English Language scheme of work for Primary 6
The English Language Scheme of Work for Primary 6 is a comprehensive guide designed to facilitate the teaching and learning of the English language at an advanced level. This scheme builds upon the foundation laid in previous years and aims to further develop students’ language proficiency in reading, writing, speaking, and listening. The curriculum is carefully structured to align with the educational objectives and provide a holistic language learning experience.
First Term English Language Scheme of Work for Primary 6
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Speech work: Revision – intonation practice | – Engage in dialogue and conversation using appropriate intonations. – Read words that change meaning and pronunciation with different stress; read sentences that change meaning depending upon stress intonation. | By the end of the lesson, pupils should be able to: – Dialogue reading the sentences on the marker board. – Read aloud sentences on a worksheet. – Role play telephone conversation using the rising and falling tones. | – Pupils in small groups, dialogue read the sentences on the marker board. – Pupils in pairs, read aloud sentences on a worksheet. – Pupils role play telephone conversation using the rising and falling tones. | Books with different intonation practices, Telephone, Videos, Web Resources: https://www/tefl.net/elfideas pronunciation -games/ |
| 1 | Structure: Revision on verb form | – Identifying verb forms – Make accurate sentences using the different verb forms they identify – Differentiate among various verb forms | By the end of the lesson, pupils should be able to: – List twenty verbs using brainstorm – Label the listed verbs – Construct meaningful sentences with underlined verbs. | – Pupils, as a class, list twenty verbs using brainstorm – Pupils, in pairs, label the listed verbs – Pupils, in small groups, take turns to construct meaningful sentences with underlined verbs. | Parts of speech charts showing verb forms, Web Resources: http://www.education.com |
| 1 | Reading: Revision: Passages that encourage vocabulary development. | – Read the given passage to understanding. – Identify and discuss new words. – Use new words in making sentences. | By the end of the lesson, pupils should be able to: – Read the passage silently for better understanding. – Identify and discuss new words drawn from the passage. – Make meaningful sentences with the words generated from the given passage. | – Pupils, as a whole class, read the passage silently. – Pupils, in small groups, identify and discuss new words drawn from the passage. – Pupils, as individuals in their various groups, make meaningful sentences with the words generated from the given passage. | Recommended English textbook, Hard copy dictionary from the passage, Web Resources: Online dictionary |
| 1 | Dictation for the week | – Learn the following words: grapes, zealous, core, reprimand, bacterial, eradicate, hygiene, absorbent. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take home, pupils as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 1 | Writing: Narrative Composition – How I spent my last holiday | – Explain the three elements of a narrative essay – Cite/Highlight the key or attracted scenes, places, events etc in holiday – Write an essay in not less than 150 words about how they spent their holiday. | By the end of the lesson, pupils should be able to: – Explain the three elements of a narrative essay – Cite/Highlight the key or attracted scenes, places, events, etc., in the holiday – Write an essay in not less than 150 words about how they spent their holiday. | – Pupils, as a class, discuss the characteristics and elements of a narrative essay. – Pupils, in small groups, discuss the interesting aspects of their holiday. – Pupils as individuals write an essay on how they spent their last holiday. | Audio Visual charts showing elements of a narrative essay, Web resources |
| 2 | Speech work: Aural Discrimination of the vowels | – Draw the contrast between the sounds – Identify and distinctively pronounce the vowel sounds – Use each word having the sounds in sentence. | By the end of the lesson, pupils should be able to: – Draw the contrast between the sounds – Identify and pronounce the vowel sounds – Use each word having the sounds in sentence. | – Pupils, as a class, study a chart, identify and pronounce each sound appropriately. – Pupils in small groups, draw contrast between the long and short vowel sounds respectively. – Pupils, in pairs, construct meaningful sentences with the pairs of sounds bringing out the contrast. | Charts/flash cards, Audio player, Recommended English textbook |
| 2 | Word Formation: Synonyms | – Define synonyms – Identify the synonyms of given words. – Use the words and synonyms correctly in sentence | By the end of the lesson, pupils should be able to: – Define synonyms – Identify the synonyms of given words. – Use the words and synonyms correctly in sentence | – Pupils, as a class, watch a video that illustrates the definition of synonyms – Pupils, in small groups, read a predetermined passage and their synonyms. – Pupils, in small groups, identify words and their synonyms from the passage read. – Pupils, as individuals, make sentences with given words and their synonyms. | Video clip, Flash cards, Recommended English textbook |
