a)  Identifywordswiththesound/h/in anoral text.

b)  listen to a text and tellwordsorphraseswithsound

/h/.

c)  Advocate importance ofpolite interruption and turntaking in oralcommunication.

Howcanweinterrupts aspeakerpolitely?

What are someof themoodsor feelings wecan showduringa

conversation?

•  Pickoutthe sound/h/asinholidayfroman audiotext.

•  Listen to a text and saywords and phrases with thesound/h/.

NPE Grd6TGpg.108-110

NPEGrd6

LearnersBk.pg.93-95

Peersassessment

a)  Identifywordswiththesound/h/in anoral text.

b)  Take turns during aconversation.

c)  Advocate importance ofpoliteinterruptionandturn

taking in oralcommunication.

Howcanweinterrupts aspeakerpolitely?

•  Taketurnsduring(shortinterviews, debates anddiscussions on gradeappropriate topics)

NPE Grd6TGpg.108-110

NPEGrd6

LearnersBk.pg.93-95

Peersassessment

conversation?

a)  Interrupt a speakerappropriatelyduringaconversation.

b)  Express appropriatemoods during aconversation.

c)  Advocate importance ofpolite interruption and turntaking in oralcommunication.

Howcanweinterrupts aspeakerpolitely?

What are someof themoodsor feelings wecan showduring aconversation?

•  Interrupt appropriatelyduringa classdiscussion,interviewor debate.

•  Perform a choral verse(about six stanzas) orconversational poem in areader’s theatre, and displayvariousmoods.

•  Practice using expressionssuch as fixed phrase: killtime; simile: sleep like a log;metaphor:mymotherishawkeyed. sheseeseverything;proverbs:thereisno time like the present,idioms:daydream,phrasal

verbs:goodat,

NPE Grd6TGpg.108-110

NPEGrd6

LearnersBk.pg.93-95

discussions

Peersassessment

reading

learnershould beableto:

a)  Make connectionsbetween events in a text andreallifeexperiences.

b)  Answer direct andinferential questionscorrectly forcomprehension.

c)  Acknowledgetheroleofreading comprehension inlifelonglearning.

tell themeaning ofnew wordsfromatext?

Why do youthink events ina story have arelationshipwith real lifeexperiences?

•  Previewa text(ofabout500words)forgeneralunderstanding.

•  Makepredictionsaboutevents.

•  Infer the meaning of newwordsusingpriorknowledgeand clues.

•  Answerquestionsinpairs.

•  Retelleventsinatextinsmallgroups.

•  Createacrosswordpuzzleusingthelearntvocabulary.

crosswordpuzzle

NPE Grd6TGpg.111-113

NPEGrd6

LearnersBk.pg.95-99

exercises,portfolio

learnershould beableto:

a)  Predicteventsina textaccurately.

b)  Use contextual clues toinfer themeaningof

tell themeaning ofnew wordsfromatext?

•  Preview a text (of about500words)forgeneralunderstanding.

•  Makepredictionsaboutevents.

crosswordpuzzle

NPE Grd6TGpg.111-113

exercises,portfolio

c)  Summarizeinformationin a text by restating it inownwords.

d)  Acknowledge the role ofreading comprehension inlifelonglearning.

•  Answerquestionsinpairs.

•  Retelleventsinatextinsmallgroups.

•  Createacrosswordpuzzleusingthelearntvocabulary.

LearnersBk.pg.95-99

inuse

a)  Identify conjunctions in atext.

b)  Use conjunctions invariedcontextscorrectly.

c)  Judgetheappropriatenessof conjunctions used insentences.

Howdowejoin two ormoresentences?

•  Identify the conjunctionssince, so, nor, far, yet, for,unless,although,though,inatextin pairs.

•  Construct sentences usingconjunctionsinsmallgroups.

•  Fillinblanksinsentencesusing conjunctionsindividuallyor inpairs.

