Rwanda Education Board



S1S2S3S4S5S6Unit 1: My secondary school.KUC: To use language learnt in the context of my secondary school.AC: Can describe subjects studied and subject preferences, describe the school day, describe a plan (map or layout ) of the school, describe a school friendST1: Discuss the timetable, the subjects they study, those they like and/or dislikeST2: Listen attentively to a dialogue between two students asking and answering questions about school dayST3: Read comprehensively a text describing a friend focusing on their age, character, home, subject preferences and spare time activities ST4: Write about a friend.ST5: Use correctly present simple tense and WH-questions in the context of the secondary school in the context of the school ST6: Recognize, pronounce and spell correctly words learnt in the context of my secondary schoolUnit 1: Heroes and citizenshipKUC: To use language learnt in the context of heroes and citizenship.AC: Can describe the life story of a famous leader; describe the responsibilities of adults and children in the community.ST1: Discuss deeply about a life of a famous leader.ST2: Listen eagerly to the texts about the roles of leaders ST3: Read comprehensively about lives of famous people.ST4: Write correctly about a famous person and responsibilities of adults and children in the community.ST5: Use correctly the past simple tense and modal ST6: Recognize, pronounce and spell correctly words learnt in the context of heroes and citizenship.Unit 1: Careers KUC: To use language learnt in the context of careers.AC: Can name and describe jobs and the daily activities they involve, describe job qualifications, and read and write a job advertisement.ST1: Contribute to a discussion or debate on careers, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST2: Listen to and analyse the messages and meanings from different spoken texts recounting daily job routines or educational and job experience in the context of careers ST3: Read a range of fiction and non-fiction texts recounting daily job routines or educational and job experience and summarise the overall themes, identifying main and supporting points and exploring implicit meanings in the context of careers ST4: Write about people’s recent career experience, job qualifications, jobs, etc using a range of language and appropriate figures of speech to convey meaning clearly ST5: Use correctly relative pronouns and the present perfect continuous tense ST6: Recognize, pronounce and spell correctly words learnt in the context of careers.Unit 1: Geography of RwandaKUC: To use language in the context of geography of Rwanda.AC: Can describe the geography of the local province and of Rwanda, the climate and population of Rwanda, write a one-page text about aspects of geographical features in Rwanda, climate, population, trade, showing textual organisationST1: Speaking: Discuss in group a given province using a map and analyse the economic activities carried within.ST2: Listening: Listen to texts about population in Rwanda and show the mastery of using since.ST3: Write sentences paragraphs about agriculturagriculture, livestock and fishing e using properly the passive voice. ST4: Read texts about the Rwandan geography and recognise the division of texts in paragraphs, numbering and headings. ST5: Use appropriately the present perfect tense passive and active voice with since in the context of geography of Rwanda the passive form, paragraphing headings and numbering.. ST6: Recognise, pronounce and spell well words learnt about the geography of Rwanda. Unit 1: Myself and my communityKUC: To use language learnt in the context of myself and my community.AC: Can describe leisure time activities, internet use, reading habits, facilities in the community, the structure of local government and the provision of social services, in speech and writing, compare facilities, jobs and transport in town and country in speech and writing, write a comparison of facilities in town and country.ST1: Discuss in group, about leisure time activities, internet use and reading habits ST2: Listen understandably to someone talking about the structure of local government using a diagramST3: Read analytically texts about the provision of social servicesST4: Write coherently a comprehensive comparison of facilities, jobs, transport, etc. in the town and countryST5: Use correctly can, may, have to, more, fewer and no in the context of myself and my community ST6: Recognize, pronounce and spell correctly words learnt in the context of myself and my communityUnit 1: Rwanda and the region: geologyKUC: To use language in the context of geology of Rwanda and the region.AC: Can describe maps, describe geological features and events, and write about a geological event.ST1:( Speaking): Discuss diagrams of mountain formation; the map of Rwanda paying attention to compass points, latitude and longitude. ST2 (Listening): listen to texts about geology of Rwanda, accurately and consistently retrieve different types of geological information. ST3:( Reading) Read analytically the map of Rwanda focussing on compass points, latitude and longitude. ST4: (Writing): Write coherently about a geological event including diagrams. ST5:( Grammar): Use correctly when clauses and the passive voice ,. sSelect and use appropriate language structure consistently and accurately, applying a range of sentence constructions for clarity and emphasis in the context of . Rwanda and the region: geologyST6: Use dictionaries thesauruses to extend an develop vocabulary spelling and pronunciation Rwanda and the region: geology.ST4 (Listening): Accurately and consistently retrieve different types of information from a range of spoken contexts, evaluating the usefulness and relevance of what they hearST10 (Grammar): Select and use appropriate language structure consistently and accurately, applying a range of sentence constructions for clarity and emphasisUnit 2: Food and nutritionKUC: To use language learnt in the context of food and nutrition.AC: Can describe mealtimes and favourite foods, classify foods into food groups and define food groups, describe diet and judge whether it is balanced, read and write a recipe in the context of food and nutrition ST7: In a discussion brainstorm mealtime and favourite foods.ST8: Listen attentively to a text about someone’s diet ST9: In a group read about and discuss a recipe and present it to the class in the context of food and nutrition ST10: Write correctly about definitions of food groups with support provided by the teacherST11: Use correctly relative pronouns, adverbs of frequency, countable and uncountable nouns, determiners of amount and present simple tense in the context of food and nutrition ST12: Recognize, pronounce and spell correctly words learnt in the context of food and nutritionUnit 2: Leadership and democracyKUC: To use language learnt in the context of leadership and democracyAC: Can describe the democratic and electoral processes, describe political objectives, and write a leaflet promising improvements in school.ST7: Discuss improvement in schoolST8: Listen critically to a dialogue describing what improvement people want to see in the community.ST9: Write about political objectives ST10: Read a text describing democratic and electoral processes.ST11: Use correctly passive voice, present simple tense, comparatives and future tense for.ST12: Recognize, pronounce and spell correctly words learnt in the context of leadership and democracy.Unit 2: Running a businessKUC: To use language learnt in the context of running a business.AC: Can describe the costs of buying and selling, profit and loss, role-play buying things in a shop, describe budgets and express budget calculations, describe borrowing and express debt calculations, and write about a household budgetST7: Contribute to a discussion or debate on running a business, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST8: Listen to and analyse messages and meanings from different spoken texts recounting buying and selling goods and items and job incomesST9: Read a range of fiction and non-fiction texts recounting businesses, selling, buying, profit and loss, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST10: Write about household expenses, paying depts., costs of buying and selling and profit and loss using a range of language and appropriate figures of speech to convey meaning clearly ST11: Use correctly the present simple tense ST12: Recognize, pronounce and spell correctly words learnt in the context of running a business.Unit 2: Education and personal developmentKUC: To use language learnt in the context of education and personal development.AC: Can describe educational ambitions and discuss job opportunities, discuss job possibilities, write about one’s own educational and job aspirationsST71: Speaking: in group discuss ability in subjects, educational ambitions and career development. ST8t2: Listening: listen to a dialogue about educational ambitions and career development.ST93: Reading: read job advertisements and find out about qualifications, experience requiredexperience required and proposed earnings. ST104: Writing: write one's own educational and job aspirations. ST115: Use appropriately firstappropriately first and second conditionals with could in the context of education and personal development. . ST126: Recognise, pronounce and spell well words learnt about Education and personal development.Unit 2: Climate change and wildlife protectionKUC: To use language learnt in the context of climate change and wildlife protection.AC: Can describe climate change and its effects, describe changes in numbers of wildlife species, plan, write and evaluate texts on wildlife protection, containing paragraphsST1: Present orally data in class on species decline using graphs and table. ST2: Listen justifiably to someone describing decline of species in Rwanda ST3: Read texts on species increase and decrease in RwandaST4: Write and evaluate the texts in the context of Climate change and wild life protectionST5: Use correctly present continuous tense, present perfect tense with since, for, ought to, must, may, might, could, when-clauses, although, despite, in spite of, more, fewer in the context of climate change and wildlifeST6: Recognize, pronounce and spell correctly words learnt in the context of Climate change and wild life protectionUnit 2: Newspapers and reportingKUC: To use language in the context of newspapers and reporting.AC: Can skim and scan a newspaper or magazine article, describe an event in the past and the background to it and speculate on causes, events etc, report speech in the past, write an article for a local newspaper about a past event, describing the background, reporting speech and speculating about the event.ST1:( Speaking): Discuss in group events in the past and the background to it. ST2 listen to texts about types of information evaluatinginformation, evaluating the usefulness and relevance of what they listen to hear.ST3 (Reading): read and explore similarities and differences in form, style, theme and structures across different texts from newspapers.ST4 (Writing): Draw different ideas from newspapers to write extended texts on a range of topics, organising their ideas, views and arguments coherently and adapting language and style to suit the purpose.ST5:( Grammar): Use correctly the past perfect, reporting speech in past, restrictive and non restrictivenon-restrictive clauses. ST6: Use dictionaries thesauruses to extend and develop vocabulary spelling and pronunciation.ST6 (Reading): Collaborate with others to explore similarities and differences in form, style, theme and structures across different texts, resolving differences and agreeing ways forwardST8 (Writing): Draw together different ideas to write extended texts on a range of topics, organising their ideas, views and arguments coherently and adapting language and style to suit the purposeUnit 3: Holiday activities.KUC: To use language learnt in the context of holiday activitiesAC: Can describe holiday times and holiday activities, describe a holiday in the past, write about holiday plans, and write a holiday advertisementST13: Discuss holidays and favourite holiday activities ST14: Listen to a text about a planned holiday and ask and answer questions on it ST15: Read a text about a past holiday.ST16: Write a text about a planned of holiday and evaluate it.ST17: Identify and use correctly adverbs of frequency, time and duration, past simple tense and present simple tense with future meaning in the context of holiday activities ST18: Recognize, pronounce and spell correctly words learnt in the context of holiday activitiesUnit 3: The