REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix – Travail – Patrie Peace – Work - Fatherland

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

MINISTRY OF SECONDARY EDUCATION
INSPECTION GENERALE DES ENSEIGNEMENTS
INSPECTORATE GENERAL OF EDUCATION

PROGRAMME OF STUDY: ENGLISH TO FRANCOPHONES

General Secondary Education
Sixième (6ème)

Observer son environnement pour mieux orienter ses choix de formation et réussir sa vie

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT ET DE LA PROMOTION DU BILINGUISME

INSPECTORATE OF PEDAGOGY IN CHARGE TEACHING AND PROMOTION OF BILINGUALISM

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 FIRST CYCLE SYLLABUS REVIEW

A PARTICIPATORY AND INNOVATIVE APPROACH

The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of Secondary
Education since 2012 are in accordance with the major guidelines for education in general and secondary
education in particular as they are enshrined both in the 1998 law to lay down guidelines for education in
Cameroon and in the 2009 Growth and Employment Strategy Paper(DSCE) .

These orientations could be summarised, amongst others, to train within the framework of an emerging
Cameroon in the year 2035, citizens that will have a good mastery of the two official languages (English and
French), deeply rooted in their cultures but open to a world in search for sustainable development and dominated
by Information and Communication Technologies.

Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and high
schools during the 2012/2013 school year, these syllabuses were developed with the contributions of classroom
teachers and teacher trade unionists.

The new syllabuses had to undergo many changes:

- a shift from a skill based approach to a competence based approach through real life situations;
- a shift from a school cut off from society to one that prepares citizens for a smooth insertion into socio-
cultural and economic activities ;
- a shift from an evaluation of knowledge to that of competences necessary to sustainable development.

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When these new changes and orientations were taken into account, they naturally led to a shift of paradigm
within the curriculum reform process. The option we have adopted is the competence based approach through
real life situations.

The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning, each
of them containing a given number of disciplines as shown in the table below.

Areas of learning Disciplines

1- Languages and Literature - French
- English
- Living Languages II
- Ancient Languages
- Literature(in English and in French)
2- Science and Technology - Mathematics
- The Sciences( Physics, Chemistry,
Technology, Life and Earth Sciences)
- Computer Science
3- Social Sciences/Humanities - History
- Geography
- Citizenship Education
4- Personal Development - Sports and Physical Education
- Manual Labour
5- Arts and National Cultures - National Languages
- National Cultures
- Arts

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 END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE

The first cycle of Secondary General Education admits young graduates from primary schools aged between ten
and fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children but
also competences and fundamental knowledge which will either enable them to foster their education in the
second cycle, or to prepare them for a smooth insertion into the job market after professional training.

Thus, within the framework of these new syllabuses, the learner is expected , after the first cycle of secondary
education, to be able to use his/her competences to solve problems through family of situations relating to
domains of life as indicated in the table below:
N° Domains/Areas of life Families of situations to be treated in the 1st cycle

1 Family and social life • Participation in family life

• Healthy professional relationships
• Social integration
2 Economic life • Discovery of income generating activities
• Discovery of the job market, social roles, jobs and professions
• Self confidence, aspirations, talents, self potential
• Practising healthy eating habits
3 Environment , health and well being • Preservation of the Environment
• Quest for a healthy life style
• Choosing and practising a healthy life style
4 Citizenship • Mastery of rules and regulations governing the Cameroonian
society
• Discovery of cultural values and customs of the Cameroonian
society
5 Media and Communications • Discovery of the media world
• Discovery of Information and Communication Technologies

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In order to achieve these objectives, the learner should be able to mobilise , within the various disciplines and
constructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know how and
attitudes.

The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each
subject unfolds, in details, all the expected competences per level and at the end of the 1st cycle.
Areas of Learning Disciplines Expected outcomes at the end of the 1st cycles

1-Languages and Living languages: French and English , L1

Literature English, Receptive skills: reading and listening
French , Read in an autonomous way, different types of texts related to
German, areas of life as defined in the syllabus;
Italian, Listen and understand various texts related to the above
Spanish, mentioned areas of life
Chinese, Productive skills: speaking and writing
Etc. Produce various types of texts , of average length related to these
areas of life;
Language tools: appropriate use of various language tools in order
to produce and read types of texts related to that level;
English to Francophone learners Communicate accurately and fluently using all four basic skills in
language learning;
French to Anglophone learners Be able to transfer knowledge learnt in class to real life situations
out of the classroom;
Be able to cope and survive in problem solving situations;
Living languages II
Receptive skills: reading and listening
Read and understand simple texts on social life, citizenship, the
environment, well being and health, media etc..
Listen and get oral information in order to simply interact during
communication situations related the various domains of life.
Productive skills: speaking and writing

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 Sing, recite, dramatise , orally answer questions related to the
various domains of life as defined in the syllabus;
Write short passages on various familiar topics.

Ancient languages: Latin, Develop general knowledge through ancient languages and
Greek cultures; know the origins of the French language for linguistic
National languages mastery;
Carry out elementary tasks in translation.
Literature
Cameroon Literature; French
Literature;
Francophone Literature;
Other literatures
2-Science and Technology Mathematics, Use mathematic knowledge skills and values with confidence to
The Sciences solve real life problems within the different domains of life;
Computer Science Communicate concisely and unambiguously and develop power of
mathematical reasoning (logical thinking, accuracy and spatial
awareness).
The Sciences:
Acquire the fundamentals of sciences in order to understand the
functioning of the human body, the living world, the earth and the
environment;
Acquire methods and knowledge to understand and master the
functioning of technical objects made by man to satisfy his needs;
Demonstrate attitudes to protect his/her health and environment.