•  Collaborate with peers toconstruct sentences usingconjunctions.

•  Create a crossword puzzleusing conjunctions and shareitwithothersthrough

posters, charts or socialmedia

NPE Grd6TGpg.114-116

NPEGrd6

LearnersBk.pg.99-100

classcompetition,sentenceconstruction, learnerportfolio

learnershould beableto:

a)  Identifyconjunctionsinatext.

b)  Use conjunctions invariedcontextscorrectly.

c)  Judgetheappropriatenessof conjunctions used insentences.

we writesentencescorrectly?

Howdowejoin two ormoresentences?

•  Identify the conjunctionssince, so, nor, far, yet, for,unless,although,though,inatextin pairs.

•  Construct sentences usingconjunctionsinsmallgroups.

•  Fillinblanksinsentencesusing conjunctionsindividuallyor inpairs.

newspapers,magazines

NPE Grd6TGpg.114-116

NPEGrd6

LearnersBk.pg.99-100

classcompetition,sentenceconstruction, learnerportfolio

•  Create a crossword puzzleusing conjunctions and shareit with others throughposters,chartsorsocial

media

learnershould beableto:

a)  Identifyconjunctionsinatext.

b)  Use conjunctions invariedcontextscorrectly.

c)  Judgetheappropriatenessof conjunctions used insentences.

we writesentencescorrectly?

Howdowejoin two ormoresentences?

•  Identify the conjunctionssince, so, nor, far, yet, for,unless,although,though,inatextin pairs.

•  Construct sentences usingconjunctionsinsmallgroups.

•  Fillinblanksinsentencesusing conjunctionsindividuallyor inpairs.

•  Collaboratewithpeerstoconstruct sentences usingconjunctions.

•  Create a crossword puzzleusing conjunctions and shareit with others throughposters,chartsorsocial

media

newspapers,magazines

NPE Grd6TGpg.114-116

NPEGrd6

LearnersBk.pg.99-100

classcompetition,sentenceconstruction, learnerportfolio

writing

a)Useappropriateadjectives to describe aperson,objectoraplace.

c)Planadescriptivecomposition in preparationforwriting.

c) Judge a descriptivecomposition for correctnessof language, relevance tothe topic, creativity andorganizationof ideas.

How do wedescribeobjects, peopleorevents?

Which wordsdowe usetodescribe

people, objectsorevents?

•  Identifykeypointsaboutanevent such as a weddingceremony,footballmatchand dance,amongothers.

•  Suggest people, events,places or objects that can bedescribedin pairs.

NPE Grd6TGpg.116-119

NPEGrd6

LearnersBk.pg.101-102

on writing,peerassessment

, learnerportfolio

b)   Discuss and Plan adescriptive composition inpreparationforwriting.

c)   Create a descriptivecompositionona varietyoftopics.

d)   Judge a descriptivecomposition for correctnessof language, relevance tothe topic, creativity andorganizationof ideas.

How do wedescribeobjects, peopleorevents?

Which wordsdowe usetodescribepeople, objectsorevents?

•  Plan a descriptivecomposition of about (120-160words)insmallgroups.

•  Select and use appropriateexpressions such as proverbsandidiomsinacomposition.

•  Write the introductoryparagraphofthedescriptiveessayin smallgroups.

•  Completethedescriptivecompositionindividually.

•  Proofreadthecompositionwithpeers.

•  Display the correctedcomposition in the classroomorshare itovertheinternet,

emailorsocialmedia.

NPE Grd6TGpg.116-119

NPEGrd6

LearnersBk.pg.101-102

on writing,peerassessment

, learnerportfolio

INDORRGAMES

speaking:pronunciationandvocabulary(audiofiles)

learnershould beableto:

a)  Selectsounds,wordsandphrases from a text forlisteningfluency.

b)  Listentoaudiostoriesandpickspecificsounds

c)  Appreciate theimportance of effectivelisteningincommunication.

we look atpeople’s facesastheyspeak?

