ENGLISH SYLLABUS

ENGLISH SYLLABUS

1.         POSTITION STATEMENT

“The Most Gracious (Allah) has taught (us) the Qur’aan.
He has created man, (and) has taught him speech”
Qur’aan : Sura Rahman (55: 1-4)

1.1       CONTEXT

There are a significant number of Muslim minority communities living in English-speaking countries across the globe.

As the teaching of English in these countries is traditionally based on the “cultural heritage” model, Muslim learners are forced to imbibe values which are derived from the Eurocentric Judaeo-Christian perspective. Given the importance of the first language in shaping values and attitudes in young minds, the goals, aims and syllabus content of English First Language for Muslim schools should reflect an Islamic ethos and embody the Islamic value system.

1.2         RATIONALE

The Qur’aan emphasizes the importance of the lingua franca as is pointed out in the following verse:

“We sent not an Apostle except (to teach) in the language of
his (own) people, in order to make (things) clear to them."
Qur’aan : Surah Ibrahim (14:4)

Learners need to master the English language as it is the medium of instruction in the target schools. In addition, it is the language through which learners will be able to access the vast body of Islamic literature in English, ranging from translations of the Qur’aan and Collections of Ahadith to aspects as diverse as Islamic History and Economics.

1.3         PRINCIPLES

The relationship between the English language and its literature and ibadah must be explored with a view to promote Taqwah in the learner. English in this context is unique in that it impacts directly on every other subject taught; in a sense it is a study of life itself. The teacher should, therefore, endeavour to project a holistic Islamic world view.

The twin pillars on which the teaching of English should be established are:

* mastery of the spoken and written forms of the language; and the

* imperative to use the language in the active service of Islam.

In selecting reading material, teachers of Muslim learners need to exercise discretion in the choice of reading matter. In those classes where the learners have a reasonable degree of maturity, the teacher will need to develop the skill of critical reading with particular reference to how easily the unsuspecting reader can be misled into accepting values and norms which are alien to the Islamic way of life.

2.         GOALS FOR TEACHING ENGLISH

The general goals are:

2.1       To enable learners to understand and use English in order to expand their world-view;

2.2       To target the fullest possible development of capabilities in the receptive (listening and reading) and expressive (speaking and writing) modes;

2.3       To nurture the learner’s spiritual, intellectual, social, moral and emotional development             through the use of English;

2.4       To guide learners towards the realization of their Islamic identity with specific       reference to their role as part of a Muslim community in a predominantly non-Muslim             environment through the critical study of English, particularly the written and electronic          media; and

2.5       To develop Muslim speakers and writers who will be empowered through their     mastery of English to disseminate the noble virtues of Islam.

3.         AIMS FOR TEACHING THE MAJOR SECTIONS OF ENGLISH

“And among His signs is the creation of the heavens and
the earth and variation in your language and your colours:
verily in that are signs for those that know.”
Qur’aan: Surah Rum (30:22)

3.1         INTRODUCTION

Although the syllabus is presented for the sake of convenience under four headings viz. Oral Communication, Reading and literature Study, Written Communication and Language Study, it is recommended that in practice the sections be taught in an integrated manner whenever possible.

Teachers are advised to bear in mind that the teaching of language offers copious opportunities to inculcate correct Islamic norms, values, attitudes and behavior patterns. Islamic concepts and values should be integrated not only in the English lessons but also across the curriculum.

The teacher’s own speech, indeed the model presented by every teacher of every subject is an important factor in developing the learner’s competence in spoken and written English. Equally important is the Islamic role model provided by the teacher in his speech, manner and attitude towards learners, colleagues and parents.

3.2       ORAL COMMUNICATION

That learners:

3.2.1   Speak with the humility (adaab) that becomes a Muslim;

3.2.2   Speak fluently, distinctly, with ease and conviction, and acquire wisdom (hiqma), poise             and confidence in communicating.

3.2.3   Develop their skill in articulating, breathing, assuming appropriate Islamic posture, and             using voice projection and pitch;

3.2.4   Develop the ability to think independently and speak logically, and to convey to others their observations, feelings and thoughts in an orderly, convincing and coherent         manner;

3.2.5   See that some ways of speaking are more acceptable and appropriate than others          according to circumstances;

3.2.6   Recognize that differences exist between speech and writing;

3.2.7   Show understanding of the meaning, feeling and tone of a passage in reading it to an audience;
3.2.8   Grow in ability to listen attentively, sensitively and critically, using Islamic norms and      values;
3.2.9   Show the same enthusiasm to listen to others as to speak.

3.3 READING AND LITERATURE STUDY

That learners:

3.3.1   Recognize the primacy of reading and the importance attached to reading;
3.3.2   Will in learning to appreciate the culture and beliefs of others, discern that which runs   contrary to Islamic teaching;

3.3.3   Adopt that which is good and virtuous;

3.3.4   Gain enjoyment from and develop the skills necessary for effective reading;

3.3.5   Develop the capacity for critical thinking and the ability to form and express their own    ideas within the Islamic value system;

3.3.6   Expand their experience of life, gain empathetic understanding of other people and       develop moral awareness;

3.3.7   Increase their self-knowledge and self-understanding;

3.3.8   Gain some knowledge of the basic literary genres and the techniques appropriate to      each genre.

3.3.9   Gain understanding and appreciation of their Islamic literary, cultural and religious         heritage as available in English.

3.4       WRITTEN CO

That learners:

3.4.1   Write for the pleasure of Allah.

3.4.2   Write for their own satisfaction and enjoyment and that of their intended audience;

3.4.3   Recognize that fundamental differences exist between written and spoken           communication;

3.4.4   Gain insight into how the writer’s intention determines the demands, styles,         conventions, technicalities and language register of various kinds of writing;

3.4.5   Learn to master the elements of style such as register, diction, tone, syntax,          denotation and connotation and the use of literal and figurative language;
            3.4.6 Master the devices of cohesion and coherence appropriate to discourse (i.e. the    grammar of the paragraph and longer composition);

3.4.7   Learn to handle effectively the variety of writing tasks to be faced both in and out of        school.

3.5       LANGUAGE STUDY

That learners:

3.5.1   gain understanding of the way language works;

3.5.2   Improve their comprehension in reading and listening;

3.5.3   Be able to extract the essential points from a text and summaries it for specific      purposes;

3.5.4   Acquire a basic language terminology (language about language) to enable them to      talk about the language they use and encounter;

3.5.5   Acquire a vocabulary which will enable them to communicate easily, appropriately and             fluently in diverse situations;

3.5.6   Learn to spell correctly;

3.5.7   Learn to punctuate correctly

3.5.8   Learn to produce and understand the structures of acceptable sentences and of their             component parts within a coherent whole;

3.5.9     Gain some understanding of the effect on English of historical, social and demographic developments.

ENGLISH SYLLABUS

SENIOR PRIMARY PHASE : GRADES 4 - 6

1.         ORAL COMMUNICATION

“When a (courteous) greeting is offered you, meet it
with a greeting more courteous or (at least) of
equal courtesy. God takes careful account of all things.”

Qur'aan : Surah Nisaa (4: 86)

Oral communication is an integral part of living. The necessary skills, together with the Islamic injunctions regarding social interaction, need to be taught in a holistic manner and not as isolated segments. Respect and courtesy are fundamental characteristics of a Muslim’s speech pattern.

Groupwork provides the teacher and learners with the best opportunities to explore the range of oral communication activities listed below.

1.1       LISTENING

The learner should be able to:

1.1.1   name the things, persons and places mentioned in a piece of spoken English;

1.1.2   respond accurately to an instruction given;

1.1.3   recall main facts and ideas;

1.1.4   respond to humour;

1.1.5   detect tone and changes in tone;

1.1.6   answer literal and inferential questions.

1.2       CONVERSATION

The learner should be able to:

1.2.1   engage in conversation with due regard to the Islamic conventions governing      interaction with adults and one’s peers;

1.2.2   sustain a conversation, contributing to it without dominating it;

1.2.3   ask for suggestions, make suggestions, accept suggestions, reject suggestions and       make alternate suggestions in an inoffensive manner and with the humility becoming a          Muslim.

1.3       DISCUSSION

The learner should be able to:

1.3.1   contribute ideas to discussions, as well as share and receive ideas arising from topics   from his/her reading and from other subjects in the curriculum;

1.3.2   elicit opinions;

1.3.3   evaluate, reject and qualify ideas within the bounds of Islamic prescriptions;

1.3.4   sum up a discussion;

1.3.5   defend his/her point of view in a discussion;

1.3.6   engage in a discussion in an Islamic spirit without rancour;

1.3.7   apply the conventions of shura;

1.3.8   assume the role of an ameer.

1.4       ISLAMIC SOCIAL COURTESIES

The learner should be able to:

1.4.1   exchange greetings and pleasantries in a manner that reflects courtesy and respect;

1.4.2   introduce himself/herself and others satisfactorily;

1.4.3   offer polite explanations and excuses;

1.4.4   accept invitations, turn down invitations graciously, extend an invitation with due            regard to Islamic conventions and customs;

1.4.5   express regret and apologies using the Islamic conventions;

1.4.6   approach strangers and elders politely and confidently;

1.4.7   answer the telephone courteously;

1.4.8   request permission to enter property using the Islamic convention.

1.5       SHORT TALKS, DESCRIPTIONS AND REPORTS

The learner should be able to:

1.5.1   express factual information;

1.5.2   explain a preference;

1.5.3   report on an experience;

1.5.4   explain, report on and evaluate experiences;

1.5.5   pursue a line of thought and share interests and opinions;

1.5.6   describe people, scenes and how to do things (e.g. telephoning, using a computer).

1.5.7   talk freely/briefly/elaborately as the situation demands.

1.6 PROSE AND VERSE SPEAKING

The learner should be able to:

1.6.1   read prose and poetry using the proper pitch, pace and phrasing;

1.6.2   make use of pause, volume and inflection to aid interpretation;

1.6.3   recite from memory suitable prose and verse extracts;

1.6.4   articulate and enunciate clearly so that meaning is not distorted;

1.6.5   express moods and emotions through the use of appropriate voice and technique.

1.6.6   participate in choral verse.

1.7 CLASSROOM DRAMA

The learner should be able to:

1.7.1   participate in improvisation aimed at understanding feeling and thought;

1.7.2   dramatize incidents from other subjects in the curriculum for a better understanding;

1.7.3   enact character roles in scripted plays;

1.7.4   dramatize incidents from his/her readings and from events that occur in his/her   everyday experience that have a bearing on his/her growth and maturation.

1.8       ACTION CHAINS

The learner should be able to:

1.8.1   describe each step in a sequence of a process or an operation;

1.8.2   arrange in order the steps that are necessary for the completion of a process or an          operation where these steps have been purposely disordered;

1.8.3   detect whether an important step in the sequence has been omitted.

2.         READING AND COMPREHENSION SKILLS

The first revelation to our beloved Prophet (sollallahu 'alayhi wa sallam) was “Iqra” - “Read!” Muslim learners therefore have an obligation to develop competency both in fluent audience reading as well as extracting meaning from and responding sensitively to the written word.

In selecting reading material, teachers of Muslim learners need to exercise discretion in the choice of reading matter. In those classes where the learners have a reasonable degree of maturity, the teacher will need to develop the skill of critical reading with particular reference to how easily the unsuspecting reader can be misled into accepting values and norms which are alien to the Islamic way of life.

