Mastering English scheme of work Bk 2.docx
| Week | Topic | Content | Duration | Resources |
|---|---|---|---|---|
| 1 | — | [Grammar] Question tags | — | Class project :Role play on violation of children's rights |
| 3 | Speaking | The | [Speech] The | [Grammar] Preposition al phrases | [Vocab] Waste manage ment words e.g bio-degradation litter |
— | Project: Methods of transforming biodegradable waste to manure for agricultural |
| 4 | Speaking | [Grammar] The present continuous tense | [Vocab] Matching words with their meaning in context page 44 | — | Project : Using at least seven verbs in the present continuous tenses, write rol |
| 4 | and reading | [Grammar] The present continuous tense | [Vocab] Matching words with their meaning in context page 44 | — | Project : Using at least seven verbs in the present continuous tenses, write rol |
| 4 | Reading | [Grammar] The present continuous tense | [Vocab] Matching words with their meaning in context page 44 | — | Project : Using at least seven verbs in the present continuous tenses, write rol |
| 4 | Listening | [Grammar] The present continuous tense | [Vocab] Matching and defining words in | — | Project : Using at least seven verbs in the present continuous tenses, write rol |
| 4 | Writing | [Grammar] The present continuous tense | [Vocab] context | — | Project : Using at least seven verbs in the present continuous tenses, write rol |
| 6 | Speaking | The sound | [Speech] The sound | [Grammar] The | [Vocab] Matching words to their | — | Use the simple present tense to show how draw a large of a bus or showing |
| 6 | Reading 1 | /œ/ /a/ | [Speech] /œ/ /a/ | [Grammar] Simple present tense | [Vocab] meanings related to the passage |
— | its ten main parts page 14 Your family meet your daily |
| 6 | Reading 2 | [Vocab] page 6 | — | needs |
| 6 | Writing | — | — | — |
| 6 | Speaking | [Grammar] Imperative Sentences, uses | [Vocab] Dictionary work Giving meaning of words in context p. 130 Matching words nearest in Meaning |
— | Class assessment: Writing an informal letter or sending an email Formative and w |
| 6 | Listening | [Grammar] Imperative Sentences, uses | [Vocab] Dictionary work Giving meaning of words in context p. 130 Matching words nearest in Meaning |
— | Class assessment: Writing an informal letter or sending an email Formative and w |
| 6 | Writing More on Informal letter, the body | [Grammar] Imperative Sentences, uses | [Vocab] Dictionary work Giving meaning of words in context p. 130 Matching words nearest in Meaning |
— | Class assessment: Writing an informal letter or sending an email Formative and w |
| 7 | Speaking | Talking about life in school risks/ violence | [Grammar] The adjectives formation of regular comparatives superlatives | [Vocab] Pick out adjectives form the poem to describe present day generation | — | Classroom Course book teacher's guide Work book |
| 7 | Writing | Describe a scene in which a student disrespected a teacher... resulted to a fight | [Grammar] The adjectives formation of regular comparatives superlatives | [Vocab] Pick out adjectives form the poem | — | Classroom Course book teacher's guide Work book |
| 7 | Speaking | [Grammar] The irregular comparative forms of adverbs | [Vocab] Words related to fashion Dictionary, words elated to fashion | — | Project: Role play a performance on different genres of music traditional, moder |
| 7 | Reading | [Grammar] The irregular comparative forms of adverbs | [Vocab] Words related to fashion Dictionary, words elated to fashion | — | Project: Role play a performance on different genres of music traditional, moder |
| 7 | Listening | [Grammar] The irregular comparative forms of adverbs | [Vocab] Words related to fashion Dictionary, words elated to fashion | — | Project: Role play a performance on different genres of music traditional, moder |