How are audiostoriesdifferent fromastorybook?

•  Listentoaudiostoriesandpick put specific sounds,words, phrases or sentencesinpairs.

•  Saywordswith the sounds

/ʊ/and/uː/correctly.

posters,charts

NPE Grd6TGpg.120-123

NPEGrd6

LearnersBk.pg.103-104

construction,peerassessment

,recitation

a)  Use words andexpressions such asproverbs,phrasalverbs,proverbs among othersrelated to the theme insentences.

b)  Interpret non-verbal cuescorrectly duringconversations.

How are audiostoriesdifferent fromastorybook?

•  Listentochoralpoemswiththe sounds/ʊ/and

/uː/insmallgroupsandpickout words with the selectedsounds.

•  Saytonguetwisterswiththe target sounds.

NPE Grd6TGpg.120-123

NPEGrd6

LearnersBk.pg.103-104

construction,peerassessment

,recitation

importance of effectivelisteningincommunication.

learnershould beableto:

a)  Interpret non-verbal cuescorrectly duringconversations.

b)  Listenforspecificdetailsand main idea from audiorecordings, internet, andradio or televisionprogrammers.

c)  Appreciate theimportance of effectivelisteningincommunication.

we look atpeople’s facesastheyspeak?

How are audiostoriesdifferent fromastorybook?

•  Practiceusingexpressionssuchasfixedphrases:outof breath; similes: as brightas day; metaphor: Lodungais a deer. He runs very fast. ;Idioms: get a head start;proverbs:lookbeforeyouleap and phrasal verbs suchaspassround.

posters,charts

NPE Grd6TGpg.120-123

NPEGrd6

LearnersBk.pg.103-104

construction,peerassessment

,recitation

reading –digitalstories

learnershould beableto:

a)  Identify words, phrasesand proverbs from a digitaltext.

b)  Create mental imagesfrom viewed, heard or readtext.

c)  Acknowledge the role ofreading comprehension inlifelonglearning.

makepredictionsaboutastoryyou are aboutto read?

How are digitalstoriesdifferent fromstorybooks?

•  Participateinareader’stheatre and read solo orchoral poems in smallgroups.

•  Make predictions about atextbyobservingthecoverortitle.

•  Make connections betweenthe pictures in a text and reallife situations.

pictures,photographs

NPE Grd6TGpg.124-127

NPEGrd6

LearnersBk.pg.105-106

summaryofcontent,answeringoralandwrittenquestions

learnershould beableto:

a)  Use contextual clues toinferthemeaningofwordsandexpressions.

b)  Answer direct andinferential questionscorrectly forcomprehension.

c)  Acknowledgetheroleofreading comprehension inlifelonglearning.

makepredictionsaboutastoryyou are aboutto read?

How are digitalstoriesdifferent fromstorybooks?

•  Summarize important ideasand restate them in ownwords.

•  Retelleventsinapoemchronologically.

•  Use contextual clues toinfer the meaning ofexpressions such as fixedphrases, similes, metaphors,idioms:proverbsand phrasal

verbs.

pictures,photographs

NPE Grd6TGpg.124-127

NPEGrd6

LearnersBk.pg.105-106

summaryofcontent,answeringoralandwrittenquestions

throughretelling.

inuse

learnershould beableto:

a)  Identifyinterrogativesinprintor digitaltexts.

b)  Useinterrogativescorrectly to expressdifferentmeanings.

c)  Assess theappropriateness ofconjunctions used in printanddigital texts.

formquestions?

Whydoweaskquestions?

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

charts,videoclips

NPE Grd6TGpg.128-130

NPEGrd6

LearnersBk.pg.106-107

sentencefromsubstitutiontableandlanguagegame

learnershould beableto:

a)  Identifyinterrogativesinprintor digitaltexts.

b)  Useinterrogativescorrectly to expressdifferentmeanings.

c)  Assess theappropriateness ofconjunctions used in printanddigital texts.

formquestions?

