REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix-Travail-Patrie Peace-Work-Fatherland
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MINISTERE DES ENSEIGNEMENTS SECONDAIRES MINISTRY OF SECONDARY EDUCATION
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INSPECTION GENERALE DES ENSEIGNEMENTS INSPECTORATE GENERAL OF EDUCATION
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MINISTRY OF SECONDARY EDUCATION

INSPECTORATE GENERAL OF EDUCATION

PEDAGOGIC GUIDE
ENGLISH TO FRANCOPHONES
Secondary General Education
First Cycle

July 2014

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 TABLE OF CONTENTS

- The Programme’s objectives ………………………………………………………………………. 5

- Methodology ………………………………………………………………………………………... 8

- Assessment …………………………………………………………………………………………. 21

- Appendix …………………………………………………………………………………………… 24

- Glossary …………………………………………………………………………………………….. 47

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PREFACE BY THE MINISTER OF SECONDARY EDUCATION

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FORWARD BY THE INSPECTOR GENERAL OF SECONDARY EDUCATION

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 THE PROGRAMME’S OBJECTIVES
INTRODUCTION
This guide is intended for Teachers of English to Francophones, and others of the pedagogic chain who might find it useful. It focuses
on some of the key features of the new syllabus drawn following the Competence Based Approach through Real-Life Situations
(CBA/RLS)and guides teachers to use it successfully. The guide is supposed to be used together with the syllabus for effective
teaching/learning. It contains ideas, advice and strategies which we believe would help Teachers in planning and delivering their
lessons.

CONTEXT
The syllabus is drawn guided by the stipulations of Law No.98 /004 of 14th April 1998 to lay down Guidelines for Education in
Cameroon. To embrace all the objectives of education in Cameroon as stated in articles 4 and 5 of the above mentioned law, the
Competence Based Approach through Real-Life Situations was chosen as the basis for drawing up the new syllabuses for Secondary
Education in Cameroon.

OBJECTIVES

1- The programme aims at enabling learners to develop language and problem-solving abilities to use in new and
challenging situations in school and out of school

Competence Based Language Teaching (CBLT) focuses on what learners are expected to do with language (Richards & Rodgers,
2001). The Competence Based Approach (CBA) is a ‘very good’ extension of communicative teaching that goes one step further by
making sure that the learners can apply what they learn in class in real-life situations outside the classroom. Learners study English
within varied and relevant situations and contexts: the language is introduced and practiced in different situations that are similar to
situations that occur in real-life. Learning English should be seen as useful to learner’s life and future.

2- The focus is on how learners can use the language instead of their knowledge about the language.

This approach can be described as ‘defining educational goals in terms of precise measurable descriptions of the knowledge, skills,
and behaviours learners should possess at the end of the course of study (Richards & Rodgers, 2001). CBLT is designed not around
the notion of subject knowledge but around the notion of competency (Richards & Rodgers, 2001). A competence is a system of

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conceptual and procedural parts of knowledge organized into operating schemes that help identify a problem-task and its solution
through an efficient action within a set of situations.

3- It is a process that implies making and laying a foundation to new acquisitions through the reorganization of the
learner’s cognitive structure.

Whenever the term competence is mentioned, a ‘know-how-to-act’ process is implied. Given its global and integrating characteristics,
acquiring a competence requires learning in motor, affective and cognitive fields. A competence involves the necessary knowledge
and capacities that a given situation requires. Learning therefore is favoured in complex and meaningful situations. As a cognitive,
affective and social process, learning fits in the cognitive and socio-cognitivist perspectives. The programme determines that learning
will call upon intellectual procedures and attitudes such as respect for differences, co-operation and team-work. Communication in
this programme is a priority that takes into consideration the latest developments in the field of Second/Foreign Language Teaching,
Communicative Approach, Cognitive Psychology and Socio-constructivism.

This programme is learner-centred and focuses on the construction of the learner’s knowledge. It aims at developing the competences
that are regarded as essential for the learner of the new century: the ability to interact orally, the ability to process oral and written text
and the ability to write texts.

WHAT ARE THE PEDAGOGICAL IMPLICATIONS OF IMPLEMENTING CBLT?

CBA highlights the importance of linking learning to context of use, thus helping the learners in making learning meaningful.
Pedagogically, CBA is significant in:

a) Making language acquisition in school practical and sustainable

- by enabling learners to give meaning to knowledge acquired in class and make beneficial and relevant use of it.
- by helping learners to reinvest learning not only in school contexts but also in contexts outside the school.
b) Developing the thinking process of the learner because:
- it is vital to reinforce the cognitive function of school by establishing tight relationships between acquiring knowledge
and developing thinking processes.

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 - the emphasis put on the development of competencies makes it impossible to focus exclusively on acquiring
disciplinary knowledge, but enhances the development of thinking processes necessary for assimilating and using them
in real life.
c) Presenting learning contexts in relation to the needs of the learner for
- the learner must grasp the usefulness of the resources s/he develops in relation to the problems s/he meets every day.
Link the development of personal resources and the meaningful situations.
- the learner will acquire abilities to use language for communication thanks to the interwoven processes of learning
reading, listening, speaking and writing.
- since language is central to all forms of communication, its mastery is necessary and basic to all school as well as
interpersonal relationships.
- The learners become able to get in touch with their school mates and adults around them, to express their vision of the
world, to make the other’s culture theirs and transmit their own culture.
d) Putting an end to disciplinary barriers for
- This programme focuses on setting transversal competences in various fields (intellectual, methodological, personal,
social and communicational) aimed at developing competences in various real-life situations, appealing to various
sources that are related to these disciplinary fields, whose separation into parts would encourage and favour the
development of transversal competences.
e) Choosing a personalized pedagogy
- Various pedagogical approaches will be preferred to facilitate the development of the learners’ competences, keeping
individual differences in mind, their prior knowledge and its scope to compare their own representation with those of
their classmates, to search for information and validate it through consulting various sources of documentation or
people in possession of the information.
- This presupposes that the learner creates situations of learning and assessment relating to both the processes and the
results.

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 METHODOLOGY
Introduction:

Teaching is a rewarding job, but it can also be very challenging. Having to come up with or create unique, new and creative lesson
plans everyday can sometimes be difficult and time consuming. A lot of preparation goes into creating a lesson plan.

Lesson preparation:

Lesson preparation is selection of topics, determining instructional objectives, selection of teaching methods and instructional
materials and determining the evaluation instrument of the teaching. Lesson planning involves making an arbitrary decision about
what to teach and how to teach it. The purpose of a lesson plan is to communicate, why then is it important?