| 2 | Reading: Passages on selected stories. | – Read the passage independently aloud. – Identify unfamiliar words in the given passage. – Pronounce the identified words correctly and give their meaning using their dictionary. – Establish a guide to read the passage with the correct intonation. | By the end of the lesson, pupils should be able to: – Read the passage independently aloud. – Identify unfamiliar words in the given passage. – Pronounce the identified words correctly and give their meaning using their dictionary. – Establish a guide to read the passage with the correct intonation. | – Pupils, as individuals, read the passage independently aloud. – Pupils, as individuals, identify unfamiliar words in the given passage. – Pupils, in small groups, pronounce the identified words correctly and give their meaning using their dictionary. – Pupils, in pairs, establish a guide to read the passage with the correct intonation. | Recommended English textbook, Hard copy dictionary from the passage, Web Resources: Online dictionary |
| 2 | Dictation for the week | – Learn the following words: sincere, artificial, jury, gesture, authentic, benefactor, tribute, conceit. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take home, pupils as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 2 | Writing: Descriptive Composition – My pet | – Define a descriptive essay – Write a descriptive essay about their pets using clues – Define adjectives as describing words – List all the adjectives identified in the passage. | By the end of the lesson, pupils should be able to: – Define a descriptive essay – Write a descriptive essay about their pets using clues – Define adjectives as describing words – List all the adjectives identified in the passage. | – Pupils, as a class, discuss the characteristics and elements of a descriptive essay. – Pupils, in small groups, discuss their pets and identify clues. – Pupils, in pairs, identify adjectives as describing words from their discussion. – Pupils as individuals list all the adjectives identified in the passage. | Audio Visual charts showing elements of a descriptive essay, Recommended English textbook |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 3 | Speech work: Consonant Sounds – Voiced and Voiceless | – Define voiced and voiceless consonant sounds – Identify voiced and voiceless consonants – Pronounce words with voiced and voiceless consonants correctly | By the end of the lesson, pupils should be able to: – Define voiced and voiceless consonant sounds – Identify voiced and voiceless consonants – Pronounce words with voiced and voiceless consonants correctly | – Pupils, as a class, define voiced and voiceless consonant sounds – Pupils, in small groups, identify voiced and voiceless consonants from a list – Pupils, in pairs, pronounce words with voiced and voiceless consonants correctly. | Charts/flash cards showing voiced and voiceless consonants, Recommended English textbook |
| 3 | Word Formation: Antonyms | – Define antonyms – Identify antonyms of given words. – Use the words and antonyms correctly in sentences | By the end of the lesson, pupils should be able to: – Define antonyms – Identify antonyms of given words. – Use the words and antonyms correctly in sentences | – Pupils, as a class, watch a video that illustrates the definition of antonyms – Pupils, in small groups, read a predetermined passage and identify words and their antonyms. – Pupils, as individuals, make sentences with given words and their antonyms. | Video clip, Flash cards, Recommended English textbook |
| 3 | Reading: Passage on a historical event | – Read the passage silently for comprehension – Identify the key events and persons in the historical event. – Discuss the importance of the event in history. | By the end of the lesson, pupils should be able to: – Read the passage silently for comprehension – Identify the key events and persons in the historical event. – Discuss the importance of the event in history. | – Pupils, as individuals, read the passage silently for better understanding. – Pupils, in small groups, identify the key events and persons in the historical event. – Pupils, as a class, discuss the importance of the event in history. | Recommended English textbook, Web Resources: Historical event materials |
| 3 | Dictation for the week | – Learn the following words: cautious, deceive, devotion, efficient, exaggerate, gratitude, harass, illiterate. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take home, pupils as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 3 | Writing: Argumentative Composition – Should homework be abolished? | – Define an argumentative essay – Identify and list arguments for and against homework. – Write an argumentative essay supporting their stance. | By the end of the lesson, pupils should be able to: – Define an argumentative essay – Identify and list arguments for and against homework. – Write an argumentative essay supporting their stance. | – Pupils, as a class, discuss the characteristics and elements of an argumentative essay. – Pupils, in small groups, identify and list arguments for and against homework. – Pupils as individuals write an argumentative essay supporting their stance on whether homework should be abolished or not. | Audio Visual charts showing elements of an argumentative essay, Recommended English textbook |