Computer Science :
Master the basics of Information and Communication
Technologies;
Exploit and use ICTs to learn.

3- Social Sciences History Possess cultural references to better locate events in time and

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/Humanities space within a democratic system and become a responsible
Geography citizen.
History:
Citizenship Education Acquire a common culture ; be aware of heritage from the past and
current challenges;
Geography :
Develop one’s curiosity and knowledge of the world;
Get acquainted with landmarks to find your way and fit in the world.
Citizenship Education:
Possess essential knowledge in rights and duties in order to fulfil
his/her citizenship.
4- Personal Development Moral Education; Develop his / her physical abilities/skills ;
Get ready for physical challenges , save and regain energy after
Home Economics; physical efforts;
Identify risk factors; possess basic knowledge and principles in
Sports and Physical hygiene and health education;
Education Demonstrate a sense of self control and appreciate the effect of
physical activities.
Health Education Conceive and draw up sports and cultural animation projects;
Acquire methods and develop a high sense of efforts;
Conceive, draw up and implement projects that will enable one to
project his/her image and feel the well being inspired by self-
confidence.
5- Arts and National Arts/Artistic Education; Artistic Education:
Cultures Observe and appreciate works of art;
National Cultures Carry out an artistic activity;
Gradually acquire the love for personal expression and creativity;
Possess a mastery of creativity in music, plastic arts and the
performing arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating to
various areas of society;
Practise the different dramatic genres: sketches, comedy, tragedy,
drama, etc.

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 National languages and Cultures
Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to discover
their characteristics;
Demonstrate a mastery of basic rules in writing Cameroonian
languages as well as basic grammatical notions applied to these
languages;
Demonstrate a mastery of one of the national languages at 3
levels: morpho-syntax, reception and production of simple oral and
written texts.

Even though the learners acquires skills in different disciplines, these competences are accompanied by other
skills known as cross curricular competences related to intellectual, methodological, social and personal areas
of learning.

6- Cross curricular Intellectual and Methodological Solve Problem in a given situation;

competences domains Use knowledge skills and values with confidence in order to solve
real life problems within the different domains of life;
With confidence, find useful information to solve problems he/she
is faced with;
Give his/her opinion ;
Support his/her opinion with strong arguments ;
Assess him/herself with a view to remediation;
Demonstrate basic knowledge in note taking ;
Conceive and realise individual projects;
Analyse and summarise information, give feedback and report
orally or in writing.
Develop problem solving approaches;
Exploit and use ICTs in his/her activities.
Social and Personal Domains Interact positively and assert his/her personality while respecting
that of other people;
Join team work, fit in a common initiative project /group;
Demonstrate interest in cultural activities ;

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 Develop a sense of effort, love for work, perseverance in tasks or
activities carried out ;
Understand and accept others in intercultural activities;
Accept group assessment.

The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is
important to implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both
for subject and cross curricular competences. They are so called to show that they should be developed through
teaching/learning activities of the different subjects. The development of subject and cross curricular
competences concern the entire education family as they are capable of inspiring an educative project and the
putting in place of extra curricular activities. The ultimate training goal of these syllabuses, at the end of the first
cycle, is to enable the learner to be self reliant, to be able to keep on learning through out his/her life, to
contribute to sustainable development and become a responsible citizen.

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MINISTRY OF SECONDARY EDUCATION
INSPECTORATE GENERAL OF EDUCATION

PROGRAMME OF STUDY
ENGLISH TO FRANCOPHONES
General Secondary Education

SIXIEME (6ème)

13
 July 2014

SUBJECT AREA: ANGLAIS:

(ENGLISH
TO FRANCOPHONES)

WEEKLY WORKLOAD: 0 3 hours

ANNUAL WORKLOAD: 75 hours

COEFFICIENT: 03

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 TABLE OF CONTENTS

General presentation of the Programme of Study …………………………………………………………. 5

Students’ exit profile ………………………………………………………………………………………… 5

Title of module: ‘Anglais’ …………………………………………………………………………………… 6

Contribution of the programme of study to broad areas of learning (languages) ………………………. 7

Contribution of the Programme of Study (syllabus) to areas of life ……………………………………… 7

Areas of life broadly covered by this Programme of Study ……………………………………………….. 8

Breakdown of the modules ………………………………………………………………………………… 8

Programme of study ………………………………………………………………………………………… 9

Assessment …………………………………………………………………………………………………… 28

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I. General Presentation of the Programme of Study
As enshrined in its Constitution, Cameroon is a bilingual country with English and French as the two official languages. The Constitution
accords the same legal and social status to both languages which are expected to be used indiscriminately throughout the country.
In today’s fast changing world, the English Language is an important communication tool in politics, economics, science, technology, and
the media. Knowledge of this importance has caused an increasing number of French-speaking Cameroonians to make greater efforts to use
English fluently in real-life situations.
Every system, be it in Education, Public Administration or other, must be upgraded to suit innovations in scientific knowledge. Cognisant
of this trend, the Ministry of Secondary Education decided to make profound changes to the existing syllabus. The present change (paradigm
shift) aims at reducing the shortcomings observed in the previous syllabus so as to prepare Francophone learners of English to use the language
successfully in real-life situations.
Henceforth, throughout the first and second cycles, the course shall cover diverse areas of life and classes of situations.
The expected outcome of teaching English to Francophone learners in Cameroon is therefore to enable every learner to develop his/her
personality and become a conscientious and autonomous citizen who can fully exercise his/her social roles as member of a family and of a
community, a producer and a consumer of goods and services, and also as a morally fit and fully responsible citizen of Cameroon, of Africa, and
of the world.
Dealing with these issues requires a fair degree of mastery of related phonology, grammar and lexis. It also requires the capacity to receive,
analyse, and give information orally and in writing, and react appropriately to written or oral messages.

