CBC - NEW CURRICULUM ENGLISH LANGUAGE SCHEME OF WORK

TEACHER: CLASS: S. 1 TERM: TWO YEAR:

WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARNIN METHODOLOGY REFERENCES Remarks
OUTCOMES G RESOURCES
1  Review of the previous term
 Group work will be used NCDC Learner’s
The learner Define a market Pictures of markets and to develop book
listens to and discuss the market items communication,
At the market recordings, different values cooperation, good Teachers guide
holds and importance • dictionary listening skills, Internet
 Definition conversations, of a market to • thesaurus  Discussion will help in
of a market. and writes about their • critical thinking skills Baroque – English
2  Values and a visit made to communities (k)  Think pair share to language and
importance the market and develop the art of literature book 1
of markets uses the listening to another pages 55-56
to language in one’s opinion, critical
communitie advertisements. thinking, (formative
s assessment enhanced)

1
Visit a local Video clips about a Activities is focused on: NCDC Learner’s
A visit to a market, listen to market Discovery book pages 45
local market discussions Explanatory
between sellers Real local market Analysis and application Baroque – English
3 and buyers,
identify Teacher’s guide  Assessment for learning
language and
literature book 1
vocabulary used  Targeted questioning pages 57
in the market  Discussions
and discuss their
findings with the
rest of the class

Page 1 of 12
WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARNIN METHODOLOGY REFERENCES Remarks
OUTCOMES G RESOURCES
Write a skit
Role play – The learner - Organize a  Assessment for learning NCDC Learner’s
buying and listens to role play Video clips of  Assessment of learning book pages 45
selling at a recordings, different skits  Assessment as learning
1 market holds
and act in
 Targeted questioning Baroque – English
their groups
conversations,  Group discussions language and
and writes about • dictionary  Role play literature book 1
a visit made to • thesaurus pages 57
the market and
uses the
Comprehensio language in Read, NCDC Learner’s
n passage- advertisements. understand and book pages 46
Asio at the answer the
2

2
market or At questions about Baroque – English
the market what they have language and
read. literature book 1
pages 58

Comprehensio Read, Video clips  Assessment for learning

n passage- understand and  Targeted questioning NCDC Learner’s
answer the Teachers’ collection  Group discussions book pages 47
Shopping

Page 2 of 12
 3 questions about
what they have
Baroque – English
language and
read. literature book 1
pages 59

EEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEAR METHODOLOGY REFERENCES Remarks

OUTCOMES NING
RESOURCES
Discuss in their
The learner groups and make Baroque – English
Organizing listens to shopping lists for language and
information recordings, the items identified literature book 1
 Making a holds pages 59
shopping conversations, Discus and agree
list and writes about among themselves English in use
1  Quantities a visit made to
what quantity and • dictionary book one
and items the market and • thesaurus
item should be
uses the
language in preferred  Assessment for learning
advertisements.  Targeted questioning
 Extracts of the  Group discussions

3
Writing – Use informal NCDC Learner’s
passages
personal language to talk book pages 47
experience at about personal
the market experiences at the Baroque – English
2 market. language and
Informal letters literature book 1
pages 61
Write an informal  Video clips
letter following the
English in use
correct format
book one

Page 3 of 12
 Develop, define and
Vocabulary explain the NCDC Learner’s
building- meanings of the book pages 50
Diction used at
3 the market
identified
vocabulary used at Baroque – English
the market. language and
literature book 1
pages 62

English in use
book one

WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks

OUTCOMES ING RESOURCES

Grammar – Discuss the regular Video clips  Assessment for learning Baroque – English
forming plural The learner and irregular  Targeted questioning language and
nouns listens to nouns- form their Teachers’ collection  Triangulation literature book 1
recordings, plurals and write  Group discussions pages 63
1 holds

4
Regular and sentences using • dictionary
irregular nouns conversations, the two • thesaurus English in use
and writes about book one
a visit made to
the market and Do research and Baroque – English
Punctuation uses the correctly use the • dictionary  Assessment for learning language and
marks – language in identified • thesaurus  Targeted questioning literature book 1
question mark, advertisements. punctuation marks  Group discussions pages 64-65
comma, colon
and semi-colon English in use
etc book one
2
Writing – Write adverts Learner’s book
Advertisement following the right pages 52
3 s and format, content and
promotional language.
materials