media.KUC: To use language learnt in the context of the media.AC: Can describe habits with regard to TV and radio, use of newspapers and magazines etc., read an extract from a work of literature, and write a TV news broadcast.ST13: Stage a role play about weather forecast ST14: Enjoy and develop interest in listening to the radio and watching TV. ST15: Read critically a newspaper, an extract from a ST16: Write sentences about habits with regard to TV, radio, newspapers and magazines.ST17: Use correctly adverbs of frequency, the present perfect tense and the future tense.ST18: Recognize, pronounce and spell correctly words learnt in the context of the media.Unit 3: FolktalesKUC: To use language learnt in the context of folktales.AC: Can listen to a story in the past, read a story in the past, recount an incident in the past, read an extract from a simplified work of literatureST13: Contribute to a discussion or debate on incident/event in the past, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST14: Listen to and analyse messages and meanings from different spoken texts recounting incidents /stories with or without picturesST15: Read a range of fiction and non-fiction texts (stories) from works of literature, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST16: Write about an incident in the past using a range of language and appropriate figures of speech to convey meaning clearly ST17: Use correctly the past simple and continuous tenses and connectors of time in the context of folktales ST18: Recognize, pronounce and spell correctly words learnt in the context of folktales.Unit 3: Ancient EgyptKUC: To use language in the context of ancient EgyptAC: Can describe the achievements of the Egyptians, describe a construction process in the past, describe the relationship between knowledge and achievement in the past and write texts about hypothetical situations in the past.ST13: Discuss in group about the achievements of Egyptians and compare with achievements in Rwanda.ST142: Listen carefully to texts about how and why the pyramids were built and draw them. St153: Write correctly with meaning , a short text about hypothetical situations in the past using the third condition appropriately.ST16t4: Read in groups texts about the knowledge and abilities of Egyptians.ST175: Use the third conditional and passive voice in past in the context of Ancient Egypt .ST186: Recognise, pronounce and spell well words learnt in the context of ancient Egypt. Unit 3: Traditional family lifeKUC: To use language learnt in the context of traditional family life.AC: Can describe family relationships, describe a family ceremony in speech and writing, write about gender roles in one’s family.ST1: Brainstorm in groups gender roles in familiesST2: Listen critically to someone describing their weddingST3: Read extensively texts about traditional family customsST4: Write coherently an account of a wedding ST5: Use correctly connectors of time in the context of traditional family life ST6: Recognize, pronounce and spell correctly words learnt in the context of Traditional family life Unit 3: Cultural diversityKUC: To use language in the context of cultural diversityAC: Can describe local and foreign customs, describe the causes of migration, plan, write and evaluate a short essay on the need for tolerance, paying attention to structure and paragraphs.ST1 Discuss local and foreign customs, beliefs, myths and traditions .ST2 : Listen to a text about cultural diversity.ST3 : Describe Rwandan culture ( traditions, customs, beliefs, myths)ST4 : Compare and contrast cultural diversity.ST5: Use correctly the past perfect, reporting speech in past, restrictive and non-restrictive clauses in the context of cultural diversity.ST6: Recognise, use, spell and pronounce words related to cultural diversity. Unit 4: Clothes and fashion.KUC: To use( knowledge) language learnt in the context of clothes and fashion.AC: Can describe clothes, colour, length, material, pattern, shape, and thickness. Role play buying clothes, and describe wearing clothes on particular occasion.ST19: Discuss clothes and fashionST20: Read a text about someone describing what he/she wears on particular occasionsST21: Write about what to wear on particular occasionsST22: Listen and respond politely in paired discussion in the context of clothes and fashionST23: Use correctly present continuous tense and WH-clauses in context of clothes and fashionST24: Recognize, pronounce and spell correctly words learnt in the context of clothes and fashionUnit 4: EducationKUC: To use language learnt in the context of education.AC: Can describe educational aspirations, describe the education of family members and friends, describe the qualifications required by jobs, write about education and job aspirations.ST19: discuss educational aspirations, education of family members and friends and qualifications required by jobs.ST20: Write broadly about education and job aspirations.ST21: Listen attentively to the texts about educational aspirations, education of family members and friends and qualifications required by jobs.ST22: Read extensively about educational aspirations, education of family members and friends and qualifications required by jobs.ST23: Use correctly conditional tenses, infinitives, WH-clauses and modal verbsST24: Recognize, pronounce and spell correctly words learnt in the context of education.Unit 4: Diet and health.KUC: To use language learnt in the context of diet and healthAC: Can classify food and nutrients, assess a balanced diet, read a food label, compare the contents of foods, write advice about a balanced diet.ST19: Contribute to a discussion or debate on diet and health, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST20: Listen to and analyse messages and meanings from different spoken texts recounting nutrients, foods and balanced dietST21: Read a range of fiction and non-fiction texts on nutrients, foods and balanced diet, food labels and ingredients, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST22: In writing compare the foods, give advice on a balanced diet and classify foods and nutrients using a range of language and appropriate figures of speech to convey meaning clearly ST23: Use correctly the past simple tense and determiners of quantity, countable and uncountable nouns in the context of diet and health ST24: Recognize, pronounce and spell correctly words learnt in the context of diet and health.Unit 4: Ecology and mathematicsKUC: To use language in the context of science and mathematicsAC: Can describe soil components and contents and soil erosion, describe the parts of a plant and their functions, classify plants, write about a survey of plants.ST19: Discuss and research aboutabout a group of plants and make a simple quantitative analysis. justify their classification.ST20: Listen to texts classifying plants describing the characteristics of each classListen carefully to a text about texts classifying . ST21t3: Write a text describing soil and its components and contents showing their proportion. ST 22t4: Read textsRead texts about plants and soil and answer questions to show understanding. ST235: Use abstract nouns to describe function, countable and non-countable nouns in the context of ecology and mathematics. .ST246: Recognise, pronounce and spell well words learnt in the context of ecology and mathematics. Unit 4: Fractions and percentagesKUC: To use language learnt in the context of fractions and percentagesAC: Can do calculations on fractions and percentages, write in numbers and talk through the working orally, read calculations, plan, write and evaluate texts on the Rwandan economy, containing paragraphs, numbering and headings.ST1: Discuss in groups calculations of fractions and percentages ST2: Listen comprehensively to calculations, or texts on the Rwandan economyST3: Read critically texts on the Rwandan economy focusing on percentages and fractionsST4: Write correctly sentences on the economy of Rwanda focusing on percentages and fractionsST5: Use correctly maths of phrases in context of fractions and percentages ST6: Recognize, pronounce and spell correctly words learnt in the context of fractions and percentages Unit 4: Myself and my ambitions KUC: To use language in the context of myself and my ambitions.AC: Can describe job ambitions and qualifications, write a curriculum vitaea curriculum vitae, read a job advertisement and write a response.ST1 (Speaking): Discuss in group about hobbies and leisure time activities, internet activity, reading habits and; job ambitions.... ST2 (Listening): Listen to people talking/ abouttext about job ambitions and qualifications; show understanding by asking questions and giving own opinion. ST3 (Reading): read extracts from a simplified work of literature about hobbies and leisure, personal ambitions or an advert from a newspaper about jobs.ST4 (Writing): Write a CV and application letter using appropriate formal language and. ST5:( Grammar): Use correctly first conditional , modal verbs, present perfect tense and CV format in the context of myself and my ambitions. ST6: Use dictionaries thesauruses to extend and develop vocabulary spelling and pronunciation.ST2 (Speaking): Show initiative to confidently steer a discussion, examining and evaluating the different contributions of themselves and others in group tasksST9 (Grammar): Building on prior knowledge, explore, analyse and use new vocabulary and expressions appropriately, taking risks to reach the best possible outcomeUnit 5: Books and school work habitsKUC: To use language learnt in the context of books and school work habits.AC: Can describe favourite books and discuss library use, can describe a favourite book, read an extract from a simplified work of literature, plan a short text using notes.ST25: Discuss favourite booksST26: Listen to the texts about a favourite book.ST27: Read short texts showing the key features of a few common school language ST28: Write a short text demonstrating the use of commonof common school language functions and evaluate itST29: Use correctly present perfect simple tense in the context of books and school work habits ST30: Recognize, pronounce and spell correctly words learnt in the context of books and school work habitsUnit 5: Rwanda and East Africa.KUC: To use language learnt in the context of Rwanda and East Africa.AC: Can describe Rwanda’s position relative to its neighbours and compare and contrast it with its neighbours, describe goods sold at a local market and write about Rwanda’s international trade.ST25: In groups, brainstorm the position of Rwanda and its neighbouring countries.ST26: listen to texts about Rwanda and its neighbours, international organisations and trade.ST27: Read comprehensively texts comparing Rwanda and its neighbours.ST28: Write about Rwanda’s international trade (imports and export)ST29: Use correctly comparatives and connectors of contrast and similarity .ST30: Recognize, pronounce and spell correctly words learnt in the context of Rwanda and East Africa.Unit 5: Human rights.KUC: To use language knowledge learnt in the context of human rights.AC: Can use knowledgelanguage learnt in the context of human rights.ST25: Contribute to a discussion or debate on human rights, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST26: Listen to and analyse messages and meanings from different spoken texts recounting human rightsST27: Read a range of texts about human rights and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST28: Write about human rights, abuses of rights, principles of gender equity, etc. using a range of language and appropriate figures of speech to convey meaning clearly ST29: Use correctly could, should, be able to and the passive voice in the context of human rights ST30: Recognize, pronounce and spell correctly words learnt in the context of human rightsUnit 5: FriendshipKUC: To use language learnt in the context of friendshipAC: Can describe friends, use reported speech in speech and writing, express politeness, offers and requests orally, write about relationships between the sexes and about safe sex.ST251: Discuss in group about what is good or bad friendship between people of same or different sex. ST262: Listen carefully to a person talking about planned events and report their conversation in speech or in writing. ST 27t3: Write a dialogue between friends focussing on politeness, offers and requests. St4: Read some reported speeches and analyse in groups how the grammar of reporting works. ST295: Use the reported speech techniques in the context of friendship (direct and indirect speech).ST306: Recognise, pronounce and spell well words learnt in the context of friendships.Unit 5: Discoveries