English Grade 6 CBC Free Schemes of Work

a)   Identify words with the sound /h/ in an oral text.

b)  listen to a text and tell words or phrases with sound

/h/.

c)  Advocate importance of polite interruption and turn taking in oral communication.

How can we interrupts a speaker politely?

What are some of the moods or feelings we can show during a

conversation?

•  Pick out the sound /h/ as in holiday from an audio text.

•  Listen to a text and say words and phrases with the sound /h/.

NPE Grd 6 TG pg. 108-110

NPE Grd 6

Learners Bk. pg. 93-95

Peers assessment

a)   Identify words with the sound /h/ in an oral text.

b)  Take turns during a conversation.

c)  Advocate importance of polite interruption and turn

taking in oral communication.

How can we interrupts a speaker politely?

•  Take turns during (short interviews, debates and discussions on grade appropriate topics)

NPE Grd 6 TG pg. 108-110

NPE Grd 6

Learners Bk. pg. 93-95

Peers assessment

conversation?

a)   Interrupt a speaker appropriately during a conversation.

b)  Express appropriate moods during a conversation.

c)  Advocate importance of polite interruption and turn taking in oral communication.

How can we interrupts a speaker politely?

What are some of the moods or feelings we can show during a conversation?

•  Interrupt appropriately during a class discussion, interview or debate.

•  Perform a choral verse (about six stanzas) or conversational poem in a reader’s theatre, and display various moods.

•  Practice using expressions such as fixed phrase: kill time; simile: sleep like a log; metaphor: my mother is hawk eyed. she sees everything; proverbs: there is no time like the present, idioms: day dream, phrasal

verbs: good at,

NPE Grd 6 TG pg. 108-110

NPE Grd 6

Learners Bk. pg. 93-95

discussions

Peers assessment

reading

learner should be able to:

a)   Make connections between events in a text and real life experiences.

b)  Answer direct and inferential questions correctly for comprehension.

c)  Acknowledge the role of reading comprehension in lifelong learning.

tell the meaning of new words from a text?

Why do you think events in a story have a relationship with real life experiences?

•  Preview a text (of about 500 words) for general understanding.

•  Make predictions about events.

•  Infer the meaning of new words using prior knowledge and clues.

•  Answer questions in pairs.

•  Retell events in a text in small groups.

•  Create a crossword puzzle using the learnt vocabulary.

crossword puzzle

NPE Grd 6 TG pg. 111-113

NPE Grd 6

Learners Bk. pg. 95-99

exercises, portfolio

learner should be able to:

a)   Predict events in a text accurately.

b)  Use contextual clues to infer the meaning of

tell the meaning of new words from a text?

•  Preview a text (of about 500 words) for general understanding.

•  Make predictions about events.

crossword puzzle

NPE Grd 6 TG pg. 111-113

exercises, portfolio

c)   Summarize information in a text by restating it in own words.

d)  Acknowledge the role of reading comprehension in lifelong learning.

•  Answer questions in pairs.

•  Retell events in a text in small groups.

•  Create a crossword puzzle using the learnt vocabulary.

Learners Bk. pg. 95-99

in use

a)   Identify conjunctions in a text.

b)  Use conjunctions in varied contexts correctly.

c)  Judge the appropriateness of conjunctions used in sentences.

How do we join two or more sentences?

•  Identify the conjunctions since, so, nor, far, yet, for, unless, although, though, in a text in pairs.

•  Construct sentences using conjunctions in small groups.

•  Fill in blanks in sentences using conjunctions individually or in pairs.

•  Collaborate with peers to construct sentences using conjunctions.

•  Create a crossword puzzle using conjunctions and share it with others through

posters, charts or social media

NPE Grd 6 TG pg. 114-116

NPE Grd 6

Learners Bk. pg. 99-100

class competitio n, sentence constructio n, learner portfolio

learner should be able to:

a)   Identify conjunctions in a text.

b)  Use conjunctions in varied contexts correctly.

c)  Judge the appropriateness of conjunctions used in sentences.

we write sentences correctly?

How do we join two or more sentences?

•  Identify the conjunctions since, so, nor, far, yet, for, unless, although, though, in a text in pairs.

•  Construct sentences using conjunctions in small groups.