Whydoweaskquestions?

•  Practice using when clauseswith present tenseto showthe future: ‘When are yougoingto school’ in pairs.

•  Collaboratewithpeerstouse interrogatives insentencescorrectly.

charts,videoclips

NPE Grd6TGpg.128-130

NPEGrd6

LearnersBk.pg.106-107

sentencefromsubstitutiontableandlanguagegame

learnershould beableto:

a)  Identifyinterrogativesinprintor digitaltexts.

b)  Useinterrogativescorrectly to expressdifferentmeanings.

c)  Assess theappropriateness ofconjunctions used in printanddigitaltexts.

formquestions?

Whydoweaskquestions?

•  Createlistsofinterrogativesentences using wordsrelatedto the theme.

•  Type the list using acomputer, laptop or tablet ingroupsanddisplayhisorherworkto peers.

charts,videoclips

NPE Grd6TGpg.128-130

NPEGrd6

LearnersBk.pg.106-107

sentencefromsubstitutiontableandlanguagegame

(synonymsandantonyms)

learnershould beableto:

a)Identifysynonymsandantonyms correctly forwritingfluency.

the meaning ofunfamiliarwords?

•  Listen/watch a videorecordingand identifywordswith synonyms andantonyms.

magazines, webresources,videoclips, digitaldevices

assessment

, sentenceconstruction,portfolio

c)   Advocatetheuseofarichvocabularyin writing.

•  Identify synonyms andantonyms from newspapers,magazines or the internet inpairs and create a crosswordpuzzle.

•  Displaytheirworkonposters.

NPEGrd6

LearnersBk.pg.108-110

a)  Identifysynonymsandantonyms correctly forwritingfluency.

b)  Use synonyms, andantonyms correctly insentences.

c)  Advocatetheuseofarichvocabularyin writing.

Which aresome of thewords with thesame oroppositemeaning?

•  Listen/watch a videorecordingand identifywordswith synonyms andantonyms.

•  Formsentencesinpairsorsmall groups usingsynonymsandantonyms.

•  Identify synonyms andantonyms from newspapers,magazines or the internet inpairs and create a crosswordpuzzle.

•  Displaytheirworkonposters.

NPE Grd6TGpg.131-133

NPEGrd6

LearnersBk.pg.108-110

assessment

, sentenceconstruction,portfolio

MENTALCONSERVATION

speaking:Pronunciationandvocabulary

learnershould beableto:

a)  Listen for specific detailssuch as sounds words,expressions such asproverbs, similes,metaphors, fixed phrasesandidiomsforeffectiveoralcommunication.

b)  explain how our hands,facesandeyes communicate

c)  Judgetheappropriatenessof non-verbal cues in aconversation or videorecordings.

we speak at theright speed,accurately andwithexpression?

How do ourfaces, handsandeyeshelpuscommunicatebetter?

•  Saywordsand phraseswiththe sounds/ʒ/ /ʤ/correctly.

•  Recite poems with wordsthathavethe sounds/ʒ//ʤ/.

•  Listen for specific detailssuch as fixed phrases – aslong as, similes – as wide asthe sky; metaphor – He is atortoise. He walks slowly!;idioms – a drop in the ocean,proverbs – Prevention isbetter than cure; phrasalverbs

– clean up,cut down

video clips,photographs,charts,posters

NPE Grd6TGpg.134-136

NPEGrd6

LearnersBk.pg.111-113

assessment

, givingspeeches,mockinterview

a)  Make oral presentationssuchasspeechesaccurately,with minimal hesitationsandwith expressions.

b)  identify various non-verbal cues in an oralpresentation

c)  Judgetheappropriatenessof non-verbal cues in aconversation or videorecordings.

How do ourfaces, handsandeyeshelpuscommunicatebetter?

