GRADE 10 Teachers Guide (TG)

In this article, you will find our compiled GRADE 10 Teachers Guide. We aim to complete all the GRADE 10 Teachers Guide to make them available to our fellow teachers and help them complete their resources to make their efforts more directed into the actual teaching process.

You will find the GRADE 10 Teachers Guide download links at the bottom of this article. If you have time, please read the article below for additional background about the K-12 curriculum.


The ultimate goal of the Language Arts and Multiliteracies Curriculum is to produce graduates who apply the language conventions,  principles, strategies and skills in (1) interacting with others, (2) understanding and learning other content areas, and (3) fending for themselves in whatever field of endeavour they may engage in.

Communicative Competence. Communicative Competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative functions, and how knowledge of utterances and communicative functions can be combined according to the principles of discourse.

Communicative competence is classified into the following competencies.

  1. Grammatical/Linguistic Competence means the acquisition of phonological rules, morphological words, syntactic rules, semantic rules and lexical items.
  2. Sociolinguistic Competence refers to the learning of pragmatic aspect of various speech acts, namely, the cultural values, norms, and other socio-cultural conventions in social contexts. They are the context and topic of discourse, the participant’s social status, sex, age, and other factors which influence styles and registers of speech. Since different situations call for different types of expressions as well as different beliefs, views, values, and attitudes, the development of sociolinguistic competence is essential for communicative social action.
  3. Discourse Competence is the knowledge of rules regarding the cohesion (grammatical links) and coherence (appropriate combination of communicative actions) of various types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial in interpreting utterances for social meaning, particularly when the literal meaning of an utterance does not lead to the speaker’s intention easily.
  4. Strategic Competence is to DO with the knowledge of verbal and non-verbal strategies to compensate for breakdown such as self-correction and at the same time  to  enhance  the  effectiveness  of  communication  such  as  recognizing  discourse  structure,  activating  background  knowledge,  contextual guessing, and tolerating ambiguity.



Multiliteracies  (multi  literacy  practices)  recognize  that  there  are  many  kinds  of  literacy  at  work  within  our  society.  These  include  traditional  literacy  practices using  texts  as  well  as  new  literacy  practices  using  texts  of  popular  culture  such  as  films.  Social  literacy  encompasses  how  we  communicate  and  exchange meaning in our society while professional literacy links with the notion of literacy for school of the workplace.

The  curriculum  aims  to  help  learners  acquire  highly-developed  literacy  skills  that  enable  them  to  understand  that  English  language  is  the  most  widely  used medium of communication in Trade and the Arts, Sciences, Mathematics, and in world economy. Furthermore, the curriculum aims to  help learners understand that English language is a dynamic social process which responds to and reflects changing social conditions, and that English is inextricably involved with values, beliefs  and  ways  of  thinking  about  ourselves  and  the  world  we  dwell  in.    Through  multi-literacy  skills,  learners  will  be  able  to  appreciate  and  be  sensitive  to sociocultural diversity and understand that the meaning of any form of communication depends on context, purpose and audience.

Source: Department of Education


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