II. STUDENTS’ EXIT PROFILE

LEARNING OUTCOMES:

By the end of the first cycle, the learner (francophone) should be able to do a certain number of tasks in different life-situations in the Target
Language (TL) (English) by using the language resources acquired effectively.

LISTENING AND SPEAKING

The learner can:

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 interact orally with classmates, teachers, etc.
give information to others on a specific topic.
defend his/her point of view on a simple and familiar topic.
summarize information from a simple text orally.
interpret facial expressions, mime and simple gestures.
talk about/describe certain cultural/traditional aspects in Cameroon.
sing songs/recite poems on real-life situations and other familiar topics.

READING

The learner can:

read simple texts and answer questions on them.
read short stories (narrative, informative or descriptive) on familiar topics such as school life, family life, etc and narrate /tell
others what the story is all about.
read and identify main ideas in simple texts.
read basic slogans (on health, cleanliness, pedagogic days, etc).
read simple story books or comic books.
read words from the dictionary correctly (based on the sounds learned so far).

WRITING

The learner can:

link simple and short sentences to form longer expressions.
use cues, pictures, or flash cards to write short paragraphs.
write out simple activities carried out such as daily routines (what he/she does in the morning, afternoon, evening, etc).
write simple descriptions such as the classroom, school, home, market and other real-life situations.
write descriptions of objects, people, or the environment (forest, savannah, desert, water, etc).

III. TITLE OF MODULE: ANGLAIS

Cycle Level Title Of Module Components Status Weekly Hrs. Yearly Hours

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 1st 2 (5 ème) Anglais Language Compulsory 3 75

The place of the programme of study in the new curriculum

The programme of study being implemented so far does not meet the demands of the 1998 Law of Orientation which advocates the
professionalisation of Cameroon’s education system and aims at making the youths rooted in their national cultures. In the new paradigm shift,
the English Language, as well as other subjects, is no longer learned as an isolated school subject and for its own end, or for the sake of passing
an examination. It should contribute to the learner’s overall capacity to listen, speak, read, and write competently in real-life situations. The
new curriculum therefore works towards breaking down barriers between school subjects; that is, it gives English its rightful place as an
essentially cross-curricula discipline. English, therefore, ceases to be considered a mere subject which a learner may pass or fail and becomes
the medium through which other subjects are learnt. A learner’s capacity to act competently in a given real-life situation, results from a
combined use of relevant contributions from all disciplines; thus, the idea of cross-curricula competency. English is, therefore, compulsory in
the curriculum as a communication and survival tool, and as an instrument of national and international integration.

IV. Contribution of the programme of study to broad areas of learning (languages)

While the present syllabus incorporates the four language skills and two essential knowledge areas of grammar, vocabulary and pronunciation,
it however lays more emphasis on competency in real-life situations. It is believed that adequate learning takes place in the context of situated
actions. In other words, a competency is developed through a situation.
Although, English and French are the two official languages in Cameroon, they are non-native and are spoken against a background of about
260 mother tongues and Pidgin English. Consequently, these mother tongues cause interference in the learning of English nationwide. This
diversity is found even among teachers who come from the ten Regions of Cameroon, and who speak different “Englishes” to their learners.
The importance of introducing English phonology systematically in language teaching/learning cannot therefore be ignored.

V. Contribution of the syllabus to areas of life

For Francophone learners to be competent in real-life situations, areas of life have been catalogued and used as entry points for learning.
Therefore, the students will learn to act, react and interact competently as members of a community, producers or consumers of goods and
services, and responsible citizens of a nation and of the world as a whole. Francophone learners of the English Language in Cameroon should
be able to communicate competently to cope with the varying situations and contexts in which they find themselves at all times in their

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country and in the world at large. Therefore, the current syllabus sequences areas of life and examples of real-life situations within which
relevant language items are used.

The syllabus covers five domains of life with specified social roles and related curricula goals as described below:
1. Family and social life (life at home, at school, in the community, among the youth, etc.)
2. Health, environment and welfare (environmental issues, dealing with time and seasons, health-related issues, sports and leisure, etc.)
3. Economic life and occupations (services, buying, selling, jobs, and other economic activities)
4. Citizenship (especially community issues, values, human rights, gender issues, etc)
5. Communication, the Media and Technology (Science and Technology, the use of the Internet, announcements, public notices, etc.)

VI. Areas of life broadly covered by this programme of study

Areas of life are broken down into families of situations that learners encounter in their daily life. Each family of situations is in turn broken
down into real-life situations from which categories of actions and the related language competencies are derived. The following are examples
of families of situations:
Using language to assert oneself as a responsible member of the nuclear and extended family and school community
Using language to make informed choices on consumption of goods and services (buying and selling)and explore jobs and professions
Using language to attend to basic health and safety needs, explore times and seasons and have a responsible feeding habit
Using language to fulfil the rights and duties of a child and basic civic duties
Using language to explore audio-visual and print media and keep abreast of modern technology

VII. BREAKDOWN OF THE MODULES

CYCLE LEVEL Domains of life TITLES OF MODULES STATUS TIME
Using language to assert oneself as a responsible member of
Family and Social Life the nuclear and extended family and school community Compulsory 15h