The importance of a Lesson plan:

1- A well prepared lesson gives the teacher a sense of direction when s/he enters the classroom.
2- A lesson plan helps the teacher to know when and where to start and where to stop.
3- It allows the teacher to know which materials would be needed so that they are collected before the class.
4- In case of illness, the lesson plan of a teacher could be used by another teacher to teach the class.
5- It serves as a record for the teacher in future.
6- It also guides the teacher as to what instrument to use for evaluation.

It is therefore indispensable to know the general steps required to develop a quality lesson plan.

Steps to developing a quality Lesson plan:

The following considerations would facilitate the development of a quality lesson plan

1- What do you intend to teach? Consider grade level, and time allocated for the subject on the timetable.
2- Nature of learners: their characteristics in terms of abilities (See Appendix D), previous knowledge and experiences.
3- Develop clear objectives: what you want to accomplish or achieve at the end of the lesson. Objectives should be stated in
measurable terms using action verbs. Avoid words like ‘know’, ‘understand’, ‘enjoy’ since they can’t be measured.

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 4- The lesson plan should indicate clearly the content to be included and the sources of the content (recommended textbook,
supplementary books etc.)
5- Think of the methodologies to be used (in this case the CBA which will be discussed later) and the activities to be employed.
6- Show clearly the material you would use to teach (reading materials, maps, charts, flash cards, etc.), consider their relevance,
appropriateness, variety and availability.
7- Procedure (presentation) is the core of the lesson plan, and should indicate a planned variety of activities for learners.
8- What evaluation procedure to use.

(See Madeline Hunter’s “seven step lesson plan” in Appendix A)

A lesson plan is important for both the learner and the teacher in that it describes what the teacher would do to make learners learn. It
is a guide, a resource and a historical document. It reflects the teachers’ philosophy of Second Language teaching and learning which
results from their knowledge of Second Language Acquisition theories, trends in Second Language pedagogy, the needs of the
learners, their differences as well as applying their knowledge of Bloom’s Taxonomy.
The methodology to develop the lesson plan is vital and in this case Cameroon’s Ministry of Secondary Education has suggested one
of the approaches to Second/Foreign Language Teaching: the “Competence Based Language Teaching”approach (CBLT).

Competence based language teaching:

In the CBA, competences are linked to learners’ needs in and out of the school. They learn to speak, listen, read, and write, and to re-
use language in new situations.

Teachers teach these skills in an integrated way, not separately, since that is how they use language outside the classroom. It is
important that the teachers help learners to practice English in varied contexts or situations if they are going to be able to remember
and use what they have learned when they need it. It takes a lot of practice using English in different contexts for learners to be able to
use English in real-life situations.

In the CBA, emphasis is given to productive, interpretive and interactive competencies.

- Productive competencies: speaking and writing

- Interpretive competencies: reading and listening
- Interactive competencies: speaking and writing

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The linguistic competence (vocabulary, grammar and pronunciation) and strategic competence (strategies to help learn and to use the
language better) are viewed as ‘supporting competences’. These competencies are not the main objective of study, but are tools that
learners use in order to better speak, listen, read, and write English.

CBA Lesson plan

A CBA lesson plan calls for:

1) Presentation of the problem-solving situation:

DEFINE THE
PROBLEM
1

MONITOR GATHER AND

EFFECTIVENESS PROBLEM
ANALYSE DATA
4
SOLVING 2

DEVELOP AND
IMPLEMENT
PLAN
3

This is the discovery phase and it contains new notions to be discovered by learners. The teacher presents the problem (1), and gives
instructions to learners to gather and analyze data (2); develop and implement a plan (3) while he/she monitors the effectiveness
(4) of their research. The learners would define the problem as they understand it (See task assigned to learners in developing the
topic; Nuclear Family: Appendix B)

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2) Systematisation:

After examining and bringing out the relationship between previously learned elements and elements found in the new problem-
solving situation, learners come out with rules (hypothetical). This is done with the help of the teacher.

REFLECTIONS AND CONVERSATIONS

DEFINE THE
PROBLEM

MONITOR
EFFECTIVENESS
MEET WITH REVIEW OF
STAKEHOLDERS PREVIOUS
KNOWLEDGE

3) Application:

Here, the teacher gives tasks where learners apply the new knowledge. S/he assists (scaffolds) the learners accomplish the new task,
supports them till they acquire the new skills and strategies.

SCAFFOLDING-SPIRALING CURRICULUM

ACQUISITION PROFICIENCY MAINTENANCE GENERALISATION

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4) Partial Integration Activities:

The teacher presents a new complex situation that will necessitate the exercise of the skill to solve a problem which is similar to the
competence/skill the learners used at the beginning of the lesson. Note that this has to be a concrete real-life situation. It should be
noted also that partial integration activities are not done systematically at the end of every lesson.

Stages Intermediary Teacher’s Activities Learners’ Activities

Pedagogic
Objectives
1 - To clearly restate - Presents the problem-solving - Get acquainted with the
Discovery the problem situation through statements, situation by reading or by
(presentation of drawings, questions, actions, listening
the problem-solving mimes, etc. - Ask questions if any
situation) - Ensures that everybody
understands the problem.
- Gives instructions.
2 - To posit and verify - Recalls the instruction so as to - Give hypotheses
Research hypotheses elicit the emission of hypotheses - Work individually, and
(Individually or - Goes round the groups to help and then in groups; compare
in groups, seek encourage learners their findings.
solution(s) to - Call teacher’s attention in
problem) case of conflict
Hypotheses are put
forth
and analysed
3 - To present - Recalls the instructions once more - Give the answers or
Comparison and - To justify the - Puts away wrong answers and solutions
validation of results retains justifiable answers which - Justify their answers or
findings or - To validate tie with the objectives solutions
results - Get the final opinion or
say of the teacher
4 - To formulate the - Generalizes one case - Use what they already
Institutionalisation new knowledge - Identifies new knowledge know to come up with

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and formulating - Introduces new vocabulary new knowledge
the new (concept)
knowledge
(generalisation)
5 - To use the new - Gives exercises (written or oral) - Get used to new
Consolidation knowledge to verify if objectives have been knowledge by using it
(application) attained accordingly
6 - To put together the - Gives complex problem-solving - Get acquainted (more
Partial new knowledge situations to verify the level of familiar) with the new
integration and know how to development of the skill. learnings and use them in
activities solve a complex solving real-life problems
problem
situation
7 - To tackle cases of - Explains over and over that which - Discover their errors and
Remediation incomprehension was not understood. rectify them
activities

N.B. The lesson plan in the table portrays the implicit and explicit use of cognitive strategies like noticing or observing, emitting
hypotheses and testing them, problem-solving and restructuring. This is in opposition to the traditional approach which stressed
structures and functions.

