Form One Scheme Of Work - New 2023 Syllabus

THIS FORM ONE SCHEME OF WORK CONTAINS ALL 4 MAIN COMPETENCIES, 10 SPECIFIC COMPETENCIES, AND 36 MAIN LEARNING ACTIVITIES FOR FORM ONE ENGLISH.

Below is the list\r\nof 4 main competencies, 10 specific competencies, and 36 main learning activities contained in this Form One English Scheme of Work:

1.0 MANAGE INFORMATION SEARCH\r\nFROM DIFFERENT SOURCES FOR LIFELONG LEARNING

1.1 use ICT tools to search\r\nfor information from different sources

(a) Familiarise with various types of search engines (e.g., Google, Google Scholar, Bing)

(b) Utilise ICT Tools to search for general information (e.g., books, journals)

2.0 DEMONSTRATE MASTERY OF\r\nENGLISH LANGUAGE SKILLS

2.1 Develop listening skills

(a) Answer questions based on information from presentations/tasks

(b) Practice pronunciation of words from oral and audio/audio-visual\r\nsources.

(c) Write words heard from oral and audio/audio-visual sources

(d) Produce messages from oral presentations

2.2 Produce short and coherent\r\noral messages with intelligible pronunciation and fluency

(a) Distinguish words with minimal sound distinctions that have\r\ndifferent meanings (cut/cat;\r\npaper/pepper; date/debt).

(b) Practice pronunciation with proper word stress assignment

(c) Practice pronunciation of words with short and long vowels (e.g., sit/seat; hit/heat; pot/port)

(d) Practice pronunciation of unfamiliar sounds (e.g., through the use of tongue twisters, songs,\r\npoems)

(e) Practice pronunciation of words with similar sounds that have\r\ndifferent spellings (e.g., one/won;\r\newe/you)

2.3 Develop vocabulary from\r\nconversations and written texts

(a) Write new vocabulary from conversations and written texts on\r\nparticular topics (e.g., politics,\r\nsports, tourism, agriculture)

(b) Construct sentences using vocabulary acquired from conversations and\r\nwritten texts

(c) Play vocabulary-building games using digital and non-digital\r\nresources (e.g., word board games,\r\ncharades, picture games, flash cards)

2.4 Use appropriate grammar\r\nand vocabulary in oral and in written language tasks

(a) Express ideas or opinions in contextualised oral and written\r\nlanguage tasks using proper grammar and vocabulary (e.g., hospital, market, library, bus stop, sports, and games)

(b) Construct sentences using appropriate grammar and vocabulary\r\nrelating to a specific context (Structure: tenses—simple past, simple present, articles, present progressive, pronouns,\r\ncoordinators, prepositions, adjectives, adverbs)

(c) Debate on topics using proper grammar and vocabulary

3.0 COMPREHEND ORAL AND\r\nWRITTEN INFORMATION

3.1 Read texts for\r\ncomprehension

(a) Sequence the order of events in stories

(b) Make a summary of stories

(c) Retell stories

3.2 Comprehend oral messages\r\nwith increasing difficulty

(a) Paraphrase various oral messages from different contexts

(b) Respond to oral messages from different contexts

(c) Respond to questions about oral messages

3.3 Respond appropriately in a\r\nvariety of oral and written communication contexts

(a) Express ideas and opinions in different interpersonal communication\r\nsettings (e.g., I think…, I guess…, In my\r\nopinion…, I would say…)

(b) Use appropriate non-verbal cues in interpersonal communication

(c) use proper grammar and vocabulary in different interpersonal\r\ncommunication contexts (e.g., greetings, bidding\r\nfarewell, apologizing)

(d) Use appropriate language and expressions in communicating with\r\npeople of different age groups and statuses (e.g., peers, elders, family members, leaders)

4.0 COMMUNICATE EFFECTIVELY IN\r\nDIFFERENT CONTEXTS

4.1 Use appropriate grammar\r\nand vocabulary for oral communication in a variety of contexts

(a) Express daily routines (Structure: present simple)

(b) Express ongoing activities (Structure: present progressive)

(c) Express family relationships and occupations (Structure: present simple + progressive)

(d) Express ownership/possession (Structure: have/has in present simple and had\r\nin past simple, apostrophe, possessive pronouns)

(e) Give directions

4.2 Create a variety of texts\r\nfor different communicative purposes using the appropriate tone and register

(a) Recognize the main stages of writing texts (e.g., pre-writing, drafting, revising, editing)\r\n

(b) Write a variety of friendly letters and invitations (Vocabulary: Dear Father/Uncle, Dear Mother/Aunt,\r\nMr/Mrs…, Dr./Prof./Madam/Ms…)

(c) Create dialogues on various topics (e.g., the value of education, environment, culture, gender, equality)

(d) Create and express orally daily and weekly timetables for routines

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