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THE MINISTRY OF SECONDARY EDUCATION

REPUBLIC OF CAMEROON
REGIONAL DELEGATION FOR CENTRE
THE MINISTRY OF SECONDARY EDUCATION
REPUBLIC OF CAMEROON
PEACE-WORK-FATHERLAND
REGIONAL DELEGATION FOR CENTRE
PEACE-WORK-FATHERLAND
DIVISIONAL
DELEGATION FOR MFOUNDIGENARAL INSPECTORATE OF PEDAGOGY
DIVISIONAL DELEGATION FOR MFOUNDI
GEN. INSPECTORATE OF PEDAGOGY
LYCEE DE NSAM EFOULAN
ACADEMIC YEAR 2014-2015
LYCEE
DE NSAM
TEL: 22316101;
BP: 11721EFOULAN
YAOUNDE
LEVEL COORD: LYSONGO ORU
ACADEMIC
YEAR
2014-2015
DEPARTMENT OF
ENGLISH
DEPARTMENT OF ENGLISH

SCHEME OF WORK FOR UPPER SIXTH


(terminale)

COURSE BOOK : STAY TUNED New look

( Tle)

UNIT ONE
SPECFIC THEMES:
ACHIEVERS
OBJECTIVES: By the end of this unit, learners should be able to:
Debate on the position of some famous and or popular actors and sportsmen/stars who have come into politics;
Listen to an article on famous achievers and note down what contributed to his or her success;
Express opinions and infer about famous Achievers and other people they admire;
Read and understand extracts of biographies and autobiographies and answer questions related to them;
Write biographies, e-mails, argumentative essays and describe their role model;
Master and use the present simple, past simple, present perfect, present perfect continuous, the simple
past and past perfect tenses;
Use quasi-modal verbs : DARE/NEED/MUST;
1

WEEK

TERM

DATE
8THSept26th
Sept

Work out synonyms, antonyms, homonyms, homographs from texts and enrich vocabulary with technique of word building using
affixes: suffixes like ER, OR, LIST, ANT, etc

SE
Q.
1

UNIT

THEME

CONTENT SKILLS

1
LISTENING

ACHIEVERS
Pg-11-27

DIAGNOSTIC TEST ONE AND TWO


SPEAKING
READING
WRITING

Listen and take Express point


down note (pof view and
27)
drawing
conclusions
about
successful
people.

Reading
extract of
biographies
auto
biographies
-Reading 1:
Text 1:
Samuel Etoo
(p13-14)
Text 2:Hilary
Clinton
(p14-16)
Reading II: Sir
Richard
Branson
(19)
-Reading III:
Achievers A-Z
of success

-Writing about
ones hero or
heroine
-Writing
argument
essays
-Writing
biographies

ENABLING
SKILLS
GRAMMAR

-Review the
Present Perfect
& Continuous
-Present Perfect
& Simple past
NB: How to form
How to use
Mod. Examp.
types
Affirmative
Negative
Interrogative
-Various usage
of quasi-modal:
DARE
-Review 2n d
Cond.
Subj+ present
simp. + will or
would

VOCABULARY

-Working out
Antonyms and
Synonyms from
passages.
-Word building
with affixes;
Suffixes - er, -or,
-ist -ant etc
Verbs Nouns
Eg : apply applicant

(P-22-23)

-Review Time
Adverbials

UNIT TWO
SPECIFIC THEME:
AT THE MOVIES
OBJECTIVES: By the end of this unit, learners should be able to:

LISTEN TO STORIES and make notes about some of the main points in the text, then write a summary;
Carry out debate on topics related to films and movies stars;
Read and understand text, then answer questions about them;
Describe, review and summaries film strips;
Use the Present Simple in film review, then CONTRAST the Present simple and Present Continuous;
Change word class from ADVERBS to ADJECTIVES and use adjectives, adverbs and adverbial phrases correctly;
Read, master and use terminologies related to the cinema, film making and films;
Build and use words with affixations;
Master the different use of some confusables like IT,ITS,ITS; A FEW, FEW; A LITTLE, LITTLE; ETC
Skim passage for synonyms.