Competence based language teaching: the teacher’s role

The teacher’s role in the CBA is not simply to give information to learners but to help them take an active role in their own learning.
CBLT, therefore, involves great teacher knowledge of students’ contexts, interests and needs, and the development of different
standards that enrich and lead the teaching-learning process.

In our overcrowded mixed-ability classrooms, this question is preponderant. Many teachers wonder how realistic teaching/learning
could be in these classes; some find effective teaching impossible, others quarrel with the notion that it’s possible to make all learners
in our overcrowded classrooms active and in charge of their own learning. They consider this simply impractical and difficult.
However, if teaching in these classes follows meaningful pathways wherein learners are not far removed from their comfort zones,

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where learning impacts upon their very intelligence and learning style, the large class phobia would be completely transformed. (See
appendix D; some activities that would cater for different intelligences and learning styles)
The teacher therefore:
has to provide positive and constructive feedback in order to help the students improve their skills.
has to be aware of learners’ needs so that everybody feels welcome in class.
gives clear orders and explanations to make sure that every student understands the task they are going to deal with.
selects learning activities and designs syllabus according to the competence the students are going to acquire.

Teachers play an essential role, since they are the ones who are going to provide students with the appropriate activities and learning
materials which are related to their real lives, so that students can be communicatively competent in real situations. Teachers, therefore,
must be excellent observers of the context that surrounds students and take into account the ways the learners think and act.

The teacher should have a bigger picture of the competence that is required by the learners and the smaller competences that build up
to that competence.

Competence based language teaching: the learner’s role

Considering that the CBA is learner-centred, lessons should be planned with this in mind. To make lessons have an impact on the
learners, a number of questions have to be asked and answered during their planning. Some of the questions are:
- Who are my learners?
- What competence do I want the learners to attain?
- What competences build up to this competence?
- What is the purpose of this lesson?
- Is the lesson going to interest and motivate the learners?
- What appropriate activities do I include to meet the different learning styles, needs and make the learners enjoy the lesson?
- What are the appropriate learning materials for the activities?
- Are the activities I have chosen related to the competences and to the real life situations of the learners?
- What problems may the learners face during the lesson?
- How do I know if the lesson is effective?

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CBLT provides learners with the essential tools to interact successfully in society, enhancing them to use their knowledge to solve
different real-life situations. What therefore should be their role?

Learning requires the learner to go through a process of personal appropriation. The learner continually questions his/her own
conviction to revise his/her prior knowledge.
S/He is to decide whether the competencies are useful and relevant for him/her.
H
S/He has an active role in the classroom and is expected to perform skills learnt.
It is vital that every competence is mastered one at a time because this makes sure that the learners know what they have already
learnt and what the next steps will look like.

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Competence based language teaching: summary

 Learners to act in English using a range of skills and knowledge.

 Learners use English in various real-life communicative situations
The goal that may be different from situations in which the skill and
knowledge were learnt.
 Focus on learners being able to use English.
 Actively involved in all aspects of the lesson.
 Regularly speak, read, write and listen within communicative
Role of learners situations in order to express ideas, information or messages.
 Figure out the rules and patterns of English.
 Plan for and use strategies to help them learn and communicate better.
 Teachers support learners in taking active roles in the classroom by
providing them with exercises that meet their interests and needs.
 Teachers are mainly responsible for facilitating what happens in the
classroom, creating a comfortable, supportive and collaborative
environment where learners can work actively, free from fear of
making mistakes and where they want to use English and have a real
Role of teachers purpose in using it.
 Presenting examples so that learners can figure out the rules and
patterns and learn from their mistakes.
 Providing communicative practice using English that supports
learners in developing, listening, writing and speaking skills. They
need to exchange ideas and information to meet their needs and
interests.
Focus on communicative purpose and require learners to take an active role
by
• thinking about language
Types of tasks
• thinking about the language
• mobilising the language
• using strategies to aid communication

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

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 television news reports, • Periods of the day and
commentaries, interviews • School subjects Techniques
about the family • Items used in school - Learner-
• Introduces • Days of the week centred
oneself/members of the • Demonstrative pronouns: - Learner to
Interacting family this that, these, those learner
orally in the • Exchanges information • Words pertaining to school - Cooperative
family about self, family or activities/regulations/ learning (pair
residence Buildings and/group
• Asks for, obtains, and gives work)
information about the - Hands-on
family
• Gives personal information
• Recites poems, tongue
twisters
• Sings songs
• Reads short simple texts
Reading with pictures
informative, • Finds names and
expressive relationships in a text
and esthetic • Reads related pictures
texts about • Reads simple illustrated
the family to family stories
decode • Reads short basic
meaning descriptions with symbols
and illustrations
• Reads short basic forms
asking for personal
information
• Reads a family tree
• Reads short, simple poems
or song lyrics

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 Writing • Writes simple questions
expressive, and answers to obtain and
informative give information about the
and esthetic family/school
texts related • Fills out simple forms
to the family • Writes names, addresses
• Keeps a simple journal
(diary)
• Writes basic personal data
in simple form
• Copies words from
pictorials
• Completes simple sentences
on essentials about the
family
• Fills in gaps in poems,
jokes, songs, lyrics
• Writes short stories about
the family
• Draws and labels

The syllabus covers five Domains of Life. From each domain, a Module is developed which should be systematically broken down
into manageable and teachable units to be able to handle content and realize progress. (See appendix B: breakdown of Module 1) Each
Module has been subdivided into 7 columns which embody the family of situations, examples of real life situations, categories of
action, examples of action, essential knowledge, attitudes and other sources required for effective performance of real- world task
or activity and these serve as the basis for organizational content.
Column 1: Family of situations
This class includes real-life situations requiring learners to successfully communicate in the society which means language is taught in
order to prepare the learner for the different demands of the world. This implies that meaningful task-based activity or problem-
solving complex situations enables learners to be involved intensively with the language associated with it.

