CBC Grade 6 English Schemes of Work Free Editable Word, PDF Downloads
NEW PRIMARY ENGLISH ACTIVITIES GRADE 6 SCHEMES OF WORK
School: Teacher’sName: Term 3 Year:
| Wk | Lsn | Strand/Theme | Substrand | Specificlearningoutcomes | Key inquiryQuestions | Learningexperiences | LearningResources | Assessmentmethods | Refl | |
| 1 | 1 | PROPERUSE OFLEISURETIME | Listeningandspeaking:pronunciationandvocabulary-interactivelistening | Bytheendof thelesson,thelearnershouldbeableto: a) Identifywordswiththesound/h/in anoral text. b) listen to a text and tellwordsorphraseswithsound /h/. c) Advocate importance ofpolite interruption and turntaking in oralcommunication. | Why shouldwe taketurnsin aconversation?
Howcanweinterrupts aspeakerpolitely?
What are someof themoodsor feelings wecan showduringa conversation? | Learnerisguidedto: • Pickoutthe sound/h/asinholidayfroman audiotext. • Listen to a text and saywords and phrases with thesound/h/. | Audiotexts
NPE Grd6TGpg.108-110
NPEGrd6 LearnersBk.pg.93-95 | Oraldiscussions
Peersassessment | ||
| 2 | Bytheendof thelesson,thelearnershouldbeableto: a) Identifywordswiththesound/h/in anoral text. b) Take turns during aconversation. c) Advocate importance ofpoliteinterruptionandturn taking in oralcommunication. | Why shouldwe taketurnsin aconversation? Howcanweinterrupts aspeakerpolitely? | Learnerisguidedto: • Taketurnsduring(shortinterviews, debates anddiscussions on gradeappropriate topics) | Audiotexts
NPE Grd6TGpg.108-110
NPEGrd6 LearnersBk.pg.93-95 | Oraldiscussions
Peersassessment | |||||
| What are someof themoodsor feelings wecan show | ||||||||||
| duringa conversation? | |||||||||
| 3 | Bytheendof thelesson,thelearnershouldbeableto: a) Interrupt a speakerappropriatelyduringaconversation. b) Express appropriatemoods during aconversation. c) Advocate importance ofpolite interruption and turntaking in oralcommunication. | Why shouldwe taketurnsin aconversation?
Howcanweinterrupts aspeakerpolitely?
What are someof themoodsor feelings wecan showduring aconversation? | Learnerisguidedto: • Interrupt appropriatelyduringa classdiscussion,interviewor debate. • Perform a choral verse(about six stanzas) orconversational poem in areader’s theatre, and displayvariousmoods. • Practice using expressionssuch as fixed phrase: killtime; simile: sleep like a log;metaphor:mymotherishawkeyed. sheseeseverything;proverbs:thereisno time like the present,idioms:daydream,phrasal verbs:goodat, | Audiotexts
NPE Grd6TGpg.108-110
NPEGrd6 LearnersBk.pg.93-95 | Oral discussions
Peersassessment | ||||
| 4 | Reading | Intensive reading | Bytheend ofthelesson,the learnershould beableto: a) Make connectionsbetween events in a text andreallifeexperiences. b) Answer direct andinferential questionscorrectly forcomprehension. c) Acknowledgetheroleofreading comprehension inlifelonglearning. | Howdoyou tell themeaning ofnew wordsfromatext?
Why do youthink events ina story have arelationshipwith real lifeexperiences? | Learnersisguidedto: • Previewa text(ofabout500words)forgeneralunderstanding. • Makepredictionsaboutevents. • Infer the meaning of newwordsusingpriorknowledgeand clues. • Answerquestionsinpairs. • Retelleventsinatextinsmallgroups. • Createacrosswordpuzzleusingthelearntvocabulary. | Sample of a crosswordpuzzle
NPE Grd6TGpg.111-113
NPEGrd6 LearnersBk.pg.95-99 | Written exercises,portfolio | ||
| 2 | 1 | Bytheend ofthelesson,the learnershould beableto: a) Predicteventsina textaccurately. b) Use contextual clues toinfer themeaningof | Howdoyou tell themeaning ofnew wordsfromatext? | Learnersisguidedto: • Preview a text (of about500words)forgeneralunderstanding. • Makepredictionsaboutevents. | Sample of a crosswordpuzzle
NPE Grd6TGpg.111-113 | Written exercises,portfolio |
| unfamiliar words andexpressions such asproverbs, similes amongothers. c) Summarizeinformationin a text by restating it inownwords. d) Acknowledge the role ofreading comprehension inlifelonglearning. | Why do youthink events ina story have arelationshipwith real lifeexperiences? | • Infer the meaning of newwordsusingpriorknowledgeand clues. • Answerquestionsinpairs. • Retelleventsinatextinsmallgroups. • Createacrosswordpuzzleusingthelearntvocabulary. | NPEGrd6 LearnersBk.pg.95-99 | ||||||
| 2 | Grammar inuse | Conjunctions | Bytheendof thelesson,thelearnershouldbeableto: a) Identify conjunctions in atext. b) Use conjunctions invariedcontextscorrectly. c) Judgetheappropriatenessof conjunctions used insentences. | Why shouldwe writesentencescorrectly?