WEEK
4- 6
29thSept17th Oct

AT THE
MOVIES
28-42

Listening
and
summarizin
g Pg- 40

-discuss
secret of
successful
film
making
-

-Text 1:
Reading I:
Yesterday, A film
for today (P-3031)
Text 2: Reading 2:
Great Tragedies
make great
movies (P34)

-writing
descriptions
-writing
summaries
-writing film
review following
guidelines
-writing a film
script

-Revision of
present simple
and continuous
tense
-adverbs and
adverbial phrases
-use of adjectives
and adverbs

-search for
Synonyms
from passages
-word
formation with
Prefixes and
Suffixes
-Context
related work
3

REVISION UNITS 1 and 2 VOCABULARY and GRAMMAR P 43-45


Correcting sentences grammatically and semantically
Using correct forms of verbs in brackets
Changing classes of word from adverbs from adjectives
Filling out Cloze and Error correction exercises
Giving opposites
Describing people and their characteristics with the use of adjectives
Completing sentences with correct form of the words in brackets

UNIT THREE
SCHEME THEME:
LOVED, HATED OR MISUNDERSTOOD
OBJECTIVES: By the end of this unit, learners should be able to:

Discuss various ways dishonest people use to rob the innocent name of God;
Skim text for gist and topic sentences, discuss the role of false prophets (Mahmoud Fall) in societal spiritual decadence and the
attitude role and place of new churches in our society;
Read text and answer question related to them;
Join sentences using CONJUNCTIONS, PREPOSITIONS and GERUNDS;
Use the word FOR( purpose & possession), INDEFINITE PRONOUNS; Form and use GERUND
Know and use PHRASAL VERBS with to run off, to run out etc;
Match words and their definitions, work out PRAGMATIC meaning of words and change Word Class from NOUNS to VERBS
Write INFORMAL LETTERS, STORIES and summaries

WEEK
7-9
20th Oct07th Nov

1 2

LOVED,
HATED OR
MISUNDERSTOOD
p- 46-64

-Discuss ways
innocent/ignora
nt people are
dupped and
robbed by False
Prophets
Debating on this
theme
-

-Text 1:
Reading I:
The False
Prophet (P48-49)
Text 2:
Reading
2:Paid in his
own coins
(P53-55)

-Write an
Informal
letter
-Write an
imaginary
account

-Revising the use of Gerund; as


subj., obj. preposition complement
-Phrasal verb: a verb + adverb or
preposition
NB: rules for splitting.
-If obj. is pronoun, verb and
particle split. Eg I call it off.
-verb takes obj. bt vb & particle cant
split. Eg Hes going through difficult
time.
-verb has two particles and doesnt
split. Eg We came up with a new
idea

-Words
formation
changing
verbs into
nouns
-matching
words and
their
definitions
-working out
the meaning
of words in
context

UNIT FOUR
SPECIFIC THEME:
FOREST-FASCINATING AND VITAL
OBJECTIVES: By the end of this unit, learners should be able to:

WEEK
10-12

Write and give talks, carry out discussions and recite poems about the exploration and conservation of forest;
Discuss and talk about forests: its use, its importance to mankind and animals and what they are use for;
Read and understand comprehension passages, then answer questions about them orally and by writing;
Write a report, an expository essay and a formal letter to the minister
Express CONDITIONS using SHOULD, WERE, and PROVIDED THAT.
Form and use compound nouns and adjectives.
1

2 4 FOREST
FASCINATING
AND VITAL

-Given
talks,
lectures on

-Text 1:
Reading I: Mangrove
forests (P-66-67)

-Writing a
report after a
field trip

-Revision of
Conditional
sentences with:

-Matching
words and
their definition.
5

10th Nov28th Nov

p- 65-82

the
importance
of the forest
-Role play
-Reciting
poem

Text 2:
Reading 2:The
importance of mangrove
forest(P69-71)
Text 3: Saving the
rainforest
(P-74-75)
Reading 3 (p63)

-writing an
Argumentative
essay.
-Writing a talk
-Writing a
Formal and
Informal letter.