and inventionsKUC: To use language learnt in the context of discoveries and inventions.AC: Can describe famous discoveries and inventions, showing impact, speculate about what would have happened in the absence of discoveries and inventions, speculate about future discoveries and inventions, plan, write and evaluate texts about a discovery or invention and the impact it has had, showing signals of textual organisation, e.g. paragraphs, numbering, headings, bullets.ST1: Speaking: Discuss in group a selected famous discovery using various sources of information and present the findings.ST2: Listening: Listen to a presentation about a renownrenowned discovery and make comments and complements.ST3: Write sentences about what would have happened without specific discoveries and inventions and give more clarifications where needed. ST4: Read texts about important discoveries and inventions and make notes, share own views with other people. ST5: Use appropriately the future perfect tense and third conditional clauses: lead to, have impact on...in the context of discoveries and inventions ST6: Recognise, pronounce and spell well words learnt in the context of famous discoveries and inventionsUnit 5: Space travelKUC: To use language in the context of space travelAC: Can describe the history of space travel, the solar system and the international space station, predict the future of space travel, plan, write and evaluate an essay about the possibilities and future of space travelST1 (Reading): read texts about space travel and make a timeline of space travel milestones. ST2 Discuss keyDiscuss key events in space travel and the timeline of space travel milestones. ST2 Listen to a text/a presentation about space travel and the timeline of space travel milestones. ST4 Write about space travel station, about the possibilities and future of space travel.ST5:( Grammar): Use correctly modal verbs: could, might, will have to, past simple tense, present perfect continuous tense with since in the context of space travel. ST6: Use dictionaries thesauruses to extend and develop vocabulary spelling and pronunciation.ST7 (Reading): Identify, summarise and explain the main points and ideas in a range of complex texts, evaluating the usefulness and relevance of information ST9 (Grammar): Building on prior knowledge, explore, analyse and use new vocabulary and expressions appropriately, taking risks to reach the best possible outcomeUnit 6: Healthy LivingKUC: To be able to communicate in the context of healthy livingAC: Can describe diseases prevalent in Rwanda, describe disease symptoms, and give advice on healthy diet and disease prevention in writingST31: In groups, name and ddescribe the symptoms of common diseases ST32: Listen to a dialogue of a doctor giving advice on disease prevention to a patientST33. Write texts describing how you keep healthy about vaccinations you should getST33: Read a brochure text about disease prevention ST34: Use correctly the first conditional and modal verbs in the context of healthy living ST35: Recognize, pronounce and spell correctly words learnt in the context of healthy livingUnit 6: The EnvironmentKUC: To use language learnt in the context of the environment.AC: Can identify and classify resources and describe their uses, describe the exploitation of resources, the causes of pollution and environmental protection, write about dangers to the environment and measures to protect it.ST31: discuss, with clear examples, types of resources.ST32: Listen attentively and react to texts about pollution, exploitation and protection of resources.ST33: Read the texts about the exploitation of resources, the causes of pollution and environmental protection.ST34: Write extensively about dangers to the environment and measures to protect it.ST35: Use correctly past tense, first conditional, determiners of quantity and modal verbs.ST36: Recognize, pronounce and spell correctly words learnt in the context of environment.Unit 6: Religion, culture and artsKUC: To use language learnt in the context of religion, culture and the arts.AC: Can describe name key religions in Rwanda, and key beliefs, describe traditional arts and crafts in Rwanda and locate them on a map, and write about a craft processST31: Contribute to a discussion or debate on religion, culture and arts, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST32: Listen to and analyse messages and meanings from different spoken texts recounting religions, traditional arts, a craft process or a legend.ST33: Read a range of fiction and non-fiction texts on religions, traditional arts, a craft process or a legend, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST34: Write about craft process, plants to treat diseases, religions in Rwanda and beliefs using a range of language and appropriate figures of speech to convey meaning clearly ST35: Use correctly the passive voice and connectors of time in the context of religion,culture and arts ST36: Recognize, pronounce and spell correctly words learnt in the context of religion, culture and arts.Unit 6: Study skills and writingKUC: To use language in the context of study skills and writingAC: Can work in groups and organize the work of the group, read an extract from a simplified work of literature, plan a short text using notes, write a short text and evaluate it from the viewpoint of grammar, punctuation, and spelling, write a short text demonstrating the use of a common school language function.ST31: Share Discuss in groups about effective study skills and writing skills and give their preferences and say why. ST32: Listen to people talking a text about study skills and writing and make relevant notes about them. ST 3t3: Write a short summary about a work of literature and give it to others to evaluate. about study skills and writing and give them to others to evaluate them. ST 3t4: Read texts and select the main points and seek others appreciation and advice.ST 35: Use connectors, contrast explanation and listing to make meaning in the context study skills and writing . ST 36: Recognise, pronounce and spell well words learnt in the context of study skills and writing.Unit 6: Natural and industrial processesKUC: To use language learnt in the context of natural and industrial processesAC: Can describe a natural, biological, environmental, industrial or mining process, plan, write