PRINCE JOSEPH ACADEMY DAY & BOARDING SCHOOL.

P.O. Box 600, Mukono Next to Mustard Seed Community School – Namagunga
TEL: 0775 446025 / 0773 247418 / 0794 277357.

TEACHER’S SCHEME OF WORK 2023

Teacher: Mr. Oturu Mike Vien Subject: English Language Term: One Class: S.1 Year: 2023 No. Of Students

TEACHING/
WEEK PERIOD THEME/TOPIC COMPETENCY LEARNING LEARNING ACTIVITIES METHODS LEARNING REFERENCE REMARKS
OUTCOMES AIDS

1/3 PERSONAL The learner narrates By the end of the Learners will, in pairs:  Group work Family Photos ENG.
 Personal life experiences, reads lesson, the  Talk about themselves  Pair work LANGUAGE &
and family and responds to learner should be and family using the  Plenary LIT. IN ENG
stories about personal able to present simple tense. TEXT BOOK
and family life. communicate  Discuss the
opinions and responsibilities of the NCDC 2020
information different members of
about family life. their families using the
present simple tense.

2/3 PERSONAL The learner narrates By the end of the Learners will, in their  Group work Pictorials ENG.
 Personal life experiences, reads lesson, the respective groups:  Plenary (Family LANGUAGE &

1 and family and responds to learner should be  Discuss how family  Discussion Conflicts) LIT. IN ENG
stories about personal able to members work together TEXT BOOK
and family life. communicate to resolve conflicts in
opinions and their families. They NCDC 2020
information should do so using the
about family life PRESENT SIMPLE TENSE

3/3 PERSONAL The learner narrates The learner Learners will, individually;  Group work  Computers
 Personal life experiences, reads should be able to  Research their family  Plenary (internet) ENG.
and family and responds to construct, tree going back to their  Discussion LANGUAGE &
stories about personal illustrate and great grandparents by  Sample LIT. IN ENG
and family life. interpret talking to members family trees TEXT BOOK
pictorial their families & using
representations online resources. NCDC 2020
of families  They then construct
(Family Tree) and complete a family
tree using a template
OR smart art in a word
processor.

1
 1/3 PERSONAL The learner narrates  The learner  Learners will describe  Group work The tense ENG.

2
 Personal life experiences, reads should be able family members using  Plenary chart. LANGUAGE &
and family and responds to to competently correct pronouns and  Discussion LIT. IN ENG
stories about personal use the correct abstract nouns. Personal TEXT BOOK
and family life. form of the  They will also construct pronouns
verb “to be” in sentences using the chart. NCDC 2020
the present verb “to be” in the
tense. present simple tense.
 Use all forms
of personal
pronouns in
conversations
and writings.

2/3 PERSONAL The learner narrates By the end of the Learners will, individually:  Silen Excerpts of ENG.
 Personal life experiences, reads lesson, the  Silently read the t reading the story LANGUAGE &
and family and responds to learner should be excerpt provided while LIT. IN ENG
stories about personal able to use all identifying difficult  Group work TEXT BOOK
and family life. the identified words.
vocabulary in  In groups: construct  Plenary NCDC 2020
sentences of both oral and written
their own (oral sentences using the
and written) words identified.
(EXCERPT FROM
“DAKAR
CHILDHOOD”.

3/3 PERSONAL The learner narrates Learners should Learners will, individually:  Silent
 Personal life experiences, reads write brief notes  Silently read the reading Excerpts of ENG.
and family and responds to about what they excerpt provided while the story LANGUAGE &
stories about personal have read from identifying the aspects  Group work LIT. IN ENG
and family life. the story to be included in the TEXT BOOK
provided. They summary.  Plenary
should include:  Write a coherent NCDC 2020
 Who the product using
author is appropriate language
 What their structures and
home looked descriptions of the
like aforementioned points.
 And what
they liked
about their
home.

PERSONAL The learner narrates  Learners  Silen

 Personal life experiences, reads should read Learners will, individually: t reading Excerpts of ENG.
and family and responds to the story  Silently read the story the story LANGUAGE &
1/3 stories about personal provided then provided while  Group work LIT. IN ENG
and family life. discuss the identifying answers to TEXT BOOK
2
 questions with the questions.  Plenary

3
a partner  Compose a story similar NCDC 2020
(pairs). to the one they have
 They will then read about, then
share their present it in written for
answers in a the teacher to assess.
group.

2/3 PUBLIC/ The learner finds the The learner The teacher will ask
EDUCATIONAL information they should be able to learners to brainstorm the  Silent Excerpts of ENG.
 Finding need, carries out identify the different sources of reading the article LANGUAGE &
Information surveys, interprets different sources information:  Group work LIT. IN ENG
oral and recorded of information  Different types of books  Discussion TEXT BOOK
materials and reads  Broad cast media
including use of  Recorded media NCDC 2020
information from  The internet.
different sources for Read an excerpt provided
variety of purposes. about the different sources
of information and discuss
the questions provided in
groups.

3/3 PUBLIC/ The learner finds the The learner The teacher will visit the  Silent The Library ENG.
EDUCATIONAL information they should be able to school library together with reading materials LANGUAGE &
 Finding need, carries out find the the learners and:  Group work LIT. IN ENG
Information surveys, interprets different sources  Explain how books are  Discussion TEXT BOOK
oral and recorded of information in arranged in the library  Illustration
materials and reads a library.  Locate the different NCDC 2020
including use of sources of information
information from  Later ask learners to
different sources for create the rules of
variety of purposes. using a library in
groups.

