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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING OF SCHOOL AND REVISION OF END OF YEAR EXAMS |
||||||||
| 1 | 3 |
Child Labour
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the picture and anticipate possible outcomes. Listen and pronounce sounds and words correctly related to the theme. Appreciate the importance of accurate pronunciation of words. |
In pairs, learners are guided to make predictions based on the picture and anticipate possible outcomes.
Learners are guided to listen and pronounce sounds and words correctly related to the theme. |
What is the narrative about?
How can we improve our pronunciation?
Why should we listen attentively?
|
JKF; New Primary English Learner's Book Grade 6 pg. 1
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Child Labour
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the picture and anticipate possible outcomes. Listen and pronounce sounds and words correctly related to the theme. Appreciate the importance of accurate pronunciation of words. |
In pairs, learners are guided to make predictions based on the picture and anticipate possible outcomes.
Learners are guided to listen and pronounce sounds and words correctly related to the theme. |
What is the narrative about?
How can we improve our pronunciation?
Why should we listen attentively?
|
JKF; New Primary English Learner's Book Grade 6 pg. 1
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Child Labour
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Mention a proverb, an idiom and a metaphor used in the narrative. Construct sentences orally using words related to the theme. Appreciate the use of vocabulary for oral communication. |
Learners to identify words and phrases containing the word
|
Which words in the narrative have the same sound as the one in the word ear?
|
JKF; New Primary English Learner's Book Grade 6 pg. 1-2
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Child Labour
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Identify types of child labour. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of narratives. |
Learners are guided to identify types of child labour.
Learners are guided to demonstrate the understanding of new words by applying them in relevant context. Learners are guided to use digital devices such as smart phone to record a member of the group retelling the story. |
What is child labour?
Who is a teenager?
|
JKF; New Primary English Learner's Book Grade 6 pg. 2
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Child Labour
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Identify types of child labour. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of narratives. |
Learners are guided to identify types of child labour.
Learners are guided to demonstrate the understanding of new words by applying them in relevant context. Learners are guided to use digital devices such as smart phone to record a member of the group retelling the story. |
What is child labour?
Who is a teenager?
|
JKF; New Primary English Learner's Book Grade 6 pg. 2
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Child Labour
|
Reading; Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Select appropriate reading materials from a library or online sources. Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning. |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning |
Which books do you find in the library?
How do you decide which materials is good for you to read?
|
JKF; New Primary English Learner's Book Grade 6 pg. 3
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Child Labour
|
Reading; Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Spell words correctly for effective communication. Create a crossword puzzle using some of the new words he/she has learnt. Appreciate the importance of print and no print reference materials to obtain information. |
Learners are guided to spell words correctly for effective communication.
In groups, learners are guided to create a crossword puzzle using some of the new words he/she has learnt. |
How to create a crossword puzzle?
How to spell words correctly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 4-5
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Child Labour
|
Reading; Extensive Reading
|
By the end of the
lesson, the learner
should be able to:
Spell words correctly for effective communication. Create a crossword puzzle using some of the new words he/she has learnt. Appreciate the importance of print and no print reference materials to obtain information. |
Learners are guided to spell words correctly for effective communication.
In groups, learners are guided to create a crossword puzzle using some of the new words he/she has learnt. |
How to create a crossword puzzle?
How to spell words correctly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 4-5
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Child Labour
|
Grammar in use; Word classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of determiners. Demonstrate the correct use of determiners during communication. Appreciate the use of determiners in communication |
Learners are guided to define the meaning of determiners.
In groups, learners are guided to read sentences containing determiners in print or electronic materials. Learners are guided to demonstrate the correct use of determiners during communication. |
What are determiners?
|
JKF; New Primary English Learner's Book Grade 6 pg. 6
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Child Labour
|
Grammar in use; Word classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Define the meaning of determiners. Demonstrate the correct use of determiners during communication. Appreciate the use of determiners in communication |
Learners are guided to define the meaning of determiners.
