Mastering English Scheme of work Bk 3.docx
| Week | Topic | Content | Duration | Resources |
|---|---|---|---|---|
| 1 | Speaking | Talking about agriculture, growing | [Grammar] The present continuous tense | [Vocab] Words related to | — | — |
| 3 | Speaking | Sounds/vǝ/and /eu/ | [Speech] Sounds/vǝ/and /eu/ | [Grammar] Phrasal verbs | [Vocab] Words related to the environment waste management toxic Organic | — | Project designing posters Using imperative statements |
| 3 | Reading | Sounds/vǝ/and /eu/ | [Speech] Sounds/vǝ/and /eu/ | [Grammar] Phrasal verbs | [Vocab] Words related to the environment waste management toxic Organic | — | Project designing posters Using imperative statements |
| 3 | Writing | Sounds/vǝ/and /eu/ | [Speech] Sounds/vǝ/and /eu/ | [Grammar] Phrasal verbs | [Vocab] Words related to the environment waste management toxic Organic | — | Project designing posters Using imperative statements |
| 4 | Speaking | Discussing about teenage violence, | [Grammar] Making | [Vocab] Words related to | — | Peers |
| 4 | Speaking | guns in the society and school | [Grammar] Making | [Vocab] Words related to | — | Peers |
| 4 | Reading | Read text on youths and guns page 33 | [Speech] The | [Grammar] suggestions with | [Vocab] crime, violence | — | Course book |
| 4 | Writing | Write reports on save children from | [Speech] sound | [Grammar] modals page 43 | [Vocab] Chaos, militia | — | Work book |
| 4 | Writing | crime page 36 | [Speech] /ts/ and /s/ | [Vocab] machete | — | The community |
| 4 | Speaking | Talking about planning and celebrating occasions | — | Course book Work book Teacher's guide |
| 4 | Reading | Read text on an installation ceremony The new Regional Delegate | — | Course book Work book Teacher's guide |
| 4 | Writing | Plan a birthday party | — | Course book Work book Teacher's guide |
| 6 | Speaking | Talking about discipline at school and | [Speech] The | [Grammar] Modals | [Vocab] Spelling rules | — | Course book |
| 6 | Speaking | at home. Enforcing discipline | [Speech] sound | [Grammar] expressing ability | [Vocab] Plural markers | — | Work book |
| 6 | Reading | Read a dialogue between teacher and | [Speech] /i/ and | [Grammar] and obligation | [Vocab] page 09 | — | The home/parents |
| 6 | Reading | a student | [Speech] /i:/ | — | The teacher |
| 6 | Writing | Group work page 5 informal letters, layout page 6 | [Speech] /i:/ | — | The teacher |
| 7 | Speaking | Sounds /ʃ/ and /ᴖ/ | [Speech] Sounds /ʃ/ and /ᴖ/ | [Grammar] Linking words to express i)Purpose ii) Contrast page 134 | [Vocab] Words related to humanitarian activities matching page 135 Refugee |
— | Project : interview to council authorities page 136 |
| 7 | Reading | Sounds /ʃ/ and /ᴖ/ | [Speech] Sounds /ʃ/ and /ᴖ/ | [Grammar] Linking words to express i)Purpose ii) Contrast page 134 | [Vocab] Words related to humanitarian activities matching page 135 Refugee |
— | Project : interview to council authorities page 136 |
| 7 | Writing | Sounds /ʃ/ and /ᴖ/ | [Speech] Sounds /ʃ/ and /ᴖ/ | [Grammar] Linking words to express i)Purpose ii) Contrast page 134 | [Vocab] Words related to humanitarian activities matching page 135 Refugee |
— | Project : interview to council authorities page 136 |
| 7 | Speaking | [Grammar] The gerund: ing- forms | [Vocab] Syllabifiction Words related to tribal customs and | — | Assessment: Group work write a letter to the police |
