each paragraph • write a persuasive formal letter to an official that is polite, precise and firm • speak with stress-timed rhythm, stressing content words and weakening function words All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 4: Future Forms, Prefixes and Suffixes II, Inference Under Time, Interviews and Follow-up Emails
Unit overview By the end of this unit, students can choose the right future form for plans, predictions, arrangements and completed future actions, build words accurately with prefixes and suffixes, answer inference questions quickly and with evidence, give structured interview answers and write a professional follow-up email, and use intonation to signal attitude. The theme is "Work and Future": careers, change and the skills that last. The unit has five lessons of 10–15 minutes, a unit test with a choice of writing tasks, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (future forms) and lexis (word formation); Paper 2 comprehension (inference) and continuous writing; oral English (intonation) • Cambridge IGCSE English (First Language and Second Language): Implicit meaning; word formation; email and directed writing; speaking assessments • GCSE English Language (UK): Paper 1 inference and analysis; transactional writing; Spoken Language endorsement • US Grades 11–12 (Common Core), the PSAT and the SAT: Inferences from text (RL.11-12.1); word parts (L.11-12.4b); speaking and listening (SL.11-12.4, SL.11-12.6); SAT Information and Ideas Students will be able to: • choose the right future form, including future perfect and future continuous • form words correctly with negative and meaning prefixes and with noun, adjective and verb suffixes • answer inference questions within time, using evidence and eliminating extreme options • answer interview questions with the STAR method and write a concise follow-up email • use falling, rising, fall-rise and rise-fall tones to signal attitude All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 5: Cohesion and Discourse Markers, Collocations II, Openings and Endings, Expository Essay II
Unit overview By the end of this unit, students can hold a text together with reference words and accurately chosen discourse markers, use advanced collocations naturally, analyse how writers craft openings and endings, write a clear, objective expository essay, and distinguish the key consonant minimal pairs. The theme is "Communication": messages, listening and how ideas travel. 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 structure (linkers) and lexis (collocations); Paper 2 essay (expository) and comprehension; oral English (consonant contrasts) • Cambridge IGCSE English (First Language and Second Language): Writers' craft and structure; organisation and cohesion in writing; accurate, natural vocabulary • GCSE English Language (UK): Paper 1 structure questions (openings, endings, shifts); writing to explain; organisation marks • US Grades 11–12 (Common Core), the PSAT and the SAT: Text structure (RL.11-12.5); informative writing (W.11-12.2c, transitions); SAT Transitions and Craft and Structure Students will be able to: • use reference words and discourse markers to make writing cohesive, and punctuate markers correctly • choose natural collocations, including communication collocations and adverb + adjective pairs • analyse how a writer structures the opening and ending of a story and explain the effect • write an expository essay that defines, explains and synthesises in an objective tone • distinguish consonant minimal pairs and avoid being misled by spelling All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 6: Fronting and Emphasis, Arts Vocabulary, Unseen Poetry I, Reviews of Exhibitions and Performances
Unit overview By the end of this unit, students can use fronting, inversion and other emphasis devices to control focus, use the vocabulary of galleries, theatre and screen precisely, analyse imagery and form in an unseen poem, write a balanced review of an exhibition or performance, and predict stress with stress-neutral and stress-taking suffixes. The theme is "Arts": making, performing and judging. The unit has five lessons of 10–15 minutes, a unit test with a review, and original texts, including an original poem. