SENIOR 6 By the end of the of the course, the student should be able to produce and understand the following. N:B. in addition to the language listed in Senior 1, 2, 3, 4 and 5 syllabuses
FUNCTIONS
EXPONENTS
Reporting speech and attitude. Generalizing Reporting facts / opinions impersonally. No change
Reporting verbs with or without direct objects ‘It is ‘It is believed that …./It that …./It is is widely agreed that agreed that ‘ ‘ She admitted she had given had given Norma Jean Norma Jean the wrong advice The hairs were thought to be from be from a cat. He said he’ll said he’ll be back next back next week week
Expressing modality: obligation, necessity, duty, advice, ability, permission, prohibition, possibility, no obligation
must / have / have to / to / need need / should / should / ought / ought to to / / can can / / could / may / may / might / might / be / be able to /needn’t to /needn’t /mustn’t/can’t /mustn’t/can’t / couldn’t / couldn’t Related verbs: ‘be required to / to / be be obliged to / to / be supposed to / to / m manage to / to / succeed succeed in / in / be be allowed to / to / be be permitted permitted to to / / be be likely to / to / be be bound to’ bound to’
Justifying opinions
‘It goes ‘It goes without saying that ...’ that ...’ ‘As far ‘As far as as I can see ...’
Expressing dissatisfaction and regret Criticizing & showing annoyance Advice
‘wish / ‘wish / if if only’ only’ + + simple past / past perfect / ‘wouldn’t’ + infinitive ‘should’ + infinitive / perfect infinitive ‘could’ + ‘could’ + perfect infinitive ‘had better’ ‘had better’ + infinitive
Talking about situations that are always true
Zero conditionals If I If I meet someone meet someone in a situation like that, I get very nervous very nervous..
Talking about possible situations in the future
First conditionals I’ll lend I’ll lend you you the money, provided money, provided that that you you pay pay it it back by back by the the end of end of the the month
Talking about unlikely or imaginary situations in the present or future
Second conditionals I wouldn’t do it if it if you you paid paid me me
Talking about an imaginary situation in the past
Third conditionals If I’d If I’d been been able to afford it, afford it, I’d have I’d have gone with them
Talking about the consequences in the present of an of an imaginary past situation
Mixed conditionals If I If I had caught had caught that that plane, plane, I would be would be dead now dead now
Being tentative
‘If / I hope you don’t mind my saying so ...’
Making deductions and drawing conclusions in the past. Expressing degrees of certainty in the past
Modal verbs of deduction in the past The man must have been thirsty
Showing emphasis
‘It’s this sense of infinity that makes …./It was that courage of theirs that made ….’ “What I remember most clearly is …” so and such ‘It was such a tragic end of the year …’ Auxiliaries do/does: I do remember/It does have …
Grammar N.B. in addition to the language listed in Senior 1, 2, 3, 4 and 5 syllabuses. Tenses Review of all tenses Conditional sentences types 0, 1, 2 and 3, mixed conditionals The verb phrase Gerunds as subjects, after prepositions and after certain verbs Infinitives after certain verbs, adjectives and to explain the purpose of an action ‘be / get used to’ + ‐ing ‘used to’ + infinitive/would/be used to/get used to verb + infinitive verb + to infinitive verb + ‐ing verb + to infinitive and –ing form after ‘remember’, ‘forget’, ‘stop’, ‘try’, ‘like’ Phrasal verbs Past modal verbs with passive and continuous forms Modal and related verbs: ‘bound to’, ‘allowed to’, ‘supposed to’, ‘likely to’ , etc. Reported speech Review of basic structures Reporting verb patterns Passive report structures ‘it is / was thought to be / have been’ etc Complex sentences Defining and Non – Defining Relative Clauses Cleft and pseudo cleft sentences Quantifiers: a few, several, a lot, etc. Linkers: ‘although’, ‘despite’, ‘in spite of’ Compound nouns and adjectives Nouns which are always plural, ending is –s with a singular meaning. Group nouns (singular or plural)
Lexical areas N.B. in addition to the language listed in Senior 1, 2, 3, 4 and 5 syllabuses.
Means of communication‐ the Internet‐ internet habits Jobs and work‐ responsibilities and roles. Turning points in one’s life/changes in a person´s life. Strong feelings Exploration and travelling. Healthy and unhealthy habits. Future time expressions. Predictions. Crime, justice and punishment Food, cooking and eating habits Celebrations, birthdays, festivals,rituals and traditions. Superstitions Eco friendly attitudes Money and spending Stereotypes (gender, age, nationality) Describing films and other forms of art. Culture. Quantifiers‐ indefinite pronouns TV shows and entertainment.
Writing tasks N.B. In addition to language included in 1st, 2nd, 3rd, 4th and 5th year profiles Students should be able to write suitable texts (at least 150 words long) in the following genres: A book/ TV show/ book review A description of a place A web posting expressing your views about a statement (argumentative essay) Emails to make enquiries and arrangements A narrative piece. Opinion piece to a newspaper about domestic or social problems A newspaper article. A narrative piece.
They should also be able to appropriately use linkers used for adding information, connecting, contrasting ideas, showing cause and effect, arguing persuasively and showing a narrative sequence of events, among others.
Reading skills N.B. In addition to language included in 1st, 2nd, 3rd, 4th and 5th year profiles Students should be able to: Predict the content and type of a text from the title and from inferred information Identify the main idea Find specific information Spot synonyms Describe the tone of the text (negative, optimistic, critical, etc.) Understand implied meaning (read between the lines) Match text to image and headlines or missing paragraphs to text
Show understanding of gist by unscrambling or producing oral summaries Take notes based on the text
Listening skills N.B. In addition to language included in 1st, 2nd, 3rd, 4th and 5th year profiles Students should be able to: Predict the content of a listening piece from the title, picture or anticipatory statements. Understand the gist of a listening piece Understand specific information Predict the sequence of facts / events Identify synonyms Describe the tone of the text by judging attitude (negative, optimistic, critical, etc.) Understand implied meaning Paraphrase words / expressions from the source text using their own words Choose true / false statements Match speaker and information given Choose from a number of statements which points the speaker(s) make(s) Show understanding of gist by unscrambling or producing oral and / or written summaries Take notes based on the listening piece
Speaking skills N.B. In addition to language included in 1st, 2nd, 3rd, 4th and 5th year profiles Students should be able to: Speak about pictures, reacting to them, making comparisons and giving their opinion. Develop a given topic. Agree and disagree with a given argument. Prioritize/rank Discuss a topic in groups and come to a conclusion Work out problems and give a possible solution. Make hypotheses. Establish differences Make evaluations Sustain a conversation on a given topic. Use conversational gambits such as "actually", " to be honest", etc when appropriate. Use appropriate (formal / neutral / informal) register. Take long turns. Give presentations, interpret graphs/charts Justify opinions and / or account for choices Sound tentative Use vague language and fillers when they can’t remember or don’t know a word or when they need thinking time.