| 4 | Speech work: Syllable division | – Define a syllable – Divide words into syllables – Pronounce words correctly by dividing them into syllables | By the end of the lesson, pupils should be able to: – Define a syllable – Divide words into syllables – Pronounce words correctly by dividing them into syllables | – Pupils, as a class, define a syllable. – Pupils, in small groups, practice dividing words into syllables. – Pupils, in pairs, pronounce words correctly by dividing them into syllables. | Charts/flash cards showing syllables, Recommended English textbook |
| 4 | Word Formation: Homophones | – Define homophones – Identify homophones of given words. – Use the words and homophones correctly in sentences | By the end of the lesson, pupils should be able to: – Define homophones – Identify homophones of given words. – Use the words and homophones correctly in sentences | – Pupils, as a class, watch a video that illustrates the definition of homophones – Pupils, in small groups, read a predetermined passage and identify words and their homophones. – Pupils, as individuals, make sentences with given words and their homophones. | Video clip, Flash cards, Recommended English textbook |
| 4 | Reading: Passage on environmental conservation | – Read the passage silently for comprehension – Identify the environmental issues discussed – Discuss the importance of environmental conservation | By the end of the lesson, pupils should be able to: – Read the passage silently for comprehension – Identify the environmental issues discussed – Discuss the importance of environmental conservation | – Pupils, as individuals, read the passage silently for better understanding. – Pupils, in small groups, identify the environmental issues discussed in the passage. – Pupils, as a class, discuss the importance of environmental conservation. | Recommended English textbook, Web Resources: Environmental materials |
| 4 | Dictation for the week | – Learn the following words: immense, inevitable, irritate, melody, negotiate, obedience, peculiar, rebellious. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take home, pupils as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 4 | Writing: Expository Composition – The importance of reading | – Define an expository essay – Identify and list the importance of reading – Write an expository essay discussing the importance of reading. | By the end of the lesson, pupils should be able to: – Define an expository essay – Identify and list the importance of reading – Write an expository essay discussing the importance of reading. | – Pupils, as a class, discuss the characteristics and elements of an expository essay. – Pupils, in small groups, identify and list the importance of reading. – Pupils as individuals write an expository essay discussing the importance of reading. | Audio Visual charts showing elements of an expository essay, Recommended English textbook |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 5 | Speech work: Intonation Patterns | – Define intonation – Identify rising and falling intonation patterns – Practice using appropriate intonation in sentences and questions | By the end of the lesson, pupils should be able to: – Define intonation – Identify rising and falling intonation patterns – Practice using appropriate intonation in sentences and questions | – Pupils, as a class, define intonation and its importance in communication. – Pupils, in pairs, identify rising and falling intonation patterns in sample sentences. – Pupils, in small groups, practice using appropriate intonation in sentences and questions. | Audio recordings of sentences with different intonation patterns, Recommended English textbook |
| 5 | Word Formation: Synonyms | – Define synonyms – Identify synonyms of given words. – Use the words and synonyms correctly in sentences | By the end of the lesson, pupils should be able to: – Define synonyms – Identify synonyms of given words. – Use the words and synonyms correctly in sentences | – Pupils, as a class, watch a video explaining the concept of synonyms. – Pupils, in small groups, read a predetermined passage and identify words and their synonyms. – Pupils, as individuals, make sentences with given words and their synonyms. | Video clip, Flash cards, Recommended English textbook |
| 5 | Reading: Story Analysis | – Read a short story silently for comprehension – Analyze the plot, characters, and theme of the story – Discuss the moral lessons in the story | By the end of the lesson, pupils should be able to: – Read a short story silently for comprehension – Analyze the plot, characters, and theme of the story – Discuss the moral lessons in the story | – Pupils, as individuals, read the short story silently for better understanding. – Pupils, in small groups, analyze the plot, characters, and theme of the story. – Pupils, as a class, discuss the moral lessons in the story. | Recommended English textbook, Short story material |