NOTE 1: At the Senior Primary level (Grades 4 - 6), there is need for the educator to plan reading lessons to cater for learners of differing abilities.

NOTE 2: There will be need to approach the formal teaching of reading skills along a broad front, with regular consolidation of skills taught earlier on.

NOTE 3: The educator should also attempt to reinforce Islamic values whenever possible, for the primary goal of reading instruction is to make meaning from the printed word.

2.1       THE LANGUAGE OF INSTRUCTION

Basic terms that learners need to respond to in order to learn how to read, for example: letter, word, sentence, vowel, consonant, syllable, punctuation marks.

2.2       ORAL READING SKILLS

2.2.1   Phonics

2.2.2   Structural analysis

2.2.3   Syllabication

2.2.4   Vocabulary

2.2.5   Fluency

2.2.6   Voice

2.2.7   Posture

2.2.8   Expression

2.3       COMPREHENSION

The learner should be able to understand the following in a variety of written material: works of fiction, reference texts signs, directions and selected newspaper/magazine articles.

2.3.1   main idea in a passage, paragraph, sentence;

2.3.2   identify person, place, time, manner, event;

2.3.3   identify and communicate the meaning of words, phrases , sentences;

2.3.4   trace the sequence of events;

2.3.5   locate the explicitly stated reasons for certain happenings or incidents;

2.3.6   select substantiating material;

2.3.7   predict outcome of a narrative;

2.3.8   translate from the figurative to the literal;

2.3.9   draw inferences;

2.3.10 identify the writer’s intention;

2.3.11 identify the atmosphere or mood prevalent in a story;

2.3.12 identify fact, fiction and fantasy;

2.3.13 express opinions.

2.4 STUDY SKILLS

The learner should be able to:

2.4.1   read silently at a speed suitable to the type of material and appropriate to the purpose    of reading;

2.4.2   utilise the table of contents, index, glossary, appendix and headings or sub-headings    for locating material;

2.4.3   locate information in dictionaries, atlases, catalogues, reference books, newspapers,             magazines;

2.4.4   skim through material in the content subjects;

2.4.5   use the SQ3R approach.

2.5       SUPPLEMENTARY READING FOR PLEASURE

2.5.1   The learner should be able to recall the title, author and story of at least 4 books read     in any particular year;

2.5.2   in Grades 6 and 7, the learner should show familiarity with some of the articles    appearing in the local newspapers.

3.         WRITTEN ENGLISH

Writing helps the learner to order, consolidate and crystallize the multitude of impressions which he experiences while listening, talking, reading, observing and feeling. Learners can be assisted through their writing to move outwards to extend their knowledge of their world and of other human beings and inwards, into a deeper understanding of themselves.

The important principle of accountability in Islam must be emphasized as integral to written communication. As the written word has a degree of permanence, Muslim writers have to be sensitized to the concepts of audience, purpose and context with particular reference to the tone and content of their writing.

Written communication needs to be taught. The continuum of expressive (language closest to speech), transactional (writing dealing with facts, theories, information or persuasion) and poetic (creative writing - verse, poems, compositions, plays, stories) provides a framework for the range of writing to be taught.

A systematic approach based on the “Mentor” model, that is, the use of examples of good writing is recommended. Extracted from these examples will be skills and techniques of effective writing and these need to be taught in a progressive, incremental fashion.

3.1       GENERIC OBJECTIVES

The learner should be able to:

3.1.1   record in a clear, correct and orderly manner what he thinks, observes and feels;
3.1.2   show increased perceptiveness of people, places and events;
3.1.3   write creatively displaying originality of thought and expression
3.1.4   interpret titles correctly;
3.1.5   plan thoughts so that there is a logical sequence of events;
3.1.6   remain within the bounds of relevance dictated by the topic;
3.1.7   draw on personal and vicarious experience to communicate ideas on a theme;
3.1.8   write concisely and coherently;
3.1.9   use correct language and employ the appropriate register;
3.1.10 use the correct format for formal letters;
3.1.11 address envelopes correctly;
3.1.12 use variety in sentence structure;
3.1.13 communicate sensory perception;
3.1.14 record emotional reactions to the topic;
3.1.15 plan thoughts into paragraph units;
3.1.16 express opinions within the bounds of Shariah.

3.2       TYPES OF WRITING

The learner should be able to write:

3.2.1   stories and biographies;

3.2.2   descriptive accounts;

3.2.3   dialogue and playlets;

3.2.4   verse;

3.2.5   diaries and autobiographies;

3.2.6   personal letters and notes;

3.2.7   informal invitations and replies;

3.2.8   notices, advertisements, posters, newspaper headlines and captions;

3.2.9   accurate directions, descriptions and explanations;

3.2.10 reports, records and summaries;

3.2.11 assignments integrated with other subjects in the curriculum.

NOTE: While learners should be able to respond to a wide range of sensory and emotive experiences, they should be encouraged to keep Islamic perspectives, norms and values in mind when they record their thoughts, ideas and perspectives on topics set for original writing.

* Written English should be in a form appropriate to the topic, to the writer’s intention and to the kind of reader he/she has in mind (audience).

* There should be a balance in the type of topics set to allow learners to develop their creative skills;

* The learners should be encouraged to read aloud and evaluate what he/she and his/her fellow learners have written.

4.         LANGUAGE STUDY

The Qur'aan provides the perfect example of language patterns in Arabic. There is a systematic, disciplined ordering of words into intelligible sentences of various types. Similarly, effective use of the English language demands that learners master the conventions and patterns peculiar to modern English usage.

Promoting an understanding of language in action should form an integral part of all aspects of English teaching to the end that the learner may speak and write more effectively and appreciate what he reads more fully. Language study must be related to the learner’s needs as revealed in his/her actual writing and speaking.

Much of the study of the way in which language works can be carried out orally. It should not be undertaken or examined out of context, that is, through a series of detached, isolated exercises or questions. The learner should become acquainted with the commoner forms of grammatical terminology and accidence only in so far as they are relevant to the discussion of his/her work.

4.1       CAPITAL LETTERS

The learner should be able to use the rules for capitalization in his/her writing.

4.2       PUNCTUATION MARKS

The learner should be able to use the following punctuation marks:

4.2.1   the full stop;

4.2.2   the comma;

4.2.3   the apostrophe;

4.2.4   quotation marks;

4.2.5   the exclamation;

4.2.6   the question mark.

4.3       ARTICLES

The learner should be able to use the definite and indefinite article correctly.

4.4       VOCABULARY

The learner should be able to:

4.4.1   derive the meaning of words through structural analysis skills;

4.4.2   derive the meaning of words through context clues;

4.4.3   the learner should be able to derive the meaning, pronunciation and spelling of words from a dictionary;

4.4.4   extend vocabulary through the use of synonymous words and phrases and explain       their nuances;

4.4.5   extend vocabulary through the use of current idiom and simple figurative language.

4.5       NOUNS

The learner should be able to:

4.5.1   recognize and use the various types of nouns;

4.5.2   form diminutives;

4.5.3   give the genitive case of nouns;

4.5.4   form plurals.

4.6       PRONOUNS

The learner should be able to use the following pronouns observing correct agreement and case usage:

4.6.1   interrogative;

4.6.2   relative;

4.6.3   demonstrative

4.7 VERBS

The learner should be able to:

4.7.1   form and use the following tenses of regular and irregular verbs:

            present : simple - continuous – perfect

            past : simple - continuous – perfect

            future : simple - continuous - perfect

4.7.2   use correctly transitive and intransitive verbs;

4.7.3   use correctly auxiliary verbs;

4.7.4   use correctly finite and infinite verbs;

4.7.5   change sentences from active to passive voice and vice versa;

4.7.6   form and use inflections associated with persons and number;

4.7.7   show understanding of the correct time sequence in sentences and paragraphs.

4.8       PREPOSITIONS

The learner should be able to:

4.8.1   show an understanding of and use prepositions correctly;

4.8.2   use the correct idiomatic prepositional phrases governed by certain verbs and

            adjectives.

4.9       CONCORD

The learner should be able to:

4.9.1   Identify the number of the subject and ensure agreement between it and verbs and        pronouns relating to it;

4.9.2   use the correct number in the case of demonstrative adjectives.

4.10    SENTENCE CONSTRUCTION

The learner should be able to:

4.10.1 use the following basic units of communication:

            statement, question, command, exclamation and simple, complex and compound           sentence patterns.

4.10.2 expand simple sentences by using:

            * adjectives, adjectival phrases and clauses;

            * adverbs, adverbial phrases and clauses;

            * phrasal verbs;

4.10.3 use conjunctions and relative pronouns to expand sentences.

4.11    FORMAT OF DIALOGUE

The learner should be able to use the correct format of dialogue.

4.12    WORD ORDER

The learner should be able to grasp the differences in meaning caused by word order.

4.13    DIRECT SPEECH

The learner should be able to:

4.13.1 use direct and reported speech;

4.13.2 identify changes associated with conversation from the one to the other.

4.14    PARAGRAPHING

The learner should be able to construct paragraphs keeping in mind:

4.14.1 topical cohesion;

4.14.2 sequence of ideas

4.15    CONDENSATION

The learner should be able to condense phrases, clauses and sentences by replacing sentences, clauses and phrases by fewer words.

4.16    ABBREVIATIONS

The learner should recognize and make use of the more common abbreviations.

5.         SPELLING

5.1       Learners should through repetition and habit be able to:

5.1.1   spell words by using the conventions of Standard English;

5.1.2   spell words commonly mis-spelt;

5.1.3   spell words applying their knowledge of:

5.1.3.1 phonics;

5.1.3.2 syllabication;

5.1.3.3 roots/affixes.

5.2       Learners should be able to take DICTATION of a prose passage containing   words in c            ommon usage:

5.2.1   demonstrating accuracy in spelling;

5.2.2 demonstrating accuracy in listening; and

5.2.3 using correct punctuation.

6.         MEDIA STUDIES

Media studies involves the way in which the world is represented and mediated, whether in fictional form or factual form. The presence and influence of the mass media in today’s global village is virtually inescapable. Hence the need for Media studies as part of the English syllabuses.

Media Education seeks to extend the learner’s capacity to analyze and understand both the content of the media and its overt and covert social, political and cultural intentions.

The learners should be able to:

6.1       identify purpose, audience and context for different kinds of media;

6.2       identify the different kinds (print, electronic) and owners (private, state, commercial) of   media;

6.3       detect and respond to biased or slanted reporting in general and against Islam in            particular.

6.4       produce text for the media (poster, sound tape, video if applicable).

7.         ASSESSMENT PROGRAMME

7.1       GRADE 4

7.1.1   CONTINUOUS ASSESSMENT

In Grade 4, it is recommended that no formal testing should be undertaken.

Assessment of the learner’s mastery of skills and competencies in Oral and Written Communication should be undertaken on a continuous basis throughout the year.

One of the main objectives of the assessment programme should be on the diagnosis of problem areas in order to target specific sections for intensive remedial work.

7.1.2   ASPECTS TO BE ASSESSE

7.1.2.1 Oral English 25%

7.1.2.2 Reading: Oral and Silent (comprehension) 40%

7.1.2.3 Spelling and Vocabulary 10%

7.1.2.4 Written English: - Learner’s ability to construct             a coherent composition of approximately 15 - 20 lines by the end of Grade 4. 25%

7.2       GRADES 5 and 6

For Promotion from one grade to the next, it is recommended that 25% - 50% of the marks be based on Continuous Assessment and 50% - 75% on Examinations.