Page 4 of 12
WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES
Understand NCDC Learner’s
Using The learner persuasive  Assessment for learning book pages 52
persuasive finds techniques related • dictionary  Targeted questioning
language- information they to selling a product • thesaurus  Group discussions Baroque – English
need, carries out or service • copies a language and
writing a surveys, literature book 1
newsletter,
persuasive interprets oral Listen to pages 67
newspaper, atlas,
1 speech and recorded persuasive encyclopaedia and
materials and speeches, identify others sources
reads including what makes it
of information.
use of persuasive and
information write a persuasive
from different speech

5
sources for a English in use
Writing - variety of Express personal book one – page
Expressing purposes. opinions
personal Baroque – English
2 opinions language and
literature book 1
pages 67-68

Writing- Promote a book Selected novels or  Assessment for learning

writing a book they have read by plays  Targeted questioning Baroque – English
report writing a book  Group discussions language and
report/review Teachers’ collection literature book 1
3 Extracts of passages
pages 68-69

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WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES

Activity of Correctly interpret  Sample letters  Assessment for learning NCDC Learner’s
integration – and do the given  Catalogues  Targeted questioning book pages 55
writing a activity of  Newspapers  Group discussions
persuasive integration  internet Baroque – English
letter to the The learner language and
area member finds discuss the  Extracts of literature book 1
1 of parliament types of work passages pages 70
found in
different areas
and settings and English in use
different work Discuss and book one – page
CHILDREN AT experiences as Identify the kinds

6
well as engage of work curried out NCDC Learner’s
2 WORK
in a debate on a by children in the book pages 56
Types of work motion related
curried out by community
to child labour Baroque – English
children in language and
the literature book 1
community, pages 76-77
children’s
rights

CHILDREN AT
WORK Apply the Video clips  Assessment for learning English in use
vocabulary related  Targeted questioning book one – page
Vocabulary to work and work Teachers’ collection  Group discussions
place.  Targeted questioning Baroque – English
related to
3 work and work
language and
literature book 1
place pages 77

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WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES
CHILDREN AT Know the
WORK comparative form,  Assessment for learning English in use
how it is used to  Targeted questioning book one – page
Comprehensi compare two Photos from internet  Group discussions
on – a girl’s things, while the NCDC Learner’s
superlative used to Short video clips book pages 60
escape
compare more
1 The
The learner
than two things.
Extracts of short Baroque – English
The learner passages language and
importance finds discuss the literature book 1
of work types of work pages 79
found in
different areas NCDC Learner’s

7
Comprehensio and settings and Comprehend book pages 62
n different work extracts about
experiences as work which Baroque – English
2 “Child labour” well as engage children do in language and
in a debate on a different places literature book 1
motion related pages 81
to child labour
CHILDREN AT Debate a topic Video clips  Assessment for learning
WORK arising from their  Targeted questioning NCDC Learner’s
readings Teachers’ collection  Group discussions book pages 62
Expressing  Role play
3 opinions -
 Triangulation Baroque – English
language and
Debate literature book 1
(children’s pages 82
work versus
children’s
works)

Page 7 of 12
WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES
CHILDREN AT
WORK Comprehend  Assessment for learning NCDC Learner’s
Comprehensio extracts, stories  Targeted questioning book pages 62
The learner about work and Photos from internet  Group discussions
1 n – summary
writing
The learner answer questions Baroque – English
finds discuss the about them Short video clips language and
types of work literature book 1
found in Extracts of short pages 82
different areas passages
and settings and English in use
CHILDREN AT different work Use the WH book one – page
WORK experiences as question words to
well as engage question the views NCDC Learner’s
2

8
in a debate on a of others in debate book pages 63
motion related
Grammar-
to child labour Baroque – English
interrogative language and
s- (WH) literature book 1
question pages 84
words

