CONTEXTUAL FRAMEWORK COMPETENCE INDICATORS RESSOURCES
Areas of life
Examples of families of
situations
Examples of Real-life situations
Categories of actions
Examples of Actions
Essential knowledge Attitudes/
values
Other resources
Family and social Life
Participation in family life and social integration.
•Describing home/school furniture
•Describing personal possessions
Listening/
Speaking Using the English Language in oral interactions/
Listening to and talking about the family/school and community life
- Identifies/talks about/makes
announcements about members of the nuclear and extended family
- Listens to parents and others talk about /make announcements about members of the extended family
- Asks/Answers questions about family members/teachers/peers
- Introduces self and others/Listens to people introducing themselves and others - Meets/greets people/Responds to greetings - Talks about basic house/school furniture - Listens to others talk about house/school
furniture
- Talks about personal possessions/Listens to others talk about their possessions - Listens and responds to classroom
language/instructions - Talks about school subjects
- Listens to teachers and peers talk about school subjects
- Talks/listens to others talk about clubs, games and other recreational activities
- Talks about basic household chores/Listens to instructions and performs chores
-Takes part in/listens to role plays related to family and social life
- Asks for/listens to others ask for assistance
- Makes/listens to and responds to polite requests
- Makes/listens to and accepts offers
1. SPEECHWORK
• Pure Vowel Sounds Differences between the various vowel sounds:
- /i/ as in fit, bit, sit - Nouns preceded by articles
e.g. a cow, the teacher, some water, an egg.
- Singular and plural nouns.
- Common and proper nouns.
- Identify nouns around them and in sentences.
- Distinguish between singular and plural nouns.
- Distinguish between common and proper nouns.
- Patience - Courtesy - Attentiveness - Purposefulness - Confidence -
Open-mindedness - Politeness - Socialization - Friendship - Humility Newspapers Magazines, Video/audio
tapes, CDs, Radio Television, Internet, Dictionaries, pictures, Cartoons, Maps,
Texts selected from a
variety of sources,
Participating in family life and social integration
- Recites/listens to poems and tongue twisters related to family and social life - Sings/listens to songs
- Use common and proper nouns in speech and in writing;
- Construct sentences containing nouns having determiners
- Identify the forms of irregular nouns in speech and in writing sentences/texts
• Irregular nouns.
3. Vocabulary
Study vocabulary related to:
- names of different family members
- common household/school furniture
- basic personal possessions at home and in school
- names of games, clubs, and recreational activities
Other books about family and social life Reading
Making use of written language for information
- Reads texts about members of the nuclear and extended family
- Reads simple/ short slogans on life on the school campus.
- Reads on sharing household activities (making the bed, cleaning up, doing the dishes, cooking, fetching water, setting the table, etc)
- Reads simple dialogues in which people ask for assistance/make requests/make and accept offers
- Reads signs(road, prohibition etc) - Reads labels on doors/ sign posts - Reads simple charts/diagrams/tables for
information
- Reads the time /class time table - Reads to identify names of items in the
home /school subjects - Reads a family tree Extensive Reading
Making extensive use of written language for information and entertainment
- Reads books on family and social life - Keeps a personal library
- Handles books properly - Develops the ability to :
i) report on what he/she has read ii) handle the family library books
with care
iii) follow the school/community library rules
iv) Handling/taking v) care of books - Organizes and uses the
family/class/school/public library
- Family and other social relation- ships - Describing
home/school furniture - Describing
personal possessions
Writing Writing simple texts related to family life
- Writes simple sentences about school and home
- Draws and labels own family tree with members(paternal or maternal members)/
classroom/school - Writes simple sentences of
apology/thanks/encouragement to peers and family members
- Fills simple forms concerning basic information about learners(name ,school ,father’s/ mother’s name ,telephone number, date of birth)
- writes a list of things found at home/school
- Writes simple notes to family members/
peers
CONTEXTUAL FRAMEWORK COMPETENCE INDICATORS RESSOURCES Areas of
life
Examples of families of
situations
Examples of Real-life situations
Categories of actions
Examples of Actions
Essential knowledge Attitudes/
values
Satisfying basic economic - Identifying coins,
notes and amounts.
- Making use of receipts and price tags
- Identifying the various occupations and jobs
Listening/
Speaking Using the English Language in oral interactions/
Listening to and talking about economic life/
occupations/
jobs
- Asks for a specific article - Asks/gives and bargains prices/
- Listens to different people bargaining and identifies the articles/ services involved and the prices.
- Listens to advertisements of goods and services.
- Counts items /calculates money and communicates the amount
- Makes/listens to polite suggestions/
requests.
- Asks for /obtains and give basic information about the occupations of people around them
- Lists some tools used by workers in different jobs.
- Listens to different professionals speak about their jobs.