| 5 | Dictation for the week | – Learn the following words: ambition, celebrate, demonstrate, enthusiasm, flourish, gratitude, hospitality, illuminate. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take-home practice, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 5 | Writing: Narrative Composition – My Memorable Vacation | – Define a narrative essay – Recall and describe a memorable vacation experience – Write a narrative essay about the memorable vacation experience | By the end of the lesson, pupils should be able to: – Define a narrative essay – Recall and describe a memorable vacation experience – Write a narrative essay about the memorable vacation experience | – Pupils, as a class, discuss the characteristics and elements of a narrative essay. – Pupils, in pairs, recall and describe their memorable vacation experiences. – Pupils as individuals write a narrative essay about their memorable vacation experience. | Audio Visual charts showing elements of a narrative essay, Recommended English textbook |
| 6 | Speech work: Articulation Exercises | – Define articulation – Practice articulation exercises for clear speech – Identify and correct pronunciation errors | By the end of the lesson, pupils should be able to: – Define articulation – Practice articulation exercises for clear speech – Identify and correct pronunciation errors | – Pupils, as a class, define articulation and its role in clear speech. – Pupils, in pairs, practice articulation exercises. – Pupils, in small groups, identify and correct pronunciation errors in sample sentences. | Audio recordings of articulation exercises, Recommended English textbook |
| 6 | Word Formation: Idioms | – Define idioms – Identify idioms in sentences – Use idioms correctly in sentences | By the end of the lesson, pupils should be able to: – Define idioms – Identify idioms in sentences – Use idioms correctly in sentences | – Pupils, as a class, watch a video explaining the concept of idioms. – Pupils, in small groups, read sentences containing idioms and identify them. – Pupils, as individuals, make sentences using idioms correctly. | Video clip, Flash cards, Recommended English textbook |
| 6 | Reading: Poem Analysis | – Read a poem silently for comprehension – Analyze the rhyme scheme, figurative language, and theme of the poem – Discuss the emotional impact of the poem | By the end of the lesson, pupils should be able to: – Read a poem silently for comprehension – Analyze the rhyme scheme, figurative language, and theme of the poem – Discuss the emotional impact of the poem | – Pupils, as individuals, read the poem silently for better understanding. – Pupils, in small groups, analyze the rhyme scheme, figurative language, and theme of the poem. – Pupils, as a class, discuss the emotional impact of the poem. | Recommended English textbook, Poem material |
| 6 | Dictation for the week | – Learn the following words: magnificent, occasion, perseverance, quarrel, reassure, shimmer, trudge, unanimous. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take-home practice, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 6 | Writing: Descriptive Composition – A Day at the Beach | – Define a descriptive essay – Describe a day at the beach using sensory details – Write a descriptive essay about a day at the beach | By the end of the lesson, pupils should be able to: – Define a descriptive essay – Describe a day at the beach using sensory details – Write a descriptive essay about a day at the beach | – Pupils, as a class, discuss the characteristics and elements of a descriptive essay. – Pupils, in pairs, brainstorm sensory details of a day at the beach. – Pupils as individuals write a descriptive essay about a day at the beach using sensory details. | Audio Visual charts showing elements of a descriptive essay, Recommended English textbook |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 7 | Grammar: Tenses | – Define tenses – Identify and use the simple present, simple past, and simple future tenses correctly | By the end of the lesson, pupils should be able to: – Define tenses – Identify and use the simple present, simple past, and simple future tenses correctly | – Pupils, as a class, define tenses and their importance in sentence construction. – Pupils, in pairs, identify and create sentences using the simple present, simple past, and simple future tenses. – Pupils, as individuals, write short paragraphs using different tenses. | Tense charts, Recommended English textbook |
| 7 | Vocabulary: Prefixes and Suffixes | – Define prefixes and suffixes – Identify and use words with prefixes and suffixes correctly | By the end of the lesson, pupils should be able to: – Define prefixes and suffixes – Identify and use words with prefixes and suffixes correctly | – Pupils, as a class, watch a video explaining the concept of prefixes and suffixes. – Pupils, in small groups, identify words with prefixes and suffixes in sample sentences. – Pupils, as individuals, create new words using prefixes and suffixes. | Video clip, Prefix and suffix cards, Recommended English textbook |
| 7 | Reading: Comprehension | – Read a passage silently for comprehension – Answer questions based on the passage | By the end of the lesson, pupils should be able to: – Read a passage silently for comprehension – Answer questions based on the passage | – Pupils, as individuals, read a passage silently and highlight key points. – Pupils, in pairs, discuss the passage and answer questions based on it. – Pupils, as a class, review and discuss their answers. | Reading passage material, Comprehension questions |