In groups, learners are guided to read sentences containing determiners in print or electronic materials. Learners are guided to demonstrate the correct use of determiners during communication. |
What are determiners?
|
JKF; New Primary English Learner's Book Grade 6 pg. 6
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Child Labour
|
Grammar in use; Word classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Identify determiners used in sentences and texts. Construct sentences using some, enough, each and a lot of. Appreciate the importance of determiners |
Learners are guided to identify determiners used in sentences and texts.
Learners are guided to construct sentences using some, enough, each and a lot of. |
How do you construct sentences using determiners?
|
JKF; New Primary English Learner's Book Grade 6 pg. 6-7
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Child Labour
|
Writing; Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of forms. Record specific details in specific places in variety of forms. Appreciate the importance of forms. |
Learners are guided to select the information to be filled in the forms.
In groups, learners are guided to discuss the importance of forms. In groups, learners are guided to record specific details in specific in variety of forms. In pairs, learners are guided to download forms and fill them. |
What is a form used for?
Why do we fill forms?
What details do we fill in forms?
|
JKF; New Primary English Learner's Book Grade 6 pg. 8-10
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Child Labour
|
Writing; Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Discuss the importance of forms. Record specific details in specific places in variety of forms. Appreciate the importance of forms. |
Learners are guided to select the information to be filled in the forms.
In groups, learners are guided to discuss the importance of forms. In groups, learners are guided to record specific details in specific in variety of forms. In pairs, learners are guided to download forms and fill them. |
What is a form used for?
Why do we fill forms?
What details do we fill in forms?
|
JKF; New Primary English Learner's Book Grade 6 pg. 8-10
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Child Labour
|
Writing; Guided Writing
|
By the end of the
lesson, the learner
should be able to:
Design forms for use in collecting information on child labour. Fill in the information in the form related to the theme. Appreciate the importance of filling in the forms with the correct details. |
In groups, learners are guided to design forms for use in collecting information on child labour.
In groups, learners are guided to fill in the information in the form related to the theme. |
How do you design a form?
Why is it important to fill forms correctly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 10
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Cultural and Religious Celebrations
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Construct sentences using simile, metaphor and proverbs. Appreciate the importance of using simile, metaphor and proverbs in communication. |
Learners are guided to listen to a passage about cultural and religious celebration.
In pairs, learners are guided to identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Learners are guided to construct sentences using simile, metaphor and proverbs. |
What have you learnt from the passage?
Why should we listen carefully?
|
JKF; New Primary English Learner's Book Grade 6 pg. 11
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Cultural and Religious Celebrations
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Construct sentences using simile, metaphor and proverbs. Appreciate the importance of using simile, metaphor and proverbs in communication. |
Learners are guided to listen to a passage about cultural and religious celebration.
In pairs, learners are guided to identify words containing sounds /l/ and /r/ related to the theme Cultural and Religious Celebrations. Learners are guided to construct sentences using simile, metaphor and proverbs. |
What have you learnt from the passage?
Why should we listen carefully?
|
JKF; New Primary English Learner's Book Grade 6 pg. 11
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Cultural and Religious Celebrations
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Pronounce words and sounds related to the theme for effective communication. Share experiences of a celebration he/she attended. Enjoy telling stories about cultural and religious celebrations. |
Learners are guided to pronounce words and sounds related to the theme for effective communication.
In groups, learners are guided to share experiences of a celebration he/she attended. |
What are cultural and religious celebrations?
|
JKF; New Primary English Learner's Book Grade 6 pg. 11-12
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Cultural and Religious Celebrations
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Pronounce words and sounds related to the theme for effective communication. Share experiences of a celebration he/she attended. Enjoy telling stories about cultural and religious celebrations. |
Learners are guided to pronounce words and sounds related to the theme for effective communication.
In groups, learners are guided to share experiences of a celebration he/she attended. |
What are cultural and religious celebrations?
|
JKF; New Primary English Learner's Book Grade 6 pg. 11-12
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Cultural and Religious Celebrations
|
Listening and Speaking;
Pronunciation and vocabulary: Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Articulate sounds accurately for effective communication. Practice saying tongue twisters with sounds /l/ and /r/ Appreciate the use of tongue twisters. |
Learners are guided to articulate sounds accurately for effective communication.