- Recites/listens to poems and tongue twisters related to economic life and occupations
- Sings/listens to songs related to the topic
1. SPEECHWORK Consonant sounds Pronouncing consonant segments (2 consonants) Making distinctions in consonant sounds e.g. voiced - voiceless voiceless - voiced - /b/ /p/
- /t/ /d/
2. GRAMMAR - Expressing quantities using
some/any - How much/many
- Prepositions of time e.g. on, in, at
- Expressing frequency using adverbs e.g. every day, - Have got (affirmative and
interrogative)
- Expressing likes and dislikes - Wh- questions
- Constructing and arranging sentences - Using lower and upper cases
appropriately, - The comma - The full stop
- The question mark - Personal pronouns - Possessive pronouns - Identify pronouns
- Resourceful-ness -
Purposeful-ness - Reflection - Critical
Thinking - Concentration
- resourcefulness, - self discipline
Texts selected from a variety
of sources based on economic life, jobs,
Reading Making use of written language and signs for information
Extensive Reading Making extensive use of written language for information related to the topic
- Reads simple commercial adverts/bills/receipts.
- Reads about simple market scenes.
- Reads and chooses from a menu - Reads weights, measures, sizes ,price tags - Reads about common jobs, job adverts.
- Skims and scans a text with focus on specific words and main ideas.
- Scans a paragraph for specific
information, e.g.names, dates, figures, etc.
- Reads a given text within a given time - Reads given texts within given time limits for specific and general
informsation
- Answers questions to find out if they have understood the text
- Reads books on
economics/professions/jobs
- Reorganizes, respects and uses library rules
- Develops the ability
to borrow books, read and return them on time
- Use personal and possessive pronouns
- Use pronouns appropriately ; - Put proper nouns into
different categories: people, places, time, etc
3. VOCABULARY - Weights and measures/sizes
(small, medium, large) and colours.
- Common jobs
- Tools used in these jobs.
- Orderliness - Accuracy - Idealism
Texts, Manuals, Recipes, Instructions, Students
Writing Writing simple texts related to occupations/ to satisfy basic economic needs
- Writes a shopping list
- Completes and order/money transfer form.
- Calculates costs.
- Writes a simple bill.
- Fills in a simple receipt.
- Writes a list of jobs and simple tools used
CONTEXTUAL FRAMEWORK COMPETENCE INDICATORS RESSOURCES Areas of
life
Examples of families of
situations
Examples of Real-life situations
Categories of actions
Examples of Actions
Essential knowledge Attitudes/
values and wildlife
- Food and healthy eating habits
Listening/
Speaking
Using the English Language in oral
interactions/List ening to and talking about economic activities, environmental awareness and healthy living
- Talks about the weather/seasons in their environment/ around the world - Listens to weather forecasts and reports - Asks about/describes things or
animals/birds/fish/flowers/fruits, food items with basic colours for
identification and appreciation.
- Listens to descriptions of common things in their environment - Talks about and listens to others talk
about basic hygiene and environmental conservation rules
- Talks about food items and simple meals
- Listens to simple TV adverts on food/
and environmental issues - Talks about eating habits
- Asks/gives information about likes, dislikes, and preferences about things in their environment/food
1. SPEECHWORK - Pronounce the diphthongs correctly in words and in sentences
- Distinguish between diphthongs and monophthongs.
- Learners practise saying words in which there are diphthongs
2. GRAMMAR - The present continuous tense
in expressing actions - Comparing using adjectives - Expressing ability: can - Writing sentences on a given topic
- Re-arranging sentences in a logical order
- Writing paragraphs from outlines
- Organizing paragraphs Tense forms
- The Simple Present Tense - The Present Continuous
Tense
3. VOCABULARY - Sizes, shapes and colour - Seasons /months of the year
- Reflection - Attentiveness - Critical
Thinking - purposefulness
Maps, charts, texts related to the
environment well- being and health, experiencs, Scenarios, etc
Reading Making use of written language and signs to learn to conserve the environment and adopt healthy eating /living habits
Extensive Reading Making extensive use of written language for information on the environment and healthy living habits
- Reads about the weather/seasons in their environment/ around the world - Reads weather forecasts and reports - Reads simple/description of things or
animals/birds/fish/flowers/fruits, food items with basic colours for
identification and appreciation.
- Reads simple texts about basic hygiene and environmental conservation rules - Reads about food items and simple
meals
- Reads simple adverts on food/ and environmental issues
- Reads simple texts about eating habits/healthy eating
- Reads silently and answers inferential questions on the topic - Predicts the content of texts to be read
based on the title and accompanying pictures
- Skims the text for general meaning - Reads texts silently and answers
comprehensionquestions
- Talks about what they see/read in books - Reads story books/graded readers on
diseases due to the environment - Reads and does a book report
- Time and time expressions - Parts of the body
- Common food items and fruits
Writing
• Writing simple texts related to
occupations/to satisfy basic economic needs
•
Writing simple texts related toenvironmental awareness and healthy life styles.
- Fills charts and tables related to weather/seasons
- Writes a simple list of healthy eating habits / basic hygiene and
environmental conservation rules - Writes a list of food items and simple
meals
- Writes simple slogans on food/ and environmental issues
CONTEXTUAL FRAMEWORK COMPETENCE INDICATORS RESSOURCES Areas of
life
Examples of families of
situations
Examples of Real-life situations
Categories of actions
Examples of Actions
Essential knowledge Attitudes/
values
National and international socio-cultural values
• State institutions and their leaders
• Interacting with village/commun ity leaders
• Making use of and involvement in cultural practices
• Exploring countries and their nationals Language in oral interactions /Listening to and talking about citizenship issues and healthy living
Says /asks/listens to names of regions, towns, neighbouring countries - Talks / asks/ about nationalities.