Howdowejoin two ormoresentences? | Learnerisguidedto: • Identify the conjunctionssince, so, nor, far, yet, for,unless,although,though,inatextin pairs. • Construct sentences usingconjunctionsinsmallgroups. • Fillinblanksinsentencesusing conjunctionsindividuallyor inpairs. • Collaborate with peers toconstruct sentences usingconjunctions. • Create a crossword puzzleusing conjunctions and shareitwithothersthrough posters, charts or socialmedia | Readers,newspapers,magazines
NPE Grd6TGpg.114-116
NPEGrd6 LearnersBk.pg.99-100 | Gapfilling, classcompetition,sentenceconstruction, learnerportfolio | ||
| 3 | Bytheend ofthelesson,the learnershould beableto: a) Identifyconjunctionsinatext. b) Use conjunctions invariedcontextscorrectly. c) Judgetheappropriatenessof conjunctions used insentences. | Whyshould we writesentencescorrectly?
Howdowejoin two ormoresentences? | Learnerisguidedto: • Identify the conjunctionssince, so, nor, far, yet, for,unless,although,though,inatextin pairs. • Construct sentences usingconjunctionsinsmallgroups. • Fillinblanksinsentencesusing conjunctionsindividuallyor inpairs. | Readers, newspapers,magazines
NPE Grd6TGpg.114-116
NPEGrd6 LearnersBk.pg.99-100 | Gapfilling, classcompetition,sentenceconstruction, learnerportfolio |
| • Collaboratewithpeerstoconstruct sentences usingconjunctions. • Create a crossword puzzleusing conjunctions and shareit with others throughposters,chartsorsocial media | |||||||||
| 4 | Bytheend ofthelesson,the learnershould beableto: a) Identifyconjunctionsinatext. b) Use conjunctions invariedcontextscorrectly. c) Judgetheappropriatenessof conjunctions used insentences. | Whyshould we writesentencescorrectly?
Howdowejoin two ormoresentences? | Learner isguidedto: • Identify the conjunctionssince, so, nor, far, yet, for,unless,although,though,inatextin pairs. • Construct sentences usingconjunctionsinsmallgroups. • Fillinblanksinsentencesusing conjunctionsindividuallyor inpairs. • Collaboratewithpeerstoconstruct sentences usingconjunctions. • Create a crossword puzzleusing conjunctions and shareit with others throughposters,chartsorsocial media | Readers, newspapers,magazines
NPE Grd6TGpg.114-116
NPEGrd6 LearnersBk.pg.99-100 | Gapfilling, classcompetition,sentenceconstruction, learnerportfolio | ||||
| 3 | 1 | Writing | Creative writing | Bytheendof thelesson,thelearnershouldbeableto: a)Useappropriateadjectives to describe aperson,objectoraplace. c)Planadescriptivecomposition in preparationforwriting. c) Judge a descriptivecomposition for correctnessof language, relevance tothe topic, creativity andorganizationof ideas. | Why shouldwe plan ourcompositions?
How do wedescribeobjects, peopleorevents?
Which wordsdowe usetodescribe people, objectsorevents? | Learnerisguidedto: • Identifykeypointsaboutanevent such as a weddingceremony,footballmatchand dance,amongothers. • Suggest people, events,places or objects that can bedescribedin pairs. | Sample ofdescriptivecomposition
NPE Grd6TGpg.116-119
NPEGrd6 LearnersBk.pg.101-102 | Compositi on writing,peerassessment , learnerportfolio |
| 2 | Bytheendof thelesson,thelearnershouldbeableto: b) Discuss and Plan adescriptive composition inpreparationforwriting. c) Create a descriptivecompositionona varietyoftopics. d) Judge a descriptivecomposition for correctnessof language, relevance tothe topic, creativity andorganizationof ideas. | Why shouldwe plan ourcompositions?