•  Fill in blanks in sentences using conjunctions individually or in pairs.

newspapers, magazines

NPE Grd 6 TG pg. 114-116

NPE Grd 6

Learners Bk. pg. 99-100

class competitio n, sentence constructio n, learner portfolio

•  Create a crossword puzzle using conjunctions and share it with others through posters, charts or social

media

learner should be able to:

a)   Identify conjunctions in a text.

b)  Use conjunctions in varied contexts correctly.

c)  Judge the appropriateness of conjunctions used in sentences.

we write sentences correctly?

How do we join two or more sentences?

•  Identify the conjunctions since, so, nor, far, yet, for, unless, although, though, in a text in pairs.

•  Construct sentences using conjunctions in small groups.

•  Fill in blanks in sentences using conjunctions individually or in pairs.

•  Collaborate with peers to construct sentences using conjunctions.

•  Create a crossword puzzle using conjunctions and share it with others through posters, charts or social

media

newspapers, magazines

NPE Grd 6 TG pg. 114-116

NPE Grd 6

Learners Bk. pg. 99-100

class competitio n, sentence constructio n, learner portfolio

writing

a) Use appropriate adjectives to describe a person, object or a place.

c) Plan a descriptive composition in preparation for writing.

c) Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organization of ideas.

How do we describe objects, people or events?

Which words do we use to describe

people, objects or events?

•  Identify key points about an event such as a wedding ceremony, football match and dance, among others.

•  Suggest people, events, places or objects that can be described in pairs.

NPE Grd 6 TG pg. 116-119

NPE Grd 6

Learners Bk. pg. 101-102

on writing, peer assessment

, learner portfolio

b)  Discuss and Plan a descriptive composition in preparation for writing.

c)   Create a descriptive composition on a variety of topics.

d)  Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organization of ideas.

How do we describe objects, people or events?

Which words do we use to describe people, objects or events?

•  Plan a descriptive composition of about (120- 160 words) in small groups.

•  Select and use appropriate expressions such as proverbs and idioms in a composition.

•  Write the introductory paragraph of the descriptive essay in small groups.

•  Complete the descriptive composition individually.

•  Proofread the composition with peers.

•  Display the corrected composition in the classroom or share it over the internet,

email or social media.

NPE Grd 6 TG pg. 116-119

NPE Grd 6

Learners Bk. pg. 101-102

on writing, peer assessment

, learner portfolio

INDORR GAMES

speaking: pronunciation and vocabulary (audio files)

learner should be able to:

a)   Select sounds, words and phrases from a text for listening fluency.

b)   Listen to audio stories and pick specific sounds

c)  Appreciate the importance of effective listening in communication.

we look at people’s faces as they speak?

How are audio stories different from a storybook?

•  Listen to audio stories and pick put specific sounds, words, phrases or sentences in pairs.

•  Say words with the sounds

/ʊ/ and /uː/ correctly.

posters, charts

NPE Grd 6 TG pg. 120-123

NPE Grd 6

Learners Bk. pg. 103-104

constructio n, peer assessment

, recitation

a)   Use words and expressions such as proverbs, phrasal verbs, proverbs among others related to the theme in sentences.

b)  Interpret non-verbal cues correctly during conversations.

How are audio stories different from a storybook?

•  Listen to choral poems with the sounds /ʊ/ and

/uː/ in small groups and pick out words with the selected sounds.

•  Say tongue twisters with the target sounds.

NPE Grd 6 TG pg. 120-123

NPE Grd 6

Learners Bk. pg. 103-104

construction, peer assessment

, recitation

importance of effective listening in communication.

learner should be able to:

a)   Interpret non-verbal cues correctly during conversations.

b)   Listen for specific details and main idea from audio recordings, internet, and radio or television programmers.

c)  Appreciate the importance of effective listening in communication.

we look at people’s faces as they speak?

How are audio stories different from a storybook?

•  Practice using expressions such as fixed phrases: out of breath; similes: as bright as day; metaphor: Lodunga is a deer. He runs very fast. ; Idioms: get a head start; proverbs: look before you leap and phrasal verbs such as pass round.

posters, charts

NPE Grd 6 TG pg. 120-123

NPE Grd 6

Learners Bk. pg. 103-104

constructio n, peer assessment

, recitation

reading – digital stories

learner should be able to:

a)   Identify words, phrases and proverbs from a digital text.

b)  Create mental images from viewed, heard or read text.

c)  Acknowledge the role of reading comprehension in lifelong learning.

make predictions about a story you are about to read?