1/3 PUBLIC/ The learner finds the The learner Learners will read the  Silent Extracts ENG.
EDUCATIONAL information they should be able to extract provided while reading LANGUAGE &
 Finding need, carries out write a one- making notes on what to be  Group work LIT. IN ENG
Information surveys, interprets paragraph included in the summary  Discussion TEXT BOOK
oral and recorded summary about: that they will write later.
materials and reads  What a library NCDC 2020
including use of is.
information from  And what they
different sources for expect to find
variety of purposes. in it.

2/3 PUBLIC/ The learner finds the The learner  Silent Extracts ENG.
EDUCATIONAL information they should be able Learners will read the reading LANGUAGE &
 Finding need, carries out to: extract provided while  Group work LIT. IN ENG
Information surveys, interprets  Answer the making notes to be included  Discussion TEXT BOOK

3
 oral and recorded questions in the answers for the
materials and reads provided after questions provided after the NCDC 2020
including use of the passage. passage. They will discuss
information from  Use the new the answers and share with
different sources for words learnt the whole class in the
variety of purposes. from the plenary.
passage in
written and
spoken
sentences of
their own.
3/3 PUBLIC/
EDUCATIONAL The learner finds the The learner Teacher will conduct a  Explanation The ENG.
 Finding information they should be able to lesson on adjectives and  Illustration comparative LANGUAGE &
Information need, carries out make explain how to use them in  Discussion /superlative LIT. IN ENG
surveys, interprets comparisons making comparisons.  Pair work formation TEXT BOOK
oral and recorded using the Learners will later do a chart
materials and reads COMPARATIVE written exercise on their NCDC 2020
including use of and the own. They will exchange
information from SUPERLATIVE their books and discuss the
different sources for forms of answers to the questions.
variety of purposes. adjectives.

1/3 PUBLIC/ The learner finds the The learner Learners will read the  Silent The excerpts
EDUCATIONAL information they should be able to extract provided while reading ENG.
 Finding need, carries out provide answers making notes to be included  Discussion LANGUAGE &
Information surveys, interprets to the passage in the answers for the  LIT. IN ENG
oral and recorded they have read questions provided after the Illustration TEXT BOOK
materials and reads on the subjects: passage. They will discuss

4 including use of
information from
different sources for
variety of purposes.
“The use of the
media to find
information”
the answers and share with
the whole class in the
plenary.
 Discuss the different
types of private and
NCDC 2020

public media and

consequences that accrue
when mishandled.
 Create rules for
responsible use of various
sources of information.

PUBLIC/
2/3 EDUCATIONAL The learner finds the The learner Learners will take a  Research Sample ENG.
 Finding information they should be able research on how to conduct survey forms LANGUAGE &
Information need, carries out to: a survey: LIT. IN ENG
surveys, interprets  conduct a  Types of questions to use TEXT BOOK
oral and recorded survey A few learners will be
materials and reads  use a variety selected to conduct a NCDC 2020
including use of of question survey on a selected topic.
information from forms
4
 different sources for
variety of purposes.

3/3 PUBLIC/ The learner finds the The learner The teacher will read the  Loud The
EDUCATIONAL information they should be able sounds and the words which reading pronunciation
 Finding need, carries out to: use that sound to the  Recitation chart
Information surveys, interprets  Pronounce learners first, so that they  Pair work
oral and recorded sounds of can get the correct  Discussion
materials and reads combined pronunciation. He will then ENG.
including use of vowels. ask learners to pronounce LANGUAGE &
information from  Pronounce them correctly in pairs, LIT. IN ENG
different sources for hard and using the dictionary as a TEXT BOOK
variety of purposes. soft sounds. guide.
 Pronounce NCDC 2020
diphthongs.  Learners will write
three sentences using
words which have the
sounds studied and
read them in front of
the class.

PERSONAL/ The learner discusses The learner Discussion The food ENG.
PUBLIC the types of food should be able to Learners will list at least: production LANGUAGE &
grown in different identify the food  Five different types of Group work map. LIT. IN ENG
 Food parts of the country that is grown in food produced in the (Uganda) TEXT BOOK
1/3 and how they can be the different place or region that
prepared for areas of Uganda they come from. NCDC 2020
consumption, and and why certain  Discuss with other
expresses personal regions grow learners food grown in
likes and dislikes and particular food. different areas of
appreciates mealtime Uganda and why they
etiquette. think certain regions

5 PERSONAL/
PUBLIC
The learner discusses
the types of food
grown in different
The learner
should be able
to:

grow a particular food.