| 7 | Dictation for the week | – Learn the following words: celebrate, determine, enthusiastic, gratitude, illuminate, magnificent, occasion, perseverance. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take-home practice, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 7 | Writing: Expository Composition – My Favorite Book | – Define an expository essay – Identify and describe their favorite book – Write an expository essay about their favorite book | By the end of the lesson, pupils should be able to: – Define an expository essay – Identify and describe their favorite book – Write an expository essay about their favorite book | – Pupils, as a class, discuss the characteristics and elements of an expository essay. – Pupils, in pairs, share and describe their favorite books. – Pupils as individuals write an expository essay about their favorite book, providing reasons and details. | Audio Visual charts showing elements of an expository essay, Recommended English textbook |
| 8 | Speech work: Pronunciation Practice | – Identify and practice correct pronunciation of challenging sounds – Record and self-assess pronunciation | By the end of the lesson, pupils should be able to: – Identify and practice correct pronunciation of challenging sounds – Record and self-assess pronunciation | – Pupils, as a class, identify and discuss challenging sounds in English pronunciation. – Pupils, in pairs, practice pronouncing these challenging sounds. – Pupils, as individuals, record their pronunciation and self-assess it for improvement. | Audio recordings of challenging sounds, Recording devices |
| 8 | Vocabulary: Context Clues | – Define context clues – Identify and use context clues to determine the meanings of unfamiliar words in sentences | By the end of the lesson, pupils should be able to: – Define context clues – Identify and use context clues to determine the meanings of unfamiliar words in sentences | – Pupils, as a class, watch a video explaining the concept of context clues. – Pupils, in small groups, read sentences with unfamiliar words and use context clues to determine their meanings. – Pupils, as individuals, create sentences with context clues for their peers to decipher. | Video clip, Sentences with context clues, Recommended English textbook |
| 8 | Reading: Drama Analysis | – Read a short play script silently for comprehension – Identify characters, dialogue, and setting in the play – Act out a scene from the play | By the end of the lesson, pupils should be able to: – Read a short play script silently for comprehension – Identify characters, dialogue, and setting in the play – Act out a scene from the play | – Pupils, as individuals, read the short play script silently for better understanding. – Pupils, in pairs, identify characters, dialogue, and setting in the play. – Pupils, as a class, select and act out a scene from the play. | Play script material, Drama-related props |
| 8 | Dictation for the week | – Learn the following words: quarrel, reassure, shimmer, trudge, unanimous, abandon, baffle, catastrophe. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take-home practice, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 9 | Grammar: Parts of Speech | – Define parts of speech (nouns, pronouns, verbs, adjectives, adverbs) – Identify and use parts of speech correctly in sentences | By the end of the lesson, pupils should be able to: – Define parts of speech (nouns, pronouns, verbs, adjectives, adverbs) – Identify and use parts of speech correctly in sentences | – Pupils, as a class, define each part of speech and provide examples. – Pupils, in pairs, identify parts of speech in sentences and create new sentences using them. – Pupils, as individuals, write short paragraphs focusing on using specific parts of speech. | Chart showing parts of speech, Recommended English textbook |
| 9 | Vocabulary: Synonyms and Antonyms | – Define synonyms and antonyms – Identify and use synonyms and antonyms correctly | By the end of the lesson, pupils should be able to: – Define synonyms and antonyms – Identify and use synonyms and antonyms correctly | – Pupils, as a class, discuss the meanings of synonyms and antonyms. – Pupils, in small groups, identify synonyms and antonyms for given words. – Pupils, as individuals, write sentences using synonyms and antonyms. | Synonym and antonym cards, Recommended English textbook |
| 9 | Reading: Narrative Writing | – Identify the elements of a narrative (character, setting, plot) – Write a short narrative story | By the end of the lesson, pupils should be able to: – Identify the elements of a narrative (character, setting, plot) – Write a short narrative story | – Pupils, as a class, discuss the key elements of a narrative story. – Pupils, in pairs, brainstorm ideas for a short narrative story. – Pupils, as individuals, write and share their narrative stories. | Chart showing narrative elements, Story brainstorming sheets, Recommended English textbook |