How are digital stories different from storybooks?

•  Participate in a reader’s theatre and read solo or choral poems in small groups.

•  Make predictions about a text by observing the cover or title.

•  Make connections between the pictures in a text and real life situations.

pictures, photographs

NPE Grd 6 TG pg. 124-127

NPE Grd 6

Learners Bk. pg. 105-106

summary of content, answering oral and written questions

learner should be able to:

a)   Use contextual clues to infer the meaning of words and expressions.

b)  Answer direct and inferential questions correctly for comprehension.

c)  Acknowledge the role of reading comprehension in lifelong learning.

make predictions about a story you are about to read?

How are digital stories different from storybooks?

•  Summarize important ideas and restate them in own words.

•  Retell events in a poem chronologically.

•  Use contextual clues to infer the meaning of expressions such as fixed phrases, similes, metaphors, idioms: proverbs and phrasal

verbs.

pictures, photographs

NPE Grd 6 TG pg. 124-127

NPE Grd 6

Learners Bk. pg. 105-106

summary of content, answering oral and written questions

through retelling.

in use

learner should be able to:

a)   Identify interrogatives in print or digital texts.

b)  Use interrogatives correctly to express different meanings.

c)   Assess the appropriateness of conjunctions used in print and digital texts.

form questions?

Why do we ask questions?

•  Discuss in pairs or groups which among the following words are not interrogatives: whip, how, what, when, whom, why which, whisper, where and whole

charts, video clips

NPE Grd 6 TG pg. 128-130

NPE Grd 6

Learners Bk. pg. 106-107

sentence from substitutio n table and language game

learner should be able to:

a)   Identify interrogatives in print or digital texts.

b)  Use interrogatives correctly to express different meanings.

c)   Assess the appropriateness of conjunctions used in print and digital texts.

form questions?

Why do we ask questions?

•  Practice using when clauses with present tense to show the future: ‘When are you going to school’ in pairs.

•  Collaborate with peers to use interrogatives in sentences correctly.

charts, video clips

NPE Grd 6 TG pg. 128-130

NPE Grd 6

Learners Bk. pg. 106-107

sentence from substitutio n table and language game

learner should be able to:

a)   Identify interrogatives in print or digital texts.

b)  Use interrogatives correctly to express different meanings.

c)   Assess the appropriateness of conjunctions used in print and digital texts.

form questions?

Why do we ask questions?

•  Create lists of interrogative sentences using words related to the theme.

•  Type the list using a computer, laptop or tablet in groups and display his or her work to peers.

charts, video clips

NPE Grd 6 TG pg. 128-130

NPE Grd 6

Learners Bk. pg. 106-107

sentence from substitutio n table and language game

(synonyms and antonyms)

learner should be able to:

a) Identify synonyms and antonyms correctly for writing fluency.

the meaning of unfamiliar words?

•  Listen/watch a video recording and identify words with synonyms and antonyms.

magazines, web resources, video clips, digital devices

assessment

, sentence constructio n, portfolio

c)  Advocate the use of a rich vocabulary in writing.

•  Identify synonyms and antonyms from newspapers, magazines or the internet in pairs and create a crossword puzzle.

•  Display their work on posters.

NPE Grd 6

Learners Bk. pg. 108-110

a)   Identify synonyms and antonyms correctly for writing fluency.

b)  Use synonyms, and antonyms correctly in sentences.

c)  Advocate the use of a rich vocabulary in writing.

Which are some of the words with the same or opposite meaning?

•  Listen/watch a video recording and identify words with synonyms and antonyms.

•  Form sentences in pairs or small groups using synonyms and antonyms.

•  Identify synonyms and antonyms from newspapers, magazines or the internet in pairs and create a crossword puzzle.

•  Display their work on posters.