7.2.1   Aspects for continuous assessment

7.2.1.2 Oral English 30%

7.2.1.3 Reading: Oral and silent (comprehension) 30%

7.2.1.4 Spelling and vocabulary 10%

7.2.1.5 Written and English: Composition and letter 30%

7.2.2     ASPECTS FOR EXAMINATIONS

Schools may choose to have either a single examination towards the end of the year (in November) or two examinations, mid year and towards the end of the year (June and November).

PAPER ONE:           LANGUAGE STUDY, COMPREHENSION 30%

PAPER TWO:          WRITTEN ENGLISH 50%

PAPER THREE:      SPELLING AND DICTATION 20%

ENGLISH SYLLABUS
JUNIOR SECONDARY PHASE : GRADES 7 -9

1.         ORAL COMMUNICATION

“When a (courteous) greeting is offered you, meet it
with a greeting more courteous or (at least) of equal courtesy.
God takes careful account of all things.”
Qur'aan: Surah Nisaa (4:86)

Oral Communication is an integral part of living and the necessary skills, together with the Islamic injunctions regarding social interaction, need to be taught in a holistic manner, not as isolated segments. Respect and courtesy are fundamental characteristics of a Muslim’s speech pattern.

Group work provides the teacher and learners with the best opportunities to explore the range of oral communication activities listed below. In addition, learners should be led to see that some ways of speaking are more acceptable than others according to circumstances.

1.1         SPOKEN ENGLISH

The learner should be able to :

1.1.1   greet one another using Islamic greetings;

1.1.2   inquire about each other’s health and progress;

1.1.3   introduce one person to another;

1.1.4   respond to unpleasant news with humility and understanding;

1.1.5   express regret or apologies;

1.1.6   offer direction and guidance clearly and concisely;

1.1.7   talk courteously on the telephone;

1.1.8   forbid another from committing evil according to Shariah;

1.1.9   inviting someone to an event;

1.1.10 recognize and omit speech habits or words that hurt/offend;

1.1.11 respond to questions in an agreeable manner;

1.1.12 exhort, chastise or disagree without being disagreeable.

1.2       CONVERSATION

The learner should be able to:

1.2.1   express views confidently and with humility;

1.2.2   converse and give others a chance to respond;

1.2.3   interpret ideas to others;

1.2.4   make polite responses and encouraging remarks to keep a conversation going;

1.2.5   participate in structured dialogues and improvisations;

1.2.6   explain and use terms for greeting, accepting, refusing, declining, undertaking,

            thanking;

1.2.7   identify and use questions that show interest, concern, sympathy, enthusiasm;

1.2.8   identify and use questions that require repetition of a point or clarification;

1.2.9   use the appropriate vocabulary to persuade people;

1.2.10 request someone to do something.

1.2         ACTIVITIES TO STIMULATE THE IMAGINATION

The learner should be able to:

1.3.1   visualize accurately scenes, incidents and situations portrayed in texts;

1.3.2   present solutions to simulated problems through an imaginative approach;

1.3.3   describe what is sensed (touched, tasted);

1.3.4   empathize with people in different emotional states;

1.3.5   replace cliché with fresh modes of expression;

1.3.6   enact or improvise a situation “triggered” off by a stimulus presented;

1.3.7   dramatize (within prescribed Islamic limits) incidents encountered in their supplementary and prescribed reading.

1.4       DISCUSSION

The learner should be able to:

1.4.1   present a point of view on topics of local, general and personal interest and          significance;

1.4.2   explain and demonstrate personal interests and hobbies;

1.4.3   discuss confidently ideas arising from prescribed and private reading and topics based             on other parts of the curriculum;

1.4.4   defend a point of view in a discussion;

1.4.5   sum up a discussion;

1.4.6   use language which is formal and suitable for debating, conceding, qualifying and        rejecting ideas;

1.4.7   participate in formal meetings and “buzz” groups;

1.4.8   describe characteristics of persons and objects, situations or places being discussed;

1.4.9   define functions of people, things, places during discussion;

1.4.10 engage in a discussion without rancour.

1.4         SHORT TALKS

The learner should be able to:

1.5.1   demonstrate competence in talk through participation in group activities;

1.5.2   demonstrate ability to organize and present a talk on a topic of personal interest;

1.5.3   demonstrate eye contact (within prescribed Islamic limits) and rapport with one’s             audience;

1.5.4   deliver impromptu speeches;

1.5.5   demonstrate awareness of suitable expressions for certain occasions (sports,      weddings, master of ceremonies role, passing a vote of thanks, introducing a speaker);

1.5.6   demonstrate skill in narration, in the exposition of a process and of ideas in an    argument.

1.6 PROSE AND POETRY/ RECITALS

The learner should be able to:

1.6.1   read prose and poetry intelligently and meaningfully;

1.6.2   demonstrate appropriate rate, suitable pitch, stress, volume and intonation;

1.6.3   express mood and emotion through the use of appropriate voice and techniques;

1.6.4   demonstrate correct shaping of vowel sounds, clarity of consonants, breath control         and correct intonation in reading prose and poetry;

1.6.5   explain the denotation, connotation and aptness of selected words within the context;

1.6.6   participate in choral reading.

1.7 DRAMATIC ACTIVITIES

The learner should be able to:

1.7.1   speak character roles;

1.7.2   participate in improvisations;

1.7.3   exhibit various ways of projecting the voice in drama;

1.7.4   express suspense, mystery, surprise, caution, fear and other states with the voice;

1.7.5   dramatize (within the prescribed Islamic limits) selected incidents, episodes, extracts      from their prescribed and personal reading (both prose and poetry);

1.7.6   show inventiveness in creating dialogue by improvising on a theme;

1.7.7   explore the experiences of others through role-playing.

1.8 LISTENING COMPREHENSION

The learner should be able to:

1.8.1   listen to something that is being read, spoken about, discussed, dramatized or has         been recorded.

1.8.2   ask questions about places, persons and incidents mentioned in the story or        discussion;
1.8.3   choose the correct answers from a list of answers provided;

1.8.4   detect, at an elementary level, flaws in logic and reasoning;

1.8.5   detect mispronunciations and faulty patterns of speech;

1.8.6   respond appropriately to speeches, talks and scenes that have an emotive content;

1.8.7   show an understanding of the denotative and connotative meaning of words;

1.8.8   answer questions on the literal and inferential levels;

1.8.9   judge whether the discourse is factual and objective or emotive and subjective.

2.         READING AND LITERATURE STUDY

The first revelation to our beloved Prophet (sollallahu 'alayhi wa sallam) was “Iqra” -“Read”. Muslim learners therefore have an obligation to develop competency both in fluent audience reading as well as in extracting meaning from and responding sensitively to the written word.

In selecting reading material, teachers of Muslim learners need to exercise discretion in the choice of reading matter. In those classes where the learners have a reasonable degree of maturity, the teacher will need to develop the skill of critical reading with particular reference to how easily the unsuspecting reader can be misled into accepting values and norms which are alien to the Islamic way of life.

2.1       STUDY SKILLS AND READING INFORMATION

The learner should be able to:

2.1.1   Demonstrate basic linguistic competence

            * consolidation of oral reading skills learnt in the senior primary phase.

            * Corrective reading.

2.1.2   Locate information

            * use of table of contents, index, glossary, preface.

            * use of encyclopedias, thesauruses, atlases, brochures.

            * use of dictionaries

2.1.3   Organize information

            * Establish purposes for reading

            = to gain an overall impression

            = to select information from different passages

            = to expand upon information

            = to follow a sequence of instructions

            = to decide which resource to use

2.1.4   Use different reading approaches

            * react to and questioning the text

            * skim and scan

            * skim to select or reject information

            * read in depth

2.1.5   Retrieve information

            * identify the topic, subject or theme

            * use the SQ3R study technique

            * identify the main idea

            * identify related details

            * make notes

            * learn how to summarize

            * learn how to outline

2.1.6   Read in other school subjects

2.1.7   Undertake project and thematic work

2.2         READING FOR COMPREHENSION AND APPRECIATION

The reading course in the Junior Secondary Phase (Grades 7 - 9) will entail prescribed literature. Teachers in Muslim schools are advised to select literature which contains themes and values worthy of emulation by Muslims. It is recommended that from Grades 7 - 9, learners study a novel, short stories, a selection of poems, one-act plays or one full-length play. The number of poems and short stories will depend on the ability of the class concerned.

2.2.1   Comprehension skills

2.2.1.1 Literal comprehension

            * identify the main idea

            * draw simple conclusions from the given facts

            * identify details

            * follow directions

            * order the sequence of events in a story or in a poem

            * associating text with pictures (if permissible)

            * articulate a response to the characters by reference to the text (e.g. Selecting the             word which shows how the character felt)

            * understand the structure of a story, its chapters and paragraphs

            * understand the literal meaning of a poem

2.2.1.2 Inferential comprehension

            * predict outcomes

            * compare and contrast on the basis of evidence

            * draw conclusions on the basis of reading, and discover relationships between

              events, characters, setting and style

            * interpret themes and ideas not explicitly stated

            * identify the type, purpose and effect of simple figurative usage

            * order the sequence of events from a variety of sources

            * extract information from maps, charts, graphs, pictures.

2.2.1.3 Critical or Evaluative Comprehension

            * distinguish between fact and opinion, subjective and objective expression, evidence     and hearsay, and conflicting reports
            * learn to understand the author’s intention
            * recognize techniques of persuasive language - advertising, propaganda
            * identify mood or atmosphere and the techniques used to create these e.g. imagery,        rhythm, tone.

3.         WRITTEN ENGLISH

Writing helps the learner to order, consolidate and crystallize the multitude of impressions which are experienced while listening, talking, reading, observing and feeling. Learners can be assisted through their writing to move outward to extend their knowledge of their world and of other human beings and inwards into a deeper understanding of themselves.

The important principle of accountability in Islam must be emphasized as integral to written communication. As the written word has a degree of permanence, Muslim writers have to be sensitised to the concepts of audience, purpose and context with particular reference to the tone and content of their writing.

Written communication needs to be taught. The continuum of expressive (language closest to speech) transactional (writing dealing with facts, theories, information or persuasion) and poetic (creative writing - verse, poems, compositions, plays, stories) provide a framework for the range of writing to be taught.

A systematic approach base on the “Mentor” model, that is, the use of examples of good writing is recommended. Extracted from these examples will be skills and techniques of effective writing and these need to be taught in a progressive, incremental fashion.

3.1       BASIC SKILLS/CONCEPTS

The learner should be able to:

3.1.1   recognize purpose, audience, context for every writing task

3.1.2   understand the key words of the topic set for writing

3.1.3   know the stages in writing and their purposes:

            * Pre-writing skills: generating ideas and planning the order and sequence;

            * Writing: selecting the most appropriate vocabulary and sentence structures;

            * Post-writing skills: editing, revising, proof reading.