How do wedescribeobjects, peopleorevents?
Which wordsdowe usetodescribepeople, objectsorevents? | Learnerisguidedto: • Plan a descriptivecomposition of about (120-160words)insmallgroups. • Select and use appropriateexpressions such as proverbsandidiomsinacomposition. • Write the introductoryparagraphofthedescriptiveessayin smallgroups. • Completethedescriptivecompositionindividually. • Proofreadthecompositionwithpeers. • Display the correctedcomposition in the classroomorshare itovertheinternet, emailorsocialmedia. | Sample ofdescriptivecomposition
NPE Grd6TGpg.116-119
NPEGrd6 LearnersBk.pg.101-102 | Compositi on writing,peerassessment , learnerportfolio | ||||
| 3 | SPORTS: INDORRGAMES | Listeningand speaking:pronunciationandvocabulary(audiofiles) | Bytheend ofthelesson,the learnershould beableto: a) Selectsounds,wordsandphrases from a text forlisteningfluency. b) Listentoaudiostoriesandpickspecificsounds c) Appreciate theimportance of effectivelisteningincommunication. | Whyshould we look atpeople’s facesastheyspeak?
How are audiostoriesdifferent fromastorybook? | Learnerisguidedto: • Listentoaudiostoriesandpick put specific sounds,words, phrases or sentencesinpairs. • Saywordswith the sounds /ʊ/and/uː/correctly. | Digitaldevices, posters,charts
NPE Grd6TGpg.120-123
NPEGrd6 LearnersBk.pg.103-104 | Sentence construction,peerassessment ,recitation | ||
| 4 | Bytheendof thelesson,thelearnershouldbeableto: a) Use words andexpressions such asproverbs,phrasalverbs,proverbs among othersrelated to the theme insentences. b) Interpret non-verbal cuescorrectly duringconversations. | Why shouldwe look atpeople’s facesastheyspeak?
How are audiostoriesdifferent fromastorybook? | Learnerisguidedto: • Listentochoralpoemswiththe sounds/ʊ/and /uː/insmallgroupsandpickout words with the selectedsounds. • Saytonguetwisterswiththe target sounds. | Digitaldevices,posters,charts
NPE Grd6TGpg.120-123
NPEGrd6 LearnersBk.pg.103-104 | Sentence construction,peerassessment ,recitation |
| c)Appreciatethe importance of effectivelisteningincommunication. | |||||||||
| 4 | 1 | Bytheend ofthelesson,the learnershould beableto: a) Interpret non-verbal cuescorrectly duringconversations. b) Listenforspecificdetailsand main idea from audiorecordings, internet, andradio or televisionprogrammers. c) Appreciate theimportance of effectivelisteningincommunication. | Whyshould we look atpeople’s facesastheyspeak?
How are audiostoriesdifferent fromastorybook? | Learnerisguidedto: • Practiceusingexpressionssuchasfixedphrases:outof breath; similes: as brightas day; metaphor: Lodungais a deer. He runs very fast. ;Idioms: get a head start;proverbs:lookbeforeyouleap and phrasal verbs suchaspassround. | Digitaldevices, posters,charts
NPE Grd6TGpg.120-123
NPEGrd6 LearnersBk.pg.103-104 | Sentence construction,peerassessment ,recitation | |||
| 2 | Reading | Intensive reading –digitalstories | Bytheend ofthelesson,the learnershould beableto: a) Identify words, phrasesand proverbs from a digitaltext. b) Create mental imagesfrom viewed, heard or readtext. c) Acknowledge the role ofreading comprehension inlifelonglearning. | Howdoyou makepredictionsaboutastoryyou are aboutto read?
How are digitalstoriesdifferent fromstorybooks? | Learnerisguidedto: • Participateinareader’stheatre and read solo orchoral poems in smallgroups. • Make predictions about atextbyobservingthecoverortitle. • Make connections betweenthe pictures in a text and reallife situations. | Digitaldevices, pictures,photographs
NPE Grd6TGpg.124-127
NPEGrd6 LearnersBk.pg.105-106 | Learner summaryofcontent,answeringoralandwrittenquestions | ||
| 3 | Bytheend ofthelesson,the learnershould beableto: a) Use contextual clues toinferthemeaningofwordsandexpressions. b) Answer direct andinferential questionscorrectly forcomprehension. c) Acknowledgetheroleofreading comprehension inlifelonglearning. | Howdoyou makepredictionsaboutastoryyou are aboutto read?