WERE,SHOULD
and PROVIDED
THAT
NB: cause and
effect

-Working out
synonyms
-Building
learner-context
relation words

REVISION UNITS 3 and 4: VOCABULARY and GRAMMAR (P 83-85)


Using appropriate words to fill in sentences
Matching words to form compound words
Matching clauses to make sentences
Using indefinite pronouns to fill in gaps

UNIT FIVE
SCHEME THEME:
MALARIA
OBJECTIVES: By the end of this unit, learners should be able to:

Discuss on the fight against malaria;


Listen to a text about the work of professor Oneamo Ole-MONOI, give A topic sentence. Then listen to the text again and make notes to write a
report about malaria in Africa.
Read and understand texts, the answer comprehension questions based on them;
Write a formal letter, a summary and a factual report using guidelines;
Use FIRST, SECOND and THIRD conditional and other types;
Use continuous verb forms;
Know and use words and expressions that have to do with malaria and its prevention;
Use context clues to work out the meaning of words, form collocations through a matching exercise;
6

Enrich their vocabulary by reading the dictionary definitions;


Master and use the some confusables like practice/practice, advice/advise, licence/license, prophesy/prophecy etc
WEEK
1 3 5 MALARIA
-Debating on
-Text 1:
- Writing a
-Review of cond. Type 0, 1, 2, & 3
P 89-100
malaria/AIDS
Reading I&2:
Formal letter.
Zero cond.
13-15
and the
Veiled threat
-Writing a
If+present+ present
involvement of
(P-88-89)
summary
1st Cond.(real possibility)
1ST Decth
famous people
Text 2:
-Writing a factual
If+ pres. simp.+ will
19 Dec
-Discussing
Reading 3:The report using
2nd Cond.(imaginary)
about ways of
child killer (86- guidelines
If+past simp.+ modal +verb infinitive
fighting malaria 87)
3rdCond.(real/hypothetical)
-Reading a
If+past perf.+ modal+has/have+vb
poem aloud
pp
-Review of the continuous tenses:
Present cont, present perfect cont.
Past cont., past perfect continuous.

-Working out
meaning of
words in
context
-matching
words to
make correct
expressions
-Using
Prefixes to
form words
-Dictionary
work

CHRISTMAS BREAK

UNIT SIX
SCHEME THEME: WHICH WAY AFRICA
OBJECTIVES: By the end of this unit, learners should be able to:

Talk and discuss about democracy, politics, good governance and election in Africa and express their own points of view about how Africa can
progress;
Discuss the message in the pictures;
Read the text and help discuss an answer questions about them;
Practice reporting verbs in the passive constructions;
Report questions with and without question words;
Use (BY/UNLESS/UNTIL)
7

WEEK
16-18
5th Jan23rd Jan

Form and use degree of comparisons;


Master and use words and expressions that have to do with elections and governance;
Use context bound words to decipher meaning of words, use nouns as adjectives, form compound words and match phrases with their
meaning;
Correctly use the suffixes RIDDEN and STRICKEN;
WRITE LETTERS TO THE editor of newspapers and write pamphlets.

2 3 6 WHICH
WAY
AFRICA
P 102121

- Discussio
ns and
debates
on political
issue
about
Africa
discussion
s on
slogan

-Text 1:
Reading 2:
No easy
walk to
democracy
(P-103-105)
Text 2:
The next
generation
must
drive
(pp116-117)

-Reporting in the Passive construction


Writing NB- AFIRMATIVE statement, Yes/No questions use
a
WHETHER or IF, PRONOUNS/TIME or PLACE Adverbial
pamphl may change
et
-Reporting verbs: ( universal ideas) always used with IT
-writing IS , Verb in past
a letter eg. Believed that, well known
to a
-Reviewing reported questions
newspa -Using UNLESS- IF NOT(condition fulfilled)
per
-Using UNTIL -DURATION( time limit)
Using BY ( happening at or before a certain time)
-Degree of Comparison with GRADABLE adjectives
(much, far, much more, a little, greater than) Degree comp.
+ adjective

-Words
,expressions about
elections
-working out
meaning from
context
-matching words
and their meaning
-matching words
and their
component
-Using suffixes:
-ridden &stricken

REVISION UNITS 5&6 : VOCABULARY & GRAMMAR (pp122-124)


Joining sentences using provided that, if, should;
Matching definition with words + completing definitions in a paragraph;
Completing sentences with the correct form of verbs in the bracket;
Giving examples to explain words
Completing sentences with either (by, unless, until);
Filling a cloze passage on election;
Transforming direct into Indirect speech
8