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Column 2: Example of real life situations
These are sequenced from easy to difficult situations by likelihood of circumstances that learners will encounter in life. Real world
tasks which consist of specific knowledge, thinking processes and perceptual skills. The problems of real-life are analysed and the
teacher should integrate the required abilities to address these problems.
Column 3: Categories of action
This column centres on what the learner needs to learn, which the application of basic skills in life is. Language context such as
speaking, listening, reading, and writing are highlighted as they are the actions learners will carry out to solve real life problems.
These competences are performance-oriented, measurable and practice what learners must do and be able to do to perform the task
Column 4: Examples of action
These are concrete tasks in which specific language skills/forms are required. They focus on what learners can do with the language to
understand and produce messages with ease both accurately and fluently. They are identifiable target tasks. They make extensive use
of texts, media, and real life materials adapted to targeted competences
Column 5: Essential knowledge
Mastery of the language means accuracy-oriented teaching. While focus is on holistic categories of topic, notions and fluency,
accuracy is essential to facilitate real life communication. However, vocabulary, grammar, and pronunciation must be taught in
context given that in real life, there is no period when these enabling language concepts will be used in isolation.
Column 6: Attitudes
These are clear, concise, observable behaviors that learners can be evaluated on at the end of the learning activities and contribute to
the course goals
Column 7: Other Sources
These are the sources teachers will use to facilitate lesson planning

From the above details it would be noted that competences can be applied to language learning and teaching in terms of accuracy and
fluency in the language and do not function in isolation. Do not begin preparing by identifying contents and readings. First of all,
identify competences and practice behaviours, and then you select content reading, class exercises and assignment to support learners’
attainment of these competences.

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 ASSESSMENT
The learner will appeal to cognitive, affective and motivational strategies in order to set a balance between his/her previous knowledge
and newly acquired knowledge. The reflection the learner will operate on his own learning processes will ensure the quality of his/her
acquisition and facilitate his/her retention.
Since learning is a challenging intellectual process, while accomplishing a task, the learner displays appropriate behaviours while
doing a specific action. This is performance. By focusing more on the learner, the teaching objectives facilitate assessment. The fact
that the CBLT is an outcome-based approach also influences the kind of assessment which is used. The competences tested ‘consist of
description of essential skills, knowledge attitudes, and behaviours required for effective performance of a real-world task or activity’
(Richards & Rodgers, 2001). Teachers, consequently, design assessment activities, that test not only knowledge but what students can
do as speakers, listeners, readers and writers.
Diagnostic, formative and summative assessments make it possible to redefine the globality of assessing act as well as the
interdependence between the different moments when it takes place. The meaning of assessment changes from being a final
sanctioning action (normative, summative, and certificative); it becomes the driving force for learning. It allows judgment and
appropriation on the one hand and motivation on the other.

Formative Assessment Summative Assessment

Assessment for learning Assessment of learning

In the CBA model of learning, formative assessment drives instructional decisions and planning.

FORMATIVE AND SUMMATIVE ASSESSMENT

1- FORMATIVE ASSESSMENTS are used to gauge learners’ understanding and to provide feedback for further learning.

1-1 Formative Assessments for the teacher:

- the teacher uses the learner’s learning data gained from formative assessments to shape his/her instructions.

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1-2 Formative assessments for learners happen while learning is still underway.
These are assessments that:

- are conducted through teaching and also to diagnose learners’ needs.

- plan the next steps in instruction.

- provide learners with feedback they can use to improve the quality of their work.

- help learners see and feel how they are in control of their journey to success.

EXAMPLES:

• KWL (Know what to learn/know what you have learnt)

• Oral attitude
• Journal entries
• Response group
• Oral presentations -
• Peer evaluation
• Questioning
• Quiz
• Demonstration
• Role-play
• Visual clues
• Interviews

2- SUMMATIVE ASSESSMENTS are used to measure a student’s mastery of the competencies. They provide evaluative data that
indicate the level of student learning for reporting and course/grade level completion. Summative assessment is an evidence of student
learning, a means to determine student’s mastery and understanding of information, skills, concepts, or processes.

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Summative assessment tools have different formats such as written and oral productions and exhibition of learning. These assessments
are complex and include a variety of opportunities to demonstrate depth of knowledge. This type of assessment is a successful end
product and/or the fulfilling of the pre-stated objective.

A summative assessment/evaluation is designed to

- provide information

- make judgments and collect evidence about student achievement at the end of a sequence of instruction (tests, exams, assignments,
projects, performances)

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 APPENDIX
A. What is a scheme of work?
I. A guideline that defines the structure and content of a course.
II. It is an interpretation of a specification or syllabus and can be used as a guide throughout the course to monitor progress
against the original plan.
III. A plan of what will be covered in each week or session of the learning programme or course

Why write a scheme of work?

Just as the curriculum is the answer to the learner’s question, “Why do we have to learn this?”, the scheme of work is the answer to the
teacher’s question, “What am I going to do?”

Unfortunately the scheme of work has been devalued by its bureaucratization.

Many teachers believe it exists only to satisfy administration and Pedagogic Inspector’s craving for evidence of adequate practice.
It is the teacher’s equivalence of builder’s plan, the engineer’s blueprint.
It is a working document.
It is made to be messed with, to be annotated and scrawled all over.
It is the most useful evaluation tool you can have

A scheme of work defines the structure and content of a course

It maps out clearly how resources ( e.g. books, equipment, time) and class activities (e.g. teacher-talk, group work, practical,
discussions) and assessment strategies (e.g. tests, quizzes, Q & A, homework) will be used to ensure that learning aims and objectives
of the course are met.
It normally includes time and dates

Schemes of work can be shared with students so that they have an overview of their course
A scheme of work is a plan of what will be covered in each week or session of the learning program or course
A scheme of work considers how many lessons will be needed to cover a specific theme
A scheme of work can be used to write lesson plans

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Designing a scheme of work

When designing a scheme of work, there are a number of factors that should be taken into consideration.

The starting questions:

Who is the course for?

What is the likely number of participants?
What is the overall aim of the course?
What will participants learn?
What skill will participants develop?
Is there a syllabus?
Does it lead to a qualification?
Is it part of a larger curriculum?
Where is it likely to be held?
What restrictions does this impose?
What resources are available?
What resources can be ‘begged’, or borrowed?
What resources can be designed or developed?

SCHEMES OF WORK IN THE CBA-RLS

N.B: When drawing up schemes of work we should take into consideration the various components of the given module. Use
knowledge of Bloom’s Taxonomy and learner type differences in the drawing up of schemes of work. It is advisable to give a
diagnostic test at the beginning of the year.