Learners are guided to practice saying tongue twisters with sounds /l/ and /r/ |
Which words have similar sounds?
|
JKF; New Primary English Learner's Book Grade 6 pg. 12
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Cultural and Religious Celebrations
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Identify characters, places and events in a story. Predict the events in the story for comprehension. Have fun sharing experiences of a wedding he/she attended |
Learners are guided to identify characters, places and events in a story.
Learners are guided to make prediction of what a story is about: what happens in the story using the title and picture in the story. |
What do we learn from the title of a story?
How do we predict events in a story?
|
JKF; New Primary English Learner's Book Grade 6 pg. 12-15
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Cultural and Religious Celebrations
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Identify characters, places and events in a story. Predict the events in the story for comprehension. Have fun sharing experiences of a wedding he/she attended |
Learners are guided to identify characters, places and events in a story.
Learners are guided to make prediction of what a story is about: what happens in the story using the title and picture in the story. |
What do we learn from the title of a story?
How do we predict events in a story?
|
JKF; New Primary English Learner's Book Grade 6 pg. 12-15
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Cultural and Religious Celebrations
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Read and discuss the comprehension story |
Learners are guided to read and discuss the comprehension story
|
What do we learn from the story?
How do we tell the meaning of unknown words in a story?
|
JKF; New Primary English Learner's Book Grade 6 pg. 15
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Cultural and Religious Celebrations
|
Reading; Reading a poem
|
By the end of the
lesson, the learner
should be able to:
Recite the poem, |
Learners are guided to Recite the poem,
|
What do we learn from the title of the poem?
What do we learn from the poem?
|
JKF; New Primary English Learner's Book Grade 6 pg. 15-16
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Cultural and Religious Celebrations
|
Grammar in use; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the conversation between Rebecca and Robert. Compare the nouns in columns A and B as used in the conversation. Appreciate the use of nouns in communication. |
Learners are guided to read the conversation between Rebecca and Robert.
Learners are guided to compare the nouns in columns A and B as used in the conversation. |
What are nouns?
|
JKF; New Primary English Learner's Book Grade 6 pg. 17-19
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Cultural and Religious Celebrations
|
Grammar in use; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the conversation between Rebecca and Robert. Compare the nouns in columns A and B as used in the conversation. Appreciate the use of nouns in communication. |
Learners are guided to read the conversation between Rebecca and Robert.
Learners are guided to compare the nouns in columns A and B as used in the conversation. |
What are nouns?
|
JKF; New Primary English Learner's Book Grade 6 pg. 17-19
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Cultural and Religious Celebrations
|
Grammar in use; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the conversation between Rebecca and Robert. Compare the nouns in columns A and B as used in the conversation. Appreciate the use of nouns in communication. |
Learners are guided to read the conversation between Rebecca and Robert.
Learners are guided to compare the nouns in columns A and B as used in the conversation. |
What are nouns?
|
JKF; New Primary English Learner's Book Grade 6 pg. 17-19
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Cultural and Religious Celebrations
|
Writing; Creative Writing
|
By the end of the
lesson, the learner
should be able to:
State the differences between concrete nouns and abstract nouns. Construct sentences using concrete nouns and abstract nouns. Have fun and enjoy creating a crossword puzzle using abstract and concrete nouns. |
Learners are guided to state the differences between concrete nouns and abstract nouns.
Learners are guided to construct sentences using concrete nouns and abstract nouns. Learners are guided to create and complete crossword puzzle using concrete and abstract noun. |
What is the difference between concrete nouns and abstract nouns?
|
JKF; New Primary English Learner's Book Grade 6 pg. 19-20
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Cultural and Religious Celebrations
|
Writing; Creative Writing
|
By the end of the
lesson, the learner
should be able to:
Write composition about cultural and religious celebration of about 150-200 words. Use suitable expressions, abstract and concreate nouns to the composition interesting. Appreciate the importance of expressions to make composition interesting. |
Learners are guided to write composition about cultural and religious celebration of about 150-200 words.