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis (special-field vocabulary) and structure; Paper 2 continuous writing and comprehension of literary texts; oral English (word stress) • Cambridge IGCSE English (First Language and Second Language): Analysis of writers' language; reviews in directed and composition writing • GCSE English Language and Literature (UK): Unseen poetry (imagery, form, structure); writing to describe and evaluate; sentence variety for effect • US Grades 11–12 (Common Core), the PSAT and the SAT: Figurative language and structure in poetry (RL.11-12.4, RL.11-12.5); varied syntax for effect (L.11-12.3); SAT Craft and Structure Students will be able to: • use fronting, locative inversion, emphatic do, reflexive emphasis and "the very" accurately • use arts, performance and media vocabulary precisely, including evaluative words • analyse imagery, stanza form, rhyme, enjambment, caesura and the volta in an unseen poem • write a review with specific detail, balanced evaluation and a clear verdict • predict word stress with stress-neutral and stress-taking suffixes All texts are original and written for this course; the people, places and works are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 7: Articles and Determiners, Idioms III, Comparing Non-fiction, Descriptive Essay II, Connected Speech II
Unit overview By the end of this unit, students can use articles accurately with general and specific nouns, names, institutions and groups, understand and use idioms about places and city life, compare two non-fiction texts' viewpoints and methods, write a controlled descriptive essay with a clear dominant impression, and recognise the features of connected speech. The theme is "Cities": noise and quiet, crowds and solitude. 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 structure (articles) and lexis (idiomatic expressions); Paper 2 descriptive essay and comprehension; oral English (connected speech) • Cambridge IGCSE English (First Language and Second Language): Comparing writers' ideas and methods; descriptive writing; accuracy • GCSE English Language (UK): Paper 2 Question 4 (comparing writers' perspectives); Paper 1 Section B descriptive writing • US Grades 11–12 (Common Core), the PSAT and the SAT: Point of view and rhetoric (RI.11-12.6); narrative and descriptive technique (W.11-12.3d); SAT Cross-Text Connections Students will be able to: • use a, an, the and no article correctly, including with names, institutions and groups • understand and use idioms about places, city life, change and effort • compare two non-fiction texts' viewpoints and methods with comparative connectives • write a descriptive essay with a dominant impression, deliberate structure and precise language • recognise linking, glides, elision and assimilation in natural speech All texts are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 8: Reporting Verbs and Hedging, Formal Equivalents, Multimodal Texts, Debate II, Emphatic Stress II
Unit overview By the end of this unit, students can use reporting verbs with the correct patterns and hedge claims appropriately, replace informal words and phrasal verbs with precise formal equivalents, analyse how posters and infographics combine words, images and data, deliver a debate speech with effective, courteous rebuttal, and identify the question answered by emphatic stress. The theme is "Conflict and Peace": disputes, mediation and finding common ground. The unit has five lessons of 10–15 minutes, a unit test with a debate speech, and original texts, including a poster. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (verb patterns) and lexis (phrasal verbs and equivalents); Paper 2 debate and argumentative writing; oral English (emphatic stress) • Cambridge IGCSE English (First Language and Second Language): Reading multimodal texts; register; argumentative and spoken tasks • GCSE English Language (UK): Paper 2 non-fiction (including visual sources); writing to argue; Spoken Language endorsement • US Grades 11–12 (Common Core), the PSAT and the SAT: Integrating information in diverse formats (RI.11-12.7); responding to diverse perspectives (SL.11-12.1d); SAT Command of Evidence (quantitative) Students will be able to: • use reporting verbs with the correct patterns and hedge claims where evidence is limited • replace informal words and phrasal verbs with precise formal equivalents • analyse how a multimodal text combines words, images, layout and data to persuade • deliver a debate speech with signposted, courteous rebuttal • identify the question answered by emphatic stress, including stressed auxiliaries and negatives All texts are original and written for this course; the people, schools and organisations are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 9: Sentence Transformation, Homophones and Homonyms, Unseen Poetry II, Interviews and Profiles, Listening I