NPE Grd 6 TG pg. 131-133

NPE Grd 6

Learners Bk. pg. 108-110

assessment

, sentence constructio n, portfolio

MENTAL CONSERVA TION

speaking: Pronunciation and vocabulary

learner should be able to:

a)   Listen for specific details such as sounds words, expressions such as proverbs, similes, metaphors, fixed phrases and idioms for effective oral communication.

b)  explain how our hands, faces and eyes communicate

c)  Judge the appropriateness of non-verbal cues in a conversation or video recordings.

we speak at the right speed, accurately and with expression?

How do our faces, hands and eyes help us communicate better?

•  Say words and phrases with the sounds / ʒ/ / ʤ/ correctly.

•  Recite poems with words that have the sounds /ʒ/ / ʤ/.

•  Listen for specific details such as fixed phrases – as long as, similes – as wide as the sky; metaphor – He is a tortoise. He walks slowly!; idioms – a drop in the ocean, proverbs – Prevention is better than cure; phrasal verbs

– clean up, cut down

video clips, photographs, charts, posters

NPE Grd 6 TG pg. 134-136

NPE Grd 6

Learners Bk. pg. 111-113

assessment

, giving speeches, mock interview

a)   Make oral presentations such as speeches accurately, with minimal hesitations and with expressions.

b)  identify various non- verbal cues in an oral presentation

c)  Judge the appropriateness of non-verbal cues in a conversation or video recordings.

How do our faces, hands and eyes help us communicate better?

•  Say words and phrases with the sounds / ʒ/ / ʤ/ correctly.

•  Recite poems with words that have the sounds /ʒ/ / ʤ/.

•  Listen for specific details such as fixed phrases – as long as, similes – as wide as the sky; metaphor – He is a tortoise. He walks slowly!; idioms – a drop in the ocean, proverbs – Prevention is better than cure; phrasal verbs

– clean up, cut down

NPE Grd 6 TG pg. 134-136

NPE Grd 6

Learners Bk. pg. 111-113

assessment

, giving speeches, mock interview

learner should be able to:

a)      Use non-verbal cues appropriately to enhance fluency.

b)      identify various non- verbal cues in an oral presentation

c)      Judge the appropriateness of non-verbal cues in a conversation or video recordings.

we speak at the right speed, accurately and with expression?

How do our faces, hands and eyes help us communicate better?

•  Speak on topics based on content from other areas.

•  Participate in mock interviews in small groups.

•  View videos on recitations of poems or narration of narratives.

•  Recite choral and solo verses related to the theme.

•  Participate in a reader’s theatre in which he or she reads poems and narratives

in groups.

video clips, photographs, charts, posters

NPE Grd 6 TG pg. 134-136

NPE Grd 6

Learners Bk. pg. 111-113

assessment

, giving speeches, mock interview

reading

a)   Identify words, phrases, and proverbs used in a song or poem.

b)  Uses stress and rhythm correctly while reading lines

How are digital stories

•  Participate in a reader’s theatre and read solo or choral poems in small groups.

•  Sing along as a video of poetry recitation or song

NPE Grd 6 TG pg. 137-139

s

Answering questions

c) Advocate the importance of correct stress and rhythm in communication.

Learners Bk. pg. 114-116

a)   Identify and Create mental images from viewed, heard, or read poem events, characters, or places in a text.

b)  Use contextual clues to infer the meaning of words and expressions in a song or poem.

c)  Advocate the importance of correct stress and rhythm in communication.

How are digital stories different from printed storybooks?

•  Make predictions about events in a poem by observing the cover or title.

•  Answer questions from a comprehension passage.

•  View pictures or events in a poem or song and compare them to real-life situations in pairs.

•  Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and

similes from the way they have been used in a text.

NPE Grd 6 TG pg. 137-139

NPE Grd 6

Learners Bk. pg. 114-116

s

Answering questions

a)   Use contextual clues to infer the meaning of words and expressions in a song or poem.

b)  Answer direct and inferential questions correctly from a song or poem.

c)  Advocate the importance of correct stress and rhythm in communication.

How are digital stories different from printed storybooks?

•  Make predictions about events in a poem by observing the cover or title.

•  Answer questions from a comprehension passage.

•  View pictures or events in a poem or song and compare them to real-life situations in pairs.

•  Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and similes from the way they

have been used in a text.