- Listens to peers and others talk about nationalities
- Asks/ answers about state institutions, national holidays, monuments, touristic sites
- Describes/ listens to descriptions of flags of countries.
- Sings/ listens to others sing the national anthem.
- Says names of institutions (presidency, the Senate, National Assemble etc) and those who head them
- Says the motto of his/her country Talks/asks/about some cultural practices and tribal customs
1. SPEECHWORK - Distinction between
homophones
- Definite and indefinite articles pronounced separately and in connected speech
• Time adverbs (morning, yesterday, etc)
- The –ly form:
3. VOCABULARY - Words expressing nationalities
/ titles
- Words expressing national day e.g.(Youth Day, Unification Day, Labour Day,
Commonwealth day, etc) - National emblems
- Self Respect and - Nationality/na
tionhood - Purposefulnes
s
basic human rights, Learners’
experiences Books on
ethics , codes of conduct, and etiquette
Reading Making use of written language and signs to explore nationhood, patriotism, national and international socio-cultural values and practices
Extensive Reading
Making extensive use of written language for information on citizenship and human values
Reads names of regions, towns, neighbouring countries - Reads about nationalities.
- Reads about state institutions, national holidays, monuments, touristic sites - Reads flags of countries.
- Reads the national anthem.
- Reads names of institutions (The Presidency, the Senate, National Assemble etc) and those who head them - Reads the motto of his/her country - Reads simple texts about some cultural
practices and tribal customs - Reads silently and answers simple
direct questions on the topic - Predicts the content of texts to
be read based on the title and accompanying pictures.
- Skims related texts for general meaning.
- Reads texts silently and answers comprehension questions
- Borrows, reads and returns books on time
- Reads and respects societal rules and regulations
Reads extensively on related topic
CONTEXTUAL FRAMEWORK COMPETENCE INDICATORS RESSOURCES Areas of life
Examples of families of
situations
Examples of Real-life situations
Categories of actions
Examples of Actions
Essential knowledge Attitudes/
values
Other resources
The Media and Communication
• Exploitation of
• Tradition modes of communicati on
Using basic information and communication gadgets.
- Finding out information using the media - Communicating
with others.
Listening/
Speaking Using the English Language in oral interactions /Listening to and talking about the media and other modes of communication
- Names types of communication and technology gadgets/ tools (radio/TV/telephones/ internet/
talking drums/ oral communication e.g. in the village ,market place, church, mosque etc) - Identifies/ describes/ listens to descriptions of
parts of ICT gadgets(a computer/ TV/ radio /cell phone/ I Pad ,drums )etc, tools
- Makes/listens to simple telephone calls to/from friends, peers/parents etc.
- Listens to dialogues/ conversations on basic communication tools
- Answers phone calls politely
- Listens to news/announcements on the radio/TV - Watches the TV for information and pleasure - Enjoys music from the Radio/TV
1. SPEECHWORK - Imitating a
journalist’s speech - Reading sections of
‘-es’ plural forms
2. GRAMMAR - Media related
vocabulary - Names of parts of a
computer
- Names of newspapers and television houses in Cameroon
- Politeness, - Attentiveness, - Resourcefulness - Critical thinking - Purposefulness - Carefulness - Responsibility
- Reflection - Attentiveness - Critical
Thinking - Purposefulness
ITC gadgets, CDs and DVDs, Traditional communication tools (flutes, drums, etc)
Texts written on computers and cell phones screens, Newspapers,
etc written language and signs to explore the world of ICTs and the print medium
Extensive Reading Making extensive
- Reads names of communication and
technology gadgets/tools (radio/TV/telephones/
internet/ talking drums/ oral communication e.g. in the village, market place, church, mosque etc)
- Reads simple descriptions of parts of ICT gadgets (a computer/TV/radio/cell phone/I-Pad, drums) etc, tools
- Reads simple dialogues/ conversations on basic communication tools
- Reads simple stories on the advantages and disadvantages of the TV/net to youths - Reads silently and answers simple direct
questions on the topic
- Predicts the content of texts to be read based on the title and accompanying pictures.
- Reads children’s magazines
- Reads and enjoys images/pictures/cartoons, etc online;
use of written language in communication and the media
- Reads information on the web (Google, yahoo search, etc.)
Writing Writing simple texts related to information and communication technology
- Writes thenames of communication and technology gadgets/ tools
(radio/TV/telephones/ internet/ talking drums/
oral communication e.g. in the village, bmarket place, church, mosque etc) - Writes simple descriptions of parts of ICT
gadgets(a computer/ TV/ radio /cell phone/ I Pad ,drums )etc, tools
- Draws and labels simple ICT gadgets.
- Writes short simple SMS messages/e mails to friends and family members.