How are digitalstoriesdifferent fromstorybooks? | Learnerisguidedto: • Summarize important ideasand restate them in ownwords. • Retelleventsinapoemchronologically. • Use contextual clues toinfer the meaning ofexpressions such as fixedphrases, similes, metaphors,idioms:proverbsand phrasal verbs. | Digitaldevices, pictures,photographs
NPE Grd6TGpg.124-127
NPEGrd6 LearnersBk.pg.105-106 | Learner summaryofcontent,answeringoralandwrittenquestions |
| • Summarizeeventsinatext throughretelling. | |||||||||
| 4 | Grammar inuse | Interrogatives | Bytheend ofthelesson,the learnershould beableto: a) Identifyinterrogativesinprintor digitaltexts. b) Useinterrogativescorrectly to expressdifferentmeanings. c) Assess theappropriateness ofconjunctions used in printanddigital texts. | Howdowe formquestions?
Whydoweaskquestions? | Learnersare guidedto: • Discuss in pairs or groupswhich among the followingwords are not interrogatives:whip, how, what, when,whom, why which, whisper,where and whole | Photographs, charts,videoclips
NPE Grd6TGpg.128-130
NPEGrd6 LearnersBk.pg.106-107 | Writing sentencefromsubstitutiontableandlanguagegame | ||
| 5 | 1 | Bytheend ofthelesson,the learnershould beableto: a) Identifyinterrogativesinprintor digitaltexts. b) Useinterrogativescorrectly to expressdifferentmeanings. c) Assess theappropriateness ofconjunctions used in printanddigital texts. | Howdowe formquestions?
Whydoweaskquestions? | Learnersareguidedto: • Practice using when clauseswith present tenseto showthe future: ‘When are yougoingto school’ in pairs. • Collaboratewithpeerstouse interrogatives insentencescorrectly. | Photographs, charts,videoclips
NPE Grd6TGpg.128-130
NPEGrd6 LearnersBk.pg.106-107 | Writing sentencefromsubstitutiontableandlanguagegame | |||
| 2 | Bytheend ofthelesson,the learnershould beableto: a) Identifyinterrogativesinprintor digitaltexts. b) Useinterrogativescorrectly to expressdifferentmeanings. c) Assess theappropriateness ofconjunctions used in printanddigitaltexts. | Howdowe formquestions?
Whydoweaskquestions? | Learnersare guidedto: • Createlistsofinterrogativesentences using wordsrelatedto the theme. • Type the list using acomputer, laptop or tablet ingroupsanddisplayhisorherworkto peers. | Photographs, charts,videoclips
NPE Grd6TGpg.128-130
NPEGrd6 LearnersBk.pg.106-107 | Writing sentencefromsubstitutiontableandlanguagegame | ||||
| 3 | Writing | Spelling (synonymsandantonyms) | Bytheend ofthelesson,the learnershould beableto: a)Identifysynonymsandantonyms correctly forwritingfluency. | Howdowe tell the meaning ofunfamiliarwords? | Learnerisguidedto: • Listen/watch a videorecordingand identifywordswith synonyms andantonyms. | Newspapers, magazines, webresources,videoclips, digitaldevices | Peer assessment , sentenceconstruction,portfolio |
| b) Use synonyms, andantonyms correctly insentences. c) Advocatetheuseofarichvocabularyin writing. | Which aresome of thewords with thesame oroppositemeaning? | • Formsentencesinpairsorsmall groups usingsynonymsandantonyms. • Identify synonyms andantonyms from newspapers,magazines or the internet inpairs and create a crosswordpuzzle. • Displaytheirworkonposters. | NPE Grd6TGpg.131-133
NPEGrd6 LearnersBk.pg.108-110 | ||||||
| 4 | Bytheendof thelesson,thelearnershouldbeableto: a) Identifysynonymsandantonyms correctly forwritingfluency. b) Use synonyms, andantonyms correctly insentences. c) Advocatetheuseofarichvocabularyin writing. | How do we tellthe meaning ofunfamiliarwords?