Economic Life and Using language to make informed choices on consumption of

Occupation goods and services (buying and selling)and explore jobs and Compulsory 15 h
st
1 professions
6ème
Environment, Well- Using language to attend to basic health and safety needs,
Compulsory 15 h
being and Health explore times and seasons and have a responsible feeding habit
Citizenship and Using language to fulfil the rights and duties of a child and basic
Human Rights civic duties Compulsory 15 h

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 Media and Using language to explore audio-visual and print media and
Compulsory 15 h
Communication keep abreast of modern technology

Family and Social life

Module 1
Using language to assert oneself as a responsible member of the nuclear and extended family and school
community
Presentation of module
This module addresses real-life situations challenging second language learners to communicate at the basic level on a familiar and predictable
context about the family (nuclear and extended) and school. It also addresses building interpersonal relationships.
Contribution to the curriculum goals
This module enables every learner to develop their personality and become conscientious and autonomous, and to adopt a healthy behaviour with
regard to others. He/She will become a responsible individual who can fully exercise his/her social roles.

Contribution of the module to the broad area of language learning

The learner initiates real-life dialogues and interacts orally with other speakers on issues about their family/school, listens and responds
appropriately to family life and relationship, demonstrates understanding of simple written texts on these issues, and effectively performs simple
writing activities dealing with family life/school and relationships.

Contribution of the module to the domains of life

In the treatment of the family of situations that belongs to the domain of social life, family development, and positive relationship awareness, the
teacher is expected to accompany the learner in the process of adopting responsible behaviour with regard to family.

Coverage of the module

The teacher will endeavour to cover at least 90% of the module within the prescribed 15 teaching hours, with emphasis on spoken language.
She/he shall make sure the lessons are learner-centered, and that proper evaluation (formal/informal) is planned and executed. Apart from the 15
teaching hours, three hours are set aside every sequence for testing the learners’ competency to listen, speak, read, and/or write, appropriately.

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 CONTEXTUALISATION COMPETENCE INDICATORS RESOURCES
FRAMEWORK
Family of Examples of Categories of Examples of actions Essential knowledge Attitudes Other sources
situations real-life actions
situations
Using - Discussing • Listens to A: Notions • Sociability A: Human
language to about nuclear Listening to information/conversations Speech work: • Companionability - Peers
assert family informative about family/school Vowels/consonants • Cordiality - Teachers
oneself as a - Discovering texts • Listens to short, simple texts • Courtesy - Parents
responsible extended about the family/school • Consideration - Other
member of family • Listens to short read-aloud B: Grammar stakeholders
the nuclear members books and simple song lyrics • Personal pronouns
and Finding out • Listens to basic texts for • The simple present tense B: Materials
extended about specific information; regular/irregular verbs - Pictures
family/school /exploring recognising common (affirmative, negative and - Letters of the
classes/ vocabulary and routine interrogative and contractive alphabet/
school expressions and terms about forms) figures
subjects family/school • Personal pronouns, - (use
- Making new • Listens to presentations to possessive pronouns newspapers
acquaintances identify basic details about (subject) for recycling,
- Participating family/school • Countable and uncountable cardboards,
in school/ • Listens to people introduce nouns (singular and plural) sand)
co-curricular themselves • Use of indefinite articles - Parents
activities • Listens to classroom (a/an) - Cartoons
instructions and do tasks - Dictionary (for
• Listens to role-plays vocabulary,
• Listens to poems lyrics and C:Vocabulary: etc.)
tongue twisters • Family members
• Numbers from 1 to 50 C. Methods and
• Listens to simple radio and
• Letters of the alphabet Techniques
television news reports,
• Periods of the day - Learner-
commentaries, interviews
centred
about the family/school • School subjects

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 • Introduces oneself/members • Items used in school - Learner to
of the family/school • Days of the week learner
Interacting • Exchanges information about • Demonstrative pronouns: - Cooperative
orally in the self, family or residence this that, these, those learning
family • Asks for, obtains, and gives • Words pertaining to school (pair and /
information about the activities/regulations/ group work)
family/school Buildings - Hands-on
• Gives personal information
• Recites poems, tongue
twisters
• Sings songs

Reading • Reads short simple texts with

informative, pictures
descriptive, • Finds names and relationships
expressive and in a text
esthetic texts • Reads related pictures
about the • Reads simple illustrated
family/school family/school stories
to decode • Reads short basic descriptions
meaning with symbols and illustrations
• Reads short basic forms asking
for personal information
• Reads a family tree
• Reads short, simple poems or
song lyrics
Writing • Writes simple questions and
expressive, answers to obtain and give
descriptive, information about the
informative family/school
and esthetic • Fills out simple forms
texts related to • Writes names, addresses
the • Keeps a simple journal (diary)
family/school • Writes basic personal data in

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 simple form
• Copies words from pictorials
• Completes simple sentences
on essentials about the
family/school
• Fills in gaps in poems, jokes,
songs lyrics
• Writes short stories about the
family/school
• Draws and labels
• Rearranges scrambled letters
to form words and scrambled
words to form sentences

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 Economic Life and Occupations
Module 2
Using language to make informed choices on consumption of goods and services (buying and selling) and
explore jobs and professions
Presentation of module
This module addresses real-life situations challenging second language learners to communicate at the basic level in areas of making informed
choices on consumption of goods and services, common jobs and professions.

Contribution to the curriculum goals

This module enables every learner to develop their personality, collaborative competences, assiduity, become a conscientious and effective team-
builder, and to adopt a healthy behaviour with regards to others. He will become a responsible individual who can fully exercise his/her social
roles.