CHILDREN AT Use adverbs of • dictionary  Assessment for learning

WORK time correctly • thesaurus  Targeted questioning NCDC Learner’s
• texts in form of  Group discussions book pages 64
Grammar- poems/plays/prose
3 Adverbs of
Baroque – English
language and
time- literature book 1
pages 84-86

Page 8 of 12
WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES

CHILDREN AT Read, comprehend  Assessment for learning NCDC Learner’s

WORK and answer  Targeted questioning book pages 64
questions about the dictionary  Group discussions
Activity of The learner passage. • thesaurus Baroque – English
1 integration – Carries out
research and Identify the sounds
• texts in form of language and
literature book 1
either from poems/plays/prose
NCDC talks about the mentioned in pages 86-87
learne’’s book environment and selected words
or form pollution, and
Baroque. suggests ways of
reducing Understand Video clips of
Chapter six pollution different pollution,

9
environments,
ENVIRONM distinguish types of
2 ENT AND pollution
Pictures of different
environments
POLLUTION English in use
book one – page
Introduction to
– definition, NCDC Learner’s
pollution book pages 70-71

Appreciating Baroque – English

different language and
environment literature book 1
pages 92-93
Discuss and
Recognizing comprehend types Video clips  Assessment for learning
types of of pollution  Targeted questioning
pollution Teachers’ collection  Group discussions

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WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES

Compression Comprehend  Assessment for learning English in use

passage – recorded passages,  Targeted questioning book one – page
pollution in articles, extracts dictionary  Group discussions
1 Uganda or about the topic • thesaurus NCDC Learner’s
dangers of  Passage extracts book pages 71
pollution
The learner Baroque – English
Carries out Read, comprehend language and
Writing – research and and correctly literature book 1
carrying out talks about the answer questions pages 94-95
research- environment and about the passage.
2 summarizing pollution, and

10 the causes and

effects of
suggests ways of
reducing
pollution
pollution

Grammar- Use adjectives and Video clips  Assessment for learning English in use
using adverbs to describe  Targeted questioning book one – page
adjectives and the causes and Teachers’ collection  Group discussions
adverbs to effects of pollution Baroque – English
3 describe dictionary
• thesaurus
language and
literature book 1
pollution
• extracts of pages 97
passages

Page 10 of 12
WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES
Food
Use the identified  Assessment for learning Learner’s book
Grammar – adjectives in  Targeted questioning pages 41
adjectives sentences correctly dictionary  Group discussions
• thesaurus
• copies of a recipes,
The learner pictures of eating
1 Carries out places
research and Write sentences • texts in form of
Combined talks about the using verbs of poems/plays/prose Baroque – English
writing and environment and preference like; language and
grammar - pollution, and ‘hate’, ‘can’t literature book 1
2 suggests ways of
stand’, and pages 97

11 Words of
preference-
reducing
pollution
‘prefer’.
like, dislike,
prefer, etc

dictionary
Creative Express opinions • thesaurus  Assessment for learning Baroque – English
writing clearly on public Video clips  Targeted questioning language and
issues Teachers’ collection  Group discussions literature book 1
Writing pages 99
3 personal
opinions -
causes and
effects of
pollution

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WEEK PRD THEME/TOPIC COMPETENCY LEARNING TEACHING/LEARN METHODOLOGY REFERENCES Remarks
OUTCOMES ING RESOURCES

Debate- Express opinions  Assessment for learning

preventing clearly on public  Targeted questioning Baroque – English
pollution issues in a debate  Group discussions language and
literature book 1
Vocabulary Use the vocabulary pages 100 and
related to related to polution page 102
1 pollution The learner dictionary
Carries out Correctly use • thesaurus English in use
research and modal verbs in book one – page
Grammar- talks about the relation to Video clips 78
modal verbs environment and pollution
2 pollution, and Teachers’ collection Baroque – English

12 suggests ways of
reducing
pollution
language and
literature book 1
pages 101

Respond to the Pictures of pollution,

ACTIVITY OF activity task as Video clips  Assessment for learning
INTEGRATIO  Targeted questioning English in use
per the covered
 Group discussions book one – page
N topic 82
3 Writing a Baroque – English
poster or language and
write a letter literature book 1
to a friend pages 104

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