•  Saywordsand phraseswiththe sounds/ʒ/ /ʤ/correctly.

•  Recite poems with wordsthathavethe sounds/ʒ//ʤ/.

•  Listen for specific detailssuch as fixed phrases – aslong as, similes – as wide asthe sky; metaphor – He is atortoise. He walks slowly!;idioms – a drop in the ocean,proverbs – Prevention isbetter than cure; phrasalverbs

– clean up,cut down

NPE Grd6TGpg.134-136

NPEGrd6

LearnersBk.pg.111-113

assessment

, givingspeeches,mockinterview

learnershould beableto:

a)        Use non-verbal cuesappropriately to enhancefluency.

b)        identify various non-verbal cues in an oralpresentation

c)        Judgetheappropriatenessof non-verbal cues in aconversation or videorecordings.

we speak at theright speed,accurately andwithexpression?

How do ourfaces, handsandeyeshelpuscommunicatebetter?

•  Speak on topics based oncontentfromotherareas.

•  Participate in mockinterviewsinsmallgroups.

•  View videos on recitationsof poems or narration ofnarratives.

•  Recite choral and soloversesrelatedtothetheme.

•  Participate in a reader’stheatre in which he or shereadspoemsandnarratives

ingroups.

video clips,photographs,charts,posters

NPE Grd6TGpg.134-136

NPEGrd6

LearnersBk.pg.111-113

assessment

, givingspeeches,mockinterview

reading

a)  Identify words, phrases,andproverbsusedinasongor poem.

b)  Uses stress and rhythmcorrectlywhile readinglines

How are digitalstories

•  Participateinareader’stheatre and read solo orchoral poems in smallgroups.

•  Singalongasavideo ofpoetryrecitation orsong

NPE Grd6TGpg.137-139

s

Answeringquestions

c) Advocate the importanceofcorrectstressandrhythmincommunication.

LearnersBk.pg.114-116

a)  Identify andCreatementalimagesfromviewed,heard, or read poem events,characters, or places in atext.

b)  Use contextual clues toinfer the meaning of wordsandexpressionsinasongorpoem.

c)  Advocate the importanceofcorrectstressandrhythmincommunication.

How are digitalstoriesdifferent fromprintedstorybooks?

•  Make predictions aboutevents in a poem byobservingthe coverortitle.

•  Answerquestionsfromacomprehensionpassage.

•  Viewpicturesoreventsinapoem or song and comparethem to real-life situations inpairs.

•  Infer the meaning of newwordsandexpressionssuchas fixed phrases, proverbs,idioms,phrasalverbsand

similes from the way theyhavebeen used inatext.

NPE Grd6TGpg.137-139

NPEGrd6

LearnersBk.pg.114-116

s

Answeringquestions

a)  Use contextual clues toinfer the meaning of wordsandexpressionsinasongorpoem.

b)  Answer direct andinferential questionscorrectlyfromasongorpoem.

c)  Advocate the importanceofcorrectstressandrhythmincommunication.

How are digitalstoriesdifferent fromprintedstorybooks?

•  Make predictions aboutevents in a poem byobservingthe coverortitle.

•  Answerquestionsfromacomprehensionpassage.

•  View pictures or events in apoem or song and comparethem to real-life situations inpairs.

•  Infer the meaning of newwordsandexpressionssuchas fixed phrases, proverbs,idioms, phrasal verbs andsimilesfromthewaythey

have been used inatext.

NPE Grd6TGpg.137-139

NPEGrd6

LearnersBk.pg.114-116

s

Answeringquestions

inuse

learnershould beableto:

questiontag?

Webresources

assessment

,filling

b)  Formtagquestionsfromverbs to be, verbs to have,verbsto do,and modals.

c)  Use tag questionscorrectly in oral and writtentexts.

d)  Appreciate theimportanceofwell-formed

sentences incommunication.