3.2       PARAGRAPH WRITING

The learner should be able to:

3.2.1   demonstrate unity of ideas

3.2.2   use topic sentences and developers

3.2.3   write introductory paragraphs

3.2.4   write concluding paragraphs

3.2.5   use connectors within paragraphs

3.3       EXPRESSIVE WRITING

The learner should be able to:

3.3.1   write informal notes

3.3.2   make diary entries

3.3.3   write informal letters

3.4       POETIC WRITING

The learner should be able to write:

3.4.1   narrative paragraphs and compositions

3.4.2   descriptive paragraphs and compositions

3.4.3   autobiographies

3.4.4   biographies

3.4.5   dialogues

3.4.6   poems

3.4.7   plays

3.5         TRANSACTIONAL WRITING

The learner should be able to write:

3.5.1   instructions

3.5.2   notices

3.5.3   directions

3.5.4   formal letters

3.5.5   reports

3.5.6   advertisements

3.5.7   book reviews

3.5.8   in the content subjects

3.5.9   literary essays.

4.         LANGUAGE STUDY

The Qur'aan provides the perfect example of language in Arabic. There is a systematic, disciplined ordering of words into intelligible sentences of various types. Similarly, effective use of the English language demands that learners master the conventions and patterns peculiar to modern English usage.

In teaching language, the emphasis should be on a study of language in action. Discrete exercises involving mere identification and labeling of language terms should be avoided. Language activities must meet the needs of learners and promote their language development.

2.1       PARTS OF SPEECH

2.2       FUNTIONAL CONCEPTS

2.2.1   Noun Phrase

2.2.2   Verb Phrase

2.2.3   Subject, Predicate, Object

2.2.4   Modifier, Qualifier, Connective

2.3       VERBS

2.3.4   Tense and Voice

2.3.5   Concord and Number

2.4       CLAUSES

2.4.5   Main clauses

2.4.6   Subordinate clauses

2.5       SENTENCES

2.5.1   Structure and types (simple, complex and compound)

2.5.2   Use for different purposes

2.6       LEXICAL TERMS

2.6.1   Synonym, Antonyms

2.6.2   Denotation, Connotation

2.7       COMMON FIGURES OF SPEECH

2.7.1   Simile

2.7.2   Metaphor

2.7.3   Images and Imagery

2.8       DIRECT AND INDIRECT SPEECH

2.9       PUNCTUATION

2.9.1   Full-stop, Comma, Colon, Semi-colon

2.9.2   Apostrophe, Question mark, Exclamation mark, Quotation marks

2.9.3   Parenthesis, Brackets, Dashes, Hyphens

2.9.4   Punctuation and change in meaning

2.10    VOCABULARY EXTENSION

2.10.1 Words from across the curriculum

2.10.2 Words from the media

2.10.3 Roots - suffixes and prefixes

2.10.4 Configuration and word families

2.10.5 Use of the dictionary

2.11    SPELLING

2.11.1 High frequency - words and errors

2.11.2 Incidental words - curriculum based

2.11.3 Spelling conventions and exceptions

2.12    SENTENCE STRUCTURE

2.12.1 Syntax

2.12.2 Types of sentences - loose and periodic.

2.13    LANGUAGE OF PERSUASION

2.13.1 Fact and opinion

2.13.2 Propaganda and dishonest arguments

2.13.3 Advertisements

2.14    MEDIA EDUCATION

2.14.1 Ownership and its influence on editorial content.

2.14.2 Higher order critical analysis

2.14.3 Visual literacy

2.14.4 Reading

2.14.4.1 Preferred - where material is accepted without question.

2.14.4.2 Negotiated - selective reading, accepting some elements and rejecting others.

2.14.4.3 Opposition - where the reader is totally opposed to the material.

5. ASSESSMENTS AND EXAMINATIONS

5.1 CONTINUOUS ASSESSMENTS

It is recommended that between 50% of the final promotion marks be based on Continuous Assessments. Schools may choose to have either a single examination towards the end of the year or two examinations mid-year and towards the end of the year (either June and November of November only).

Aspects to be assessed should include:

5.1.1   COURSE WORK (25%)

5.1.1.1 Written English

            * Original Writing

            * Reading - Prescribed works

            - Other passages

            * Language study

5.1.1.2 Oral English

            * Audience reading

            * Prepared talks

            * Conversation

5.1.2   TESTS
            Reading - Prescribed works

            - Other passages

            Language study

5.2 EXAMINATIONS (50%)

PAPER ONE :          COMPREHENSION AND LANGUAGE STUDY

PAPER TWO :         LITERATURE STUDY

ENGLISH SYLLABUS
SENIOR SECONDARY PHASE: GRADES 10 – 12

1.         ORAL ENGLISH

Oral communication is an integral part of living and the necessary skills, together with the Islamic injunctions regarding social interaction, need to be taught in a holistic manner and not as isolated segments. Respect and courtesy are fundamental characteristics of a Muslim’s speech pattern.

Groupwork provides the teacher and learners with the best opportunities to explore the range of oral communication activities listed below. In addition, learners should be led to see that some ways of speaking are more acceptable than others according to circumstances.

“When a (courteous) greeting is offered you, meet it
with a greeting more courteous or (at least) of equal courtesy.
God takes careful account of all things.”
Qur'aan : Surah Nisaa 4 : 86

1.1       DISCUSSION

The learner should be able to:

1.1.1   present a point of view on topics of local, general and personal interest and          significance;

1.1.2   discuss ideas arising from prescribed books, books of interest and other related   portions of the curriculum;

1.1.3   sum up a discussion;

1.1.4   evaluate, reject and qualify ideas;

1.1.5   demonstrate competence in discussion through participation in group activities.

1.1.6   participate in formal meetings and awareness of correct procedures;

1.1.7   restate and argument after accommodating the opinions of others;

1.1.8   question at the appropriate time a conversation or discussion;

1.1.9   describe characteristics of persons, objects, situations and places being discussed;

1.1.10 suggest ways for solving problems that arise in the social group;

1.1.11 express a position on an issue as a member of a panel;

1.1.12 express likes or dislikes;

1.1.13 debate an issue with due regard to the status of the Amir.

1.2       SHORT TALKS

The learner should be able to:

1.2.1   present a talk or speech with correct modulation, articulation and enunciation;

1.2.2   plan a speech/ talk taking into account the logical development of ideas;

1.2.3   present a speech relying on “thumb notes”/cue cards;

1.2.4   introduce and conclude a speech effectively;

1.2.5 achieve interest through topicality, research, adequate preparation, appropriate     language and the use of humour (when applicable);

1.2.6   deliver impromptu speeches;

1.2.7   demonstrate skill in narration, in description of a process, in the exposition of ideal, in    argument and in giving directions;

1.2.8   prepare talks on a variety of topics and respond to questions and comments

1.3       DRAMATIC ACTIVITIES

The learner should be able to:

1.3.1   participate in play-reading activities and dramatize selected   incidents/episodes/excerpts from prescribed and personal reading;

1.3.2   interpret characters, relationships and situations met in reading and literature through             improvised drama;

1.3.3   show linguistic adaptability in improvised drama by switching to the appropriate mode    of language relevant to particular context e.g. a quarrel, persuasion, etc.

1.3.4   use speech to vary voice to match moods, emotions and subject matter.

1.4       PROSE AND POETRY RECITALS

The learner should be able to:

1.4.1   interpret prose and poetry correctly in reading;

1.4.2   read at a suitable pace with appropriate pitch, stress, volume and intonation;

1.4.3   use pleasant voice quality (suitable volume and modulation);

1.4.4   read humorous, didactic, satirical, lyrical and dramatic verse with appropriate voice         and technique;

1.4.5   demonstrate breath control; correct shaping of vowels; clarity of consonants;

1.4.6   detect and react to end-of-line pause, suspensory pause and run-on-line;

1.4.7   react to punctuation marks;

1.4.8   explain the meaning: relevance, significance, aptness and appropriateness of selected             words in the contexts;

1.4.9   express mood and emotion through the use of appropriate voice and technique.

1.5       LISTENING COMPREHENSION

The learner should be able to:

1.5.1   report accurately on a conversation, discussion or lecture;

1.5.2   report on the pros and cons of a plan or strategy discussed;

1.5.3   detect bias, speciousness and propaganda;

1.5.4   determine the speaker’s intention : to inform, to persuade subtly, or to deceive      deliberately;

1.5.5   substantiate whether the conclusion is valid, effective or justified;

1.5.6   show an understanding of the denotative and connotative meanings of words;

1.5.7   explain the speakers intention;

1.5.8   appraise a speaker, considering the content, manner and sincerity;

1.5.9   comment on dialect and special register;

1.5.10 agree or disagree in part or on the whole with statements made about persons, places   and viewpoints;

1.5.11 respond to humour, requests, commands, danger signals and tone of voice.

2.         READING AND LITERATURE STUDY

The first revelation to our beloved Prophet (sollallahu 'alayhi wa sallam) was “Iqrah” - “Read”. Muslim learners therefore have an obligation to develop competency both in fluent audience reading as well as in extracting meaning from and responding sensitively to the written word.

In selecting reading material, teachers of Muslim learners need to exercise discretion in the choice of reading matter. In those classes where the learners have a reasonable degree of maturity, the teacher will need to develop the skill of critical reading with particular reference to how easily the unsuspecting reader can be misled into accepting values and norms which are alien to the Islamic way of life.

2.1       READING (HIGHER ORDER SKILLS)

The learner should be able to comprehend at the following levels:

2.1.1   Inferential
2.1.2   Reorgnisational
2.1.3   Evaluative
2.1.4   Appreciative

2.2       PLAYS

The learner must know the purpose of the following aspects:

2.2.1   Introduction
2.2.2   Development
2.2.3   Climax
2.2.4   Denouement
2.2.5   Resolution
2.2.6   Dramatic conflict

2.2.7   Role of characterization

2.2.8   Literary Conventions

2.2.9   Emotional, spiritual, intellectual and psychological factors that motivate characters

2.2.10 Themes

2.2.11 Mood and Atmosphere

2.2.12 Imagery

2.2.13 Dramatic irony

2.2.14 Value judgments

2.3       NOVEL/SHORT STORIES

The learner should know the purpose of the following aspects:

2.3.1   Development of major themes

2.3.2   Character development and motivating factors

2.3.3 Structure:

            * Introduction

            * Development

            * Crisis

            * Denouement

            * Resolution

2.3.4   Style

            * Plausibility

            * Tone

            * Form

2.3.5   Atmosphere, and how it is achieved

            * Empathy

            * Symbolism

            * Imagery

2.3         POETRY

The learner should be able to comment on the effectiveness of the following aspects, noting especially their APPROPRIATENESS and RELEVANCE to the THEMES.

2.4.1 THE MESSAGE

            * is relevance and value

            * the speaker (persona)

            * the audience

            * the setting

            * the intention

            * the theme

2.4.2 THE MEANS

* diction

* word order

* imagery

* feelings

* tone

* figurative language

* structure

* symbols and allusions

* “sound” devices

* irony

* hyperbole and understatement.

3. WRITTEN ENGLISH

Writing helps the learner to order, consolidate and crystallize the multitude of impressions which he experiences while listening, talking, reading, observing and feeling. Learners can be assisted through their writing to move outwards to extend their knowledge of their world and other human beings and inwards into a deeper understanding of themselves.

The important principle of accountability in Islam must be emphasized as integral to written communication. As the written word has a degree of permanence, Muslim writers have to be sensitized to the concepts of audience, purpose and context with particular reference to the tone and content of their writing.

Written communication needs to be taught. The continuum of expressive (language closest to speech) transactional (writing dealing with facts, theories, information or persuasion) and poetic (creative writing - verse, poems, compositions, plays, stories) provides a framework for the range of writing to be taught.

A systematic approach based on the “Mentor” model, that is, the use of examples of good writing is recommended. Extracted from these examples will be skills and techniques of effective writing and these need to be taught in a progressive, incremental fashion.