Learners will:
Research on how food
is grown and prepared
Discussion

Reading
Sample
recipes
ENG.
LANGUAGE &
LIT. IN ENG
2/3  Food parts of the country  Interpret in Uganda. TEXT BOOK
and how they can be recipes/article  Find interesting recipes Group work
prepared for s/passages and create a flow chart NCDC 2020
consumption, and about food and showing the usual
expresses personal nutrition. process of food
likes and dislikes and  Sequence preparation
appreciates mealtime actions/events
etiquette.  Give clear
instructions

3/3 PERSONAL/ The learner discusses The learner Learners will: Explanation Sample ENG.
PUBLIC the types of food should be able to  Write a simple recipe recipes LANGUAGE &
grown in different use Many and for a favorite dish using Illustration LIT. IN ENG
5
  Food parts of the country Much correctly simple commands and TEXT BOOK
and how they can be with countable countable and Reading
prepared for and uncountable uncountable nouns and NCDC 2020
consumption, and nouns. ensure that it is easy to Group work.
expresses personal follow and includes all
likes and dislikes and the required info about
appreciates mealtime weights, measures and
etiquette. timings.

1/3 PERSONAL/ The learner discusses The learner Learners will look at the use Explanation The ENG.
PUBLIC the types of food should be able to of /b/, /p/, /d/, /t/, /k/, pronunciation LANGUAGE &
grown in different pronounce short /g/ sounds; /s/, /∫/ Illustration chart LIT. IN ENG
Food parts of the country and long vowel  They will say a pair of TEXT BOOK
and how they can be sounds. sounds with a partner Pair work
prepared for and notice the NCDC 2020

6 consumption, and
expresses personal
likes and dislikes and
appreciates mealtime
etiquette.
differences in
pronunciation.

2/3 PERSONAL/ The learner discusses The learner Learners will: Discussion The digestive
PUBLIC the types of food should be able to  Talk about what they system chart ENG.
grown in different summarize the learnt about the Silent reading LANGUAGE &
Food parts of the country digestion process digestive system in LIT. IN ENG
and how they can be in a tabular form their primary schools TEXT BOOK
prepared for by marching and discuss with their
consumption, and information from partners the different NCDC 2020
expresses personal table A to that of parts of the digestive
likes and dislikes and B. system and what
appreciates mealtime happens to the food we
etiquette. eat, at each stage.
 They will then
summarize the
information in a tabular
form.
3/3
PERSONAL/ The learner discusses The learner The teacher will take the Explanation
PUBLIC the types of food should be able to learners through ENG.
grown in different use FOR and information on how the two Writing LANGUAGE &
Food parts of the country SINCE correctly prepositions can be used. LIT. IN ENG
and how they can be in spoken and  Later, learners will be TEXT BOOK
prepared for written given sentences to
consumption, and sentences of complete using the said NCDC 2020
expresses personal their own. prepositions.
likes and dislikes and
appreciates mealtime
etiquette.

6
7
1/3 PERSONAL/ The learner discusses The learner Learners will: Discussion  The ENG.
PUBLIC the types of food should be able  Write sentences/fill gaps adjective LANGUAGE &
grown in different to: in sentences to describe Explanation /verb LIT. IN ENG
Food parts of the country  Use adjectives the taste of food using charts TEXT BOOK
and how they can be to describe appropriate adjectives.
prepared for taste.  Construct sentences using NCDC 2020
consumption, and  Use verbs of verbs of preference.
expresses personal preference.
likes and dislikes and
appreciates mealtime
etiquette.
2/3 PERSONAL/
PUBLIC The learner discusses The learner Learners will: Role play Sample skit
the types of food should be able to  Participate in role play ENG.
Food grown in different appreciate table scenario where a host Discussion LANGUAGE &
parts of the country manners and invites others to eat, LIT. IN ENG
and how they can be etiquette offers food and asks TEXT BOOK
prepared for guests about their likes
consumption, and and dislikes using verbs of NCDC 2020
expresses personal preference.
likes and dislikes and  Discuss what was wrong or
appreciates mealtime right with the table
etiquette. manners.

3/3 PERSONAL/ The learner discusses The learner After the discussion,
PUBLIC the types of food should be able to learners will be asked to Discussion The ENG.
grown in different coordinate join the sentences given conjunction LANGUAGE &
Food parts of the country sentences using using the coordinating Writing chart LIT. IN ENG
and how they can be the coordinating conjunctions studied. TEXT BOOK
prepared for conjunctions
consumption, and studied. NCDC 2020
expresses personal
likes and dislikes and
appreciates mealtime
etiquette.

1/3 PERSONAL/ Learners will study the Discussion Sample ENG.

PUBLIC The learner discusses The learner poem given and identify the poems LANGUAGE &
the types of food should be able to parts as the teacher Writing LIT. IN ENG
Food grown in different state the explains. TEXT BOOK
parts of the country different parts of
and how they can be a poem and the They will then discuss and NCDC 2020

8 prepared for
consumption, and
expresses personal
likes and dislikes and
appreciates mealtime
general structure
of a poem.
provide answers to the
questions given after the
poem.

etiquette.

7
 2/3 ASSESSMENT
ENG.
3/3 PUBLIC/ The learner listens to The learner  Learners will list 10 items Discussion Pictures LANGUAGE &
PERSONAL recordings, holds should be able to which come from the Sample LIT. IN ENG
 At the conversations and identify the market indicating which poems TEXT BOOK
Market writes about a visit value of markets stalls they prefer and
made to the market, to communities. why. NCDC 2020
and uses the language  They will describe the
in advertisements. scene at the market,
using adjectives to
describe smell, people,
sights and facts.
 Discuss the benefits of
markets to their
communities and how it
can be improved.