| 9 | Dictation for the week | – Learn the following words: abundance, curious, diminish, efficient, exhilarating, glimpse, harmonious, illuminate. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take-home practice, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
| 10 | Speech work: Effective Public Speaking | – Define public speaking – Identify the qualities of effective public speaking – Practice public speaking | By the end of the lesson, pupils should be able to: – Define public speaking – Identify the qualities of effective public speaking – Practice public speaking | – Pupils, as a class, define public speaking and discuss its importance. – Pupils, in pairs, identify the qualities of effective public speaking. – Pupils, as individuals, practice public speaking by delivering short speeches. | Chart showing qualities of effective public speaking, Recommended English textbook |
| 10 | Vocabulary: Idioms and Proverbs | – Define idioms and proverbs – Identify and use idioms and proverbs correctly | By the end of the lesson, pupils should be able to: – Define idioms and proverbs – Identify and use idioms and proverbs correctly | – Pupils, as a class, watch a video explaining the concept of idioms and proverbs. – Pupils, in small groups, discuss the meanings of idioms and proverbs and create sentences using them. – Pupils, as individuals, write short paragraphs incorporating idioms and proverbs. | Video clip, Idiom and proverb cards, Recommended English textbook |
| 10 | Reading: Analyzing Poetry | – Read a poem for comprehension – Identify poetic devices (rhyme, rhythm, imagery) – Write a short poem | By the end of the lesson, pupils should be able to: – Read a poem for comprehension – Identify poetic devices (rhyme, rhythm, imagery) – Write a short poem | – Pupils, as individuals, read a poem silently and identify poetic devices. – Pupils, in pairs, discuss the meaning and emotions conveyed by the poem. – Pupils, as a class, write and share short poems using poetic devices. | Poetry material, Poetry analysis sheets, Recommended English textbook |
| 10 | Dictation for the week | – Learn the following words: astonish, bewilder, cherish, flimsy, mischievous, peculiar, quiver, transparent. | By the end of the lesson, pupils should be able to: – Look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | – For take-home practice, pupils, as individuals, look up the meanings, word classes, and pronunciation of the given words in the dictionary and use each word in at least one sentence. | Hard copy dictionary, Online dictionary |
Second Term English Language Scheme of Work for Primary 6
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials | Examination |
|---|---|---|---|---|---|---|
| 1 | Noun Phrases | – What are noun phrases? – Identifying noun phrases | By the end of the lesson, pupils should be able to: – Define noun phrases – Identify noun phrases in sentences | – Group discussion to define noun phrases – Sentence analysis to spot noun phrases – Creating sentences with noun phrases | Chalkboard, Sentences for analysis | – |
| 2 | Verb Tenses | – Understanding past, present, and future tenses | By the end of the lesson, pupils should be able to: – Define verb tenses – Use verb tenses correctly in sentences | – Discussing verb tenses – Identifying tenses in sentences – Creating sentences with different tenses | Verb tense chart, Sentences for analysis | – |
| 3 | Vocabulary Building | – Prefixes and suffixes – Forming new words | By the end of the lesson, pupils should be able to: – Define prefixes and suffixes – Create words using prefixes and suffixes | – Explaining prefixes and suffixes – Group activity to form new words – Writing sentences with the created words | Word examples, Whiteboard, Group activity | – |
| 4 | Comprehension: Fictional Texts | – Reading and understanding fictional texts | By the end of the lesson, pupils should be able to: – Read and comprehend fictional texts – Answer comprehension questions | – Reading a short fictional text – Group discussion on the text – Answering comprehension questions | Fictional texts, Comprehension questions | – |
| 5 | Spelling: Homophones | – Identifying and spelling homophones correctly | By the end of the lesson, pupils should be able to: – Identify and spell homophones correctly – Use homophones in sentences | – Identifying homophones in pairs – Spelling practice – Creating sentences with homophones | Homophone examples, Spelling worksheets | – |
| 6 | Writing: Descriptive Essays | – Writing descriptive essays | By the end of the lesson, pupils should be able to: – Write descriptive essays – Use descriptive language effectively | – Analyzing a model descriptive essay – Brainstorming ideas for essays – Writing and sharing descriptive essays | Model essay, Writing prompts, Pencils | – |
| 7 | Dictation | – Learning and using specific vocabulary | By the end of the lesson, pupils should be able to: – Define and use new words in sentences | – Learning and practicing new words – Writing sentences with new vocabulary | Dictionary, Pen and paper | – |
| 8 | Reading: Analyzing Non-Fiction | – Reading and summarizing non-fictional texts | By the end of the lesson, pupils should be able to: – Read non-fictional texts for comprehension – Summarize key points | – Independent reading and highlighting – Group discussion on main ideas – Collective text summarization | Non-fictional texts, Highlighters | – |