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 Sample layout of a CBA-RLS scheme of work
SCHOOL _____________________ACADEMIC YEAR _________________________
CLASS ____________________ ENROLMENT __________________________
MODULE N0 ___________ MODULETITLE________________________________________________
SITUATION___________________________________________________________________________

Expected Outcomes
SEQ Contextual Framework Essential Knowledge

WEEK Categories Actions Grammar Vocabulary Attitudes Assessment Project Resources

of Actions

Listening
1

ONE - greet and take

leave of friends,
teachers
Speaking - listen and respond
2
appropriately to
greetings and
social formulae

3 Reading

4 Writing

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 STEPS TO FOLLOW
1. Fill in the Module. E.g. 1
2. Fill in the title of the module. E.g. Family and Social life
3. Fill in the situation. E.g. Nuclear family N.B: Each situation should be on a separate sheet.
4. Fill in the sequence. E.g. 1
5. Fill in the week. E.g. 1
6. Select and fill in one of the categories of actions
7. On the table of the module, tick all the actions that relate to the situation and copy them appropriately in the scheme of
work. N.B. Watch out for actions that can be combined / handled together and combine them. E.g. Greet and take leave
of parents/teachers can be combined with listen and respond appropriately to greetings and social formulae in the same
lesson.
8. On the table of the module, tick all the actions that relate to the situation and categories of actions and copy them
appropriately in the scheme of work
9. Select appropriate items of grammar, vocabulary and attitudes from the table and fill in the scheme of work
10. Under assessment, fill in the date, the type of assessment, the time and score

B. Breaking down Modules into teachable units

Take into consideration

1. What is/are the competence objective(s)?
Identify the focus of the activity (competences)
2. Basic skills content standard
What basic skills are involved in the lesson?
Reading- Listening- Speaking-Writing
3. Content standard

Warm-up/Introduction
Review previously learnt materials

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Prepare for new lesson
Establish purpose of lesson
Presentation: Introduce new information
Check for understanding
Practice: Provide learners with opportunity to practice the new information and skills
Guided and Communicative practice
Evaluation/Assessment
Assess the learners and provide feedback
Application
Learners apply new skills and knowledge in a different functional context
Resources
Use resources that best support and enhance the chosen lesson objectives

A sample of the breakdown

Domain of life: Family and Social life

Module: Using language to assert oneself as a responsible member of the nuclear/extended family and school community
Breakdown of timetable
1 period (1hr) ------daily
3 periods (3hrs) ---week
1 module ------------------ 15hrs
1 module ------------------- 5 weeks
Subdivision of module into teachable topics
1-1. Nuclear family
1-2. Extended family
1-3. The school community

Domain of life: Family and Social life

Module: Using language to assert oneself as a responsible member of the nuclear/extended family and school community

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Topic: Nuclear family (Estimated time-5periods (5hrs)
Task: Learners interview parents and come up with a family tree and picture album portraying a nuclear family
By the end of this topic, learners should be able to:
Speak
- Ask and give information about the nuclear family
- Introduce family members
- Exchange information about nuclear family
Listen
- Follow and understand formal conversations of normal speed about nuclear family
- Identify factual details in simple text/short read-aloud books
- Demonstrate comprehension of factual details about nuclear family
Read
- Get information from simple illustrated texts/family tree
- Understand the key information and details of a simple explicit family story
- Find information in a simple 2-3 paragraph text
Writing
- Copy family related words from pictorials
- Write simple sentences/paragraphs about nuclear family
- Complete family tree diagrams
- Create family Pictionary
Suggested Community Contacts
- Learner’s family
- Visit to an ‘ideal’ family
- Invite a guest speaker (parent; may be another teacher who is acting the role of parent)
Language focus: grammar, vocabulary, pronunciation
Grammar: Simple present tense, Personal pronouns
Vocabulary: Family members, letters of the alphabet, numbers
Pronunciation: vowels/consonants

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 DEVELOPING THE SKILLS
Warm Up: Teacher (est. time: 30-45 mins)
- Brings photos of different families
- Brainstorms with learners to identify and describe different types of families
- Dicta-draw activities
- Elicits description/information about where learners come from
- Plays a video recording and elicits description/ideas of their ‘ideal’ family

Vocabulary-building task: (est. time: 30-45 mins)

- Teacher explains and elicits meanings of words related to the nuclear family
- Learners in pairs complete (worksheets/others vocabulary-related activities) by matching, guessing -etc. with their
meanings
- Lists and discusses new vocabulary
Speaking and Reading task: (est. time: 30-45 mins)
- Teacher elicits some common conditions and requirements concerning nuclear family
- Teacher divides learners into small groups
- Teacher presents each group with a family of situations to work on and present to the class.
- Each group reports research findings giving reasons and explanations to the class.
- Teacher distributes scrambled information to learners
- Learners re-order and read to class
- Teacher distributes a list of questions to ask about nuclear family
- In pairs, learners choose questions appropriate to ask about nuclear family
- Learners select questions for community contact task
Listening task: (est. time: 30-45 mins)
- Teacher plays a recorded conversation about a nuclear family
- Learners answer sets of true/false questions
- Fill in missing information on the audio-taped conversation
- Compare what was heard
- Using audio-taped script, learners practice role-playing

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Writing task: (est. time: 30-45 mins)
- Complete simple sentences
- Complete/draw family tree
Community Contact task: (est. time: 30-45 mins)
- Class visits ‘ideal’ family, or teacher invites a guest speaker to class
- Learners ask questions about nuclear family
- In groups complete /draw family tree
- Compare their findings
- Get feedback from teacher.
INDIVIDUAL LESSON PLAN

Date and time of session

Venue
Course title
Learning group (name, title, code, etc.)
Number in group Age range
Distinguishing features of group (age, gender, ethnicity)
Lesson title
Place of the session in the course
Students’ previous experience/knowledge of the topic
Prerequisites (what students must know before the lesson)
Lesson aims
Lesson objectives
Means of checking learning
Timing Content Students’ Teacher’s Resources Notes
Activity Activity

Contingency plans

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Madeline Hunter “seven step lesson plan”
1- Objectives
2- Standards
3- Anticipatory set
4- Teaching(input , modeling, and check for understanding)
5- Guided practice
6- Closure
7- Independent practice.

C. BLOOM’S MAJOR CATEGORIES IN THE COGNITIVE DOMAIN AND POSSIBLE VERBS FOR USE IN
STATING COGNITIVE OUTCOMES (from Taxonomy of Educational Objectives, by Benjamin S. Bloom)

Most teachers worldwide have the tendency to select activities that use lower-level thinking skills. If we want students to learn how to
think critically, they must be given the chance to do so (using analysis, synthesis and evaluation listed below).
Educational activities are directed towards cognitive, affective or psychomotor domains. In the cognitive domain, Benjamin Bloom
ranks the objectives into 6 major categories, namely knowledge, comprehension, application, analysis, synthesis and evaluation.
Knowledge: Recognizes and recalls;
Comprehension: Interprets, summarizes or paraphrases given information;
Application: Uses information in a situation different from original learning context;
Analyses: Separates whole into parts, until a relationship among its elements is clear;
Synthesis: Combines elements to form a new entity from the original;
Evaluation: involves acts of decision-making, judging or selecting based on criteria and rationale.