| 7 | Writing | [Grammar] The irregular comparative forms of adverbs | [Vocab] Words related to fashion Dictionary, words elated to fashion | — | Project: Role play a performance on different genres of music traditional, moder |
| 8 | Speaking | Sounds | [Speech] Sounds | [Grammar] The post | [Vocab] Matching words | — | Class work-use the simple |
| 8 | Reading | /d/and /t/ | [Speech] /d/and /t/ | [Grammar] perfect tense | [Vocab] with their meaning in |
— | past perfect tenses to complete the sentences |
| 8 | Writing | [Vocab] context page 87 Dictionary work page 92 |
— | page 89 |
| 8 | — | EASTER BREAK | [Speech] EASTER BREAK | [Grammar] EASTER BREAK | [Vocab] EASTER BREAK | — | EASTER BREAK |
| 9 | Speaking | [Speech] Talking about annual festivals in Cameroon | [Vocab] The future perfect tense | — | Assessment: creative writing page 205 |
| 9 | Reading | [Speech] A passage on The kniform festival | [Vocab] The future perfect tense | — | Assessment: creative writing page 205 |
| 9 | Writing | [Speech] Write an cultural festivals page 202 | [Vocab] The future perfect tense | — | Assessment: creative writing page 205 |
| 9 | Listening | [Speech] Listen to a passage about masquerade | [Vocab] The future perfect tense | — | Assessment: creative writing page 205 |
| 10 | Speaking | Talk about recent scientific discoveries in general and health in particular/impact | [Grammar] Reported speech Changes at the level of tenses | [Vocab] Forming nouns from verbs page 158 | — | The community Course book teacher's guide work book |
| 10 | Reading | Read a text on scientific development | [Grammar] Reported speech Changes at the level of tenses | [Vocab] Forming nouns from verbs page 158 | — | The community Course book teacher's guide work book |
| 11 | Speaking | — | — | Class project: change a paragraph form the simple present tense , to the |
| 11 | Listening | sounds | [Speech] sounds | [Grammar] The simple past | [Vocab] Gap filling on | — | simple past tense |
| 11 | Reading | /b//p/ P. | [Speech] /b//p/ P. | [Grammar] tense | [Vocab] words related to | — | Recount any voluntary |
| 11 | Writing | 61 | [Speech] 61 | [Vocab] community work | — | activity carried out. Use the simple past tense |
| 13 | Speaking | [Grammar] The sentence, sentence types | — | — |
| 13 | Reading 1 | [Grammar] The sentence, sentence types | — | Class project: Using the signs and symptoms of |
| 13 | Reading 2 | [Grammar] The sentence, sentence types | [Vocab] Words related to Malaria , | — | malaria, write a short story about a girl/boy who |
| 13 | Listening | [Grammar] The sentence, sentence types | [Vocab] transmission E.G vector |
— | suffered from malaria and almost lost his/her life |
| 13 | Writing | [Grammar] The sentence, sentence types | — | page 24 |
| 13 | Speaking | / | [Speech] / | [Grammar] Connectors contrast /cause reason Addition | [Vocab] Dictionary work meaning of words in context page 141 | — | Class project: writing write a letter describing any recreational centre you hav |
| 14 | Speaking | Talk about corruption and six corrupt practices in school | [Grammar] The adjectives formation of irregular comparatives superlatives | [Vocab] Words related to violence in school e.g bully | — | Teacher's guide Course book Peers Work book |
| 14 | Reading | Read a passage on corruption in school between suzy/Keren page 170 | [Grammar] The adjectives formation of irregular comparatives superlatives | [Vocab] Words related to violence in school e.g bully |
— | Teacher's guide Course book Peers Work book |
| 15 | Listening | Sounds / 6/and | [Speech] Sounds / 6/and | [Grammar] Nouns Cause and | [Vocab] Filling is the gaps with words in |
— | Class work / page 107 Class work : group the |
| 15 | Speaking | / s/ | [Speech] / s/ | [Grammar] effect clauses | [Vocab] context page 98 | — | following under abstract and concrete nouns page |
| 15 | Reading | — | — | 99 |
| 17 | Reading | — | — | — |