3.1 BASIC WRITING SKILLS : CONSOLIDATION, REVISION AND EXTENSION OF:

The learner should be able to:

3.1.1   note the importance of purpose, audience and context in the planning stage;

3.1.2   selection of style, tone and language in respect of the above;

3.1.3   use a variety of pre-writing skills - brainstorming, mind-mapping, use of questions,          webs, etc.;

3.1.4   edit, proof-read, revise skills;

3.1.5   use different sentence and paragraph structures for different purposes.

3.2         PARAGRAPH WRITING

The learner should be able to:

3.2.1   use the topic sentence and demonstrate paragraph unity;

3.2.2   use various ways to develop a paragraph e.g. spatial, temporal, comparison, and             contrast, illustration, etc.;

3.2.3   use connectors and referents to achieve coherence (e.g. relative pronouns and words   such as “however”, “furthermore”, “thus” etc.;

3.2.4   use sentence variety, length and precision to achieve flow;

3.2.5   demonstrate logical and interesting sequence of and transition between paragraphs;

3.2.6   write introductory and concluding paragraphs;

3.2.7   achieve vividness and clarity by using imagery;

3.2.8   use structural devices such as suspense and climax.

3.3         EXPRESSIVE WRITING

The learner should be able to write:

3.3.1   Informal letters

3.3.2   Notes

3.3.3   Diary and journal entries

3.4         POETIC WRITING

The learner should be able to write:

3.4.1   Narratives

3.4.2   Descriptions (objective and subjective)

3.4.3   Discursive accounts and arguments

3.4.4   Dialogues

3.4.5   Poems

3.4.6   Sketches

3.4.7   Plays

3.5         TRANSACTIONAL WRITING

The learner should be able to write:

3.5.1 Expositions

3.5.2 Arguments

3.5.3 Formal letters

3.5.4 Instructions

3.5.5 Memoranda

3.5.6 Reports

3.5.7 Essays in content subjects

3.5.8 The literary essay

3.5.9 Drafts of speeches

3.5.10 Letters to the press

3.5.11 Reviews of books

3.5.12 Formal invitations and replies

3.5.13 Agendas and minutes of meetings

4.         LANGUAGE STUDY

The Qur'aan provides the perfect example of language patterns in Arabic. There is a systematic, disciplined ordering of words into intelligible sentences of various types. Similarly, effective use of the English language demands that learners master the conventions and patterns peculiar to modern English usage.

In teaching language, the emphasis should be on a study of language in action. Discrete exercises involving mere identification and labeling of language terms should be avoided. Language activities must meet the need of learners and promote their language development.

4.1       CONSOLIDATION AND EXTENSION OF THE FOLLOWING BASIC LANGUAGE             CONCEPTS:

4.1.1   Parts of speech

4.1.2   Functional concepts (noun phrase, verb phrase, subject, object, predicate, modifier

            Connection

4.1.3   Tense, mood, voice, concord and number

4.1.4   Main and subordinate clauses, loose and periodic sentences

4.1.5   Lexical terms - denotation, connotation, synonym, antonym

4.1.6   Common figures of speech - Image, imagery, simile, metaphor, personification

4.1.7   Direct and reported speech

4.1.8   Punctuation and how it affects meaning.

4.2       REGISTERS

4.2.1   Identification of different registers

4.2.2   Judging the appropriateness of jargon, slang, colloquialism, idiomatic language,

4.2.3   Converting discourse from one register to another for a changed purpose

4.3       EMOTIVE LANGUAGE

Assessing the following elements in context:

4.3.1   The use of emotive language for persuasion

4.3.2   Dishonesty in persuasion and propaganda

4.3.3   Distinguishing between fact and opinion

4.3.4   Distinguishing between objectivity and bias

4.3.5   Distinguishing between emotion and sentimentality and logic and reasoning.

4.4       SUMMARISING AND PRECIS-WRITING

4.5       VOCABULARY EXTENSION

4.5.1   knowledge of roots, suffixes, prefixes

4.5.2   use of the dictionary

4.5.3   denotation and Connotation

4.5.4   compatibility of vocabulary with register and context

4.5.5   word configurations and contexts in word families

4.5.6   words from across the curriculum

4.5.7   words from the media

4.6       SPELLING

4.6.1   Based on needs of learners

4.6.2   Words from the curriculum

4.6.3   Conventions and exceptions

4.6.4   High frequency errors

4.7       SENTENCE STRUCTURE

4.7.1   Understanding syntax in terms of audience and occasion

4.7.2   Constructing different types of sentences for variety and effect.

4.8       DEVELOPMENT OF ENGLISH

4.8.1   The organic and continuous development of English

4.8.2   Changes in use and meaning because of different cultural contexts and the proximity   or influence of other languages

4.8.3   Basic differences in usage and idiom between the local, South African, British and        American English

4.8.4   Historical development of English and its descendance from an inflected language

4.9       MEDIA EDUCATION

4.9.1   Reading

4.9.1.1 Preferred - where material is accepted without question
4.9.1.2 Negotiated - selective reading, accepting some elements and rejecting others.
4.9.1.3 Oppositional - where the reader is totally opposed to the material.

4.9.2 Visual Literacy

4.9.2.1 Responding to the visual electronic media (TV advertisements, news, critical study of    selected programs)
4.9.2.2 Responding to political cartoons and pictorial material.

TEACHING GUIDELINES - WAYS TO ISLAMISE LESSONS

1.         LITERATURE

Reading does have a profound impact on the hearts and minds of its readers. This would cause a great deal of concern when much of the literature taught at our schools is Euro-centric. Whilst in some instances the qualities of the characters are commendable and worthy of emulation, in other instances these go against the very essence of Islam. It thus becomes the responsibility of the teacher to ensure that his pupils do become critical readers and more specifically they bring to bear the Islamic moral perspective in the evaluation of all the characters. They would naturally need to evaluate all literature from this standpoint. Ideally speaking the literature taught at our schools should be written by Muslims who use it as a medium to reinforce Islamic values. Presently, however, there is a dearth of such literature. A creative and sensitive teacher of English should be able to use even the prescribed texts of the Department of Education as a powerful medium to promote a deep understanding of Islam. As a word of caution, the teaching of literature should not become an Islamic Studies lesson. The aims and objectives of the teaching of literature as outlined by the Department of Education should not be relegated to the background. As the exit examination would in fact test whether these have been realized. The added dimension and a necessary one at that would be the Islamic Moral perspective. Muslim Schools have as their mission, the development of Taqwa. The teaching of literature should be used for this noble purpose.

We need to consider also the life-world of our school-going children. They are exposed to all kinds of literature. The school thus becomes a training ground for pupils to reflect on their reading and to make value judgements on the characters studied. Their conscious appraisal of the events and characters from an Islamic perspective would act as a kind of antidote. Otherwise our pupils might begin to embrace all that is antithetical to Islam.

The following can act as a guideline for our pupils. Essentially there are three kinds of reading viz.

1.         PREFERRED READING

2.         NEGOTIATED READING

3.         OPPOSITIONAL READING

Preferred reading is when the reader because of the nature of the texts accepts everything without question. The Qur’aan and the Hadith are examples of this type of reading. Our faith would demand a preferred reading of the Qur’aan. Oppositional reading is ideal for texts that are patently un-Islamic or propagandistic. In this reading the opposite perspective would be the Muslim perspective. In our schools because most of the literature is Euro-centric pupils will be expected to do negotiated reading. Negotiated reading is ideal for texts that reflect in some instances values that are commendable and in other instances values that are abhorrent. Here the pupils would need to make this distinction by applying their knowledge of Islam.

The teacher of English should attempt to expose his pupils to books written by Muslim authors. The books chosen, however, should fulfill a criteria. Whilst such books re-affirm Islamic values the teacher would have to ensure that the book s in question have been written with competence and these could be subjected to a critical study. Moreover, such books should:

1)         REINFORCE THE ISLAMIC VALUE SYSTEM.
2)         TACKLE ISSUES THAT EFFECT POSITIVE BEHAVIOURAL CHANGE.
3)         BE ABLE TO FULFIL THE DEMANDS OF A RIGOROUS STUDY OF THE TEXT.

2.         PROMOTION OF READING

The benefits that can accrue from reading are too numerous to mention. At a time when television viewing has a stranglehold, the need to promote reading cannot be overemphasized. It has been found that children who have high reading scores inevitably come from schools which have a coherent reading policy. Admission to such schools would depend on the child’s inclination to read avidly.

Reading cannot be promoted without responding to the adverse effects of an over exposure to television. Besides breeding spectatorship, stultifying the imagination, its promotion of values alien to Islam is cause for a great deal of concern. It has ensnared the hearts and minds of many an individual. The teacher of English would have to diminish the enthusiasm for television viewing by creating a passion for reading.

3.         MEDIA EDUCATION

As human beings, we are constantly bludgeoned by the media. Often we become helpless victims unable to distinguish truth from falsehood, fact from fiction and the subjective from the objective. The list is endless. We need to empower our pupils with skills so that they:

1. become critical readers and viewers;

2. are able to detect when there is a campaign against Islam;

3. understand how the media works.

Media education is a general term describing any progressive development of a critical understanding which seeks to extend pupils’ knowledge of the media and to develop their analytic and creative skills through critical and practical work. Such work should increase their capacity to understand both the contents of the media and the process involved in their production and reception. Media education involves teaching about the forms, conventions and technologies through which the media are manufactured, their institutional arrangements and contexts, and their social, political and cultural roles. It aims to create more active and more critical media users who will demand, and could contribute to, a greater range and diversity of media products.

Media Education of necessity needs to be included in the school’s curriculum. It is said “whoever controls the media controls the mind”. This is a truism whose implications need to be carefully considered. Consequently this does place an onerous responsibility not only on the teachers of English but on every teacher. The following general questions should assist our pupils to respond more critically to the media.

3.1       FOSTERING CRITICAL THINKING AND VIEWING SKILLS:

            The study of the print and electronic media is facilitated by application of the following             guidelines:

3.1.1     The headline and its intended effects;

3.1.2   Response to the content?

            * Is the producer/writer objective?

            * Is the producer/writer subjective?

            * Is it informing?

            * Is it indoctrinating/educating/entertaining?

            * Is it emotive? - use of snarling (angry/hot words) words or purring (warm/cold) words

            * Does the writer/producer make any generalizations? Are there any stereotypes?

            * What is the intention of the writer/ producer? - How is the message deconstructed?

            * Does the writer/ producer have a hidden agenda?

            * What technique/ technical devices does the writer/ producer use to manipulate                          information to suit his needs?

            * Consider the language used especially in respect of its intended effect.

            * At whom is the article/programme aimed?

            * Is there evidence that there is a demonizing/marginalizing campaign against

            Muslims?

            * Does the writer/producer make a distinction between Islam and Muslims. If not, why     not?

            * What effect does the article/programme have on a Non-Muslim reader/viewer?

            * Does the writer use popular slogans? What is the intended effect?

            * What values does the writer/producer espouse? Are these congruent with Islamic        values? If not, why not?

            * Does the writer/producer substantiate the points raised?

            * What are the ideological values embedded in the product?

            * How is gender, race, class, religion represented?

3.2         EXERCISE:

As an exercise, above questions may be used to respond critically to a speech that was delivered by Margaret Thatcher when she was the British Premier. The context is - the United States bombing of Gaddafi’s Tripoli.