Contribution of the module to the broad area of language learning

The learner initiates real-life dialogues and interacts orally with other speakers on issues about their jobs, professions, negotiating and bargaining,
listens and responds appropriately to job relationship, demonstrates understanding of simple written texts on these issues, and effectively
performs simple writing activities dealing with jobs and professions.

Contribution of the module to the domains of life

In the treatment of the family of situations that belong to the domain of economic life and occupations and positive relationship awareness, the
teacher is expected to accompany the learner in the process of adopting responsible behaviour with regard to family.
Coverage of the module
The teacher will endeavour to cover at least 90% of the module within the prescribed 15 teaching hours, with emphasis on spoken language.
She/he shall make sure the lessons are learner-centered, and that proper evaluation (formal/informal) is planned and executed. Apart from the 15
teaching hours, three hours are set aside every sequence for testing the learners’ competency to listen, speak, read, and/or write, appropriately.

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 CONTEXTUALISATION COMPETENCE INDICATORS RESOURCES
FRAMEWORK

Family of Examples of Categories of Examples of actions Essential knowledge Attitudes Other sources
situations real-life actions
situations
Using • Shopping Listening to • Listens to short simple A: Notions • Confidence A: Human
language to for: informative dialogues related to buying Speech work: • Honesty - Peers
make - Groceries texts and selling/jobs - Pronounce the definite and • Politeness - Teachers
informed - Clothes concerning • Listens to basic conversation indefinite articles in • Patience - Parents
choices on - Food buying and for specific information; isolation and in connected • Tolerance - Other
consumption - Every day selling recognising common speech correctly • Courtesy stakeholders
of goods and necessities vocabulary and routine • Flexibility
services • Buying and expressions and terms about • Friendliness B: Materials
(buying and selling items consumption goods and B: Grammar • Respect - Pictures
selling) and • Making simple services/jobs - Identify and use modals(can
• Collaboration
- Letters of the
explore jobs requests at • Listens to presentations to /may)
• Assiduity
alphabet/
and the identify basic details about - Identify and use numerals figures
professions market/grocer products and services (cardinal and ordinal) - (use
ies/ and about • Listens to role-plays - Identify and use countable newspapers
clothes • Listens to simple descriptions and uncountable nouns for recycling,
sizes/shoes • Listens to poems lyrics and (singular/plural) cardboards,
• Identifying tongue twisters - Identify and use definite sand)
coins, notes, • Listens to simple radio and and indefinite articles - Parents
bills and television news reports, - Identify and use have got ( - Cartoons
amounts adverts, commentaries and affirmative, negative and - Dictionary (for
• Reading a interviews about the interrogative) vocabulary,
receipt and consumption and sale of goods - Expressing likes and dislikes etc.)
price tags and services
• Asking for a Interacting • Asks for, obtains, and gives C:Vocabulary: C. Methods and
location inside orally about information about the cost of - Partitives Techniques
a supermarket the goods and services -Adjectives - Learner-
• - Words associated with centred
Finding out consumption • Expresses opinion about items
about and sale of shopping, weights, shapes - Learner to
bought or sold
and units of measurement learner
common types goods and • Recites poems, tongue-

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of jobs services twisters -Common jobs - Cooperative
• Expresses preferences (likes -Work places/basic work learning
and dislikes) on common jobs tools (pair and /
and professions group work)
• Sings songs - Hands-on
Reading • Reads short simple texts with
informative, pictures
descriptive, • Reads names of goods/articles
expressive and in a simple shopping list
esthetic texts • Reads price tags/clothes and
about the shoe sizes
consumption • Reads related pictures
and sale of • Reads very simple illustrated
goods and buying and selling stories
services to • Reads short basic descriptions
decode with price, symbols and
meaning illustrations/jobs
• Reads short basic forms asking
for information about goods
and services/jobs
• Reads names of common jobs
• Reads short, simple poems or
song lyrics

• Writes simple sentences,

Writing questions to give/obtain
expressive, information about the
descriptive, consumption and sale of
informative goods and services
and esthetic • Fills out simple forms
texts related to • Writes lists of items for
consumption shopping
and sale of • Writes clothes/shoe sizes,
goods and colours, price tags

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services • Re-arranges words to form
sentences/sentences to form a
coherent paragraph
• Calculates cost
• Copies words from pictorials
• Completes simple sentences
with words and expressions
pertaining to buying and
selling/jobs
• Writes short/simple sentences
to describe jobs
• Writes names of tools used by
different professionals
• Draws and labels market items
• Fills in gaps in simple short
stories about shopping/jobs

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 Environment, well-being and health
Module 3
Using language to attend to basic health and safety needs, explore times and seasons and have a responsible
feeding habit

Presentation of module
This module addresses real-life situations challenging second language learners to communicate at the basic level in areas of minor illnesses,
eating habits, time and seasons.

Contribution to the curriculum goals

This module enables every learner to develop their personality, collaborative competences, become conscientious, and adopt responsible
behaviour with regard to the environment/health. He/She will become a responsible individual who can fully exercise his/her social roles.

Contribution of the module to the broad area of language learning

The learner initiates real-life dialogues and interacts orally with other speakers on issues about their environment/health, listens and responds
appropriately to these issues, demonstrates understanding of simple written texts, and effectively performs simple writing activities dealing with
environment/health.

Contribution of the module to the domains of life

In the treatment of the family of situations that belongs to the domain of environmental and health development, the teacher is expected to
accompany the learner in the process of adopting responsible behaviour with regard to the environment/health.

Coverage of the module

The teacher will endeavour to cover at least 90% of the module within the prescribed 15 teaching hours, with emphasis on spoken language.
She/he shall make sure the lessons are learner-centered, and that proper evaluation (formal/informal) is planned and executed. Apart from the 15
teaching hours, three hours are set aside every sequence for testing the learners’ competency to listen, speak, read, and/or write, appropriately.