PUBLIC/ The learner listens to The learner Learners will: ENG.

PERSONAL recordings, holds should be able  Write questions that Role play Audio records LANGUAGE &
 At the conversations and to: might be asked at the of LIT. IN ENG
Market writes about a visit  Take part in market before purchasing conversations TEXT BOOK
1/3 made to the market, conversations/ a variety of items. Use at the market
and uses the language role plays vocabulary related to NCDC 2020
in advertisements. about visits to market scenarios

9 the market.
 Extract
information
from
conversations
 Role play buying and
selling at the market
using local dialect
expressions.

The learner listens to

2/3 PUBLIC/ recordings, holds The learner Learners will: Silent reading Excerpts ENG.
PERSONAL conversations and should be able  Read stories about visits LANGUAGE &
 At the writes about a visit to: to the markets and notice LIT. IN ENG
Market made to the market,  comprehend the similarities or Loud reading TEXT BOOK
and uses the language stories/ differences between the
in advertisements. extracts about markets. Pair work NCDC 2020
the topic  Create a table of
 Organize similarities and
information differences between the
two markets.
The learner
3/3 PUBLIC/ The learner listens to should be able Learners will: Discussion Sample ENG.
PERSONAL recordings, holds to:  Talk about a particular informal LANGUAGE &
 At the conversations and  Talk and write visit to the market, Writing letters. LIT. IN ENG
Market writes about a visit about his or including at least five Reading TEXT BOOK
made to the market, her personal things that attracted their
and uses the language experiences. attention during the visit, NCDC 2020
in advertisements.  Use vocabulary using correct plural
and tenses forms.

8
 related to  Write a letter to a friend
market about a market visit using
scenarios the correct vocabulary,
 Form plurals of punctuation and
nouns. grammar; and descriptive
 Use and emotive language
punctuation that would make the
marks experience sound
appropriately. interesting.

1/3 PUBLIC/ The learner listens to The learner Learners will: Discussion Sample ENG.
PERSONAL recordings, holds should be able  Look for advertisements adverts LANGUAGE &
 At the conversations and to: for products or services Pair work LIT. IN ENG
Market writes about a visit  Appreciate that are sold at the TEXT BOOK
made to the market, advertisements market, identify the
and uses the language and persuasive language used NCDC 2020

10 in advertisements. promotional
materials.
 Use language
in these adverts and how
it is supported by visual
elements.
to persuade.  In pairs, design their own
 Express adverts using persuasive
personal language.
opinions.  Evaluate the other
advertisements of other
learners against agreed
criteria and give their
opinions.
2/3
PUBLIC/ The learner listens to The learner The learners will, in groups: Discussion Sample TV ENG.
PERSONAL recordings, holds should be able  Design radio or television and radio LANGUAGE &
 At the conversations and to: adverts. Group work adverts. LIT. IN ENG
Market writes about a visit  Enumerate the  Perform the creations in TEXT BOOK
made to the market, advantages class.
and uses the language and NCDC 2020
in advertisements. disadvantages
of using radio
and television
adverts.
 Design a
television or
radio
advertisement
and perform it
in class.
3/3
PUBLIC/ The learner listens to The learner Teacher will make a Explanation The Plural ENG.
PERSONAL recordings, holds should be able to presentation on nouns and chart LANGUAGE &
At the Market conversations and correctly form after explaining the rules, Illustration LIT. IN ENG
writes about a visit the plurals of he will ask learners to TEXT BOOK
made to the market, nouns. provide the plural forms of
9
 and uses the language the nouns given. NCDC 2020
in advertisements.

1/3
11 PERSONAL/ The learner
ASSESSMENT
2/3 PUBLIC/ The learner discusses should be able Learners will: Discussion
EDUCATIONAL the types of work to:  Discuss with other
 Children at found in different  Identify the learners the types of work
work areas and settings and kinds of work they do at home, in Group work Pictures of ENG.
different work carried out by school and in the different LANGUAGE &
experiences and children in community. activities LIT. IN ENG
engages in a debate their TEXT BOOK
on the motion related community.
to child labor.  Compare and NCDC 2020
contrast work
in different
settings.

3/3 PERSONAL/
PUBLIC/ The learner discusses The learner The learners will Listen and Discussion Pictures of ENG.
EDUCATIONAL the types of work should be able talk about the different Group work different LANGUAGE &
 Children at found in different to: types of work done at activities LIT. IN ENG
work areas and settings and  Use vocabulary home, communities, schools TEXT BOOK
different work related to and compare them using
experiences and work at the vocabulary related to these NCDC 2020
engages in a debate work places places.
on the motion related
to child labor.
The learner Interact with other learners ENG.
1/3 PERSONAL/ The learner discusses should be able to give their personal views Group Pictures of LANGUAGE &
PUBLIC/ the types of work to: about child labor. They will discussions different LIT. IN ENG
EDUCATIONAL found in different  Express write down the dangers of forms of child TEXT BOOK
 Children at areas and settings and opinions in child labor in their exercise labor
work different work discussions. books. NCDC 2020
experiences and
engages in a debate
on the motion related
to child labor.
2/3 PERSONAL/
PUBLIC/ The learner discusses The learner The learners will read the Silent reading
EDUCATIONAL the types of work should be able to extract titled “A Girl’s Pictures of a ENG.
 Children at found in different comprehend Escape” and: Group work girl escaping LANGUAGE &

12 work areas and settings and

different work
experiences and
extracts,
magazine
articles about



Answer the questions
provided after it.
Look up the meaning of
LIT. IN ENG
TEXT BOOK

engages in a debate work which the unfamiliar words NCDC 2020

on the motion related children do in from a dictionary.
to child labor. different places.