UNIT SEVEN
SCHEME THEME: PROFIT BEFORE PEOPLE
OBJECTIVES: By the end of this unit, learners should be able to:

WEEK
19-21
26th Jan13th Feb

Develop oratory spirit (speak in public;


Picture reading , discussion and questions and answer;
Use the Present and Past continuous passive;
Use double comparatives;
Form and use the Superlative form of Adjective and Adverbs;
Work out the meaning of words from the text;
Find synonyms from texts and match words with their definitions;
Use the prefix NON- to form words;
Write Formal and Informal speeches and write Formal letters;
2 4 7 PROFIT
BEFOR
E
PEOPL
E
P 125141

- -building -Text 1:
oratory
Reading 1: Apple
spirit:
admits (P-127speech
128)
in public Text 2:
Role
Reading 2:The
play
truth
about(pp132-134)
Text 2: The
rape(p137-139)

- Writing a
speech
-writing a
formal letter
to a tycoon

-Revising the Passive Continuous forms


Aux. (is, are, was, were)+ BEING+ verb pp (is
being hailed)
-Repeating comparatives like more and more, less
and less
-Revising the use of superlative form
NB: one syllable adj.= + the est
Two or more syl. Adj= the most +adj
Two syl. Adj ending in y = the iest
Irregular adj= worst, least, better ,most etc

-Use content clues


to work out
meaning of words
-working our
synonyms in the
texts
-matching words
and their meaning
-forming words with
prefix NON- (not)
Exp; not-, no-,
non-, dis-, maletc

UNIT EIGHT
SCHEME THEME: NATURAL DISASTERS
OBJECTIVES: By the end of this unit, learners should be able to:

Picture and identify the various natural disasters, then discuss their effects on the life of affected communities as well as the help or donations
they need;
Listen to a text and complete a grid based on what they have heard;
Carry out a debate to support the convention that people live in risky places;
Rea texts and answer question based on them;
Give special emphases to adjectives by using ADJECTIVE OF STATE + AS + THOUGH + BE/ BECOME/ SEEM/
LOOK/SOUND/APPEAR;
Use the structure NOT ONLY,BUT,ALSO;
Form adjectives by adding the PREFIX Y to the verb;
Form adjectives by using the prefix UNDER to verbs;
Combine sentences with RELATIVE PRONOUNS;
Know and use expressions that have to o with disaster and disaster relief;
Match words and expressions to their meaning;
Write dialogues, letters to newspapers, articles in newspapers and letters of sympathy and condolences;
Use the verbs to remember, to remind, to recollect.

10

WEEK
22-24
16thFeb
-6th
March

2 4 8 NATURAL
DISASTER
S
P 142-162

Listening
to fill a
grid,
then
write
dialogue
to be
presente
d in
class

-Discuss
various
aspects of
natural
disaster
-Debating
about recent
natural
disaster
(151)

-Text 1:
Reading 1: Haiti
devastated(P145-146)
Text 2:
Reading 2&3:
A Hurricane
Katrina
(pp156-159)

- Writing a
Dialogue
-writing a letter to
a newspaper
-writing letters to
express
sympathy and
condolences

-Combining sentences
using connectives such as
Not onlybut also,
bothand, eitheror,
neithernor,
no soonerthan,
hardlywhen.
-Adjective + be / seem
construction

-Prefix; under-the suffix: -y


-Context related words
-Working out the
meaning of words using
context clues.
-Confusables:
Remember/remind
/recollect,
advise/advice,
stationary/stationery

REVISION UNITS 7 & 8: vocabulary and Grammar (pp163-165)


Explaining words
Using appropriate word in right context
Matching clauses to form sentences
Joining sentences with notbut also
Error correction on sentences

UNIT NINE
SCHEME THEME: SOCIETY: RACE AND RACISM
OBJECTIVES: By the end of this unit, learners should be able to:
Discus and debate responsible parenthood: Race and Racism;
Picture reading and talk about multiracial society;
Read texts and answer questions about them;
Master and use: a) would rather + subject +past tense; b) USING TO + infinite and BE USED TO + GERUND;
Use PRESENT/PERFECT PARTICIPLES, Active And Passive to join sentences;