| 8 | Writing | Describing the process | [Grammar] The present continuous tense | [Vocab] - Horticulture | — | Workbook |
| 8 | EASTER BREAK END | EASTER BREAK END | — | EASTER BREAK END |
| 10 | Speaking | The silent sounds /t/ and /ǝ/ | [Speech] The silent sounds /t/ and /ǝ/ | [Grammar] Prepositions of place and movement Across Along Next to punctuation | [Vocab] Words related to tourism Wild life Ar |
— | Describe historic building or monument |
| 10 | Reading | The silent sounds /t/ and /ǝ/ | [Speech] The silent sounds /t/ and /ǝ/ | [Grammar] Prepositions of place and movement Across Along Next to punctuation | [Vocab] Words related to tourism Wild life Ar |
— | Describe historic building or monument |
| 10 | Writing | The silent sounds /t/ and /ǝ/ | [Speech] The silent sounds /t/ and /ǝ/ | [Grammar] Prepositions of place and movement Across Along Next to punctuation | [Vocab] Words related to tourism Wild life Ar |
— | Describe historic building or monument |
| 11 | Speaking | Talking about business and | — | The course |
| 11 | Speaking | occupations /orientation | — | book |
| 11 | Speaking | [Speech] the sound /o/ and | [Vocab] Words related to | — | Work book |
| 11 | Reading | Read a text on professions and | [Speech] /ǝ/ | [Grammar] Reporte | [Vocab] business, trade | — | The family |
| 11 | Reading | trades in the word | [Grammar] d | [Vocab] and professions | — | Society |
| 11 | Writing | Introducing narrative essays steps | [Grammar] speech | — | dictionary |
| 11 | Writing | or stages | [Grammar] changes | — | dictionary |
| 11 | Writing | [Grammar] that | — | dictionary |
| 11 | Writing | [Grammar] occur | — | dictionary |
| 13 | Speaking | school | — | peers |
| 14 | Speaking | Sounds /^/ and /Ɔ:/ | [Speech] Sounds /^/ and /Ɔ:/ | [Grammar] Sentence patterns SV SVO SVC SVA/SVAA SVOO/SVOC | [Vocab] Using context clues to derive meaning |
— | Assessment formative exercise 4.3 page 145 |
| 15 | Speaking | A discussion on the different means | [Speech] Sounds /ei/ and /ai/ | [Grammar] WH questions | [Vocab] Homophones Words related to |
— | The community Course book |
| 15 | Speaking | of transport | [Speech] Sounds /ei/ and /ai/ | [Grammar] WH questions | [Vocab] Homophones Words related to |
— | The community Course book |
| 15 | Speaking | Picture talk | [Speech] Sounds /ei/ and /ai/ | [Grammar] WH questions | [Vocab] Homophones Words related to |
— | The community Course book |
| 15 | Reading | Read passage: different means of | [Speech] Sounds /ei/ and /ai/ | [Grammar] WH questions | [Vocab] Homophones Words related to |
— | The community Course book |
| 18 | Listening | Listen to a text on business, money | [Vocab] Words related to | — | Internet |
| 18 | Listening | figures and calculations | [Vocab] business, | — | Banks |
| 18 | Speaking | Talking out banks, banking and the | [Grammar] The | [Vocab] commerce tax | — | Business |
| 18 | Speaking | business climate | [Grammar] active | [Vocab] evasion income | — | persons |
| 18 | Reading | Read text: the banking sector in | [Grammar] and | [Vocab] saving budget | — | The course |
| 18 | Reading | Cameroon | [Grammar] passive | [Vocab] saving budget | — | work book |
| 18 | Writing | Summary | [Grammar] voice | [Vocab] saving budget | — | — |
| 20 | Speaking | Talking about love and the need to | — | — |
| 20 | Speaking | support family members | [Vocab] Synonyms | — | Teacher's guide |
| 20 | Speaking | Table etiquettes | [Grammar] Adverbs of | [Vocab] Meaning of | — | Course book |