THE PREMIER’S TEXT:

Mr Speaker, my statement yesterday explained the Government’s decision to support the United States military action taken in self-defence, against terrorist targets in Libya. Of course, when we took our decision, we were aware of the wider issues and of people’s fears. Terrorism attacks free societies and plays on those fears. If those tactics succeed, it saps the will of free peoples to resist. And so we have heard some of these arguments in this country - “Don’t associate ourselves with the United States” some say - “ Don’t support them in fighting back, we may expose ourselves to more attacks”.

Mr Speaker, terrorism has to be defeated, it cannot be tolerated or side-stepped. And when other ways and other methods have failed - and I am the first to wish they have succeeded, it is right that the terrorist should know that firm steps will be take to deter him from attacking either other peoples or his own people who have taken refuge in countries that are free.

LATEST DEVELOPMENTS:

Before dealing further with the issue, and the evidence we have of Libyan involvement, I should like to report to the House on the present situation so far as we know it. There have been reports of gunfire in Tripoli this lunch time; we ourselves have no further firm information. The US action was conducted against five specific targets directly connected with terrorism. It will of course be for the US Government to publish its assessment of its result. But, we now know that there were a number of civilian casualties, some of them children. It is reported that they included members of Colonel Gadaffi’s own family. The casualties are of course a matter of great sorrow. We also remember with great sorrow all those men and women and children who have lost their lives as a result of terrorist acts over the years - so many of them performed at the Libyan Government’s behest.

UNITED KINGDOM CITIZENS:

We have no reports of British casualties as a result of the American Action nor of any subsequent incidents involving British citizens in Libya. I understand that telephone lines to Libya are open and that the people in the United Kingdom have been able to contact their relatives there. As I told the House yesterday, since May 1984 we had to advise British Citizens choosing to live and work in Libya that they do so on their own responsibility and at their own risk. Our Consul in the British Interests Section of the Italian Embassy has been and will remain in close touch with Representatives of the British Community , to advise them on the best course of action.

We are most grateful for the work of the Italian Authorities, as our protecting power, on behalf of the British Community in Libya.

4.         THE TEACHING OF THE NOVEL/PLAY

As mentioned in the introduction, the teacher of English should use the prescribed novel/play primarily as a vehicle to espouse Islamic values. All the lessons should aim at developing the Taqwa of his pupils. The general aims of the teaching of English as expounded in the syllabus should also be an integral part of his lessons. The following general questions could be asked to ensure that our pupils become sensitive readers of text and that they begin to make value judgments based on what is acceptable or unacceptable according to Islamic teachings.

1.         What are the positive attributes of the main character? From an Islamic perspective         how are these worthy of emulation?

2.         What are the flaws of the main character? Why does Islam frown upon such        behaviour?

3.         Examine the society. To what extent is it “Enjoining that which is good and forbidding    that which is evil”?

4.         How different would the society be if the individuals of that society were practising         Muslims?

5.         Are the pivotal characters of the text fulfilling their duties? Cite specific incidents to        support your point of view.

6.         Are the attitudes or values of the text in question any different from those of present       day society?

7.         What are the major themes of the novel/play? What does Islam say about Justice,             Friendship, Filial gratitude, War etc?

8.         Is there any accountability or moral responsibility?

9.         What lessons have you learnt about yourself and Islam?

The above questions are of a general nature and perhaps would lend themselves to be asked at the end of the novel. The teacher of necessity would also ask other specific questions pertaining to the text that would demand a thorough understanding of the text whilst at the same time warranting a critical response from an Islamic perspective.

Let us consider the novel “To Kill a Mocking Bird” - Harper Lee

Among other things focus on the following points and themes:

1.         The IDENTITY CRISIS of the adolescent in Maycombe society (traditional, orthodox,             conservative and racially biased) as opposed to the development of a Muslim Identity     in a Muslim environment.

2.         The cancerous effects of PREJUDICE on a racially biased society viewed against the   Islamic value system which propagates fair and equal treatment.

            *Engage pupils into research into the effects of the attempted assassination of Hazrat   Yusuf ('alayhis-salam) upon his father (Hazrat Yacob ('alayhis-salam)); hatred,    prejudice, jealousy, ambition etc.

3.         Clinging to that which is LEGAL even when this is opposed to the MORAL. The Legal   System in Islam is entrenched in the religion itself - the code of life suggests totality of          all facets.

            *HADITH: A Muslim (munafik) refused to accept the ruling of the Prophet (sollallahu      'alayhi wa sallam) in favour of a Jew in a matter regarding a controversial piece of      ground. The Prophet (sollallahu 'alayhi wa sallam) ruled in favour of the Jew. The            munafik took the matter to Hazrath Omar who listened and promptly executed the munafik for disputing the verdict of the Prophet (sollallahu 'alayhi wa sallam).

*Hazrath Ali (RA) claimed an armour from a Jew who claimed that the shield was his. The matter regarding the armour was heard by Khazi Shurail who asked the defendant, Hazrath Ali t to call his witnesses. Hazrath Ali (radhi Allahu 'anhu) called his son and his slave. Khazi Shurail ruled that the armour remain with the Jew since the testimony of a son cannot be accepted on behalf of the father and the testimony of the slave cannot be accepted on behalf of his master. The Jew knew the Islamic ruling in the matter and exploited it but since the ruling was carried out fairly the Jew saw honesty and fairness which influenced him to accept Islam.

4.         COURAGE: - physical, philosophical and religious.
            *Relate to the lives of the Prophet (sollallahu 'alayhi wa sallam) and the Sahaba.

5.         Respect for the INDIVIDUALITY of the human being.

6.         HUMAN RIGHTS as a struggle in western society and the interference that that   struggle will go on into the future. The concept in terms of Islamic teaching. The      tongue and the heart: co-ordination between them and the importance of conscience         as the guiding factor.

7.         The need to emphasise “ walk around in his skin”.

8.         The title: do not destroy that which is harmless and helpful.

            * The preservation of life, respect for Allah’s creation, etc.

4.2.      Let us now consider Shakespeare’s “King Lear.”

            One may focus on the following themes. What does Islam say about:

1.         Rights and duties of parents and children?

2.         Rights and duties of the husband and wife?

3.         Accountability and moral responsibility?

4.         Adultery?

“King Lear” is a complex play in which one may explore similarly all the other themes. Having an understanding of the Islamic position on the issues of the play pupils would be able to make a considered evaluation of the characters. In this way the study of plays contribute to the maturity and growth of pupils.

5.         THE TEACHING OF POETRY

Whilst the teacher of English would ensure that he meets the requirements of the syllabus as outlined by the Department of Education, he would use poetry lessons to reinforce the vision of the school - that is developing pupils’ Taqwa. Over and above dealing with the What and the How of the poem, his discussion would focus on the Islamic perspective of the theme of the poem. Let us examine the poem “WALKING AWAY” by Cecil Day Lewis.

It is eighteen years ago, almost to the day –

A sunny day with the leaves just turning,

The touch-lines new ruled - since I watched you play

Your first game of football, then, like a satellite

Wrenched from its orbit, go drifting away

Behind a scatter of boys, I can see

You walking away from me towards the school

With the pathos of half-fledged thing set free

Into a wilderness, the gait of one

Who finds no path where the path should be.

That hesitant figure, eddying away

Like a winged seed loosened from its parents stem,

Has something I never quite gasp to convey

About nature’s give- and- take - the small, the scorching

Ordeals which fire one’s irresolute clay.

I have had worse partings, but none that so

Gnaws at my mind still. Perhaps it is roughly

Saying what God alone could perfectly, show –

How selfhood begins with a walking away,

And love is proved in the letting go.

What are some of the issues one may tackle - besides looking at the excellent use of imagery and the poignancy of the “WALKING AWAY”. The teacher may discuss from an Islamic perspective the following aspects:

1.         Role of parents

2.         Duties towards parents

3.         The references to Allah’s creation - in the context of the poem - and what lesson are      we expected to learn.

One of the objectives may be the understanding of the love and sacrifice of parents.
The above reinforces the idea that with creativity and preparation, our lessons can become dynamic.

6.         LESSON PREPARATION

Since it is our objective to Islamise all our lessons there would be a need for a thorough preparation on the part of teachers and pupils. One may note the following:

1.         The teacher of English should solicit the assistance of the Islamic Studies department   of the school for appropriate resource material.

2.         If one of the major themes of his setwork is on Justice , the Islamic Studies teacher         may in his Islamic Studies period discuss the above.

3.         Pupils themselves should be asked to research a few of the topics.

7.         METHODOLOGY OF TEACHING:

Whilst the Islamization of the syllabus is praiseworthy and it will go along way towards impacting on the hearts and minds of our pupils, we need to embrace in our methodology - the methodology of our Beloved Prophet (sollallahu 'alayhi wa sallam). This will have INSHALLAH a profound impact on our learners.

7.1       TEACHING OF THE AHADITH BY THE PROPHET (sollallahu 'alayhi wa sallam):

            The methods used by the Prophet (sollallahu 'alayhi wa sallam) to teach his Sunnah of             hadith may be put in three categories:

            1.         Verbal teaching
            2.         Written medium (dictation to scribes)
            3.         Practical demonstration

7.1.1   TEACHING OF SUNNA BY THE PROPHET (sollallahu 'alayhi wa sallam)

            IN VERBAL   FORM:

            The Prophet (sollallahu 'alayhi wa sallam) himself was the teacher of his sunnah. To    make memorizing and understanding easy he used to repeat important things thrice.    After teaching the Companions he used to listen to what they had learnt. Deputations            arriving from outlying areas were given in charge of Madinites, not only to be         accommodated but also for education in the Qur’aan and the sunnah. The Prophet   (sollallahu 'alayhi wa sallam) asked them questions to discover the extent of their     learning.

7.1.2. TEACHING OF SUNNA BY THE PROPHET (sollallahu 'alayhi wa sallam)

            BY WRITTEN METHODS:

            All the letters of the Prophet (sollallahu 'alayhi wa sallam) to kings, rulers, chieftains      and muslim governors can be included in the teaching of the sunnah by written media.        Some of those letters are very lengthy and contain legal matters concerning Zakat,            taxation, forms of worship etc.

7.1.3     TEACHING OF SUNNA BY THE PROPHET (sollallahu 'alayhi wa sallam)

            BY PRACTICAL DEMONSTRATION:

            As far as practical demonstration is concerned, the Prophet (sollallahu 'alayhi wa           sallam) taught the method of ablution, prayers, fasting and pilgrimage etc. In every           walk of life, the Prophet (sollallahu 'alayhi wa sallam) gave practical lessons in           excellence, with clear instructions to follow his practice. He said, “pray as you see me          praying”. He further said, “learn from me the rituals of pilgrimage”.

            In answer to many questions, he used to tell the questioner to stay with him and learn   by observing his practice.

           

            **He took a dry branch and asked, “won’t you ask me why I’m doing this”?

            He then gave the example of a person’s sins follow off like these dry leaves.

8.         METHODOLOGY OF LEARNING:

If we were to revive how the Sahabahs learnt from the beloved Prophet Muhammed (sollallahu 'alayhi wa sallam) then INSHALLAH this methodology will faciliate the learning process.