•  Formtagquestionsusingverbs to be, verbs to haveverbsto doand modals.

•  Apply rules when formingtag questions. For example, apositive statement results in anegative tag question andvice versa.

NPEGrd6

LearnersBk.pg.117-118

dialoguecompletion

a)  Identify tag questionsfrom a print or digital textfor information.

b)  Formtagquestionsfromverbs to be, verbs to have,verbsto do,and modals.

c)  Use tag questionscorrectly in oral and writtentexts.

d)  Appreciate theimportanceofwell-formed

sentences incommunication.

How do weformaquestiontag?

•  Search for examples ofquestiontagsonthe Web.

•  Practiceusingtagquestionsin dialogues andconversations.

•  Make posters featuring tagquestions in small groupsanddisplaythem in class.

Webresources

NPE Grd6TGpg.141-143

NPEGrd6

LearnersBk.pg.117-118

assessment

,fillinggaps,dialoguecompletion

writing(personaljournal)

learnershould beableto:

a)  Identify all thecomponents of a personaljournal.

b)  readasampleofapersonaljournal.

c) Judge the correctnesssentences, relevance to thetopic and the format of apersonaljournal.

recordimportantoccasions ordates in ourlives?

Why do wekeep journalsanddiaries?

•  Identify all the componentsof a personal journal in smallgroups.

•  Read a sample personaljournalinsmallgroups.

•  Createapersonaljournalforsevendaysinpairs.

•  Peer-edit the personaljournals – different pairsexchangetheirjournalsfor

editing.

journals

NPE Grd6TGpg.143-145

NPEGrd6

LearnersBk.pg.119-120

assessment

,portfolio,standardwritingassessment

•  Display the personaljournals in class, on theschoolnoticeboard,internet

amongothers.

learnershould beableto:

a)  Identify all thecomponents of a personaljournal.

b)  Use the correct format tocreatea personaljournal.

c) Judge the correctnesssentences, relevance to thetopic and the format of apersonaljournal.

recordimportantoccasions ordates in ourlives?

Why do wekeep journalsanddiaries?

•  Identify all the componentsof a personal journal in smallgroups.

•  Read a sample personaljournalinsmallgroups.

•  Createapersonaljournalforsevendaysinpairs.

•  Peer-edit the personaljournals – different pairsexchange their journals forediting.

•  Revisepersonaljournals.

•  Display the personaljournals in class, on theschoolnoticeboard,internet

amongothers.

journals

NPE Grd6TGpg.143-145

NPEGrd6

LearnersBk.pg.119-120

assessment

,portfolio,standardwritingassessment

TRADE

speaking:pronunciationandVocabulary –(intensiveListening)

learnershould beableto:

a)  Identifyspecificsounds,words, phrases, andsentencesfromatext.

b)  Listentoashorttextandrewriteitaccurately.

c) Advocate the need forattentivelisteningduringoralcomprehension.

we listencarefully?

Whatmessagesdoweobtainfrom similesandproverbs?

Whichproverbs andsimilesareyoufamiliarwith?

•  Dictate a story featuringproverbs and similes, pickthem out and list them inpairs.

•  Rewrite a short text in hisorherownwordsaccurately.

NPE Grd6TGpg.147-149

NPEGrd6

LearnersBk.pg.121-122

storySentenceconstruction

•  Read a written version ofwhattheyhavelistenedto.

NPE Grd6TGpg.147-149

story

b)  Listentoashorttextandrewriteitaccurately.

c)  Use similes, proverbs,fixed phrases idioms andmetaphorsinoralcontextscorrectly.

d) Advocate the need forattentivelisteningduringoralcomprehension.

Whichproverbs andsimilesareyoufamiliarwith?

•  Pickoutinformationsuchas amounts, dates, time,facts, characters, and thesequence of events from anoraltext.