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 Evaluation
judge
Synthesis appraise
compose evaluate
Analysis plan rate
distinguish propose compare
Application analyze design value
interpret differentiate formulate revise
Comprehension apply appraise arrange score
translate employ calculate assemble select
Knowledge restate use experiment collect choose
define discuss demonstrate test construct assess
repeat describe dramatize compare create estimate
record recognize practice contrast set up measure
list explain illustrate criticize organize predict
recall express operate diagram manage decide
name identify schedule inspect prepare critique
relate locate shop debate combine rationalize
underline report sketch inventory summarize attack
state review predict question argue defend
label tell choose relate drive
summarize prepare solve
paraphrase perform examine
respond categorize
select separate
pair-up classify
deduce

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 D. SOME ACTIVITIES TO FACILITATE DEVELOPMENT OF DIFFERENT COMPETENCES

CATERING FOR DIFFERENT COMPETENCES

LISTENING
Listening was taken for granted in the past and considered as a skill that could be “picked-up” by students without being taught.
Research has shown that learners need to learn the listening skill as they do for speaking, reading and writing skills. They should be
exposed to real life different listening modes:
- Bidirectional – a speaker and a listener
- Unidirectional- sermons, radio broadcasts, recorded messages
Teachers should design tasks that are appropriate to the age, needs, interest and language proficiency of the learnersto build the
learners’ listening skills The methodology and type of material used should be such that develop effective listening and should be
based on the life situations under study.
At this level learners should be gradually introduced to the affective domain which is related to feelings, emotions and attitudes. This
includes the different ways meaning can be transmitted through:
- Words(linguistic messages)- the way they are arranged in a sentence
- Voice(paralinguistic messages)- slight changes in tone quality, stress, rhythm and other features can change meaning
- Body language (extra linguistic messages) - accompanying words and voice can convey meaning. This includes hand and
body gestures, facial expressions, eye contact, facial gestures, and others. The teacher should teach students particular
features of body language and make learners know that they could differ from one culture to another.
Since the Competence Based Approach through Real Life Situations is student centred and learners are accompanied to self-direct
their learning, it is important to teach them strategies that they need to self-direct their listening. At this level students should be
introduced to the following strategies for listening:
Predicting
Inferring
Monitoring
Clarifying
Responding
Evaluating

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The following are some proposed listening tasks.
1. Learners listen and perform actions. Example, games like Simon Says.
2. Learners listen and perform operations. Example, draw a circle
3. Learners listen and solve a problem. Example, riddles
Listening tasks can be divided into three main parts to make them more realistic and interesting.
- Pre-listening - activities aimed at activating world and personal knowledge
- While listening - meaningful tasks that enhance listening
- Post listening - learners relate their experiences with what they have heard.

SPEAKING
According to Brown(2001) cited by Haddaway and Valais (2011)“speaking in the target language can be difficult because it takes
place in ‘real time’ , speakers worry about errors, and pronunciations maybe unintelligible.” To enable learners overcome these
obstacles and inhibitions, teachers should:
- create a relaxed classroom atmosphere,
- expose learners to natural speech(use of authentic material)
- integrate pronunciation work in lessons
- encourage a lot of pair and group work. This gives learners more speaking time and less inhibitions.
Teachers should teach learners strategies to negotiate meaning such as
- Repetition ( Could you simplify that?)
- Verification (Do you mean?)
- Clarification (Can you give me an example?)
- Circumlocution(Can you say that in another way?)
Some activities to promote speaking are:
- Information gap activities
- Think, pair, share
- Role plays

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READING
Reading means reading and understanding. When there is no understanding it means the reader is only decoding i.e. translating written
symbols into corresponding sounds.
The francophone learner of the first cycle is limited in his/her linguistic knowledge and may not retain prior knowledge which is basic
in the understanding of English texts. Because of these handicaps the learner faces challenges in reading. In reading comprehension
the reader constructs meaning from the reading text by using various strategies. Learners need to be taught these strategies to make
them good readers.
The strategies include the following mentioned by Singhal, M. (2001): skimming, scanning, contextual guessing, reading for meaning,
utilizing background knowledge and text structure. These strategies help learners make meaning out of the reading texts and not
simply decode them.
The teacher should design activities that help students generate meaning from the texts.
Reading comprehension lessons presented following these stages are more interesting and effective
- Pre-reading –activate prior knowledge related to the content
- While reading- monitor comprehension
- Post-reading (discussion) - react to the content, feelings about topic, someone, an event the text reminds you of.

WRITING
Most learners of English shy away from writing activities because the tasks they are given are not motivating and do not meet their
needs. To get learners interested teachers should:
- make writing activities more communicative like in real life.
- motivate students to write by creating a real life context and a real need to write.
- challenge students to write by setting a time limit
- do a follow-up activity such as feedback on the written material.

VOCABULARY
Questions to ask- when teaching a word
- Is it a high frequency word? If it is, then teach it.
- Is it a low frequency word? If it is, then do not teach it.
- Is it a word that fills a language need that students have? If yes, then teach it.

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 - Is it needed for classroom activities and tasks? If yes, then teach it.
- Is it easy to learn (cognates)? If yes, then teach it?
In the early stages of learning vocabulary, learners need to meet it frequently to make sure that it is learnt and not forgotten.
Vocabularylearning strategies
1. Using a dictionary to look up for a useful word that occurs in a reading text.
2. Guessing the meanings of words from the context of a reading text
3. Word analysis-dividing a word into its component parts and giving the meaning of the parts.
4. Cognates
It is important for teachers to tell learners that no single vocabulary learning strategy would work in every case. Learners should be
aware of the learning strategies that exist so that they select those that are appropriate to them.
Examples of vocabulary learning exercises
1. Exercises that deal with the meaning of words
- Matching word and meaning
- Sentence completion
- Cross word puzzles
- Completing lexical sets
2. Exercises that deal with form
- Following spelling rules
- Recognising word parts
- Building word family tables
3. Exercises that deal with use
- Sentence completion
- Collocation matching

GRAMMAR
According to Valais (2011) “Integrated Language Instruction fosters a functional approach to learning grammar requiring students to
focus on form, use, and meaning in a communicative way using all four skill areas.”
She proposes the following
- Grammar learning from Input (Reading and Listening)

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 - Grammar learning from Output (Speaking and writing)
- Inductive and deductive strategies as well as implicit instruction and explicit instruction are needed for students to attain accuracy
and fluency.
Teachers should use integrated language instruction to teach grammar even though in the first cycle, grammar instruction could be
more explicit.