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 CONTEXTUALISATION COMPETENCE INDICATORS RESOURCES
FRAMEWORK
Family of Examples of real- Categories of Examples of actions Essential knowledge Attitudes Other sources
situations life situations actions
• Interacting in the Listening to • Listens to short simple Speech work • Cleanliness A: Human
Using hospital informative descriptions/symptoms • Pronounce weak and • Alertness - Peers
language to • Looking for/giving texts about about common diseases strong form in speech • Responsibility - Teachers
attend to information on common • Listens to health talks to correctly • Friendliness - Parents
basic health health diseases, basic identify basic details about • - Other
and safety • Treating illnesses hygiene and common diseases Grammar stakeholders
needs and • Taking sanitation/time • Listens to instructions • Identify and use
exploring medications and seasons related to consultations/ interrogative words B: Materials
time and • Being a member drug correctly - Pictures
seasons of a prescriptions/beautifying (how/what/which/when/ - Parents
health/environme the compound, etc. why) - Cartoons
nt club • Listens to basic slogans on • Identify and use simple - Drugs
• Planning and cleanliness imperative - Medical
preparing a meal • Listens to basic information, • Identify and use simple materials
• Reading the clock recognising common past - Medical
and daily vocabulary and routine • Identify and use sequence forms/
schedules expressions and terms markers/simple link consultation
• Knowing the relating to food/ words to show processes booklets
seasons and the health/seasons • Action verbs related to - Dictionary (for
various activities • Listens to role-plays parts of the body vocabulary,
that take place • Listens to poems lyrics and etc.)
tongue twisters Vocabulary C. Methods and
Listens to simple radio and • Common diseases Techniques
television news reports, • Types of drugs/medicines - Learner-
adverts, commentaries and • Parts of the body centred
- Learner to
interviews about common • Types of meals/food
diseases/time and seasons learner
nutrients
- Cooperative
• Periods of the day/Time
learning
expressions
(pair and /
• Days and months
group work)

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 • Seasons of the year in - Hands-on
different parts of the
world
Communicating • Asks for /obtains and gives
orally about information about medical
basic hygiene conditions
and • Gives basic sanitation advice
sanitation/time • Complains of common
and seasons diseases
• Requests assistance from
others
• Describes symptoms of
some common diseases
• Recites poems, tongue-
twisters
• Sings songs
• Tells the time
• Names the days of the
week/months/seasons
Reading • Reads short simple texts
expressive, with pictures
descriptive • Reads simple prescriptions
informative, • Reads simple medical
and esthetic instructions
texts related to • Reads simple health
common adverts/slogans
diseases/time • Reads facts about food
and seasons • Reads time using the face of
the clock

• Reads charts/
diagrams/tables/simple
captions/adverts/ brochures
on time and seasons

30
 • Reads simple time for
different daily activities
• Reads signs depicting
weather conditions(sunny,
cloudy, foggy, rainy)
• Read journal entries
• Reads short, simple poems
or song lyrics
• Writes simple statements
about common diseases
Writing • Writes simple questions and
expressive, answers to obtain or give
descriptive, information about common
informative diseases
and esthetic • Fills out simple forms
texts related to • Completes simple sentences
common with words and expressions
diseases pertaining to common
diseases
• Completes simple short
stories about common
diseases/food/seasons
• Writes simple short recipes
• Writes simple symbols on
weather conditions
• Writes simple
descriptions/narratives
about time, seasons and
activities carried out

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 Citizenship/Human rights
Module 4
Using language to fulfil the rights and duties of a child and basic civic duties
Presentation of module
This module addresses real-life situations challenging second language learners to communicate at the basic level in areas of responsible
childhood and citizenship.

Contribution to the curriculum goals

This module enables every learner to develop their personality, collaborative competences, become conscientious, autonomous and adopt a
responsible behaviour as a member of a family and community. He/She will become a responsible individual who can demonstrate universal
ethical values, especially a spirit of friendship, love, peace and fully exercise his/her social roles.

Contribution of the module to the broad area of language learning

The learner initiates real-life dialogues and interacts orally with other speakers on issues about childhood and citizenship, listens and responds
appropriately to relationship, demonstrates understanding of simple written texts on these issues, and effectively performs simple writing
activities dealing with family and society.

Contribution of the module to the domains of life

In the treatment of the family of situations that belongs to the domain of citizenship/human rights, and positive relationship awareness, the
teacher is expected to accompany the learner in the process self-empowerment as a member of a family and of the society.

Coverage of the module

The teacher will endeavour to cover at least 90% of the module within the prescribed 15 teaching hours, with emphasis on spoken language.
She/he shall make sure the lessons are learner-centered, and that proper evaluation (formal/informal) is planned and executed. Apart from the i5
teaching hours, three hours are set aside every sequence for testing the learners’ competency to listen, speak, read, and/or write, appropriately.