| 20 | Listening | Listen to a passage on table manners | [Grammar] frequency | [Vocab] words in contest | — | Work book |
| 20 | Reading | Read text Let love lead! Page 23 | — | — |
| 21 | INTEGRATION ACTIVITIES AND EVALUATION | INTEGRATION ACTIVITIES AND EVALUATION | [Speech] INTEGRATION ACTIVITIES AND EVALUATION | [Grammar] INTEGRATION ACTIVITIES AND EVALUATION | [Vocab] INTEGRATION ACTIVITIES AND EVALUATION | — | Summative |
| 21 | Speaking | Talking about popular cultural festivals in Cameroon | — | Community Course book Internet Work book |
| 21 | Reading | Read text on major festivals in Cameroon | — | Community Course book Internet Work book |
| 21 | Writing | List items/crafts found in museums | — | Community Course book Internet Work book |
| 24 | Reading | [Grammar] More on prepositions of place and movement | [Vocab] Matching words to meaning related to tourism Reserves Souvenirs Fauna Flora |
— | Assessment page 124 |
| 24 | writing | [Grammar] More on prepositions of place and movement | [Vocab] Matching words to meaning related to tourism Reserves Souvenirs Fauna Flora |
— | Assessment page 124 |
| 25 | Speaking | Talking about how we use | [Grammar] Telling | [Vocab] Numbers: | — | The course |
| 25 | Speaking | time/time management | [Grammar] time | [Vocab] forthright | — | book |
| 25 | Reading | Read text on time bandits | [Vocab] octogenarian | — | The work book |
| 25 | Writing | Write short paragraphs on the | [Vocab] Matching words | — | Dictionary |
| 25 | Writing | advantages of effective time | [Vocab] to meaning p. 74 | — | The community |
| 25 | Writing | Managements | — | peers |
| 27 | Speaking | Talking about teenage problems, | [Vocab] Words related to | — | Peers, internet |
| 27 | Speaking | Puberty crises | [Grammar] Adjectives | [Vocab] teenage | — | course book |
| 27 | Reading | Read a text on puberty crises page 42 | [Grammar] comparatives and | [Vocab] problems and | — | Work book |
| 27 | Writing | A debate: argument for and against | [Grammar] superlatives | [Vocab] puberty crises | — | The community |
| 27 | Writing | puberty crises page 45 | [Vocab] Compound | — | — |
| 27 | Listening | Listen to puberty crises accounts from students and draw lessons | [Vocab] words | — | — |
| 28 | CORRECTION AND REMEDIATION ACTIVITIES | CORRECTION AND REMEDIATION ACTIVITIES | [Speech] CORRECTION AND REMEDIATION ACTIVITIES | [Grammar] CORRECTION AND REMEDIATION ACTIVITIES | [Vocab] CORRECTION AND REMEDIATION ACTIVITIES | — | CORRECTION AND REMEDIATION ACTIVITIES |
| 30 | Speaking | Sounds /j/ and /dz/ | [Speech] Sounds /j/ and /dz/ | [Grammar] Quantifiers | [Vocab] Lexical fields Page 198 |
— | Home work writing: page 196 |
| 30 | Reading | Sounds /j/ and /dz/ | [Speech] Sounds /j/ and /dz/ | [Grammar] Quantifiers | [Vocab] Lexical fields Page 198 |
— | Home work writing: page 196 |
| 30 | Writing | Sounds /j/ and /dz/ | [Speech] Sounds /j/ and /dz/ | [Grammar] Quantifiers | [Vocab] Lexical fields Page 198 |
— | Home work writing: page 196 |
| 2021 | Writing | The paragraph : Elements of a good | — | — |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | RESOURCES |
| - | CATEGORIES OF ACTIONS | ACTIONS | [Speech] SPEECH WORK | [Grammar] GRAMMAR | [Vocab] VOCABULARY | — | RESOURCES |
| - | Speaking | Talking about how to study and | [Grammar] Zero articles | [Vocab] Word star | — | Course book |
| - | Speaking | developing study skills | [Grammar] page 20 | [Vocab] Words related to | — | work books |