Unit overview By the end of this unit, students can rewrite sentences in different structures without changing their meaning, distinguish common homophones and homonyms, analyse tone, voice and shifts in an unseen poem, write a magazine interview or profile that brings a person to life, and answer listening questions that include paraphrases, distractors and corrections. The theme is "Heritage": memory, tradition and the places that shape us. The unit has five lessons of 10–15 minutes, a unit test with an interview or profile, and original texts, including an original poem and a listening talk. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 structure (rewriting and nearest-meaning sentences); oral English (homophones; listening comprehension); Paper 2 continuous writing • Cambridge IGCSE English (First Language and Second Language) and Literature: Listening papers; unseen poetry; directed writing (interviews and profiles) • GCSE English Language and Literature (UK): Unseen poetry (tone and voice); Paper 2 writing for different forms; technical accuracy • US Grades 11–12 (Common Core), the PSAT and the SAT: Tone and point of view (RL.11-12.4, RL.11-12.6); sentence-level editing; listening and evaluating speakers (SL.11-12.3) Students will be able to: • rewrite sentences using alternative structures without changing their meaning • choose the correct homophone and recognise homonyms from context • identify and explain tone, voice and shifts in an unseen poem • write a magazine interview or profile with a standfirst, open questions and description • answer listening questions accurately, catching paraphrases, distractors and corrections All texts, including the poem and the listening talk, are original and written for this course; the people and places are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 10: Advanced Punctuation, Phrasal Verbs III, Evidence Pairs, Proposal Writing
Unit overview By the end of this unit, students can use semicolons, colons, dashes, brackets, hyphens and apostrophes accurately and for effect, use phrasal verbs for ideas and change together with their formal equivalents, choose the evidence that best supports an answer (including evidence from data), write a persuasive, well-planned proposal with an accurate budget, and say abbreviations, dates and numbers clearly. The theme is "Innovation": ideas, inventions and making things better. The unit has five lessons of 10–15 minutes, a unit test with a proposal, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Mechanical accuracy (punctuation) in all writing; Paper 1 lexis (phrasal verbs); Paper 2 comprehension with evidence; oral English (stress in numbers) • Cambridge IGCSE English (First Language and Second Language): Selecting and using evidence; transactional writing (proposals); accurate punctuation • GCSE English Language (UK): Paper 2 writing for a purpose; evidence-based responses; technical accuracy; Spoken Language presentations • US Grades 11–12 (Common Core), the PSAT and the SAT: Punctuation conventions (L.11-12.2); textual and quantitative evidence (RI.11-12.1, RI.11-12.7); SAT Command of Evidence and Standard English Conventions Students will be able to: • use semicolons, colons, dashes, brackets, hyphens and apostrophes correctly and for effect • use phrasal verbs for innovation and change, and replace them with formal equivalents • choose the line or data that best supports an answer, and reject claims that go too far • write a proposal with a clear need, plan, accurate budget, benefits and evaluation • say -teen/-ty numbers, initialisms, acronyms, years, dates, decimals and phone numbers clearly All texts are original and written for this course; the people, places and organisations are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 11: Common Error Patterns, Exam Lexis Drill I, Comprehension Practice I, Stories with a Given Opening or Ending
Unit overview By the end of this unit, students can find and correct the errors examiners see most often in candidates' scripts using a four-pass routine, answer WASSCE Paper 1 lexis questions on nearest and opposite meaning and idiomatic expressions, tackle the full range of comprehension questions on an unseen passage (including grammatical name and function), write a story that begins or ends with given words, and answer mixed oral English questions on sounds, stress and rhyme. The theme is "Youth Voices": young people speaking up, volunteering and running student media. The unit opens the exam-readiness term. It has five lessons of 10–15 minutes, a unit test with a story, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Mechanical accuracy in all writing; Paper 1 lexis; Paper 2 comprehension (including grammatical name and function) and narrative essays with given openings or endings; oral English (sounds, stress and rhyme) • Cambridge IGCSE English (First Language and Second Language): Reading for explicit and implicit meaning; narrative composition; accuracy of grammar and punctuation • GCSE English Language (UK): Paper 1 reading questions and creative writing (including story openings set as prompts); technical accuracy • US Grades 11–12 (Common Core), the PSAT and the SAT: Standard English Conventions (L.11-12.1, L.11-12.2); Words in Context and figurative language (L.11-12.4, L.11-12.5); narrative writing (W.11-12.3) Students will be able to: • find and correct comma splices, tense shifts, concord errors, double negatives, misplaced "only" and non-standard forms with the B-V-W-M routine • choose the nearest or opposite meaning of words in context and interpret idiomatic expressions • answer literal, inference, vocabulary, figurative, grammatical and tone questions on an unseen passage • plan backwards from a given ending, use a given opening naturally and copy given words exactly • identify vowels, consonants, silent letters, word stress, emphatic stress and rhyme by sound All texts are original and written for this course; the people, places and organisations are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 12: Concord and Tense Revision, Exam Lexis Drill II, Summary Practice, Article and Speech under Time