32
 CONTEXTUALISATION COMPETENCE INDICATORS RESOURCES
FRAMEWORK
Family of Examples of Categories of Examples of actions Essential knowledge Attitudes Other sources
situations real-life actions
situations
Using • Exploring Listening to simple • Listens to short simple Speech work • Cordiality A: Human
language educational informative, texts/instructions about rights • Pronounce the s and - • Self esteem - Peers
to fulfil the opportunities descriptive texts and duties of a child/civic es plural regular noun • Respect for - Teachers
rights and • Socialising about the rights duties formation correctly elders/others - Parents
duties of a with friends and duties of a • Listens to basic texts for • Recycle the strong • Obedience - Other
child and and child specific information; and weak forms • Responsibility stakeholders
basic civic neighbours recognising common • Accountability
duties vocabulary and routine Grammar • Acceptance B: Materials
• Finding out expressions and terms • Recycle the use of • Dignity - Pictures
about relating to rights and duties of adjectives • Diligence - Parents
birth/ a child/civic duties • and use clauses of • Unity
- Cartoons
nationality • Listens to presentations purpose - TV
/marriages (talks) on the rights and duties • Identify and use the - Dictionary (for
• Finding out of a child /civic duties simple future tense vocabulary, etc.)
about • Listens to role-plays C. Methods and
countries’ • Listens to poem lyrics and Vocabulary Techniques
emblems and tongue twisters • Words and - Learner-
mottos • Listens to the National Anthem expressions on the centred
• Finding out • Listens to simple radio and rights and duties of a - Learner to
about television news reports, child learner
national adverts, commentaries and - Cooperative
holidays, interviews about rights and learning (pair
customs duties of a child and / group
and cultural work)
practices - Hands-on

• Asks for/obtains and gives

Communicating information about rights and
orally about rights duties of a child

33
and duties of a • Expresses likes/dislikes
child (preferences) about rights
and duties of a child
• Requests assistance
• Shares thoughts and feelings
and personal views about
rights and duties of a child
• Recites poems, tongue-
twisters
• Sings
Reading • Reads short simple texts with
expressive, pictures
informative, • Reads related pictures
descriptive and • Reads charts/diagrams/tables
esthetic texts • Reads simple instructions
about rights and about rights and duties of a
duties of a child child
• Reads simple captions/adverts/
brochures on the rights and
duties of a child
• Reads short, simple poems or
song lyrics
• Reads songs
• Writes simple texts on the
rights and duties of a
Writing expressive, child/civic responsibilities
informative, • Fills out a
descriptive and diary/journal/table
esthetic texts • Completes simple
related to the sentences with words and
rights and duties of expressions pertaining to
a child the rights and duties of a
child/civic duties
• Writes simple statements

34
 about rights and duties of a
child/civic duties
• Writes short basic lists on
the rights and duties of a
child/civic duties
• Writes simple
questions/answers to
obtain/give information
about the rights of a
child/civic duties

35
 MEDIA AND COMMUNICATION
MODULE 5

Using language to explore audio-visual and print media and keep abreast of modern technology
Presentation of module
This module addresses one class of situations: family and social life; otherwise, how to connect with people around us. It should enable the
learner to communicate with other speakers at a basic level in the area of communication and technology.

Contribution of the module to curriculum goals

The module will enable every learner to develop his/her personality and become a conscientious, autonomous and responsible citizen who can
fully exercise his/her social role as member of a community.

Contribution of the module to the broad area of language learning

Learners are initiated into real-life dialogues, listening and responding appropriately to oral stimuli. They are also initiated into identifying and
using English sounds, reading and demonstrating understanding of simple written texts on social life, and taking effective part in simple writing
tasks individually or in groups.
Contribution of the module to the areas of life
In the treatment of this family of situations that cuts across all areas of life, the teacher is expected to accompany the leaner in the process of
self-empowerment in the use of communication tools and technology.

Coverage of work
The teacher will endeavour to cover at least 80% of the module within the prescribed 15 teaching hours, with emphasis on spoken language.
He/she shall make sure the lessons are student-centred, and that proper evaluation is planned. Apart from the 15 hours of teaching, three
hours are set aside every sequence for testing the students’ ability to listen to simplified dialogues or stories, speak and read simplified texts,
and /or write, appropriately.

36
 CONTEXTUALISATION COMPETENCE INDICATORS RESOURCES
FRAMEWORK

Family of Examples of Categories of Examples of actions Essential knowledge Attitudes Other sources
situations real-life actions
situations
Using • Finding out Listening to simple • Listens to short simple texts Speech work • Responsibility A: Human
language about/local informative texts about audio-visual and print • Recycle • Moderation - Peers
to explore news/breaking about audio-visual media homophones • Creativity - Teachers
audio- news/current and print media • Listens to basic texts for • General revision - Parents
visual and issues specific information; - Other stakeholders
print • Keeping recognising common Grammar
media informed vocabulary and routine • Recycle the use of
about the expressions and terms simple past tense
weather, relating to audio-visual and • Recycle the use of B: Materials
sports print media adverbs - Pictures
activities, • Listens to news, sports • Recycle the use of - Parents
entertainment, entertainments, music, adjectives - Cartoons
community scientific discoveries • General revision - TV/radio
news • Listens to role plays - Recorder
• Making and • Listens to poem lyrics and Vocabulary - Magazines/
receiving tongue twisters • Words and newspapers
phone • Listens to simple radio and expressions - Maps/charts/
calls/SMS/e- television adverts, related to audio- Globe
mails commentaries and interviews visual and print - Dictionary (for
• Experiencing media vocabulary, etc.)
technology • Asks for and obtains • Parts of a
related Communicating information about news, computer/mobile
problems orally about sports, entertainments, phone
• Requesting audio-visual and music, scientific discoveries • Technological C. Methods and
information print media • Expresses preferences/likes related words and Techniques
through e-mail and dislikes expressions - Learner- centred
• Using social - Learner to learner
• Requests assistance
- Cooperative
media/ • Shares thoughts, feelings and