Integration of skills
Although activities have been set apart for the teaching of various skills teachers are encouraged to integrate skills when planning lessons.
Thus, even if the focus of one lesson is the development of a particular skill, adequate opportunity should be given for students to practise
the other skills. One way in which this can be done is for teachers to organise project work regularly. The teacher, or teacher and students
together choose a specific topic on which they can work right through the period chosen. This can involve a wide range of activities
including the use of interviews, questionnaires, listening to a talk and taking down notes, library research, letter writing, etc. Such work
should culminate in class presentation and/or publication in the school magazine. The students’ project should be kept in their portfolios.
Project work helps to bring out students’ potential, encourages learner autonomy and students involvement through pair and group work.
Therefore the productions should be kept in portfolios and used for continuous assessment.

CATERING FOR THE EIGHT INTELLIGENCES

The IQ tests predict academic success and have been used for several purposes. They have been used to make decisions about jobs and
educational opportunities, influence teaching practices and the way learners are evaluated in traditional schools. They are still the yard
stick for assessment in most schools. Even though the IQ tests have been administered for almost a century, many psychologists have
questioned their validity. The concept of intelligence as a singular static and inherited characteristic is subject to criticism and the IQ
test is being criticized.
Howard Gardner, as a consequence, propounded the theory of ‘multiple intelligences’(MI) (1983, 1999) which is an important
contribution and constitutes a learner-based philosophy which is “an increasingly popular approach to characterizing the ways in
which learners are unique and instructors to respond to this uniqueness” (Richards & Rodgers, 2001:123).Gardner’s MI theory has
evolved in response to the need to reach a better understanding of how cognitive individual differences can be addressed and
developed in the classroom. Gardner (1999) and his research associates identified the verbal-linguistic, musical-rhythmic,

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 mathematical-logical, bodily-kinesthetic, the interpersonal, the intrapersonal, the visual-spatial, the naturalist, and the existential
intelligences. Gardner (1999:15-16) indicates that to identify as intelligence: “entails the ability to solve problems”, involves a
“biological proclivity”, it has “an identifiable neurological core operation or set of operations and it is “susceptible to encoding in a
symbol system … which captures and conveys important forms of information”.

Linguistic intelligence

There are numerous activities and techniques which tap this intelligence that can be used in the EFL classroom. Most of the activities
catering to this intelligence could be used at all language levels, from elementary to proficiency and with all age groups. Some of the
activities are as follows:

• Lectures
• Presentations
• Discussions
• Debates
• Speeches
• Word games
• Journal writing
• Word search puzzles
• Crossword puzzles
• Reporting
• Process writing
• Reading activities
• Publishing

Mathematical /Logical intelligence

Activities and techniques which cater to this intelligence are:
• Mystery solving
• Problem solving
• Classifying
• Placing in categories

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 • Conducting experiments
• Socratic questioning
• Heuristics
• Inquiry into grammar
• Analogies
• Logic puzzles

Musical Intelligence
Teachers are aware of the benefits of music; however, music has not been exploited sufficiently nor have the children who have a
talent for music been encouraged to use this talent to enhance their language learning. Some uses of music in the language classroom
are:
• Mood music
• Songs
• Singing
• Raps and chants
• Topic related recorded musical selections
• Background memory music
• Creating melodies

Natural Intelligence
Some activities which could connect nature study and language learning are:
• Nature walks
• Field trips
• Ecology projects
• Nature videos
• Ecostudy

Intrapersonal intelligence

Similarly, in life there will be many situations where the development of this intelligence will prove invaluable because people often
have to work on their own.

• Reflection moments

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 • Options for homework and assignments
• Opportunities for choices
• Setting goals
• Independent study
• Individual work

Spatial/Visual Intelligence
Some activities and techniques which help develop the spatial intelligence are:
• Color cues
• Graphs
• Charts
• Diagrams
• Maps
• Using drawings
• Using Symbols
• Comparing or describing pictures
• Visual imagery
• Posters
• Cuisenairerods
• Videos
• Painting or sketching
• Computer use
• Graphic symbols
• Visualization

Interpersonal intelligence
Working with others is an invaluable experience for operating in real life because, in most professions, people have to cooperate with
peers to ensure the proper functioning of a system or institution. Activities and techniques which tap the interpersonal intelligence are:
• Pair-work
• Group-work
• Peer teaching
• Cooperative groups
• Team games

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 • Board games
• Group brainstorming
• Active listening
• Simulation

Kinesthetic intelligence
Besides, the teacher can select kinesthetic activities which are not perceived as threatening. Some kinesthetic activities and techniques
are:
• Working with Cuisenaire rods
• Hands-on activities
• Role play
• Simulations
• Plays
• Manipulating objects
• Miming
• Using gestures
• Running dictation
• Charades

DIFFERENT LEARNING STYLES:

The term “learning styles” is commonly used throughout various educational fields and therefore, has many connotations. In general,
it refers to the uniqueness of how each learner receives and processes new information through their senses. The National Association
of Secondary School Principals defines learning styles as, “the composite of characteristic cognitive, affective and physiological
factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment.”
Other phrases are used interchangeably with learning styles. Some include perceptual styles, learning modalities and learning
preferences.

Each person is born with certain preferences toward particular styles, but culture, experience and development influence these
preferences. The four most common learning styles are visual, aural, reading/writing and kinesthetic/tactile. Most people learn through
all modalities, but have certain strengths and weaknesses in a specific modality. Some people have an equal propensity for more than

42
one style, which is titled as a multimodal style. This preference can be determined through various testing instruments. Once a
person’s learning style is ascertained, accommodations can be made to increase academic achievement and creativity, as well as
improve attitudes toward learning.

What is your learning style?

The Visual Learning style

Visual learners process information most effectively when the information is seen. Learners remember the information from their
“mind’s eye.” Depictions can include charts, graphs, flow charts and all the symbolic arrows, circles, hierarchies and other devices
that instructors use to represent what could have been presented in words. These learners think in pictures and have vivid
imaginations. Many people are classified as visual learners.

The Aural Learning Style

Aural learners process information most effectively when spoken or heard. These learners respond well to lectures and discussions and
are excellent listeners. They also like to talk and enjoy music and dramas. When trying to recall information, aural learners can often
“hear” the way someone told them the information.