Learners are guided to use suitable expressions, abstract and concreate nouns to the composition interesting. In pairs, learners are guided to proof read their composition |
How do we express ideas on different topics?
What will be in the first paragraph?
What will be in the other paragraphs?
How will the story end?
|
JKF; New Primary English Learner's Book Grade 6 pg. 20
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 7 |
MID TERM BREAK |
||||||||
| 8 | 1 |
Etiquette-Telephone
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Listen to the polite words and phrases use from a recording. Construct sentences using vocabulary related to the theme |
Learners are guided to listen to the polite words and phrases use from a recording.
Learners are guided to construct sentences using vocabulary related to the theme |
Why should we listen to others?
What kind of language should we use during a phone call?
|
JKF; New Primary English Learner's Book Grade 6 pg. 21-22
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Etiquette-Telephone
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Listen to the polite words and phrases use from a recording. Construct sentences using vocabulary related to the theme |
Learners are guided to listen to the polite words and phrases use from a recording.
Learners are guided to construct sentences using vocabulary related to the theme |
Why should we listen to others?
What kind of language should we use during a phone call?
|
JKF; New Primary English Learner's Book Grade 6 pg. 21-22
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Etiquette-Telephone
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Listen to the polite words and phrases use from a recording. Construct sentences using vocabulary related to the theme |
Learners are guided to listen to the polite words and phrases use from a recording.
Learners are guided to construct sentences using vocabulary related to the theme |
Why should we listen to others?
What kind of language should we use during a phone call?
|
JKF; New Primary English Learner's Book Grade 6 pg. 21-22
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Etiquette-Telephone
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
State why it is important to be polite. Role play the telephone conversation between Jose and Rose. Have fun and enjoy role playing the telephone conversation between Jose and Rose. |
Learners are guided to state why it is important to be polite.
Learners are guided to role play the telephone conversation between Jose and Rose. Learners are guided to answer factual and inferential questions from the conversation. |
Why is it important to be polite?
Which words, phrases or expressions do we use to show politeness?
|
JKF; New Primary English Learner's Book Grade 6 pg. 22-23
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Etiquette-Telephone
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Give clear directions on how to go to the nearest market form school. Play a game of giving directions on how to get to a particular place in the school compound. Appreciate the importance of giving clear directions. Explain why it is important to give clear direction |
Learners are guided to give clear directions on how to go to the nearest market form school.
Learners are guided to play a game of giving directions on how to get to a particular place in the school compound. |
How do we give clear directions?
|
JKF; New Primary English Learner's Book Grade 6 pg. 23-24
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Etiquette-Telephone
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Define values. Read the conversation, |
Learners are guided to define the meaning of values.
In pairs, learners are guided to read the conversation, |
What values do you think everyone should have?
|
JKF; New Primary English Learner's Book Grade 6 pg. 24-27
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Etiquette-Telephone
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Define values. Read the conversation, |
Learners are guided to define the meaning of values.
In pairs, learners are guided to read the conversation, |
What values do you think everyone should have?
|
JKF; New Primary English Learner's Book Grade 6 pg. 24-27
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Etiquette-Telephone
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Relate events in the story with their life experiences. Create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Appreciate use of digital device to read online stories. |
Learners are guided to relate events in the story with their life experiences.
Learners are guided to create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Learners are guided to use digital devices to read online stories for comprehension. |
How do you get information from a text?
|
JKF; New Primary English Learner's Book Grade 6 pg. 27
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Etiquette-Telephone
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Relate events in the story with their life experiences. Create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Appreciate use of digital device to read online stories. |
Learners are guided to relate events in the story with their life experiences.