COMPANIONS LEARNING OF THE AHADITH:

The Companions used all the three methods of learning:

(a)       memorization
(b)       recording
(c)        through practise, follow the method applied by the Prophet (sollallahu 'alayhi wa            sallam) for teaching the sunna

8.1.1   LEARNING BY MEMORIZING:

The companions used to listen to every word of the Prophet (sollallahu 'alayhi wa sallam) with utmost care. They used to learn the Qur’aan and the hadith from the Prophet (sollallahu 'alayhi wa sallam) mostly in the mosque. When the Prophet (sollallahu 'alayhi wa sallam) went away for any reason, they started to recollect what they had learned. This practice had been described very well by Mu’awiya. The same evidence can be seen in the statement of Abu al-Darda. This practice can be seen in its culmination in the statement of Anas b. Malik, the servant of the Prophet (sollallahu 'alayhi wa sallam). He says, “we sat with the Prophet (sollallahu 'alayhi wa sallam), maybe sixty persons in number and the Prophet (sollallahu 'alayhi wa sallam) taught them hadith. Later on when he went out for any necessity, we used to memorize it amongst us, when we departed it was as if cultivated in our hearts”.

The Companions faced the problems of daily life and its requirements as does everybody. So it was not practically possible for all of them to attend the circle of the Prophet (sollallahu 'alayhi wa sallam) on every occasion. Therefore, those who were absent sometimes for the Educational circle of the Prophet (sollallahu 'alayhi wa sallam) used to learn from those who were present. This process has been described very well by the companion Bari b. Azib.

Some of them came to an agreement between themselves to attend the circle of the Prophet (sollallahu 'alayhi wa sallam) in shifts, as we find in the case of Umar.

This practise reached its highest point in the case of the Companion Sulait. A piece of land was given to him by the Prophet (sollallahu 'alayhi wa sallam). He used to stay there for some time and then return to Medina to learn what was taught in his absence. The companions used to inform him about the newly revealed portions of the Qur’aan and the judgement of the Prophet (sollallahu 'alayhi wa sallam) in different cases. He was so embarrassed that he requested the Prophet (sollallahu 'alayhi wa sallam) that the land should be taken back from him as it stopped him from the attendance in the Prophet’s circle.

This was the atmosphere and environment in which the teaching and learning of hadith was carried on.

8.1.2   COMPANIONS’ LEARNING OF AHADITH THROUGH WRITING:

The companions learnt the ahadith by recording it in writing as well. They were good numbers of companions who recorded the ahadith of the Prophet (sollallahu 'alayhi wa sallam).

8.1.3   COMPANIONS’ LEARNING OF AHADITH BY PRACTICE:

It is essential to remember that the companions put into practice whatever they learned by heart or by writing. The knowledge in Islam is for practice, and not knowledge for the sake of knowledge, and the companions knew this well. It is sufficient to note that Ibn Umar took eight years to learn the second sura of the Qur’aan.

This is a sketch of how the hadith was learnt by the companions in the life time of the Prophet (sollallahu 'alayhi wa sallam). After his death, the pattern remained almost the same except that the Messenger of Allah (sollallahu 'alayhi wa sallam) was no more among them.

9.         THE EXAMINATION

Often there is a discrepancy between what we teach and what we test. The mission or the ethos of the school should be reflected in the examination paper. Otherwise all the discussions in the class will serve a limited purpose. The following must be borne in mind:

The examination paper:

1.         Must be of a high standard

2.         Must test the application of all the necessary skills as outlined in the syllabus.

3.         Reflect the mission or ethos of the school

4.         About 20-25% of the paper should warrant a response from an Islamic perspective.

10.       ROLE MODEL OF TEACHER

In the final analysis if the teachers wish to have a positive impact on the Akhlaaq (behaviour) of their pupils, it is vital that teachers strive to be role models. Teachers need to be practicing Muslims. It would be hypocritical to denounce characters in a text for a particular negative quality when it is patently clear that the teacher himself is no different. Such a teacher on the contrary will have a negative impact.

11.       APPLICATION

All good teachers generate a great deal of discussion in their classes. The class, however, must not be seen as a place where theoretical learning takes place. On the contrary every positive quality of the character studied should begin to manifest itself in the attitude and conduct of the pupils. To ensure authenticity each of the above qualities discussed in the class needs to be supported by the Qur’aan or by the Hadith. If our aim is to effect behavioural change then surely “information” must lead to “transformation”. The school as a whole needs to ensure an Islamic Culture prevails.

12.       CONCLUSION

From the aforementioned it is clear that the unique nature of Muslim Education demands a “paradigm shift”. It warrants a thorough understanding of:

1.         Qur’aan and the Sunnah
2.         Islamization
3.         The subject being taught
4.         Child psychology
5.         Experiential world of our pupils
6.         The teachers’ role
7.         The teacher as a role model

It becomes a collective responsibility of all the stakeholders to assist in the above process.

SAMPLE LESSONS

SUBJECT : SPOKEN ENGLISH

CONVERSATION : (STD 3/4)
(GRADE 5/6)
TOPIC: : ENGAGE IN A CONVERSATION WITH A NEW CHILD AT YOUR SCHOOL.
OBJECTIVES:

The pupils should be able to:

1.         engage in a conversation with an individual in a courteous and respectful manner.

2.         sustain a conversation without dominating it.

3.         listen carefully and attentively

4.         speak fluently/clearly

5.         make appropriate contributions, comments, remarks

6.         ask relevant question in a pleasant manner and tone.

RELEVANT PREVIOUS KNOWLEDGE

1.         Listening skills

2.         Questioning techniques

3.         Positive thinking skills

CONTENT:

1.         Islamic greetings (if new child is non-muslim, explain Islamic Greetings)

2.         Smile, shake hands, exchange pleasantries

3.         Discuss/explain the rules of the school and the reasons for these

4.         Ask about the child’s former skills

5.         Invite the new child to comment on the activities/rules of the school.

6.         Make the new child welcome

7.         Ask the new child about his/her like/dislikes, hobbies, etc. - comment positively.

8.         Discuss something topical eg. in sports, or political (eg. Palestine) etc.

9.         Obtain opinions from new child about various ideas/topics etc.

METHOD OF PRESENTATION:

1.         Role play between teacher and one pupil.

2.         Others observe, comment, question

3.         Then pair off pupils and allow them to engage in conversation

FOLLOW UP ACTIVITY:

1.         List ways in which one can start a conversation with and adult eg. and Iman,       neighbour etc.

2.         List ways one can start a conversation at a wedding etc.

REFERENCES:

AHADITH

1. “Peace, mercy and blessings of Allah be upon you.”
Islamic Greeting (Tirmizi)

2. “The person, who greets first, without waiting for the other to greet, is closer to Allah”. (Bukhari)

3. The Prophet (sollallahu 'alayhi wa sallam) said: “The Perfect way for one to greet someone is to shake hands”. (Mishkaat)

4. The Prophet (sollallahu 'alayhi wa sallam)prohibited a person from being harsh and abusive

5. The Prophet (sollallahu 'alayhi wa sallam)has prohibited us from venerating others.
(Muslim)

6. The Prophet (sollallahu 'alayhi wa sallam) said: “Those who believe in Allah and the Hereafter should be hospitable to their guests”.
(Bukhari-Muslim)

HOLY QUR’AAN

1. “Muslim males and Muslim females are friends and helper of each other”
(9:71)

SENIOR PRIMARY:

SUBJECT : READING
GRADE : 6 (STD 4) DURATION : 60 MINUTES
TOPIC: Waiting for Good Luck
SOURCE: Dust up at the Royal Disco By Norman Hunter.
OBJECTIVES:

1.         Fluency - pupils should be able to read fluently.

2.         Comprehension - pupils should be able to understand what they read and make value             judgments.

3.         Vocabulary - Pupils should be able to read and ascertain the meaning of new words      and terms.

4.         Word attack skills - pupils should be able to apply a series of word attack skills to             facilitate fluency.

5.         Enjoyment - pupils should be able to derive enjoyment and the love to read.

RELEVANT PREVIOUS KNOWLEDGE:

1.         Word attack skills: Phonic, sight words, encoding, decoding of words, syllabification,      word families.

2.         Use of Dictionary.

CONTENT:

1. “Waiting for Good luck”
Word attack skills.
Phonic
The “Ing” sounds
Clatter-ing
ring-ing
cross-ing

Syllabify

De/li/cious
Moun/tains
Ban/quet/ing
In/sult/ed
Clat/ter/ing
Ar/gu/ments . . .

NEW WORDS: Look for meanings

Mysterious
Residence
Banqueting
Threshold
Turrets
Roused

PHRASES/TERMS

1.         Luxury cruise

2.         Mountains of money

3.         Absolutely sizzling with excitement

4.         A fortune teller’s voice

COMPREHENSION

1.         Whom did the Queen Visit?

2.         What does a Fortune Teller do for a living?

3.         Who was the first man to come to the Palace?

4.         How many men had called at the Palace?

5.         What did the post man do?

1.         Why was the queen unable to see the Fortune Teller clearly?

2.         Why did the Queen feel insulted?

3.         Who is the dominant partner in the Royal Family? Give a reason for your answer?

4.         Compare the Queen’s behavior with people in real life.

5.         In our society people visit Fortune Tellers. Fact or opinion?

            What do you think about Fortune Tellers? Were there Fortune Tellers in the time of        our Holy Prophet r? How did these Fortune Tellers react towards the Holy Prophet r?

6.         Explain in your own words the character of the Queen.

7.         Comment on the size of the palace and all its facilities.

8.         Do you feel sorry for the people in this story or disgusted by their behavior or do you       find the behavior funny? Explain (give support details).

METHOD:

1.         Divide class into three groups.

            N.b. Groups could be graded according to their abilities or a mixture of ability.

2.         Pattern Reading - by teacher or pupil

3.         Assign tasks to groups W.R.T. WORD ATTACK SKILLS, COMPREHENSION SKILLS    ETC.

4.         The teacher can then supervise the activities of the group and address the needs of      specific pupils.

5.         A very short role play by the pupils will be an effective way to bring out the humour in    this story and help the teacher to evaluate the pupils’ understanding of this story.

FOLLOW UP ACTIVITIES:

A:

1.         Compile a list of the different types of Fortune Tellers, Witchdoctors etc. and the nature of their work.

2.         Refer to the Holy Qur’aan and the Hadith and the Sirah for the Islamic viewpoint of        Fortune Tellers, wizards etc.

3.         Speak to your local Imam about this topic.

B.

1.         Read about the Lifestyles of the Holy Prophet (sollallahu 'alayhi wa sallam), Hazrath     Umar (Radhi Allahu 'anhu) and Umar Bin Abdul Aziz with special reference to their      iving quarters and their worldly possessions.

C.

1.         Read about the roles and duties of the members of a Muslim family with special references to the family life of:

1.1       The Holy Prophet (sollallahu 'alayhi wa sallam)

1.2       Prophet Ibrahim ('alayhis-salaam)

1.3       Prophet Yusuf ('alayhis-salaam)

REFERENCE:

Witchcraft, Fortune tellers etc.

1. HOLY QUR’AAN
Surah 2 v. 187

NB: This Surah refers to the superstitious beliefs of entering through certain doors only and only certain people would do so:

s5 v 106
s6 v 138,140,143,144

HADITH:

1.         HAFSAH reported that the Prophet Muhammed (sollallahu 'alayhi wa sallam) said:         “Whoever comes to fortune tellers and asks him about something, his prayer is not     accepted for forty (40) nights”. MUSLIM.