and evaluate texts describing a process, paying attention to paragraphs, headings and numbering.ST1: Speaking: Discuss in group about water rainfall. St2: Listening: listen to a documentary on pollution and answer related questions. ST3: Reading: read texts about industrial processing and make a diagram showing its benefits and bad effects. ST4: Writing: write a paragraph describing a process and give your own views about it. ST5: Use appropriately connectors of cause and effect, consequences, passive voice, first and second conditionals with could natural and industrial process . ST6: Recognise, pronounce and spell well words learnt about natural and industrial processes.Unit 6: MoneyKUC: To use language in the context of money.AC: Can define types of income, describe budgeting and debt, Read and summarise texts on money, speculate about what to do with a sum of moneyST1 (Reading): read texts about income.ST2 (Speaking): Discuss in group about income and tax within a family.. ST3 (Listening): Listen to a text/someone talking about budgeting and show understanding by asking questions and by contributing own views. ST4 (Writing): Write about a real or imaginary person who is in debt and write what they would do if they had a certain amount of money. ST5:( Grammar): Use correctly second and third conditional , modal verbs: could, should have in the context money.ST6: Use dictionaries thesauruses to extend and develop vocabulary spelling and pronunciation.ST5 (Listening): Draw inferences from what is said, drawing on tone, emphasis, expression and body language , justifying opinions and interpretations and supporting them with evidence ST8 (Writing): Draw together different ideas to write extended texts on a range of topics, organising their ideas, views and arguments coherently and adapting language and style to suit the purposeUnit 7: History of RwandaKUC: To use language learnt in the context of Rwandan historyAC: Can describe people’s social roles and activities in Rwandan history, recount events in Rwandan history and write a short text about Rwandan historyST36: In groups, Ddiscuss the social history of Rwanda ST37: Listen criticallyattentively to the texts about Rwandan social or colonial history and traditional folktales.ST. Write texts about post colonial history of Rwanda ST38: Write texts about Rwandan historyST39: Read short texts about social and colonial history of Rwanda ST40: Use correctly past simple tense, adverbs of time, time clauses with the past simple tense and the past continuous tense.ST41: Recognize, pronounce and spell correctly words learnt in the context of history of RwandaUnit 7: Community services.KUC: To use language learnt in the context of community services.AC: Can describe how many people use different forms of transport and the frequency, describe road problems and their solutions, compare forms of transport, carry out a survey of local road use and talk and write about it, talk about and write a plan of local facilities.ST37: highlight how many people use local transport. ST38: Listen attentively to a text comparing forms of transport. ST39: Read passionately about local road use, forms of transport and talk about them.ST40: In writing, describe exhaustively road problems and their solutions.ST41: Use correctly conditional tenses, adverbs of frequency, comparatives and superlatives, and determiners of quantity.ST42: Recognize, pronounce and spell correctly words learnt in the context of community services.Unit 7: Tourism and the environment in Rwanda.KUC: To be able to communicate in the context of tourism and the environment in Rwanda.AC: Can locate tourist destinations and describe what they offer, and can write an account of a visit to a national parkST37: Contribute to a discussion or debate on tourism and environment in Rwanda, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST38: Listen to and analyse messages and meanings from different spoken texts recounting a tourist destination, a tourist describing a visit, saying why they came in Rwanda.ST39: Read a range of fiction and non-fiction texts on tourist destination, a tourist describing a visit, saying why they came in Rwanda, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST40: Write about an account of a past visit to a national park, favourite tourist destinations using a range of language and appropriate figures of speech to convey meaning clearly ST41: Use correctly past simple and past perfect tenses in the context of tourism and the environment in Rwanda ST42: Recognize, pronounce and spell correctly words learnt in the context of tourism and environment in Rwanda.Unit 7: Leadership and famous peopleKUC: To use language learnt in the context of leadership and famous peopleAC: Can describe a famous Rwandan leader describe leadership styles and exemplify them, write texts containing examples, describe the life story of a famous person in Rwanda, plan, write and evaluate texts, write the life story of a famous person.ST371: Discuss in groups, about leadership qualities and give examples of leaders and what they did which exemplify their qualities. ST382: Listen to dialogues texts which highlight the qualities of good leaders and which talks about famous people. STt39: Write their opinion about leadership qualities and give examples of what they did and which exemplify what they did. ( we feel this standard is similar in content with ST 37) STt40: Read texts about famous Rwandan leaders. and say why.ST415: Use past simple tense, when clauses... in the context of leadership and famous people.ST426: Recognise, pronounce and spell well words learnt in the context of leadership and famous people.Unit 7: Globalisation and global citizenshipKUC: To use language learnt in the context of globalisation and global citizenshipAC: Can describe class family connections with and visits to a foreign country, describe Rwanda’s international trade and sources of income, plan, write and evaluate texts about a multinational company, with headings, paragraphs and numbering.ST1: Discuss in group about a multinational company in Rwanda and its operations. Show its benefits for the Rwandan population. ST2: Listen carefully to texts about how globalisation can help governments to address economic issues in their countries, ask and answer pertinent questions raised to this effect. St3: Plan, write correctly and evaluate texts about a multinational company show headings, paragraphs and numbering. ST4: Read in groups, texts about Rwandan international trade with a pie charts showing countries and goods involved. Give views on how this trade can be improved.ST5: Use correctly the present perfect and present perfect passive.ST6: Recognise, pronounce and spell well words learnt in the context of Globalisation and global citizenship.Unit 7: Development trends in RwandaKUC: To use language in the context of development trends in RwandaAC: Can describe economic development, goals and achievements, plan, write and evaluate a short essay on economic goals and achievements, paying attention to paragraphs and using graphs and other statistics.ST1 read a range of complex texts with diagrams about development and trends in Rwanda. ST2 Discuss in group about Rwandan economic goals and achievements. ST3 Listen to a text/ someone’s speech about development, economic goals and achievements of Rwanda. ST4 Write about development , economic goals and achievements in Rwanda and compare these with economic situation of another country. ST5: Use correctly present perfect tense with since, aim/expect to in the context of development trends in Rwanda.ST6: Use dictionaries thesauruses to extend and develop vocabulary spelling and pronunciation.ST7 (Reading): Identify, summarise and explain the main points and ideas in a range of complex texts, evaluating the usefulness and relevance of information ST10 (Grammar): Select and use appropriate language structure consistently and accurately, applying a range of sentence constructions for clarity and emphasisUnit 8: The physical environment.KUC: To use language learnt in the context of the physical environment.AC: Can describe physical features of Rwanda, describe where natural resources are exploited, interpret rainfall and temperature graphs, and describe annual temperature and rainfall.ST42: Discuss in groups physical features of Rwandan geography using a map.ST43: Listen carefully to the texts about on resources, temperature and rainfall in RwandaST44: Write accurately about physical features of Rwandan geography ST45: Read consciously texts about physical features of Rwandan geographyST46: Use correctly passive voice (present simple) with modal verbs, comparatives and superlativesST47: Recognize, pronounce and spell correctly words learnt in the context of the physical environmentUnit 8: Measurements.KUC: To use language learnt in the context of measurements.AC: Can measure height, weight, length, width, volume, area and describe calculations, and write a text comparing measurements.ST43: Confidently talk (even when you are not fluent with the language) about community services.ST44: Listen comprehensively to the texts on measurement or comparing distances in Rwanda. ST45: Read attentively texts on measurement or comparing distances in Rwanda. ST46: Write a text comparing measurementsST47: Use correctly comparatives and WH-clauses to ask about ST48: Recognize, pronounce and spell correctly words learnt in the context of measurements.Unit 8: The internet and the mediaKUC: To use language learnt in the context of the internet and the media.AC: Can describe media and communications devices used, describe what can be done with the internet and with a mobile, conduct a survey in English about the use of electronic devices and convert the data into percentages and interpret the data in speech and writing.ST43: Contribute to a discussion or debate on internet and media, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST44: Listen to and analyse messages and meanings from different spoken texts recounting the internet or used electronic devicesST45: Read a range of fiction and non-fiction texts on internet and what it provides and uses of different electronic devices, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST46: Write about an account of what to use with internet or mobile phone and their advantages, using a range of language and appropriate figures of speech to convey meaning clearly ST47: recognise how the second conditional is used in writing ST48: Recognize, pronounce and spell correctly words learnt in the context of the internet and the media.Unit 8: BusinessKUC: To use language learnt in the context of businessAC: Can describe entrepreneurship orally, define business terms, read texts, make notes and make a summary, write hypothetically about a time or incident in the past and speculate on outcomes.ST431: Discuss the content of text about running a business, define a business and answer questions on issues pertaining to business. ST442: Listen to a text ( reading, carefully to a documentary film,…) about business and make relevant own notes. St453: Write a business plan, present it to an audience and answer questions asked to him/her.St46: Read a text about entrepreneurship and make notes and compare them with others' notes. ST475: Use if clauses, unless, need to, be able to have to and must to make meaningmeaning in the context of business..ST486: Recognise, pronounce and spell well words learnt in the context of business.Unit 8: Living in a foreign countryKUC: To use language in the context of living in a foreign countryAC: Can describe recent activities, current activities, possibilities, plans and future activities, compare cultures and describe emotions, write a letter describing the experience of living in a new country.ST1: Discuss about living in a given foreign country and tell what might be your feeling and experiences in that country. ST2: Listen carefully to story by someone telling his/her feelings while he/she liveliviing d in a foreign country. St3: Write a text comparing Rwandan customs and customs of another country.St4: Read texts about different countries' customs and make comments. ST5: Use correctly future continuous, present continuous tense going to, might, may, could, present perfect continuous in the context in a foreign country . ST6: Recognise, pronounce and spell well words learnt in the context of living in a foreign country.Unit 8: Writing and examinationsKUC: To use language in the context of writing and examinations.AC: Can find information in textbooks using table of contents, index, find information in texts using skimming and scanning, Read an extract from a work of literature, understand