Learners are guided to create a crossword puzzle using this words, signal, mindful, rude, tone, etiquette, inquire, privacy and guidelines. Learners are guided to use digital devices to read online stories for comprehension. |
How do you get information from a text?
|
JKF; New Primary English Learner's Book Grade 6 pg. 27
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Etiquette-Telephone
|
Grammar in Use; Use of Correlative Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Identify sentences in which the language pattern is used (either |
In pairs, learners are guided to identify sentences in which the language pattern is used (either
|
How do you identify correct sentences?
|
JKF; New Primary English Learner's Book Grade 6 pg. 28
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Etiquette-Telephone
|
Grammar in Use; Use of Correlative Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Identify sentences in which the language pattern is used (show |
In pairs, learners are guided to identify sentences in which the language pattern is used (show
|
Why is it important to construct correct sentences?
|
JKF; New Primary English Learner's Book Grade 6 pg. 28-30
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Etiquette-Telephone
|
Grammar in Use; Use of Correlative Conjunctions
|
By the end of the
lesson, the learner
should be able to:
Identify sentences in which the language pattern is used (show |
In pairs, learners are guided to identify sentences in which the language pattern is used (show
|
Why is it important to construct correct sentences?
|
JKF; New Primary English Learner's Book Grade 6 pg. 28-30
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Oral questions Oral Report Observation
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| 10 | 3 |
Etiquette-Telephone
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Writing; Writing: Numbers, Abbreviations and Acronyms
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By the end of the
lesson, the learner
should be able to:
Define abbreviations and acronyms. Read the story and highlight the abbreviations and acronyms. Appreciate the importance of abbreviations and acronyms. |
Learners are guided to define abbreviations and acronyms.
Learners are guided to read the story and highlight the abbreviations and acronyms. |
What are abbreviations?
What are acronyms?
|
JKF; New Primary English Learner's Book Grade 6 pg. 30-32
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Oral questions Oral Report Observation
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|
| 10 | 4 |
Etiquette-Telephone
|
Writing; Writing: Numbers, Abbreviations and Acronyms
|
By the end of the
lesson, the learner
should be able to:
Define abbreviations and acronyms. Read the story and highlight the abbreviations and acronyms. Appreciate the importance of abbreviations and acronyms. |
Learners are guided to define abbreviations and acronyms.
Learners are guided to read the story and highlight the abbreviations and acronyms. |
What are abbreviations?
What are acronyms?
|
JKF; New Primary English Learner's Book Grade 6 pg. 30-32
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Oral questions Oral Report Observation
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|
| 10 | 5 |
Etiquette-Telephone
|
Writing; Writing: Numbers, Abbreviations and Acronyms
|
By the end of the
lesson, the learner
should be able to:
Identify numbers, abbreviations and acronyms in texts and passages. Apply accurate and consistent spelling in print script for writing fluency. Appreciate the use of accurate and consistent spelling in a variety of print scripts for effective communication. |
In pairs, learners are guided to identify numbers, abbreviations and acronyms in texts and passages.
In pairs, learners are guided to apply accurate and consistent spelling in print script for writing fluency. |
How are numerals written in a passage?
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JKF; New Primary English Learner's Book Grade 6 pg. 32-33
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Oral questions Oral Report Observation
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|
| 11 | 1 |
Etiquette-Telephone
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Writing; Writing: Numbers, Abbreviations and Acronyms
|
By the end of the
lesson, the learner
should be able to:
Write a poem using polite words and phrases. Recite the poem he/she has written and make corrections. Have fun and enjoy reciting the poem. |
Learners are guided to write a poem using polite words and phrases.
Learners are guided to recite the poem he/she has written and make corrections |
Why should we write legibly and neatly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 33
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Oral questions Oral Report Observation
|
|
| 11 | 2 |
Etiquette-Telephone
|
Writing; Writing: Numbers, Abbreviations and Acronyms
|
By the end of the
lesson, the learner
should be able to:
Write a poem using polite words and phrases. Recite the poem he/she has written and make corrections. Have fun and enjoy reciting the poem. |
Learners are guided to write a poem using polite words and phrases.