| 17 | Writing I Writing II | Write a paragraph about recent scientific equipment Draw a medical equipment | [Grammar] Reported speech charges the level of pronouns and time adverbial | [Vocab] Using nouns in filling the gaps |
— | Hospital community course book |
| 18 | speaking | Sounds /e/ and | [Speech] Sounds /e/ and | [Grammar] The present perfect tense | [Vocab] Using words in context to fill in |
— | Class project: The role played by two historic |
| 18 | Reading | /3:/ | [Speech] /3:/ | [Grammar] The present perfect tense | [Vocab] the gaps. Synonyms |
— | figures in the history of Cameroon |
| 18 | Writing | [Grammar] The present perfect tense | — | — |
| 20 | Speaking | Sounds /i/and /i:/ | [Speech] Sounds /i/and /i:/ | [Grammar] Adverbs of | [Vocab] Words related to food, food |
— | A project on different types of meals |
| 20 | Reading | Sounds /i/and /i:/ | [Speech] Sounds /i/and /i:/ | [Grammar] frequency | [Vocab] preparation and |
— | Writing: class work |
| 20 | Writing | Sounds /i/and /i:/ | [Speech] Sounds /i/and /i:/ | [Vocab] kitchen hygiene |
— | descriptive writing page 31 Use adverbs of frequency |
| 21 | Integrated activities and evaluation REMEDIATION | Integrated activities and evaluation REMEDIATION | [Speech] Integrated activities and evaluation REMEDIATION | [Grammar] Integrated activities and evaluation REMEDIATION | [Vocab] Integrated activitie | — | Integrated activities and evaluation REMEDIATION |
| 21 | Speaking | [Grammar] Conjunctions Coordinate and subordinate | [Vocab] Using words in context in constructing sentences | — | Project: Group writing an HIV- Cholera and Malaria Write slogans |
| 21 | Reading | [Grammar] Conjunctions Coordinate and subordinate | [Vocab] Using words in context in constructing sentences | — | Project: Group writing an HIV- Cholera and Malaria Write slogans |
| 21 | Writing | [Grammar] Conjunctions Coordinate and subordinate | [Vocab] Using words in context in constructing sentences | — | Project: Group writing an HIV- Cholera and Malaria Write slogans |
| 22 | Speaking | Sound/e/ | [Speech] Sound/e/ | [Grammar] Auxiliary | [Vocab] Compound words | — | Class project 1: role play |
| 22 | Listening | and /ei/ | [Speech] and /ei/ | [Grammar] verbs | [Vocab] Compound words | — | students should play role of a doctor consulting or examining a patient Project |
| 22 | Reading | [Vocab] Compound words | — | students should play role of a doctor consulting or examining a patient Project |
| 23 | Speaking | Sound /6/ and | [Speech] Talking about the different types of libraries | [Grammar] Sound /6/ and | — | Assessment: joining sentences with suitable subordinations |
| 23 | Reading | Sound /6/ and | [Speech] Read a dialogue: My school library | [Grammar] Sound /6/ and | — | Assessment: joining sentences with suitable subordinations |
| 24 | Speaking | Talking about pollution types and effects | [Grammar] The active/passive voice with the simple present tense and progressive tense | [Vocab] Words on the sources of noise pollution e.g speet vendards, |
— | The environment Course book peers Work book |
| 24 | Reading | Read passage on Noise Pollution | [Grammar] The active/passive voice with the simple present tense and progressive tense | [Vocab] Words on the sources of noise pollution e.g speet vendards, welders e | — | The environment Course book peers Work book |
| 25 | Reading | /u: / | [Speech] /u: / | [Grammar] Question tags | [Vocab] context Giving the meaning of words in context page 84 |
— | Class project :Role play on violation of children's rights |
| 25 | Speaking | [Speech] Talking about film shows and cultural festivals | [Vocab] Prepositions of place time | — | Assessment: class work page 198 Plot narrative: Tracing the plot of any movie yo |
| 25 | Reading | [Speech] Read text my Best Movie | [Vocab] Prepositions of place time | — | Assessment: class work page 198 Plot narrative: Tracing the plot of any movie yo |