NPE Grd 6 TG pg. 137-139

NPE Grd 6

Learners Bk. pg. 114-116

s

Answering questions

in use

learner should be able to:

question tag?

Web resources

assessment

, filling

b)   Form tag questions from verbs to be, verbs to have, verbs to do, and modals.

c)   Use tag questions correctly in oral and written texts.

d)  Appreciate the importance of well-formed

sentences in communication.

•  Form tag questions using verbs to be, verbs to have verbs to do and modals.

•  Apply rules when forming tag questions. For example, a positive statement results in a negative tag question and vice versa.

NPE Grd 6

Learners Bk. pg. 117-118

dialogue completion

a)   Identify tag questions from a print or digital text for information.

b)   Form tag questions from verbs to be, verbs to have, verbs to do, and modals.

c)   Use tag questions correctly in oral and written texts.

d)  Appreciate the importance of well-formed

sentences in communication.

How do we form a question tag?

•  Search for examples of question tags on the Web.

•  Practice using tag questions in dialogues and conversations.

•  Make posters featuring tag questions in small groups and display them in class.

Web resources

NPE Grd 6 TG pg. 141-143

NPE Grd 6

Learners Bk. pg. 117-118

assessment

, filling gaps, dialogue completion

writing (personal journal)

learner should be able to:

a)   Identify all the components of a personal journal.

b)  read a sample of a personal journal.

c)  Judge the correctness sentences, relevance to the topic and the format of a personal journal.

record important occasions or dates in our lives?

Why do we keep journals and diaries?

•  Identify all the components of a personal journal in small groups.

•  Read a sample personal journal in small groups.

•  Create a personal journal for seven days in pairs.

•  Peer-edit the personal journals – different pairs exchange their journals for

editing.

journals

NPE Grd 6 TG pg. 143-145

NPE Grd 6

Learners Bk. pg. 119-120

assessment

, portfolio, standard writing assessment

•  Display the personal journals in class, on the school notice board, internet

among others.

learner should be able to:

a)   Identify all the components of a personal journal.

b)  Use the correct format to create a personal journal.

c)  Judge the correctness sentences, relevance to the topic and the format of a personal journal.

record important occasions or dates in our lives?

Why do we keep journals and diaries?

•  Identify all the components of a personal journal in small groups.

•  Read a sample personal journal in small groups.

•  Create a personal journal for seven days in pairs.

•  Peer-edit the personal journals – different pairs exchange their journals for editing.

•  Revise personal journals.

•  Display the personal journals in class, on the school notice board, internet

among others.

journals

NPE Grd 6 TG pg. 143-145

NPE Grd 6

Learners Bk. pg. 119-120

assessment

, portfolio, standard writing assessment

TRADE

speaking: pronunciation and Vocabulary – (intensive Listening)

learner should be able to:

a)   Identify specific sounds, words, phrases, and sentences from a text.

b)   Listen to a short text and rewrite it accurately.

c)  Advocate the need for attentive listening during oral comprehension.

we listen carefully?

What messages do we obtain from similes and proverbs?

Which proverbs and similes are you familiar with?

•  Dictate a story featuring proverbs and similes, pick them out and list them in pairs.

•  Rewrite a short text in his or her own words accurately.

NPE Grd 6 TG pg. 147-149

NPE Grd 6

Learners Bk. pg. 121-122

story Sentence constructio n

•  Read a written version of what they have listened to.

NPE Grd 6 TG pg. 147-149

story

b)   Listen to a short text and rewrite it accurately.

c)   Use similes, proverbs, fixed phrases idioms and metaphors in oral contexts correctly.

d)  Advocate the need for attentive listening during oral comprehension.

Which proverbs and similes are you familiar with?

•  Pick out information such as amounts, dates, time, facts, characters, and the sequence of events from an oral text.

NPE Grd 6

Learners Bk. pg. 121-122

constructio n

a)   Identify similes, proverbs, fixed phrases idioms and metaphors in oral contexts

b)  Use similes, proverbs, fixed phrases idioms and metaphors in oral contexts correctly.

c)  Advocate the need for attentive listening during oral comprehension.

What messages do we obtain from similes and proverbs?

Which proverbs and similes are you familiar with?