Which aresome of thewords with thesame oroppositemeaning? | Learnerisguidedto: • Listen/watch a videorecordingand identifywordswith synonyms andantonyms. • Formsentencesinpairsorsmall groups usingsynonymsandantonyms. • Identify synonyms andantonyms from newspapers,magazines or the internet inpairs and create a crosswordpuzzle. • Displaytheirworkonposters. | Newspapers,magazines, webresources,videoclips, digitaldevices
NPE Grd6TGpg.131-133
NPEGrd6 LearnersBk.pg.108-110 | Peer assessment , sentenceconstruction,portfolio | ||||
| 6 | 1 | ENVIRON MENTALCONSERVATION | Listeningand speaking:Pronunciationandvocabulary | Bytheend ofthelesson,the learnershould beableto: a) Listen for specific detailssuch as sounds words,expressions such asproverbs, similes,metaphors, fixed phrasesandidiomsforeffectiveoralcommunication. b) explain how our hands,facesandeyes communicate c) Judgetheappropriatenessof non-verbal cues in aconversation or videorecordings. | Whyshould we speak at theright speed,accurately andwithexpression?
How do ourfaces, handsandeyeshelpuscommunicatebetter? | Learnerisguidedto: • Saywordsand phraseswiththe sounds/ʒ/ /ʤ/correctly. • Recite poems with wordsthathavethe sounds/ʒ//ʤ/. • Listen for specific detailssuch as fixed phrases – aslong as, similes – as wide asthe sky; metaphor – He is atortoise. He walks slowly!;idioms – a drop in the ocean,proverbs – Prevention isbetter than cure; phrasalverbs – clean up,cut down | Digitaldevices, video clips,photographs,charts,posters
NPE Grd6TGpg.134-136
NPEGrd6 LearnersBk.pg.111-113 | Peer assessment , givingspeeches,mockinterview |
| 2 | Bytheendof thelesson,thelearnershouldbeableto: a) Make oral presentationssuchasspeechesaccurately,with minimal hesitationsandwith expressions. b) identify various non-verbal cues in an oralpresentation c) Judgetheappropriatenessof non-verbal cues in aconversation or videorecordings. | Whyshouldwe speak at theright speed,accurately andwithexpression?
How do ourfaces, handsandeyeshelpuscommunicatebetter? | Learnerisguidedto: • Saywordsand phraseswiththe sounds/ʒ/ /ʤ/correctly. • Recite poems with wordsthathavethe sounds/ʒ//ʤ/. • Listen for specific detailssuch as fixed phrases – aslong as, similes – as wide asthe sky; metaphor – He is atortoise. He walks slowly!;idioms – a drop in the ocean,proverbs – Prevention isbetter than cure; phrasalverbs – clean up,cut down | Digitaldevices,video clips,photographs,charts,posters
NPE Grd6TGpg.134-136
NPEGrd6 LearnersBk.pg.111-113 | Peer assessment , givingspeeches,mockinterview | ||||
| 3 | Bytheend ofthelesson,the learnershould beableto: a) Use non-verbal cuesappropriately to enhancefluency. b) identify various non-verbal cues in an oralpresentation c) Judgetheappropriatenessof non-verbal cues in aconversation or videorecordings. | Whyshould we speak at theright speed,accurately andwithexpression?
How do ourfaces, handsandeyeshelpuscommunicatebetter? | Learnerisguidedto: • Speak on topics based oncontentfromotherareas. • Participate in mockinterviewsinsmallgroups. • View videos on recitationsof poems or narration ofnarratives. • Recite choral and soloversesrelatedtothetheme. • Participate in a reader’stheatre in which he or shereadspoemsandnarratives ingroups. | Digitaldevices, video clips,photographs,charts,posters
NPE Grd6TGpg.134-136
NPEGrd6 LearnersBk.pg.111-113 | Peer assessment , givingspeeches,mockinterview | ||||
| 4 | Reading | Intensive reading | Bytheendof thelesson,thelearnershouldbeableto: a) Identify words, phrases,andproverbsusedinasongor poem. b) Uses stress and rhythmcorrectlywhile readinglines | Why do somepeople enjoysongs morethanreadingabook?
How are digitalstories | Learnerisguidedto: • Participateinareader’stheatre and read solo orchoral poems in smallgroups. • Singalongasavideo ofpoetryrecitation orsong | Digital resources,video clips,posters, charts,photographs
NPE Grd6TGpg.137-139 | Recitation s
Answeringquestions |
| and words in a poem orsong. c) Advocate the importanceofcorrectstressandrhythmincommunication. | different fromprintedstorybooks? | playswiththelyricsprovided. | NPEGrd6 LearnersBk.pg.114-116 | ||||||
| 7 | 1 | Bytheendof thelesson,thelearnershouldbeableto: a) Identify andCreatementalimagesfromviewed,heard, or read poem events,characters, or places in atext. b) Use contextual clues toinfer the meaning of wordsandexpressionsinasongorpoem. c) Advocate the importanceofcorrectstressandrhythmincommunication. | Why do somepeople enjoysongs morethanreadingabook?