NPEGrd6

LearnersBk.pg.121-122

construction

a)  Identify similes,proverbs, fixed phrasesidioms and metaphors inoral contexts

b)  Use similes, proverbs,fixed phrases idioms andmetaphorsinoralcontextscorrectly.

c) Advocate the need forattentivelisteningduringoralcomprehension.

Whatmessagesdoweobtainfrom similesandproverbs?

Whichproverbs andsimilesareyoufamiliarwith?

•  Usefixed phrasessuchasatonce,noentry,similes

such as sell like hot cakes, ashappy as a hippo; metaphorssuchas- Chebet isahare.

She is so clever. Proverbssuch as A stitch in timesaves nine, grow on trees,idioms such as back tosquare one, to cut cornersandphrasalverbssuchas

counton,giveinandgiveback.

NPE Grd6TGpg.147-149

NPEGrd6

LearnersBk.pg.121-122

storySentenceconstruction

reading

a)  Select appropriatereading texts from print ordigitalcollections.

b)  Readavarietyofprintordigital texts for enjoymentandgeneralunderstanding.

c)  Appreciate theimportance of extensivereadinginlifelonglearning.

Whichmaterialsdo

you enjoyreading?

•  Skim various texts to findoutthegeneralidea.

•  Scanatexttofindspecificdetailssuchaskeywords.

•  Read a variety of texts ofabout (1251 to 1500 words)newspaper,magazines,gradeappropriatedigital/printtexts,articles.

NPE Grd6TGpg.150-152

NPEGrd6

LearnersBk.pg.122

ofreadmaterialsand peerassessment

a)  Select appropriatereading texts from print ordigitalcollections.

b)  Readavarietyofprintordigital texts for enjoymentandgeneralunderstanding.

c)  Appreciate theimportance of extensivereadinginlifelonglearning.

Why shouldwereadwidely?

.

•  Collaboratewithpeerstoestablishaclasslibrary.

•  Read print and non-printmaterials (websites andblogs)independently.

•  Read newspapers,magazinespoems,andclassreaders.

•  Read digital versions ofnewspapers and magazinesfor information.

NPE Grd6TGpg.150-152

NPEGrd6

LearnersBk.pg.122

ofreadmaterialsand peerassessment

inuse

prepositions

a)  Identify prepositionscorrectly in oral and writtentexts.

b)  Use prepositionscorrectlyinvariedtexts.

c)  Judge the appropriatenessof prepositions used invarioustexts.

•  Identify prepositions oftime such as since, before,until, about, during, pastdirections: such as above,across, below, after agentsuch as by, and withinstrument such as with andby

•  Collaborate with peers tocreate visuals demonstratingthe useof various

prepositions.

NPE Grd6TGpg.152-154

NPEGrd6

LearnersBk.pg.123-124

tion,gapfillinganddrawing

a)  Identify prepositionscorrectly in oral and writtentexts.

b)  Use prepositionscorrectlyinvariedtexts.

c)  Judge the appropriatenessof prepositions used invarioustexts.

•  Create crossword puzzlesusingprepositionsinpairsorsmallgroups.

•  Create visuals todemonstrate the use ofvarious prepositions insentences.

•  Create charts or postersshowing where objects are inpairs or small groups. ‘Forexample, ‘The pupils areinsidetheclassroom.’

NPE Grd6TGpg.152-154

NPEGrd6

LearnersBk.pg.123-124

tion,gapfillinganddrawing

(Affixes)

a)  Recognize affixes used tochange the form andmeaningof words.

b)  Formnewwordsusingprefixesand suffixes.

c)  Spellwordscorrectlyforwritingfluency.

d)  Determine thecorrectness andappropriateness of affixesusedin varioustexts.

Why is itdifficult tospell somewords?

How can webecome betteratspelling?

•  Identify words withprefixes and suffixes and usethem to create puzzles andlistsin pairsor groups.

•  Formwordsusingprefixesandaffixesinsmallgroups.