The Kinesthetic style

Kinesthetic learners process information actively through physical means. Kinesthetic learning refers to whole body movement.
These learners make gestures while speaking, are poor listeners, and lose interest in long speeches. Most students who do not perform
well in school are kinesthetic. The crux of this learning style is that the learner is connected to real situations through experience,
example practice, or simulation

Tactile Learning style

Tactile learners process information through touch. Tactile learning refers mainly to the sense of touch. These learners are more
comfortable with activities which require the use of their hands (Hands-on Approach).

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Learning strategies for each learning style

The Visual Learning style

• Replaces words with symbols or initials.

• Translates concepts into pictures and diagrams.
• Underlines or highlights their notes or textbooks with different colors.
• Practices turning their visuals back into words.
• Makes flashcards of key information with words, symbols and diagrams.

The Aural Learning Style

• Attends lectures and tutorials.

• Discusses topics with their instructor and other students
• Puts summarized notes on tape and listen to them.
• Joins a study group or have a “student buddy.”
• Tape-record your lectures.
• When recalling information or solving problems, talks out loud.

The Kinesthetic/Tactile learning style

• Sits near the instructor in classroom situations.

• Reads out loud from your textbook and notes.
• Copies key points onto large writing surfaces (i.e. chalkboard or easel board).
• Copies key points using word processing software.
• Listens to audiotapes of your notes while exercising.
• Takes in information through field trips, laboratories, trial and error, exhibits, collections, and hands-on examples.
• Puts real life examples into your note summary.
• Recalls experiments and role plays.
• Uses pictures and photographs that illustrate an idea.

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EDUCATIONAL IMPLICATIONS FOR LEARNING STYLES

Teachers that rely on learning styles have opened their classrooms to more than one approach to intellectual work. The activities
planned by these teachers are more student-centered than traditional activities and have engaged in learning- style based instruction.

The first step in implementing learning style-based instruction is diagnosing the individual learning styles of each student. A variety of
methods exist for testing learning styles in a relatively quick manner.

The second step is profiling group preferences and weaknesses. Are most students visual learners? Does your class have very few
kinesthetic/tactile learners?

The third step is assessing current instructional methods to determine whether they are adequate or require more flexibility. If
modifications need to be made, various activities can be developed and/or adapted to conform to learning styles. Three techniques
have been proposed.

1. Teachers can add alternative activities that could replace or supplement ones. This could create increased opportunities for
students to use different styles. For example, hands on activities can be conducted after a lecture to confirm abstract concepts.
2. Teachers can also challenge students to develop skills in other areas by completing assignments that utilize all learning styles.
For example, the student can complete multidimensional packets, which contain activities from each learning style.
3. Another approach to include learning styles in an education curriculum is to organize activities around complex projects. These
projects would require that students use all learning styles. An example of a complex activity would be a project-based
learning project.

When teaching an individual, teachers should present the most difficult concepts in the preferred style. Easier concepts should be
introduced in a different style. When teaching and entire class, teachers should use all learning styles in their presentations if they are
to reach every student. This can be fairly simple.

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 E. Some didactic guidelines:
• Sound discrimination should not be limited to minimal pairs and words. Songs, tongue twisters, sentences and dialogues
should serve as meaningful contexts.
• “Reading aloud” is a speech and not reading as such, and must be prepared in advance. Texts for such reading should be
authentic and stem from real-life situations.
• All reading comprehension activities should be purposeful. To achieve this, teacher must prepare real-life tasks (pre-reading,
while-reading, and post-reading tasks). Do not forget to make use of any pictures in the textbook for pair or group discussion,
to enhance interest in learning.
• Writing activities at this level shall be mostly guided and controlled, room should be made for free creative exercise in pairs or
groups, after the controlled phase.
• Grammar items should not be taught in isolation. Where possible, an appropriate setting in real-life situations must be used to
teach grammar. Make use of conversations as often as possible to teach the items.
• Use every effective means to teach vocabulary items in real-life contexts, Use homework when necessary to enable them to
develop autonomy, and teach them to use the dictionary correctly.
• The teacher must integrate the other skills when planning a lesson even while focussing on the skill being taught.

Skills and competencies

A skill is ability in isolation (e.g.: Listening, speaking, reading, writing, etc.). No matter the number of sub-skills that can be identified
in a skill, the skill cannot in isolation solve a problem in a real-life situation.
A competency is the capability of combining many skills to solve a problem in real life (e.g.: To sell a given number of articles within
a given period of time, the person will need to combine listening, speaking, reading, calculating, projecting, etc. skills and so on). And
if he succeeds in selling them at the given time, he is therefore said to be competent.

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 GLOSSARY
THE COMPETENCE-BASED APPPROACH – CBA-RLS
Definition of terms: The terms below are defined as used in the current programme of study.
- Scaffolding: is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually
shifts responsibility to the learners.
- Paradigm: A module of something or a very clear and typical example of something. It can be said to be a way of looking
at or doing things.
- Innovation: A new idea or method/it is a change or shift from one thing to another which is considered better than the
former.
- Skill: Ability in isolation. E.G. Listening, Speaking, Reading, Writing, Adding, Subtracting, Counting, Multiplying,
Dividing, etc. N.B. No matter the number of sub-skills that can be identified in a skill, the skill cannot in isolation solve a
problem in a real-life situation.
- Competence: The capacity of combining many skills to solve a problem. E.g. To sell a given number of articles within a
given period of time, the person will need to combine listening, speaking, reading, calculating, projecting, etc , skills. And
if he succeeds in selling them at the given time, he is said to be competent.
- Domain of life (Area of life): The topic area where learning is centred.
- Prioritizing real life situations: Focusing on situations and contexts in which learners find themselves at all times in their
locality, country, society, and in the world.
- Social Roles: Roles that learners have to play and the purpose for which they are called upon to play these roles as social
beings
- Contextual framework: This includes the area / domain of life and examples of situations.
- Examples of situations: The contexts in which actions take place. E.g. interacting with friends and the school
environment, dealing with the weather, etc.
- Resources: These include attitudes which are social, cordial and companionable, other resources which include human,
material, methods and techniques, Essential knowledge which includes grammar and vocabulary.
- Curriculum: A broad statement of an educational system including planning, the syllabuses of subjects that are taught,
and guidelines on how they are implemented.
- Curricula goals: Aims that the curriculum intends to achieve.
- Real Life Situations: Daily activities that learners carry out.
- Essential knowledge: Grammar and Vocabulary are referred to as essential knowledge

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