How are digitalstoriesdifferent fromprintedstorybooks? | Learnerisguidedto: • Make predictions aboutevents in a poem byobservingthe coverortitle. • Answerquestionsfromacomprehensionpassage. • Viewpicturesoreventsinapoem or song and comparethem to real-life situations inpairs. • Infer the meaning of newwordsandexpressionssuchas fixed phrases, proverbs,idioms,phrasalverbsand similes from the way theyhavebeen used inatext. | Digital resources,video clips,posters, charts,photographs
NPE Grd6TGpg.137-139
NPEGrd6 LearnersBk.pg.114-116 | Recitation s
Answeringquestions | |||
| 2 | Bytheendof thelesson,thelearnershouldbeableto: a) Use contextual clues toinfer the meaning of wordsandexpressionsinasongorpoem. b) Answer direct andinferential questionscorrectlyfromasongorpoem. c) Advocate the importanceofcorrectstressandrhythmincommunication. | Why do somepeople enjoysongs morethanreadingabook?
How are digitalstoriesdifferent fromprintedstorybooks? | Learnerisguidedto: • Make predictions aboutevents in a poem byobservingthe coverortitle. • Answerquestionsfromacomprehensionpassage. • View pictures or events in apoem or song and comparethem to real-life situations inpairs. • Infer the meaning of newwordsandexpressionssuchas fixed phrases, proverbs,idioms, phrasal verbs andsimilesfromthewaythey have been used inatext. | Digital resources,video clips,posters, charts,photographs
NPE Grd6TGpg.137-139
NPEGrd6 LearnersBk.pg.114-116 | Recitation s
Answeringquestions | ||||
| 3 | Grammar inuse | Questiontags | Bytheend ofthelesson,the learnershould beableto: | Whatisa questiontag? | Learnerisguidedto: | Posters Webresources | Peer assessment ,filling |
| a) Identify tag questionsfrom a print or digital textfor information. b) Formtagquestionsfromverbs to be, verbs to have,verbsto do,and modals. c) Use tag questionscorrectly in oral and writtentexts. d) Appreciate theimportanceofwell-formed sentences incommunication. | How do weformaquestiontag? | • Identify the verbs to be,verbstohaveverbstodoandmodals. • Formtagquestionsusingverbs to be, verbs to haveverbsto doand modals. • Apply rules when formingtag questions. For example, apositive statement results in anegative tag question andvice versa. | NPE Grd6TGpg.141-143
NPEGrd6 LearnersBk.pg.117-118 | gaps, dialoguecompletion | |||||
| 4 | Bytheendof thelesson,thelearnershouldbeableto: a) Identify tag questionsfrom a print or digital textfor information. b) Formtagquestionsfromverbs to be, verbs to have,verbsto do,and modals. c) Use tag questionscorrectly in oral and writtentexts. d) Appreciate theimportanceofwell-formed sentences incommunication. | What is aquestiontag?
How do weformaquestiontag? | Learnerisguidedto: • Search for examples ofquestiontagsonthe Web. • Practiceusingtagquestionsin dialogues andconversations. • Make posters featuring tagquestions in small groupsanddisplaythem in class. | Posters Webresources
NPE Grd6TGpg.141-143
NPEGrd6 LearnersBk.pg.117-118 | Peer assessment ,fillinggaps,dialoguecompletion | ||||
| 8 | 1 | Writing | Functional writing(personaljournal) | Bytheend ofthelesson,the learnershould beableto: a) Identify all thecomponents of a personaljournal. b) readasampleofapersonaljournal. c) Judge the correctnesssentences, relevance to thetopic and the format of apersonaljournal. | Howdowe recordimportantoccasions ordates in ourlives?
Why do wekeep journalsanddiaries? | Learnerisguidedto: • Identify all the componentsof a personal journal in smallgroups. • Read a sample personaljournalinsmallgroups. • Createapersonaljournalforsevendaysinpairs. • Peer-edit the personaljournals – different pairsexchangetheirjournalsfor editing. | Samplepersonal journals
NPE Grd6TGpg.143-145
NPEGrd6 LearnersBk.pg.119-120 | Peer assessment ,portfolio,standardwritingassessment |
| • Revisepersonaljournals. • Display the personaljournals in class, on theschoolnoticeboard,internet amongothers. | |||||||||
| 2 | Bytheend ofthelesson,the learnershould beableto: a) Identify all thecomponents of a personaljournal. b) Use the correct format tocreatea personaljournal. c) Judge the correctnesssentences, relevance to thetopic and the format of apersonaljournal. | Howdowe recordimportantoccasions ordates in ourlives?