10
3/3 The learner discusses
PERSONAL/ the types of work The learner The learners will read the Discussion Pictures of ENG.
PUBLIC/ found in different should be able to extract titled “CHILD different LANGUAGE &
EDUCATIONAL areas and settings and write a summary LABOUR” and write a short Group work forms of child LIT. IN ENG
 Children at different work of the different summary on the different labor TEXT BOOK
work experiences and forms of child forms of child labor
engages in a debate labour in the enumerated in the piece. NCDC 2020
on the motion related excerpt read.
to child labor.

11
 PRINCE JOSEPH ACADEMY DAY & BOARDING SCHOOL.
P.O. Box 600, Mukono Next to Mustard Seed Community School – Namagunga
TEL: 0775 446025 / 0773 247418 / 0794 277357.

TEACHER’S SCHEME OF WORK 2023

Teacher: Mr. Oturu Mike Vien Subject: English Language Term: Two Class: S.1 Year: 2023 No. Of Students

TEACHING/
WEEK PERIOD THEME/TOPIC COMPETENCY LEARNING LEARNING ACTIVITIES METHODS LEARNING REFERENCE REMARKS
OUTCOMES AIDS
Learners will give their Discussion
1/3 PERSONAL/ The learner discusses The learners opinions during a debate ENG.
PUBLIC/ the types of work should be able organized in class on the Debate/ LANGUAGE &
EDUCATIONAL found in different to: motion: plenary LIT. IN ENG
 Children at areas and settings and  Debate a topic “It is better for children TEXT BOOK
work different work arising from not to work so that they
experiences and their reading. can concentrate on growing NCDC 2020
engages in a debate  Use up and preparing for adult
on the motion related interrogatives life.”
to child labor. to question the
views of others
in a debate.
(wh –

1
questions)

2/3 PERSONAL/ The learner discusses The learners The learners will answer Discussion The adverb ENG.
PUBLIC/ the types of work should be able to questions based on a table chart LANGUAGE &
EDUCATIONAL found in different competently use showing the hours that LIT. IN ENG
 Children at areas and settings and adverbs of time family members spend on TEXT BOOK
work different work to describe different kinds of work.
experiences and routines.  Use the information for NCDC 2020
engages in a debate constructing sentences
on the motion related using adverbs.
to child labor.  Write sentences
explaining how often
members of their
families do certain
activities using
adverbs.
PERSONAL/ The learner discusses
12
 3/3 PUBLIC/ the types of work The learners The learners will be  Explanation Informal ENG.
EDUCATIONAL found in different should be able to reminded of the structure  Discussion letter chart LANGUAGE &
 Children at areas and settings and write a letter to of an informal letter. They LIT. IN ENG
work different work a friend, will then write letters that Sample TEXT BOOK
experiences and detailing what will be presented for informal
engages in a debate they love doing evaluation. letters NCDC 2020
on the motion related and the reasons
to child labor. for their choice.

2
PERSONAL/ The learner discusses Learners should The learners will study the Poems
PUBLIC/ the types of work be able to poems given, compare them Discussion ENG.
1/3 EDUCATIONAL found in different enumerate the to some shorts excerpts and LANGUAGE &
 Children at areas and settings and differences show how different they Group work LIT. IN ENG
work different work between poems are. TEXT BOOK
experiences and and stories.  They should also show
engages in a debate  Compare the differences and the NCDC 2020
on the motion related different similarities between
to child labor. poems, the two poems
showing the presented for study.
similarities and
differences
2/3 ASSESSMENT
PUBLIC The learner carries Learners should Learners will first give a Discussion The extracts ENG.
 Environment out research and talks be able to definition of what an LANGUAGE &
3/3 and Pollution about the appreciate environment is. Reading LIT. IN ENG
environment and different  Learners will write down TEXT BOOK
pollution, and environments. the types of
suggests ways of environments, and the NCDC 2020
reducing pollution. causes of environmental
pollution.

1/3 PUBLIC The learner carries The learner  Learners will, in groups, Discussion Pictures on ENG.

3
 Environment out research and talks should be able to talk about the different different LANGUAGE &
and Pollution about the recognize the types of pollution that Group work types of LIT. IN ENG
environment and types of affect the environment. pollution TEXT BOOK
pollution, and pollution.  They will also conduct
suggests ways of research to find other NCDC 2020
reducing pollution. types of pollution not
already mentioned and
produce a comprehensive
class list.
2/3
PUBLIC The learner carries The learner View or listen to recorded Discussion Voice ENG.
 Environment out research and talks should be able to talks on environmental scripts LANGUAGE &
and Pollution about the comprehend pollution. Group work LIT. IN ENG
environment and recorded Video clips TEXT BOOK
pollution, and articles/short Learners, upon listening to NCDC 2020
suggests ways of talks on the the message, will write a
13
 reducing pollution. topic. summary of the main
message in one of the talks.
3/3
PUBLIC The learner carries The learner In groups, learners will find Discussion Articles and ENG.
 Environment out research and talks should be able to extracts, articles, stories publication LANGUAGE &
and Pollution about the carry out about the environment and Group work LIT. IN ENG
environment and research on the pollution in order to explain TEXT BOOK
pollution, and environment and the causes and the effects NCDC 2020
suggests ways of pollution. of pollution, whether
reducing pollution. possible; gather opinion
from classmates and the
community.