| 9 | Grammar: Active and Passive Voice | – Understanding active and passive voice | By the end of the lesson, pupils should be able to: – Define active and passive voice – Differentiate and use them | – Explanation and examples of active/passive voice – Sentence transformation exercises | Examples, Sentence exercises | – |
| 10 | Vocabulary: Synonyms and Antonyms | – Synonyms and antonyms – Expanding vocabulary | By the end of the lesson, pupils should be able to: – Define synonyms and antonyms – Identify them | – Discussing synonyms and antonyms – Matching synonym/antonym pairs – Using them in sentences | Synonym/antonym lists, Worksheets | – |
| 11 | Comprehension: Non-Fictional Texts | – Reading and understanding non-fictional texts | By the end of the lesson, pupils should be able to: – Read and comprehend non-fictional texts – Answer questions | – Reading a non-fictional text – Question and answer session – Discussing the text’s main points | Non-fictional texts, Questions | – |
| 12 | Creative Writing: Poetry | – Writing poems with creative language | By the end of the lesson, pupils should be able to: – Write poems using creative language and imagery | – Exploring different types of poems – Writing and sharing their own poems | Poetry examples, Creative writing prompts | – |
| 13 | Revision | – Review of all topics covered in the term | By the end of the lesson, pupils should be able to: – Review and consolidate their knowledge | – Group discussions, quizzes, and exercises for each topic | Previous class notes, Quiz questions | – |
| 14 | Examination | – Assessment of all term’s learning | By the end of the examination, pupils should be able to: – Demonstrate their understanding of the term’s content | – Full-length examination covering all topics | Examination papers | Yes |
Third Term English Language Scheme of Work for Primary 6
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials | Examination |
|---|---|---|---|---|---|---|
| 1 | Reading: Story Analysis | – Analyzing and summarizing stories | By the end of the lesson, pupils should be able to: – Analyze and summarize stories effectively | – Reading a short story – Group discussion on the plot and characters – Writing a summary of the story | Storybooks, Whiteboard | – |
| 2 | Grammar: Sentence Structure | – Building sentences with correct structure | By the end of the lesson, pupils should be able to: – Construct sentences with proper structure | – Identifying sentence components – Creating sentences with varied structures – Peer review of sentences | Sentence examples, Whiteboard | – |
| 3 | Vocabulary: Idioms and Proverbs | – Understanding idioms and proverbs | By the end of the lesson, pupils should be able to: – Define idioms and proverbs – Use them appropriately | – Explaining idioms and proverbs – Creating sentences with idioms and proverbs – Discussing their meanings | Idiom and proverb examples, Whiteboard | – |
| 4 | Comprehension: Poetry Analysis | – Reading and interpreting poems | By the end of the lesson, pupils should be able to: – Read and interpret poems – Discuss poetic devices | – Analyzing a poem’s structure and meaning – Identifying poetic devices – Writing their interpretations | Poetry collections, Analysis tools | – |
| 5 | Spelling: Homonyms | – Identifying and spelling homonyms correctly | By the end of the lesson, pupils should be able to: – Identify and spell homonyms correctly – Use them in sentences | – Homonym matching exercise – Spelling practice – Sentence construction with homonyms | Homonym examples, Spelling worksheets | – |
| 6 | Writing: Letters and Emails | – Writing formal and informal letters and emails | By the end of the lesson, pupils should be able to: – Write letters and emails appropriately | – Exploring different types of letters – Drafting and editing letters and emails – Role-playing letter writing | Templates, Stationery, Computers | – |
| 7 | Dictation | – Learning and using advanced vocabulary | By the end of the lesson, pupils should be able to: – Define and use advanced words in sentences | – Learning and practicing new vocabulary – Writing sentences with advanced words | Dictionary, Pen and paper | – |
| 8 | Reading: Analyzing Informational Texts | – Reading and summarizing informational texts | By the end of the lesson, pupils should be able to: – Read informational texts for comprehension – Summarize key information | – Independent reading and note-taking – Group discussion on main points – Summarizing an article | Informational texts, Notebooks, Highlighters | – |
| 9 | Grammar: Direct and Indirect Speech | – Understanding direct and indirect speech | By the end of the lesson, pupils should be able to: – Define direct and indirect speech – Convert sentences between the two | – Explanation and examples of direct/indirect speech – Sentence transformation exercises | Examples, Sentence exercises | – |
| 10 | Vocabulary: Word Families | – Exploring word families and word relationships | By the end of the lesson, pupils should be able to: – Identify word families – Use them in sentences | – Recognizing word families – Creating sentences with related words – Group discussion on word connections | Word family examples, Whiteboard | – |