2.         MU’WAYIAH reported : “I asked O MOHAMMED (sollallahu 'alayhi wa sallam) there         are affairs which we used to do in the Days of Ignorance. We used to come to fortune tellers. He said don’t come to the fortune tellers . . .” MUSLIM

READING:

Holy Qur’aan
S96 v 1-5
Sura Iqra.

Waiting for Good Luck

“Oh bother!” is what the King of Incrediblania says when we first meet him in “Dust-up at the Royal Disco”, and bothers are what he and his queen landed in after she had visited a fortune-teller.

The Royal Fortune-teller sat in a fancy tent and looked at the Queen through so many mysterious veils that she could hardly see her.

“There is much good luck for your Majesty,” she said in her special fortune-teller’s voice. She sorted out her cards and shuffled them.

“Lovely!” said the Queen. “I am very fond of good luck. What kind will it be? A new dress? A luxury cruise? Will all my cakes turn out delicious for a change, or is someone going to leave me mountains of money?”

“I see a dark man,” said the Fortune-teller, putting a long, skinny finger on a card, though it was surprising that she could see anything through her various veils. “You may not know him or may, but he is coming to your house...”

“Palace,” corrected the Queen, who felt that a residence with twenty-two turrets, three ballrooms, one and a half banqueting halls and seventy-five bathrooms was being a bit insulted by being called a house.

“He is coming soon,” went on the Fortune-teller, “and, as long as he is the first to cross the threshold on the day he arrives, you will get powerfully good luck.”

The Queen went home absolutely sizzling with excitement.

“A dark man is coming with loads of good luck,” she cried, ringing for cups of tea and fancy cakes because having her fortune told had made her hungry. “We must be quite sure he is the first to cross the threshold. I wonder who it can be, because, if we knew who is was, we could get him along to cross the threshold right away and hurry up with the good luck.”
“How about the Butter?” said the King. “He’s dark.”

“But it’s got to be somebody coming into the palace,” said the Queen. “The Butter is already here. And, whatever you do, don’t you dare to go out until a dark man has been. You’re horribly fair, and fair people will be most unlucky.”

“Here, I say,” protested the King. “That isn’t fair, even if I am. Does that mean that nobody who isn’t dark can come in or go out until this unknown dark man has been?”
“Of course,” said the Queen. “We don’t know what day he may come, and he must be first over the threshold on that day. So nobody fair comes in until then and nobody at all goes out.” And she sat up all night to make sure that nobody but a dark man came over the threshold.

Presently there was a lot of jingling and clattering of bottles.

“The milkman!” cried the Queen, rubbing her eyes. “Perhaps he’s dark. If so, he’ll do nicely.”
But the milkman had red hair and Her Majesty could not make up her mind whether that counted as dark or fair. She roused everyone in the palace out of bed, though it was much too early, and asked them what they thought. But, as half of them said the milkman was dark and half said he was fair, that started an argument, and the milkman, who did not much care what he was, did not wait to hear.

Then the baker came. But the baker was a lady and no use at all for threshold-crossing.
The greengrocer called, but he was bald. The grocer came, but he was fair. The postman was dark and would have done nicely, but he popped the letters in the palace letterbox, went rat-a-tat on the palace knocker, and was gone before anyone could get the door open.
“Oh, dear, this is awful!” groaned the Queen.

(from Dust-up at the Royal Disco, by Norman Hunter)

TOPIC STORY TELLING: FAIRY TALES (GOLDILOCKS)

GRADE :4
DURATION: 30 MIN.

1.         OBJECTIVES:

The pupils should be able to:

1.         describe personality of characters

2.         evaluate characters from an Islamic perspective

3.         identify stereotypes (Goldilocks, wolf, fox etc)

2.         RELEVANT PREVIOUS KNOWLEDGE

1.         Knowledge of selected fairy tales

2.         Dictionary skills

3.         CONTENTS/SKILLS

1.         annoyed, angry, furious

2.         pleased, happy, overjoyed

3.         kind, thoughtful, consideration

4.         sly, wicked, evil

1.         Goldilocks was (thoughtful, selfish, naive, cruel)

2.         Baby Bear was ( upset, annoyed, angry, shy)

3.         Father Bear was (cruel, fussy, particular, wicked)

4.         Mother Bear’s decision to spare Goldilocks was (cruel, generous, annoying,         thoughtless)

4.         METHOD

Pupils would differentiate between meanings of synonyms. They will then use appropriate words to describe characters in the story. Supporting statements will be based on Islamic Values e.g. Goldilocks should not have entered the Bears’ home without permission.

5.         FOLLOW UP ACTIVITY

5.1       Read “Cinderella” . Describe each character’s personality. Explain the difference            between “half sisters” and “step sisters”. Does Islam allow adoption? Why?

5.2       Are animals accountable for their actions on the Day of Judgement? Why?

5.3         Which Sahabah was known as “father of the cats”? Why?

ENGLISH : LANGUAGE

GRADE: 6
TOPIC : FIGURATIVE LANGUAGE
DURATION : 30 MIN.

OBJECTIVES:

1.         Pupils will match figurative speech (proverbial expression) with appropriate meanings.

2.         They will evaluate figurative speech in the light of Shariah

2.         RELEVANT PREVIOUS KNOWLEDGE:

1.         Differences between “idiom”, “expression” and “proverb”

2.         Possible reasons for use of the above (generalization, euphemism)

3.         CONTENT/SKILLS:

1.         Many hands make light work - work that is shared is quickly completed = (Islamic             perspective). One should volunteer to assist somebody who is overburdened with           work. This fosters unity.

2.         Too many cooks spoil the broth - unwieldy numbers lead to confusion = (Islamic             perspective). Appoint an Ameer and obey him/her.

3.         Spare the rod and spoil the child - children become undiscipline without corporal             punishment = (Islamic perspective). Parents must be kind but firm with their children.     Corporal punishment, if necessary, must never be accessive.

HADITH: “Do you kiss your children .....................”. Beat children lightly.

4.         METHOD:

Pupils will read silently selected extracts containing proverbs. They will infer the contextual meanings. Reasons for the use of proverbs will then be discussed.

5.         FOLLOW -UP ACTIVITY:

List two common proverbs and two proverbs from AHADITH, and explain the
meaning of each (eg. Tie up your camel first, and then put it in Allah’s trust).

SUBJECT: ENGLISH

SECTION: Drama: Macbeth
TOPIC OF THIS LESSON: Influence of witches on Macbeth in Act 1 GRADE: 12
DURATION OF LESSON: 2 x 30 min STD: 10

OBJECTIVES

At the end of the lesson learners should:

1.         understand how the witches influenced Macbeth.

2.         understand why the witches influenced Macbeth.

3.         realise Macbeth’s weaknesses of character and how this made him fallible.

4.         contrast Macbeth and Banquo’s reactions to the witches prophecies.

5.         understand the Islamic attitude to superstition

6.         have a reinforcement of the concept of Tawheed;

7.         understand the Islamic attitude towards Ambition.

RELEVANT PREVIOUS KNOWLEDGE

1.         Knowledge of plot of the play.

2.         Basic understanding of Macbeth’s character.

3.         Elizabethan understanding of the chain of being and witches.

4.         Disapproval of the existence of pride and ambition in man.

CONTENT OF SAMPLE LESSON

1.         Focus on witches’ meeting with Macbeth in Act One

2.         Examine and understand what is being said to Macbeth

3.         Examine and analyse Macbeth’s reaction - his reaction suggest he recognises the evil             nature/potential of the witches and reveals his ambition

4.         Discuss Macbeth’s reaction to Duncan’s announcement of his son as heir to the            throne - reveals his ambition

5.         Link ambition to why the witches chose Macbeth - contrast with Banquo’s character       (i.e. how he reacted to the witches and their prophecy)

6.         Oneness of Allah/Tawheed - Macbeth in a sense commits Shirk when he accepts the    witches prophecies (and when he later consults with them) See Sura CXII (Ikhlaas)

7.         Discuss implications of Macbeth’s actions in terms of associating partners unto the        Almighty

8.         Discuss Macbeth’s weaknesses - ambition and pride - how these allowed him to be       misled by the witches - Jihad-ul-nafs See SXXXI, V 18 & 19

9.         Relate this to pupils’ experiences - temptations of the modern world, peer pressure         and how to combat it - i.e. strong faith/Iman, will-power

 

ENGLISH : LITERATURE

POETRY GRADE 11

CITY JOHANNESBURG :
M.W. SEROTE
2 X 30 MINUTES

OBJECTIVES

At the end of the lesson, pupils should

1.         understand the poet’s choice of specific literary devices used in the poem

2.         contrast the rural “black” persons way of life to the urban “white” persons way of life

3.         understand theme of the poem - apartheid SA

4.         understand the Islamic concept of creation - all men/women created from clay and that

            the spirit of the Almighty is present in everyone

5.         understand that oppression/prejudice are unacceptable in Islam

CONTENT OF LESSON

1.         Looking up words not understood

2.         Identifying literary devices - metaphor, simile, personification, irony

3.         Commenting on the effectiveness of these devices.

4.         Focusing on diction to highlight poet’s intention in uniting the poem. Diction highlights

            theme.

5.         Discuss relevance of this theme i.e. racial prejudice and oppression. Include        denigration of person’s feelings etc. - Affective domain

6.         Equality in Islam (Except in Piety/Righteousness) See SXLIX V 13

7.         How one injustice/evil gives rise to many more (e.g. poverty, claiming of wealth etc.)

8.         Emphasize the previous knowledge from Islamic perspective

9.         Reference to life of Hazrat Bilal (radhi Allahu 'anhu) as a “black” person

FOLLOW UP ACTIVITY

1.         Learners to write a critical analysis of the poem from the Islamic perspective.

2.         Group discussion - Have attitudes in South Africa changed from the period described    in the poem?

ENGLISH : SPOKEN LANGUAGE

TOPIC : CONVENTIONS OF SHURA GRADE: 6
DURATION : 30 MIN.

1.         OBJECTIVES:

At the end of the lesson the pupils should be able to:

1.         apply the rule of Shura

2.         compare “democratic decision making” with mashura

2.         RELEVANT PREVIOUS KNOWLEDGE (R.P.K.)

The democratic process, how the Prophet Muhammad (sollallahu 'alayhi wa sallam) made decisions (individually, consultation).

3.         CONTENT

Democratic process: Chairman leads discussion. Each member of the committee
has equal say. If there is more than one proposal, it is put to the vote, after lobbing. The majority decision carries. It is binding on all.

SHURA: (a blessing to the Ummah, a Sunnah of the Prophet (sollallahu 'alayhi wa sallam)

The Ameer explains the problem. Choses certain Shura members to state their opinions.

Each person should voice his/her opinion with humility and respect.

The person should also hope that his/her opinion is not eccepted. The Ameer’s decision is final and Allah will grant success.

*The Ameer must be of sound Islamic Character.

4.         METHOD

Discussion, the role playing of both democratic process and Shura.

5.         FOLLOW UP ACTIVITIES

5.1       When the Prophet (sollallahu 'alayhi wa sallam) made mashura at the battle of    Khandaq, what advise did Hazrath Salmaan Farsi give?

5.2       What are the disadvantages of the democratic process of decision making?

5.3       When may a Ameer not be obeyed?

5.4       It is sunnat to appoint an Ameer when undertaking a journey. What are some of the             responsibilities of the Ameer while journeying? What are the other sunnats to be            observed when undertaking a journey?

5.5       When mashura is over, the people should disperse (i.e. not converge in smaller groups). Why?