11

Modify relative pronouns or adverbs with EVER, e.g WHOEVER,WHENEVER,WHEREEVER to mean anyone, each time, anywhere, then
help students practice using NO MATTER + RELATIVE PRONOUNS/ADVERB, e.g no mater who, no matter where,no matter when, to
convey same meanings;
Master phrasal verbs with TO FEEL and TO KEEP and using them effectively;
Build words with the suffixes ant and ist;
Work out the synonyms of words and expressions from the passage and match words with their definitions and meanings;
Write a pen portrait; a summary, an expository essay, an article in school magazine.
WEEK
25-27
9th
March27th
March

3 5 9 SOCIETY
: RACE
AND
RACISM
P 166182

-Discuss
and debate
on the
reading
passages.
-summarize
passage
-write an
expository
essay
Write an
article in the
school
magazine

-Text 1:
Reading 1:
Everywhere a
stranger (P167-169)
Text 2:
Reading 2&3:
Football against
racism(pp175176)
Text 3: Reading
3:Slavery
Mauritanias
best kept secret
(pp 181-183)

-Writing a pen
portrait with
ideas from a
reading
passage
-Write a
summary of a
passage
-Writing an
Expository
essay
-Writing and
article to a
school
magazine

-hypothetical and unreal:a) wish + subject + pres. Simpl.


-wish + subject + past tense
-wish + subject + could/would
b) expressions IT IS TIME -It is time +subj. + vb in past
- Its high time + subj. +vb pt -It is about time+ subj. + vb in
past
c) expression Would Rather Id rather+ subj. + vb in past
d) suppose/imagine + subj. +vb in past
e) IF only clause if only+ subj.+ vb in past
-Review of USE TO/WOULD/BE USED TO and NO MATTER.. to
meaning It doesnt make any difference. E.g whateverno matter
what.
-Participle adjectives ing ,ed ,en
-Phrasal verb with to feel, to keep

-Forming
nouns with
the suffix
ant, -ist
-choosing
words to
find out the
synonyms.
-Stating
what words
refer to
-working out
meanings
from the
text.

UNIT TEN
SCHEME THEME: THE UNITED NATIONS
OBJECTIVES: By the end of this unit, learners should be able to:

Discuss and talk about the Common Wealth and La Francophonie, show their differences and similarities with the United Nations;
Carry out a survey about the United Nations, its history, its various major parts, its agencies and its purposes and principles
Read extracts about the United Nations and then discuss and answer questions based on them;
12

Decipher the United Nations acronyms;


Know and use words and expressions to do with United Nations and international organization;
Revise the use of infinitive after nouns, question tag, the present continuous;
Punctuate and appreciate the punctuation of reading II;
Match words either with their meaning or their explanation

WEEK
29-30
30th
March-30th
April

3 5 1
0

From
04th May22nd May

3 6 REVISION OF UNITS 9 & 10: VOCABULARY AND GRAMMAR (pp 202-204)


Matching words with their definitions
Choosing the correct words from those in brackets
Joining sentences with connectives or linking words
Completing sentences

THE UNITED
NATIONS
P 186-201

-Expressing
opinions and
sharing ideas on
the UN after filling
questionnaire
-Role-play; assume
the role of the
Secretary General
of the UN talk
about it
-A survey and roleplay.

-Text 1:
Reading 1:
Preamble to the
charter of the
UN(P-188-189)
Text 2:
Reading 2:
Specialised
agencies of the UN
(pp191-197)
-TEXT 3:
Reading 3: The
Secretary General
of the UN (pp197198)

- Describing
the function of
the UN
agencies
-Writing job
description

-Using to infinitive
e.g I am going to
sleep at home
-Using ing forms and
the infinitives
-Revising the present
simple and present
continuous
-Punctuating text

--Context Related Words


-Matching Words With Their
Meaning
-Working Out Abbreviations &
Acronym stand for
-Matching the UN agencies
with their functions
-Matching words with their
explanations

13

WORKING ON SPECIMENT EXAMINATION PAPERS 1, 2 & 3 (pp 205-221)

GENERAL REVISION

14