examination questions and write examination answers, plan an essay using notes, write an essay and evaluate it from the viewpoint of grammar, punctuation, structure, spelling, etc , write a short text demonstrating the use of a common school language function.ST1 : read an extract from a work of literature and show understanding by doing analysis of important topics in the book. ST2: Discuss how to plan an essay and to evaluate it.. ST3 : Listen to a text showing the key features of a common school language functions show understanding by asking and responding to questions.ST4: Write simple examination questions and answers to them, compare them to yourto your classmates' questions answers. ST5: Use correctly the features of key language functions in the context of writing and examinations ST6: Use dictionaries thesauruses to extend and develop vocabulary spelling and pronunciation.ST6 (Reading): Collaborate with others to explore similarities and differences in form, style, theme and structures across different texts, resolving differences and agreeing ways forwardST8 (Writing): Draw together different ideas to write extended texts on a range of topics, organising their ideas, views and arguments coherently and adapting language and style to suit the purposeUnit 9: Anti-social behaviourKUC: To use language learnt in the context of anti-social behaviourAC: Describe why people engage in anti-social behaviour, and write about the effects of anti-social behaviour.ST48: In groups, dDiscuss why people engage in anti-social behaviourST49: Write about the reasons people engage in anti-social behaviours and its effectsST50: Listen attentively to texts about why people engage in anti-social behaviour and its effectsST51: Read extensively texts about why people engage in anti-social behaviour and its effectsST52: Use correctly connectors, adjectives and gerunds in the context of anti-social behaviour ST53: Recognize, pronounce and spell correctly words learnt in the context of anti-social behavioursUnit 9: HealthKUC: To use language learnt in the context of health.AC: Can name illnesses and describe their symptoms, describe how we get and prevent illnesses.ST49: Brainstorm how we get diseases. ST50: Listen carefully to a text about disease prevention and treatment. ST51: Read a on health with advice about healthy living. ST52: Write a text about disease symptoms and match them with the diseases.ST53: Use correctly modal verbs and if-sentencesST54: Recognize, pronounce and spell correctly words learnt in the context of health.Unit 9: Traditional beliefs and practicesKUC: To use language learnt in the context of traditional beliefs and practices.AC: Can describe traditional beliefs and traditional cultural practices, caandn discuss and write about a traditional marriageST49: Contribute to a discussion or debate on maintaining Traditional beliefs and practices, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language. ST50: Listen to and analyse messages and meanings from different spoken texts recounting traditional beliefs, cultural practices, traditional healers or traditional marriage.ST51: Read a range of fiction and non-fiction texts on traditional beliefs, cultural practices, traditional healers or traditional marriage ,marriage, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST52: Write about an account of traditional marriage usingmarriage using a range of language and appropriate figures of speech to convey meaning clearly ST53: Use correctly passive voice (it is said) in the context of traditional beliefs and practices ST54: Recognize, pronounce and spell correctly words learnt in the context of traditional beliefs and practices.Unit 10: Sources of wealthKUC: To use language learnt in the context of sources of wealth.AC: Can describe where agricultural products and minerals are produced in Rwanda on a map, describe a production process, and interpret a table about imports and exports.ST54: In groups, bBrainstorm sources of wealth tackled in the unitST55: Listen attentively to texts on particular sources of wealth in Rwanda and retell them to the class.ST56: Read critically texts about sources of wealth in Rwanda.ST57: Write and interpret a table showing imports and exports ST58: Use correctly passive voice, present tense and connectors of time.ST59: Recognize, pronounce and spell correctly words learnt in the context of sources of wealth.Unit 10: GenderKUC: To use language learnt in the context of gender in Rwanda.AC: Can describe traditional gender roles in Rwanda, compare traditional and modern gender roles, give opinions about the jobs men and women should do and the household roles they should carry out.ST55: discuss deeply famous Rwandan women.ST56: Listen critically to the text about a famous woman.ST57: Read extensively about a famous Rwandan womanST58: Write opinions about jobs of men, women, boys and girls should do and what household roles they should carry out. ST60: Use correctly past tenses and modal verbs, their negative forms with adverbials of time and connectors of contrast.ST61: Recognize, pronounce and spell correctly words learnt in the context of gender.Unit 10: PrehistoryKUC: To use language learnt in the context of prehistory.AC: Can describe the achievements of African civilisations, can describe the skills of members of African civilisations, and write about the events that marked an African civilisation.ST55: Contribute to a discussion or debate on prehistory, responding clearly and relevantly to questions and giving explanations, reasons, and conclusions using appropriate language ST56: Listen to and analyse messages and meanings from different spoken texts describing African civilisations or industrial, creative or construction process.ST57: Read a range of fiction and non-fiction texts on achievements of African civilisation, and summarise the overall themes, identifying main and supporting points and exploring implicit meanings ST58: Write about an account of achievements of African civilisations, using a range of language and appropriate figures of speech to convey meaning clearly ST59: Use correctly past simple tense, active and passive voice with could in the context of prehistory . ST60: Recognize, pronounce and spell correctly words learnt in the context of prehistory. ................
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