1/3 PUBLIC The learner carries The learner Each learner will choose Discussion Articles and ENG.
 Environment out research and talks should be able to one type of pollution and publication LANGUAGE &

4
and Pollution about the use adjectives write an essay, with Group work LIT. IN ENG
environment and and adverbs to graphics, on its causes and TEXT BOOK
pollution, and describe the effects, using a word NCDC 2020
suggests ways of causes and processor.
reducing pollution. effects of  They should vividly
pollution. describe the chosen type
of pollution using
adjectives and adverbs to
highlight its dangers to
the environment. The
essay should include their
own opinion and those of
others recorded during
their research.
2/3
PUBLIC The learner carries The learners The learners should discuss Pair work Articles and ENG.
 Environment out research and talks should be able to in pairs what should be publication LANGUAGE &
and Pollution about the Express their done in order to stop the Plenary LIT. IN ENG
environment and opinions clearly pollution of the air, the TEXT BOOK
pollution, and on public issues. water and the soil. NCDC 2020
suggests ways of  Suggest
reducing pollution. solutions to
problems
3/3 PUBLIC
 Environment The learner carries The learners Learners will be introduced Discussion ENG.
and Pollution out research and talks should be able to to a lesson on perfect LANGUAGE &
about the use perfect modal. They will then be Group work LIT. IN ENG
environment and modals to asked to paraphrase the TEXT BOOK
pollution, and suggest solutions sentences given correctly NCDC 2020
suggests ways of to problems of using the modals studied.
reducing pollution. pollution.
1/3
PUBLIC The learner carries The learners Learners will study anti- Anti - ENG.
 Environment out research and talks should be able to pollution poster campaigns pollution LANGUAGE &
and Pollution about the use vocabulary and find pictures of Posters LIT. IN ENG
14
 environment and related to pollution to use for their TEXT BOOK

5
pollution, and pollution. own posters. NCDC 2020
suggests ways of  Use these pictures to
reducing pollution. create posters that
advocate for a change
in habits/practices that
lead to these kinds of
pollution.
 Use vocabulary related
to the environment and
pollution in their
posters and use
persuasive language to
motivate readers to
change their behavior.

2/3
PUBLIC The learner carries The learners LITERATURE Reading Abridged ENG.
 Environment out research and talks should be able to stories LANGUAGE &
and Pollution about the identify and Learners will asked to make Discussion LIT. IN ENG
environment and enumerate the brief notes on TEXT BOOK
pollution, and different  Characters NCDC 2020
suggests ways of elements of  The plot
reducing pollution. literature in the
environmental
excerpts studied.
3/3 PUBLIC
 Environment The learner carries The learners Learners will read and Reading Poems ENG.
and Pollution out research and talks should be able to compare the two poems LANGUAGE &
about the identify the main from the two worlds and Discussion LIT. IN ENG
environment and differences state their thematic, TEXT BOOK
pollution, and between poems structural and linguistic NCDC 2020
suggests ways of written by differences.
reducing pollution. Africans and
those written by
Europeans.
 Discuss the
main ideas or
themes.
 The way in
which the
poems are
written
1/3
PUBLIC
Environment
ASSESSMENT
and Pollution
2/3
PUBLIC/ The learner listens to The learners Learners will be asked to Group work Discussion
15
 EDUCATIONAL and reads factual should be able to tabulate information on the Discussion ENG.
 Urban and texts for information state the advantages and Group work LANGUAGE &
Rural Life to support their advantages & disadvantages of urban life LIT. IN ENG
arguments in disadvantages of and rural life. TEXT BOOK
discussions/debates urban and rural NCDC 2020
and write creatively life. Share the tables and
on the topic of urban comment on the findings of

6 3/3
PUBLIC/
EDUCATIONAL
 Urban and
and rural life.

The learner listens to

and reads factual
texts for information
The learners
should be able to
take part in
other groups.

Learners will discuss in

groups regarding their
preference – urban or
Plenary

Discussion
Plenary
ENG.
LANGUAGE &
LIT. IN ENG
Rural Life to support their conversations, village. TEXT BOOK
arguments in debates, role NCDC 2020
discussions/debates plays about visits Later, they will participate
and write creatively urban life visa vi in a debate on the motion:
on the topic of urban village life. “Urban life is better than
and rural life. village life”
1/3
PUBLIC/ The learner listens to The learners Learners will be introduced Explanation The future ENG.
EDUCATIONAL and reads factual should be able to to the different forms of tense chart LANGUAGE &
 Urban and texts for information correctly use the future simple tense. Illustration LIT. IN ENG
Rural Life to support their shall and will in TEXT BOOK
arguments in sentences of They will then do some Role play NCDC 2020
discussions/debates their own. written exercise to practice
and write creatively the use of the tense.
on the topic of urban Express the