| - | Speaking | The importance of club activities in | [Vocab] study | — | dictionary |
| - | Writing | paragraph | — | — |
| - | Reading | Read a passage on developing good study skills page 15 | — | — |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | RESOURCES |
| - | CATEGORIES OF ACTIONS | ACTIONS | [Speech] SPEECH WORK | [Grammar] GRAMM AR | [Vocab] VOCABULARY | — | RESOURCES |
| - | Speaking | and marketing cash crops | [Grammar] The present continuous tense | [Vocab] forms of | — | — |
| - | Reading | Read texts on types of agricultural | [Grammar] The present continuous tense | [Vocab] agriculture | — | Environment |
| - | Reading | practices in Cameroon | [Speech] The silent sounds | [Grammar] The present continuous tense | [Vocab] - Pisculture | — | farms |
| - | Writing | Cash crop farming | [Speech] /p/ and /b/ | [Grammar] The present continuous tense | [Vocab] - Aviculture | — | Course book |
| - | Writing | [Grammar] The present continuous tense | [Vocab] Matching | — | Dictionary |
| - | Writing | [Grammar] The present continuous tense | [Vocab] words | — | — |
| - | — | — | — | — |
| - | — | — | — | — |
| - | 22-26 Nov | — | — | — |
| - | CONTEXTUAL FRAMEWORK | — | — | — |
| - | WEEKS | — | — | — |
| - | 29-03 Dec 2021 |
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| - | 29-03 Dec 2021 |
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| - | 29-03 Dec 2021 |
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| - | 29-03 Dec 2021 |
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| - | 06-10 Dec | — | — | — |
| - | 2021 | — | — | — |
| - | — | — | — | — |
| - | — | — | — | — |
| - | — | — | — | — |
| - | 13-17 | — | — | — |
| - | Dec 2021 | — | — | — |
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| - | — | — | — | — |
| - | — | — | — | — |
| - | — | — | — | — |
| - | — | — | — | — |
| - | — | — | — | — |
| - | 17-02 Jan. 2022' |
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| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/P |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ROJECT ASSESSMENT/P ROJECT |
| - | CATEGORIES OF ACTIONS | SPEECH WORK | [Speech] SPEECH WORK | [Grammar] GRAMMAR | [Vocab] VOCABULARY | — | ASSESSMENT/ PROJECT |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |
| - | CATEGORIES OF ACTIONS | SPEECH WORK | [Speech] SPEECH WORK | [Grammar] GRAMMAR | [Vocab] VOCABULARY | — | ASSESSMENT/PROJECT |
| - | Listening | Listen to a passage on early marriage | — | Magazines internet |
| - | Reading | Read text on violence against the woman/girl children in Cameroon | — | Magazines internet |
| - | Writing | Write reports on cultural abuses | — | Magazines internet |
| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | — | — |
| - | WEEKS | WEEKS | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | 25-06 May, | 25-06 May, | — | — |
| - | — | — | — | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 09-13 May, 2022 |
09-13 May, 2022 |
— | — |
| - | 13-20 May 2022 |
13-20 May 2022 |
— | — |
| - | 13-20 May 2022 |
13-20 May 2022 |
— | — |
| - | 13-20 May 2022 |
13-20 May 2022 |
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| - | 23-27 May 2022 |
23-27 May 2022 |
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| - | CONTEXTUAL FRAMEWORK | CONTEXTUAL FRAMEWORK | [Speech] CONTEXTUAL FRAMEWORK | [Grammar] ESSENTIAL KNOWLEDGE | [Vocab] ESSENTIAL KNOWLEDGE | — | ASSESSMENT/PROJECT |