37
 networking personal views learning (pair and
• Using the • Recites poems, tongue- / group work)
computer twisters - Hands-on
• Sings songs/music
Reading • Reads short simple texts with
expressive, pictures
descriptive, • Reads related pictures
informative and • Reads charts/diagrams/tables
esthetic texts • Reads simple instructions on
about audio-visual the use of audio-
and print media to visual/computer and print
decode meaning media
• Reads simple captions/news
bars/adverts/
brochures on audio-visual and
print media
• Reads short simple poems or
song lyrics /music
• Reads simple SMS/e-mails
• Uses simple written text to
provide information about
Writing current issues
expressive, • Fills out a
descriptive, diary/journal/table
informative and • Completes simple sentences
aesthetic texts with words and expressions
related to audio- pertaining to current issues
visual and print • Writes simple short stories
media about audio-visual and print
media
• Writes friendly
letters/postcards/SMS/e-
mails
• Writes short lists

38
IX. ASSESSMENT
The main goal of classroom assessment is the evaluation of learners’ performance, with the purpose of adjusting the teaching process so that it
meets their learning needs. Both summative and formative assessment methods are recommended for learners’ performance. Summative
assessment is mainly used to evaluate certain learning needs, and usually in the form of-end-of units or end-of-chapter tests, semester
examinations, tests, etc. It is evaluation conducted at the end of certain periods of time in order to judge the level of learners’ competence and
knowledge.

Informal or on-going formative assessment has the following objectives;

• To monitor learners’ progress in specific areas/skills
• To identify their strengths and weaknesses
• To provide meaningful and immediate feedback on what the learners are doing to achieve specific learning outcomes
• To help teachers modify their teaching methods and material to suit the needs and abilities of their classes or the individual students
On the other hand, formal assessment is intended to:
i) Provide a comprehensive (or summative) indicator of learners’ achievement at the end of a specific period of study - module/semester/year.
ii) To help teachers make decisions on placement, streaming or promotion of learners.
iii) To carry out a review of the programme of study for the purpose of improving learning.

English departments in schools should adopt a departmental policy on school testing and examination, in order to ensure that the criteria
adopted for assessment are consistent throughout the school. Such criteria should be clear and communicated to learners; as learners do not
feel in control of their academic outcomes when the criteria for evaluation are unknown or vague. Expose learners to different test types to
demonstrate their competencies, and give appropriate feedback by clearly pointing out what is good, or inaccurate, or what indicates
improvement. Avoid global, uninformative comments, and focus on the language and not the individual.
Give learners multiple opportunities to achieve a high grade. For example, learners can also be given opportunities to rewrite papers or redo
assignments to achieve a higher grade or demonstrate a higher level of competence. Finally, from time to time, teach learners to evaluate their
own work.

39
WHAT IS ASSESSED AND H0W?
Even though testing a competence generally involves many skills, a competence is assessed with a focus on one specific skill: listening or
speaking or reading or writing. Sub-skills such as grammar and vocabulary shall be tested in real-life situations in meaningful utterances.
Assessment, whether formal or informal, should be broad-based and multidimensional. Apart from pen-and-paper tasks such as written tests
and worksheets, oral presentations and portfolios should be included in the assessment of learners.

HANDY INFORMATION ABOUT TESTING

A. TEST TECHNIQUES TO REMEMBER

1.Passage-based 3. Matching 9. Cloze passages and 13. Transformation (of 18. Copying
questions and 4. True/false questions order gap-filling tasks grammar structures) 19. Breaking a sentence
answers using 5. Yes/no questions 10. Re-writing 14. Composition (Essay) into meaningful chunks
your words as 6. Interpretation/description 11. Summarising 15. Re-arranging 20. Underlining/circling
far as you can 7. Building dialogues 12. Debating 16. Dictation (identification exercise)
2. Multiple choice 8. Practicing a dialogue 17. completing 21. Labeling
questions sentences

B. WHAT TEST TECHNIQUES ARE TYPICAL FOR WHICH SKILLS? (NB: A competency involves different skills)

1. Vocabulary: 5. Reading
- Multiple choice (MCQ) - Multiple choice (MCQ)
- Matching - Questions for answering (factual, inferential, yes/no,
- Filling in blanks True/false, life experience, etc.)
- Modified cloze - Filling in blanks
- Labeling - Matching
- Underlining/circling - Summary
- Word building - Open-ended sentences
40
 2. Grammar 6. Speaking
- Multiple choice - Repetition
- Modified cloze - Reading aloud
- Filling in blanks - Picture talks
- Transformation - Role Play
- Building dialogues - Responding orally
- Debates
3 Pronunciation - Exposés
- Multiple choice - Questions answers
- Dictation
7. Writing
4. Listening - Transformation (e.g. combining phrases, changing tenses,
- Multiple choice paraphrasing. summarising. etc.)
- Questions / answers - Dictation
- Filling in blanks - Composition (Guide of free, individual or group)
- True/false or yes/no - Picture composition
- Continuing the story and imagining its end - Rewriting/re-ordering sentences or paragraphs
- Underlining/circling - Completing statements

Remember:
1. Carefully set your MCQs: Watch your distractors. Do not propose more than one correct response. Do not draw on outside knowledge.
2. For true/false Os: Paraphrase questions; do not repeat them verbatim. Avoid ambiguity.
3. Comprehension questions: Phrase questions at a lower level of language difficulty than the text.
4. Think of questions which require students to comment on what happens to a character with discussion of reasons or motives for an action.
This could be more appropriate for group work or follow-up composition. As concerns advanced learners, some questions may draw
attention to the author’s style and the levels of language used in the literary text and how they work together to express or symbolise the
content or proposition of that text. They may also be called to identify literary devices (e.g. figurative language, allusion, symbol, irony).

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