Learners are guided to recite the poem he/she has written and make corrections |
Why should we write legibly and neatly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 33
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Oral questions Oral Report Observation
|
|
| 11 | 3 |
Emergency Rescue Services
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Construct sentences orally using words related to the theme. Use vocabulary related to the theme in variety of context. Appreciate the importance of correct use of stress in communication. |
Learners are guided to construct sentences orally using words related to the theme.
Learners are guided to use vocabulary related to the theme in variety of context. |
Why should we pronounce words correctly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 34
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Oral questions Oral Report Observation
|
|
| 11 | 4 |
Emergency Rescue Services
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Construct sentences orally using words related to the theme. Use vocabulary related to the theme in variety of context. Appreciate the importance of correct use of stress in communication. |
Learners are guided to construct sentences orally using words related to the theme.
Learners are guided to use vocabulary related to the theme in variety of context. |
Why should we pronounce words correctly?
|
JKF; New Primary English Learner's Book Grade 6 pg. 34
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Oral questions Oral Report Observation
|
|
| 11 | 5 |
Emergency Rescue Services
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
List words whose meaning differ according to pronunciation. Pronounce words using the correct stress. Have fun and enjoy taking part in language games involving word stress. |
Learners are guided to list words whose meaning differ according to pronunciation.
Learners are guided to practice saying words using correct stress for examples extract (noun) extract (verb), record (noun) record (verb), progress (noun) progress (verb) In groups, learners are guided to take part language games involving word stress. |
Which words change meaning depending with pronunciation?
|
JKF; New Primary English Learner's Book Grade 6 pg. 35
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Oral questions Oral Report Observation
|
|
| 12 | 1 |
Emergency Rescue Services
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Recite the poem. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of emergency services. |
Learners are guided to recite the poem.
Learners are guided to demonstrate the understanding of new words by applying them in relevant context. |
What is an ambulance?
What is the work of an ambulance?
|
JKF; New Primary English Learner's Book Grade 6 pg. 36
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Oral questions Oral Report Observation
|
|
| 12 | 2 |
Emergency Rescue Services
|
Listening and Speaking;
Pronunciation and vocabulary
|
By the end of the
lesson, the learner
should be able to:
Recite the poem. Demonstrate the understanding of new words by applying them in relevant context. Appreciate the importance of emergency services. |
Learners are guided to recite the poem.
Learners are guided to demonstrate the understanding of new words by applying them in relevant context. |
What is an ambulance?
What is the work of an ambulance?
|
JKF; New Primary English Learner's Book Grade 6 pg. 36
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Emergency Rescue Services
|
Reading; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the pictures and anticipate possible outcomes in a story. Identify causes of fire. Appreciate the use of pictures to communicate. |
Learners are guided to make predictions based on the pictures and anticipate possible outcomes in a story.
Learners are guided to identify causes of a fire. |
Why do you like pictures?
How can we use pictures to communicate?
|
JKF; New Primary English Learner's Book Grade 6 pg. 37-38
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Oral questions Oral Report Observation
|
|
| 12 | 4 |
Emergency Rescue Services
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Describe and interpret visual correctly. Draw a picture to show what can happen during a fire accident. Appreciate appropriateness of visuals in conjunction with peers. |
Learners are guided to describe and interpret visual correctly.
Learners are guided to draw a picture to show what can happen during a fire accident In groups, learners are guided to share experiences about a fire accident they witnessed. |
What are some of the messages that pictures communicate
|
JKF; New Primary English Learner's Book Grade 6 pg. 38
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Oral questions Oral Report Observation
|
|
| 12 | 4-5 |
Emergency Rescue Services
|
Reading; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Describe and interpret visual correctly. Draw a picture to show what can happen during a fire accident. Appreciate appropriateness of visuals in conjunction with peers. |
Learners are guided to describe and interpret visual correctly.
Learners are guided to draw a picture to show what can happen during a fire accident In groups, learners are guided to share experiences about a fire accident they witnessed. |
What are some of the messages that pictures communicate
|
JKF; New Primary English Learner's Book Grade 6 pg. 38
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Oral questions Oral Report Observation
|
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| 13 |
END OF TERM 1 EXAMS AND CLOSING OF SCHOOL |
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