•  Use fixed phrases such as at once, no entry, similes

such as sell like hot cakes, as happy as a hippo; metaphors such as – Chebet is a hare.

She is so clever. Proverbs such as A stitch in time saves nine, grow on trees, idioms such as back to square one, to cut corners and phrasal verbs such as

count on, give in and give back.

NPE Grd 6 TG pg. 147-149

NPE Grd 6

Learners Bk. pg. 121-122

story Sentence constructio n

reading

a)   Select appropriate reading texts from print or digital collections.

b)  Read a variety of print or digital texts for enjoyment and general understanding.

c)   Appreciate the importance of extensive reading in lifelong learning.

Which materials do

you enjoy reading?

•  Skim various texts to find out the general idea.

•  Scan a text to find specific details such as key words.

•  Read a variety of texts of about (1251 to 1500 words) newspaper, magazines, grade appropriate digital/print texts, articles.

NPE Grd 6 TG pg. 150-152

NPE Grd 6

Learners Bk. pg. 122

of read materials and peer assessment

a)   Select appropriate reading texts from print or digital collections.

b)  Read a variety of print or digital texts for enjoyment and general understanding.

c)   Appreciate the importance of extensive reading in lifelong learning.

Why should we read widely?

.

•  Collaborate with peers to establish a class library.

•  Read print and non-print materials (websites and blogs) independently.

•  Read newspapers, magazines poems, and class readers.

•  Read digital versions of newspapers and magazines for information.

NPE Grd 6 TG pg. 150-152

NPE Grd 6

Learners Bk. pg. 122

of read materials and peer assessment

in use

prepositions

a)   Identify prepositions correctly in oral and written texts.

b)  Use prepositions correctly in varied texts.

c)   Judge the appropriateness of prepositions used in various texts.

•  Identify prepositions of time such as since, before, until, about, during, past directions: such as above, across, below, after agent such as by, and with instrument such as with and by

•  Collaborate with peers to create visuals demonstrating the use of various

prepositions.

NPE Grd 6 TG pg. 152-154

NPE Grd 6

Learners Bk. pg. 123-124

tion, gap filling and drawing

a)   Identify prepositions correctly in oral and written texts.

b)  Use prepositions correctly in varied texts.

c)   Judge the appropriateness of prepositions used in various texts.

•  Create crossword puzzles using prepositions in pairs or small groups.

•  Create visuals to demonstrate the use of various prepositions in sentences.

•  Create charts or posters showing where objects are in pairs or small groups. ‘For example, ‘The pupils are inside the classroom.’

NPE Grd 6 TG pg. 152-154

NPE Grd 6

Learners Bk. pg. 123-124

tion, gap filling and drawing

(Affixes)

a)   Recognize affixes used to change the form and meaning of words.

b)   Form new words using prefixes and suffixes.

c)   Spell words correctly for writing fluency.

d)  Determine the correctness and appropriateness of affixes used in various texts.

Why is it difficult to spell some words?

How can we become better at spelling?

•  Identify words with prefixes and suffixes and use them to create puzzles and lists in pairs or groups.

•  Form words using prefixes and affixes in small groups.

•  Match words with their appropriate affixes (-un,- cian, – sion, – tion).

•  Use mind maps to generate a list of words related and change their form by adding affixes.

•  Create a crossword puzzle

using the words they have generated.

NPE Grd 6 TG pg. 155-158

NPE Grd 6

Learners Bk. pg. 125-127

assessment

, learner journal and portfolio

a)   Recognize affixes used to change the form and meaning of words.

b)   Form new words using prefixes and suffixes.

c)   Spell words correctly for writing fluency.

d)  Determine the correctness and appropriateness of affixes used in various texts.

Why is it difficult to spell some words?

How can we become better at spelling?

•  Identify words with prefixes and suffixes and use them to create puzzles and lists in pairs or groups.

•  Form words using prefixes and affixes in small groups.

•  Match words with their appropriate affixes (-un,- cian, – sion, – tion).

•  Use mind maps to generate a list of words related and change their form by adding affixes.

•  Create a crossword puzzle using the words they have generated.

NPE Grd 6 TG pg. 155-158

NPE Grd 6

Learners Bk. pg. 125-127

assessment

, learner journal and portfolio