Unit overview By the end of this unit, students can check concord and tense items quickly and accurately, answer mixed WASSCE lexis questions on the vocabulary of global issues, write an exam summary with one point per sentence in their own words, plan and write an article or speech within 45 minutes, and answer mixed oral English items on diphthongs, triphthongs, consonant clusters, stress and intonation. The theme is "Global Issues": climate, water, migration, health and access to technology, treated even-handedly. The unit has five lessons of 10–15 minutes, a unit test with a timed writing task, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 lexis and structure (concord, tense, special-field vocabulary) and oral English; Paper 2 article and speech writing, comprehension and summary; Paper 3 oral English • Cambridge IGCSE English (First Language and Second Language): Summary writing in own words; directed writing of articles and speeches; accuracy under time • GCSE English Language (UK): Paper 2 writing for a purpose (articles and speeches); technical accuracy; Spoken Language presentations • US Grades 11–12 (Common Core), the PSAT and the SAT: Subject–verb agreement and verb tense (L.11-12.1); determining central ideas and summarising (RI.11-12.2); timed writing (W.11-12.10); SAT Standard English Conventions Students will be able to: • apply a fast four-step check to concord and tense items, including the hard cases • recognise and use special-field vocabulary for climate, water, migration, health and technology access • summarise points from an exam passage in the required number of sentences, in their own words, without examples or repetition • decode, plan and write an article or a speech within 45 minutes, with the correct format • identify diphthongs, triphthongs, consonant clusters, compound stress and falling or rising intonation All texts are original and written for this course; the people, places and organisations are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 13: Clause and Phrase Drill, Vocabulary in Context, Comprehension Practice II, Letter Types, Listening II
Unit overview By the end of this unit, students can name clauses and phrases and give their functions quickly and accurately, choose the meaning of a word as it is used in context, answer the full range of comprehension questions on an unseen reflective essay (including the author's purpose and attitude), decide quickly whether a letter task is formal, semi-formal or informal and use the correct format, and follow a radio interview for details, attitude and inference while taking efficient notes. The theme is "Choices": decisions after school, careers and values. The unit has five lessons of 10–15 minutes, a unit test with a letter, and original texts, including a reflective essay and a radio interview. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 2 comprehension (meaning in context, grammatical name and function, purpose and attitude); letter writing in all three formats; Paper 3 oral English and listening • Cambridge IGCSE English (First Language and Second Language): Reading for explicit and implicit meaning; writers' purpose and attitude; letters for different audiences; listening for detail and attitude • GCSE English Language (UK): Paper 2 reading (writers' viewpoints and perspectives); writing for audience and purpose; Spoken Language listening and responding • US Grades 11–12 (Common Core), the PSAT and the SAT: Words in Context (L.11-12.4); author's purpose and point of view (RI.11-12.6); comprehension and collaboration (SL.11-12.3); SAT Craft and Structure Students will be able to: • identify phrases and clauses and give their grammatical name and function at exam speed • choose the meaning of a common word with several senses as it is used in context • answer literal, inferential, vocabulary, figurative, grammatical, purpose and attitude questions on an unseen passage • decode a letter task and use the correct layout, salutation, register and subscript for formal, semi-formal and informal letters • take efficient notes on a recorded interview and answer questions on detail, attitude and inference All texts are original and written for this course; the people, places and organisations are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 14: Error Spotting III, Mixed Objective Practice, Timed Comprehension and Summary, Essay Types under Time, Oral English Final Review