Why do wekeep journalsanddiaries? | Learnerisguidedto: • Identify all the componentsof a personal journal in smallgroups. • Read a sample personaljournalinsmallgroups. • Createapersonaljournalforsevendaysinpairs. • Peer-edit the personaljournals – different pairsexchange their journals forediting. • Revisepersonaljournals. • Display the personaljournals in class, on theschoolnoticeboard,internet amongothers. | Samplepersonal journals
NPE Grd6TGpg.143-145
NPEGrd6 LearnersBk.pg.119-120 | Peer assessment ,portfolio,standardwritingassessment | ||||
| 3 | MONEY- TRADE | Listeningand speaking:pronunciationandVocabulary –(intensiveListening) | Bytheend ofthelesson,the learnershould beableto: a) Identifyspecificsounds,words, phrases, andsentencesfromatext. b) Listentoashorttextandrewriteitaccurately. c) Advocate the need forattentivelisteningduringoralcomprehension. | Whyshould we listencarefully?
Whatmessagesdoweobtainfrom similesandproverbs?
Whichproverbs andsimilesareyoufamiliarwith? | Learnerisguidedto: • Dictate a story featuringproverbs and similes, pickthem out and list them inpairs. • Rewrite a short text in hisorherownwordsaccurately. | Digitaldevices
NPE Grd6TGpg.147-149
NPEGrd6 LearnersBk.pg.121-122 | Retellinga storySentenceconstruction | ||
| 4 | Bytheendof thelesson,thelearnershouldbeableto: | Why shouldwe listencarefully? | Learnerisguidedto: • Read a written version ofwhattheyhavelistenedto. | Digitaldevices
NPE Grd6TGpg.147-149 | Retellinga story |
| a) Identifyspecificsounds,words, phrases, andsentencesfromatext. b) Listentoashorttextandrewriteitaccurately. c) Use similes, proverbs,fixed phrases idioms andmetaphorsinoralcontextscorrectly. d) Advocate the need forattentivelisteningduringoralcomprehension. | Whatmessagesdoweobtainfrom similesandproverbs?
Whichproverbs andsimilesareyoufamiliarwith? | • Predictthelikelyoutcomeofeventsina listeningtext. • Pickoutinformationsuchas amounts, dates, time,facts, characters, and thesequence of events from anoraltext. | NPEGrd6 LearnersBk.pg.121-122 | Sentence construction | |||||
| 9 | 1 | Bytheendofthelesson,thelearnershouldbeableto: a) Identify similes,proverbs, fixed phrasesidioms and metaphors inoral contexts b) Use similes, proverbs,fixed phrases idioms andmetaphorsinoralcontextscorrectly. c) Advocate the need forattentivelisteningduringoralcomprehension. | Why shouldwe listencarefully?
Whatmessagesdoweobtainfrom similesandproverbs?
Whichproverbs andsimilesareyoufamiliarwith? | Learnerisguidedto: • Usefixed phrasessuchasatonce,noentry,similes such as sell like hot cakes, ashappy as a hippo; metaphorssuchas- Chebet isahare. She is so clever. Proverbssuch as A stitch in timesaves nine, grow on trees,idioms such as back tosquare one, to cut cornersandphrasalverbssuchas counton,giveinandgiveback. | Digitaldevices
NPE Grd6TGpg.147-149
NPEGrd6 LearnersBk.pg.121-122 | Retellinga storySentenceconstruction | |||
| 2 | Reading | Extensive reading | Bytheendof thelesson,thelearnershouldbeableto: a) Select appropriatereading texts from print ordigitalcollections. b) Readavarietyofprintordigital texts for enjoymentandgeneralunderstanding. c) Appreciate theimportance of extensivereadinginlifelonglearning. | How do weobtaininformationfromanewspaper,book, ormagazinequickly?
Whichmaterialsdo you enjoyreading? | Learnerisguidedto: • Skim various texts to findoutthegeneralidea. • Scanatexttofindspecificdetailssuchaskeywords. • Read a variety of texts ofabout (1251 to 1500 words)newspaper,magazines,gradeappropriatedigital/printtexts,articles. | Collection ofbooks,newspapers,magazines,digitalresources
NPE Grd6TGpg.150-152
NPEGrd6 LearnersBk.pg.122 | Summary ofreadmaterialsand peerassessment |
| 3 | Bytheendof thelesson,thelearnershouldbeableto: a) Select appropriatereading texts from print ordigitalcollections. b) Readavarietyofprintordigital texts for enjoymentandgeneralunderstanding. c) Appreciate theimportance of extensivereadinginlifelonglearning. | Why do weenjoy readingsome materialsandnotothers?