7
and rural life. future in
different verb
forms
2/3
PUBLIC/ The learner listens to The learners In pairs, the learners will; Discussion Poems
EDUCATIONAL and reads factual should be able to read the poem titled: “Life ENG.
 Urban and texts for information appreciate in our Village”. Pair work Stories LANGUAGE &
Rural Life to support their accounts of LIT. IN ENG
arguments in young people’s  After, they will note down TEXT BOOK
discussions/debates experiences in the difference between a NCDC 2020
and write creatively different poem and a story and
on the topic of urban settings. share with another pair.
and rural life.  Finally, they will compose
a poem of their own
3/3 PUBLIC/ The learner listens to
EDUCATIONAL and reads factual Learners should Learners will be introduced Explanation The
 Urban and texts for information be able to use to the use of conditionals to Conditional ENG.
Rural Life to support their conditionals for express wishes and regrets, Discussion tense chart LANGUAGE &
arguments in wishes, plans, as well as plans. LIT. IN ENG
discussions/debates intentions and TEXT BOOK
and write creatively regrets. NCDC 2020
on the topic of urban
and rural life.
16
 1/3 The learner reads and Learners should
PUBLIC listens to information be able to make They will discuss in groups Discussion Pictorials of ENG.

8
 Travel about travel and suggestions the different means of different LANGUAGE &
tourism, carries out about journeys transport and their means of LIT. IN ENG
simulation exercises and means of suitability for use. transport TEXT BOOK
and role-plays related transport. NCDC 2020
to travel.

2/3
PUBLIC The learner reads and Learners should Listening - Learners will Loud reading The extract ENG.
 Travel listens to information be able to listen attentively as teacher LANGUAGE &
about travel and individually reads an account of a travel LIT. IN ENG
tourism, carries out respond to experience. TEXT BOOK
simulation exercises comprehension NCDC 2020
and role-plays related questions given
to travel. at the end of the
reading of the
passage.
3/3
PUBLIC The learner reads and Learners should In role plays, learners will Role play Sample
 Travel listens to information be able to use act out one journey within skits ENG.
about travel and appropriate Uganda and abroad; make it Discussion LANGUAGE &
tourism, carries out vocabulary and obvious in speech and LIT. IN ENG
simulation exercises language to actions what modes of TEXT BOOK
and role-plays related describe travel transport are being used NCDC 2020
to travel. experiences. and use specific vocabulary
for these modes.
1/3 PUBLIC
Travel The learner reads and Learners should Learners will be treated to Discussion ENG.
listens to information be able to use a vocabulary lesson on LANGUAGE &

9
about travel and adjectives and adverbs and adjectives to Group work LIT. IN ENG
tourism, carries out adverbs related describe distance, length of TEXT BOOK
simulation exercises to the topic journey; any difficulties… NCDC 2020
and role-plays related appropriately. etc. in both oral and
to travel. written work.
2/3
PUBLIC The learner reads and The learners Learners will read travel Discussion Excerpts ENG.
Travel listens to information should be able to instructions, an account of and LANGUAGE &
about travel and comprehend a travel, excursion and Reading extracts LIT. IN ENG
tourism, carries out travel discuss the comprehension TEXT BOOK
simulation exercises instructions questions in groups. NCDC 2020
and role-plays related given orally and
to travel. in writing.

17
 3/3
PUBLIC The learner reads and The learners Learners will act in role Role play Sample
Travel listens to information should be able to plays, giving instructions to skits ENG.
about travel and use real and travellers who don’t Discussion LANGUAGE &
tourism, carries out unreal understand at first, need LIT. IN ENG
simulation exercises conditionals in more explanations and want Group work TEXT BOOK
and role-plays related giving to change their travel NCDC 2020
to travel. instructions. arrangements; offer
alternative travel advice
using conditionals.
 Write down a set of
instructions for
travellers.

PUBLIC The learner reads and Learners should Learners will listen to Discussions Sample ENG.
1/3 Travel listens to information be able to recorded travel skits LANGUAGE &
about travel and understand announcements like flight Group work LIT. IN ENG
10 tourism, carries out
simulation exercises
specific details
in broadcast
numbers, destinations,
departure times and gate
TEXT BOOK
NCDC 2020
and role-plays related information numbers. They will then
to travel. related to travel. answer questions related to
the pieces.
2/3
PUBLIC The learner reads and Learners should In role plays, they will ask Role play Sample skits ENG.
Travel listens to information be able to get for and respond to travel LANGUAGE &
about travel and information from information using action Group work LIT. IN ENG
tourism, carries out other travellers verbs and polite language. TEXT BOOK
simulation exercises and other NCDC 2020
and role-plays related officials while
to travel. travelling.
 Use action
verbs related
to giving
instructions
and
directions.

3/3 PUBLIC The learner reads and Learners should Learners will be introduced Discussion The word ENG.
Travel listens to information be able to to word sounds that are chart LANGUAGE &
about travel and pronounce easily confused: Group work LIT. IN ENG
tourism, carries out consonant sounds /k/, /u/, /b/, /p/, /r/, /l/ TEXT BOOK
simulation exercises that are often NCDC 2020
and role-plays related confused. They will then generate
to travel. sentences using the word
pairs.