Unit overview This unit begins the final stage of Year 3 by bringing together the grammar, vocabulary, reading, writing and oral English of the year under examination conditions. By the end of it, students can proofread their own work with a Year 3 checklist and a three-pass routine, work through mixed objective items at about 30 seconds each, complete a timed comprehension and WASSCE summary, choose and plan any essay type within the 50-minute routine, and answer mixed oral English questions on the whole Year 3 sound system. The theme is "Reflection": looking back on school years and growth. The unit has five lessons of 10–15 minutes, a unit test with an essay chosen from three types, and original texts. These skills appear in every upper-secondary English course and exam: • WASSCE English Language (WAEC): Paper 1 objective items (lexis, structure, interpretation, oral English) under time; Paper 2 essay, comprehension and summary; error-free writing for Mechanical accuracy • Cambridge IGCSE English (First Language and Second Language): Reading and summary under time; choosing and planning directed and composition writing; accuracy • GCSE English Language (UK): Timed reading questions; Section B writing in a range of forms (speech, article, letter, story); technical accuracy; Spoken Language • US Grades 11–12 (Common Core), the PSAT and the SAT: Standard English Conventions; Words in Context; pacing on multiple-choice sections; timed writing (W.11-12.10) Students will be able to: • find and correct errors in tense sequence, future forms, articles, reporting verbs, inversion, punctuation and commonly misused words, using a three-pass proofreading routine • answer mixed lexis, structure and interpretation items at about 30 seconds each, flagging and returning • complete a timed comprehension and a WASSCE "in N sentences" summary on an unseen article • decode any essay question by type and plan it within the decode, plan, write, check routine • identify Year 3 sound features: minimal pairs, suffix stress, rhythm, emphatic stress, intonation and numbers All texts are original and written for this course; the people and schools are fictional. British spelling and pronunciation are used; US variants are noted.

Unit 15: Final Mock Examination
Unit overview This is the final unit of the three-year High School English course, and the culmination of everything students have learnt since Year 1 Unit 1. Its five lessons rehearse each part of the final examination in turn: the objective paper, the essay paper, the comprehension and summary paper, the avoidable mistakes that cost easy marks, and the oral paper. By the end of it, students can approach objective items with a reliable five-step method, choose the best essay question from five in under two minutes and plan it in five, manage a timed comprehension and summary, check their work against an exam-day checklist, and answer mixed oral English questions with confidence. The theme is "Ready": preparation, courage and exam day itself. The unit has five lessons of 10–15 minutes and a full final mock examination, with original texts. The final mock examination reflects the structure of the major upper-secondary English exams: • WASSCE English Language (WAEC): Paper 1 objective items (lexis and structure); Paper 2 essay chosen from five, comprehension and summary; Paper 3 test of oral English • Cambridge IGCSE English (First Language and Second Language): Reading and summary under time; directed and composition writing; accuracy and register • GCSE English Language (UK): Paper 1 and 2 reading questions; Section B writing at top-band standard; technical accuracy • US Grades 11–12 (Common Core), the PSAT and the SAT: Standard English Conventions; Words in Context; Information and Ideas; timed argumentative writing (W.11-12.1, W.11-12.10) Students will be able to: • answer objective lexis and structure items by reading, predicting, eliminating and checking, and avoid common traps • choose the best essay question from five, decode it, plan it in five minutes and manage 50 minutes • complete a timed comprehension and a summary in sentences, including word replacement and grammatical name and function • avoid format errors, misreading, running out of time and unchecked mechanical errors, using an exam-day checklist • answer mixed oral English questions on vowels, consonants, endings, word stress, emphatic stress, intonation and rhyme All texts are original and written for this course; the people, places and trail are fictional. British spelling and pronunciation are used.