| 25 | Writing | [Speech] Writing a short narrative page 198 | [Vocab] Prepositions of place time | — | Assessment: class work page 198 Plot narrative: Tracing the plot of any movie yo |
| 27 | Speaking | [Grammar] Definite and indefinite articles | [Vocab] Words related to diseases, kinds of illnesses e.g |
— | Class project : role play/dramatization: A patient suffering from the |
| 27 | Reading | [Grammar] Definite and indefinite articles | [Vocab] flu | — | effects of an overdose after neglecting the doctor's advice |
| 27 | writing | — | — | — |
| 28 | Speaking | Talking about TV shows and the Entertainment Industry | [Grammar] Adverbs comparative adverbs forms in the regular | [Vocab] Matching words and expression in context page 177 | — | The home The community Course book |
| 29 | Speaking | [Grammar] Modal verbs | [Vocab] Matching words to | — | Group work: Matching |
| 29 | Reading | [Grammar] expressing ability | [Vocab] their meaning in context |
— | sentences with their correct expression page |
| 29 | Writing | [Grammar] possibility permission Write affirmative negative , interrogative statements | [Vocab] Words related to Healthy eating and nutrition. E.g Etiquettes | — | 121 Describing people Role play: students should play the role of a doctor consu |
| 30 | Speaking | [Speech] Talking about forms of modern and traditional music, dances in Cameroun - tribute to our fallen heroes Talking about our cultural heritage | [Vocab] Collective nouns Conditionals: Type 1 Rela | — | Assessment : homework, use collective nouns in construction sentences Assessment |
| 30 | Listening | [Speech] Listen to a passage on handicap centres | [Vocab] Collective nouns Conditionals: Type 1 Relative pronouns | — | Assessment 2: class work construct five sentences using which/that class project |
| 30 | Reading | [Speech] Read a passage about our fallen heroes Traditional museums and craft centres page 232 A passage on Cameroon, our rich heritage Write three paragraphs on Cameroon our rich heritage | [Vocab] D |
— | — |
| 31 | Speaking | Write a formal letter page 165 | [Grammar] The active and passive voice with the perfect tenses page 169 | [Vocab] Suffixes with ity e.g modern-moderinty page 164 | — | The environment Course book peers Work book |
| 31 | Writing | More on the sources of pollution part II | [Grammar] The active and passive voice with the perfect tenses page 169 | [Vocab] Suffixes with ity e.g modern-moderinty page 164 |
— | The environment Course book peers Work book |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | CONTEXUAL FRAMEWORK | CONTEXUAL FRAMEWORK | [Speech] CONTEXUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | CONTEXUAL FRAMEWORK | CONTEXUAL FRAMEWORK | [Speech] CONTEXUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | Speaking | Sounds / u /and | [Speech] Sounds / u /and | [Grammar] Question tags | [Vocab] Filling in the gaps with words in |
— | Class project :Role play on violation of children's rights |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | Listening | — | — | — |
| - | CONTEXUAL FRAMEWORK | CONTEXUAL FRAMEWORK | [Speech] CONTEXUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEGE | [Vocab] ESSENTIAL KNOWLEGE | — | ASSESSMENT/PROJECT |
| - | Reading | /3:/ | [Speech] /3:/ | [Vocab] stress and meaning | — | words in constructing sentences |
| - | — | — | — | Write two paragraphs on the |
| - | Writing | — | — | disadvantages at littering and the benefits of living in a clean |
| - | — | — | — | environment |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEGE | [Vocab] ESSENTIAL KNOWLEGE | — | RESOURCES |
| - | CONTEXUAL FRAMEWORK | CONTEXUAL FRAMEWORK | [Speech] CONTEXUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] CONTEXTUAL FRAMEWORK | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | — | [Vocab] Evaluation | — | Evaluation |