1/3 PUBLIC The learner reads and Learners should The teacher will guide Group work Sample ENG.
Travel listens to information be able to write learners on how to write an letters LANGUAGE &
about travel and a formal letter imaginary formal letter, Discussion LIT. IN ENG
18
 tourism, carries out to book for space format and TEXT BOOK
11 simulation exercises
and role-plays related
to travel.
or hotel room in
case they are to
travel.
specifics….formal language! NCDC 2020

2/3
PUBLIC The learner reads and Learners should Teacher will share and Group work Sample ENG.
Travel listens to information be able to design discuss with learners what greeting LANGUAGE &
about travel and greeting cards to the contents of greeting Discussion cards LIT. IN ENG
tourism, carries out a family or as cards are. TEXT BOOK
simulation exercises friend, letting NCDC 2020
and role-plays related them to know Learners will then engage in
to travel. about how they designing greeting cards
are faring at the based on imaginary
place of travel. situations.

3/1 PUBLIC The learner reads and Learners should Learners will brainstorm Group work The ENG.
Travel listens to information be able to use conditions and talk about conditional LANGUAGE &
about travel and the real and them. In groups, they will Discussion tense chart LIT. IN ENG
tourism, carries out unreal construct sentences TEXT BOOK

12 simulation exercises
and role-plays related
to travel.
conditional
tenses.
describing both real and
unreal conditions.
NCDC 2020

2/3
PUBLIC The learner reads and Learners should Learners will be exposed to Discussion The
Travel listens to information be able to use common conjunctions. conjunctions ENG.
about travel and conjunctions. “and”, “but”, “or” Group work chart LANGUAGE &
tourism, carries out  Both…and LIT. IN ENG
simulation exercises  Either…..or TEXT BOOK
and role-plays related  Whether ……or NCDC 2020
to travel.  Enough……to…
 So….that…
 Neither……….nor
They will then generate
sentences based on what
has been learnt the second
type of conjunctions.

3/3
PUBLIC The learner reads and Learners should In groups, learners will read Discussion Sample ENG.
Travel listens to information be able to fill in and discuss information application LANGUAGE &
about travel and application forms presented in an application Group work forms LIT. IN ENG
tourism, carries out form for travel, insurance TEXT BOOK
simulation exercises or car hire. They will then NCDC 2020
and role-plays related fill it in the said groups.
to travel.

1/3 PUBLIC/ The learner talks Learners should Learners will talk about Pair work Sample skits
13 EDUCATIONAL
 The experience
about personal
experiences of
primary education and
be able to use
the past simple
tense.
their first experience on
enrolling at a school as a
Senior One learner. They
ENG.
LANGUAGE &
LIT. IN ENG
of secondary
19
 school the first year of then share in pairs what TEXT BOOK
secondary school as a their fears and expectations NCDC 2020
new student. were.
2/3
PUBLIC/ The learner talks The learner Learners will perform role- Group work Sample skits ENG.
EDUCATIONAL about personal should be able to play as guides for school LANGUAGE &
The experiences of guide a visitor visitors/new students Role play LIT. IN ENG
experience primary education and around school explaining the rules TEXT BOOK
of secondary the first year of and give relevant acceptable behavior, time NCDC 2020
school secondary school as a information. tables, locations and
new student. activities. They should use
appropriate language and
action words for giving
directions and instructions.
3/3
PUBLIC/ The learner talks Learners should In groups, they will discuss Discussion Sample ENG.
EDUCATIONAL about personal be able to in groups, taking note of skits LANGUAGE &
The experiences of compare and the similarities and Plenary LIT. IN ENG
experience primary education and contrast primary differences between the TEXT BOOK
of secondary the first year of and secondary two schools. NCDC 2020
school secondary school as a schools using the
new student. comparative and They will then discuss the
the superlative advantages and
forms. disadvantages of both day
and boarding schools.

1/3 PUBLIC/ The learner talks The learner Learners will listen to Listening Audio skits ENG.
14 EDUCATIONAL
The
experience
about personal
experiences of
primary education and
should be able to
appreciate oral
accounts of the
information, instructions
and rules about a new
school and list the main
LANGUAGE &
LIT. IN ENG
TEXT BOOK
of secondary the first year of experiences of points. NCDC 2020
school secondary school as a other learners in
new student. a new school.
2/3
PUBLIC/ The learner talks Learners should Learners will read Listening The Reflexive ENG.
EDUCATIONAL about personal be able to use sentences bearing reflexive Pronoun LANGUAGE &
The experiences of reflexive and pronouns. Teacher then Group work chart LIT. IN ENG
experience primary education and possessive explains everything. TEXT BOOK
of secondary the first year of pronouns when NCDC 2020
school secondary school as a making They will then fill in the
new student. narrations about gaps of the given sentences
their with reflexive pronouns.
experiences.
3/3
PUBLIC/ The learner talks Learners should In groups, learners will read Discussion Poems ENG.
EDUCATIONAL about personal be able to and discuss the poem given, LANGUAGE &
The experiences of appreciate (First Day at School), Group work LIT. IN ENG
experience primary education and messages from focusing on the rhythm and TEXT BOOK
of secondary the first year of poetry, including the message in the poem. NCDC 2020
school secondary school as a the structural,

20
new student. diction and They will then discuss the
poetic devices. questions given after the
poem in groups and present
answers in the plenary.

21