| 11 | Comprehension: Current Affairs | – Reading and discussing current events | By the end of the lesson, pupils should be able to: – Read and discuss current affairs articles – Express opinions | – Reading a current affairs article – Group discussion on the topic – Writing personal opinions | News articles, Discussion topics | – |
| 12 | Creative Writing: Short Stories | – Writing short stories with imaginative plots | By the end of the lesson, pupils should be able to: – Create engaging short stories – Develop characters and plots | – Brainstorming story ideas – Writing and sharing short stories – Peer feedback and revision | Writing prompts, Story templates | – |
| 13 | Revision | – Review of all topics covered in the term | By the end of the lesson, pupils should be able to: – Review and consolidate their knowledge | – Group discussions, quizzes, and exercises for each topic | Previous class notes, Quiz questions | – |
| 14 | Examination | – Assessment of all term’s learning | By the end of the examination, pupils should be able to: – Demonstrate their understanding of the term’s content | – Full-length examination covering all topics | Examination papers | Yes |
Important Tips On English Language scheme of work for Primary 6
Learning Outcomes On English Language scheme of work for Primary 6
By the conclusion of the academic year, students should achieve the following learning outcomes:
- Read and analyze various literary texts, including novels and poems.
- Express themselves confidently and effectively through writing.
- Engage in thoughtful discussions and articulate their opinions.
- Comprehend and respond to complex auditory input.
- Apply advanced grammar rules and vocabulary in communication.
Assessment Methods On English Language scheme of work for Primary 6
The assessment approach encompasses both formative and summative methods, including:
- Regular assessments of reading comprehension and critical analysis.
- Extended writing tasks to evaluate writing skills and creativity.
- Oral presentations and debates to assess speaking and reasoning abilities.
- Listening exercises to gauge comprehension of spoken language.
- Comprehensive end-of-term assessments to measure overall progress.
Curriculum Content On English Language scheme of work for Primary 6
Literary Analysis – understanding themes, characters, and plot structures.
Persuasive Writing – constructing coherent arguments and opinions.
Public Speaking – delivering speeches with confidence and conviction.
Advanced Vocabulary – idiomatic expressions, synonyms, and antonyms.
Grammar Refinement – complex sentence structures, clauses, and punctuation.
Exploring Different Genres – science fiction, historical fiction, and mystery.
Narrative Writing – creating compelling narratives with intricate plots.
Group Discussions – engaging in thoughtful conversations and debates.
Listening and Responding – comprehending complex audio content.
Grammar Mastery – active and passive voice, conditional sentences.
Poetry Analysis – interpreting metaphors, symbolism, and imagery.
Expository Writing – crafting informative essays and reports.
Critical Thinking – analyzing and evaluating information from various sources.
Visual and Media Literacy – comprehending visual content in media.
Comprehensive Grammar Review – fine-tuning grammatical accuracy.
Teaching Strategies On English Language scheme of work for Primary 6
Literature Circles – fostering in-depth discussions and literary analysis.
Writing Workshops – providing personalized feedback for writing improvement.
Debates and Discussions – promoting critical thinking and effective communication.
Listening Comprehension Activities – enhancing auditory skills through engaging content.
Independent Research Projects – developing research skills and self-directed learning.
Resources and Materials On English Language scheme of work for Primary 6
Literature Selections – novels, short stories, and poetry from diverse genres.
Writing Guides – resources to aid in the development of different writing styles.
Audio Clips – authentic recordings for listening comprehension exercises.
Visual Aids – infographics, videos, and images for visual literacy development.
Online Databases – access to reputable online sources for research projects.
Feedback and Support On English Language scheme of work for Primary 6
Continuous feedback will be provided through ongoing assessments, individual conferences, and peer evaluations. Additional support will be offered to students who require extra assistance, such as targeted tutorials or supplementary materials. Collaboration with parents will also be emphasized to ensure students’ progress is monitored both at school and home.
In conclusion, the Primary 6 English Language Scheme of Work aims to refine students’ language skills, equipping them with the necessary tools to engage in complex communication and critical analysis. Through a well-structured curriculum, diverse teaching strategies, and comprehensive assessment techniques, students will not only enhance their language proficiency but also develop into confident and effective communicators prepared for higher levels of education and real-world challenges.