Why shouldwereadwidely? | Learnerisguidedto: . • Collaboratewithpeerstoestablishaclasslibrary. • Read print and non-printmaterials (websites andblogs)independently. • Read newspapers,magazinespoems,andclassreaders. • Read digital versions ofnewspapers and magazinesfor information. | Collection ofbooks,newspapers,magazines,digitalresources
NPE Grd6TGpg.150-152
NPEGrd6 LearnersBk.pg.122 | Summary ofreadmaterialsand peerassessment | ||||
| 4 | Grammar inuse | Wordclasses: prepositions | Bytheendof thelesson,thelearnershouldbeableto: a) Identify prepositionscorrectly in oral and writtentexts. b) Use prepositionscorrectlyinvariedtexts. c) Judge the appropriatenessof prepositions used invarioustexts. | How do wedescribe wherepeopleorobjects | Learnerisguidedto: • Identify prepositions oftime such as since, before,until, about, during, pastdirections: such as above,across, below, after agentsuch as by, and withinstrument such as with andby • Collaborate with peers tocreate visuals demonstratingthe useof various prepositions. | Visuals such asposters, charts,pictures,photographs
NPE Grd6TGpg.152-154
NPEGrd6 LearnersBk.pg.123-124 | Discrimina tion,gapfillinganddrawing | ||
| Bytheendof thelesson,thelearnershouldbeableto: a) Identify prepositionscorrectly in oral and writtentexts. b) Use prepositionscorrectlyinvariedtexts. c) Judge the appropriatenessof prepositions used invarioustexts. | How do wedescribe wherepeopleorobjects | Learnerisguidedto: • Create crossword puzzlesusingprepositionsinpairsorsmallgroups. • Create visuals todemonstrate the use ofvarious prepositions insentences. • Create charts or postersshowing where objects are inpairs or small groups. ‘Forexample, ‘The pupils areinsidetheclassroom.’ | Visuals such asposters, charts,pictures,photographs
NPE Grd6TGpg.152-154
NPEGrd6 LearnersBk.pg.123-124 | Discrimina tion,gapfillinganddrawing |
| Writing | Spelling (Affixes) | Bytheendof thelesson,thelearnershouldbeableto: a) Recognize affixes used tochange the form andmeaningof words. b) Formnewwordsusingprefixesand suffixes. c) Spellwordscorrectlyforwritingfluency. d) Determine thecorrectness andappropriateness of affixesusedin varioustexts. | Why is itimportant tospell wordscorrectly?
Why is itdifficult tospell somewords?
How can webecome betteratspelling? | Learnerisguidedto: • Identify words withprefixes and suffixes and usethem to create puzzles andlistsin pairsor groups. • Formwordsusingprefixesandaffixesinsmallgroups. • Match words with theirappropriate affixes (-un,-cian,-sion, -tion). • Usemindmapstogeneratea list of words related andchange their form by addingaffixes. • Createacrosswordpuzzle usingthewordstheyhavegenerated. | Charts, posters,dictionaries andwordbuilders.
NPE Grd6TGpg.155-158
NPEGrd6 LearnersBk.pg.125-127 | Peer assessment , learnerjournalandportfolio | |||
| Bytheendof thelesson,thelearnershouldbeableto: a) Recognize affixes used tochange the form andmeaningof words. b) Formnewwordsusingprefixesand suffixes. c) Spellwordscorrectlyforwritingfluency. d) Determine thecorrectness andappropriateness of affixesusedin varioustexts. | Why is itimportant tospell wordscorrectly?
Why is itdifficult tospell somewords?
How can webecome betteratspelling? | Learnerisguidedto: • Identify words withprefixes and suffixes and usethem to create puzzles andlistsin pairsor groups. • Formwordsusingprefixesandaffixesinsmallgroups. • Match words with theirappropriate affixes (-un,-cian,-sion, -tion). • Usemindmapstogeneratea list of words related andchange their form by addingaffixes. • Createacrosswordpuzzleusing the words they havegenerated. | Charts, posters,dictionaries andwordbuilders.
NPE Grd6TGpg.155-158
NPEGrd6 LearnersBk.pg.125-127 | Peer assessment , learnerjournalandportfolio |
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