•  Match words with theirappropriate affixes (-un,-cian,-sion, -tion).

•  Usemindmapstogeneratea list of words related andchange their form by addingaffixes.

•  Createacrosswordpuzzle

usingthewordstheyhavegenerated.

NPE Grd6TGpg.155-158

NPEGrd6

LearnersBk.pg.125-127

assessment

, learnerjournalandportfolio

a)  Recognize affixes used tochange the form andmeaningof words.

b)  Formnewwordsusingprefixesand suffixes.

c)  Spellwordscorrectlyforwritingfluency.

d)  Determine thecorrectness andappropriateness of affixesusedin varioustexts.

Why is itdifficult tospell somewords?

How can webecome betteratspelling?

•  Identify words withprefixes and suffixes and usethem to create puzzles andlistsin pairsor groups.

•  Formwordsusingprefixesandaffixesinsmallgroups.

•  Match words with theirappropriate affixes (-un,-cian,-sion, -tion).

•  Usemindmapstogeneratea list of words related andchange their form by addingaffixes.

•  Createacrosswordpuzzleusing the words they havegenerated.

NPE Grd6TGpg.155-158

NPEGrd6

LearnersBk.pg.125-127

assessment

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a)     Define soil pollution.

b)    Discuss the causes of soil pollution.

c)     Recognize some of the soil pollutants.

d)    Have a desire to conserve the environment.

In groups, learners are guided to discuss the causes of soil pollution.

In groups, learners are guided to recognize some of the soil pollutants.

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Spark; StoryMoja, Agriculture

Learner’s Book Grade 7 pg. 1-2

a)     Visit a local farming community.

b)    Identify the causes of soil pollution in the area.

c)     Have fun and enjoy the visit to the local farming community.

During the visit, learners to identify the causes of soil pollution in the area.

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Spark; StoryMoja, Agriculture

Learner’s Book Grade 7 pg. 2-3

a)     Use digital devices and watch videos on the causes of soil pollution.

b)    Discuss the causes of soil pollution.

c)     Enjoy using digital devices such as, laptops, computers.

In groups, learners are guided to discuss the causes of soil pollution they have observed in the video and take summary notes.

Learner’s Book Grade 7 pg. 3

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a)     Identify a garden where soil has been polluted.

b)    Practice safe soil pollution control measures.

c)     Have a desire to control soil pollution in their area.

As a class, learners are guided to practice safe soil pollution control measures

Learner’s Book Grade 7 pg. 4-5

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a)     Discuss and create awareness messages on safe farming practices.

b)    Write their messages neatly on a manilla paper.

c)     Promote safe farming practices.

In groups, learners to write their messages neatly on a manilla paper. Ensure the poster is attractive and the message can be read from a distance.

Learner’s Book Grade 7 pg. 5-7

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a)     Answer topical questions correctly.

Learner’s Book Grade 7 pg. 7

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a)     Identify types of water conservation methods.

b)    Discuss the importance of water conservation in farming.

c)     Appreciate the importance of water conservation in farming

In pairs, learners to discuss the importance of water conservation in farming.

Learner’s Book Grade 7 pg. 9

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a)     Identify ways of conserving surface runoff.

b)    Discuss the advantages of constructing water retention ditch, earth basin and water retention pits.

c)     Draw a water retention ditch, earth basin and water retention pits.

d)    Appreciate the ways of conserving surface runoff.

In groups, learners are guided to discuss the advantages of constructing water retention ditch, earth basin and water retention pits.

Individually, learners to draw a water retention ditch, earth basin and water retention pits.

Learner’s Book Grade 7 pg. 10-11

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a)     Identify a site in their environment that they can construct a water retention ditch.

b)    Outline the procedure of constructing a water retention ditch.

c)     Construct a water retention ditch.

d)    Have fun and enjoy constructing water retention ditch.

In groups, learners are guided to outline the procedure of constructing a water retention ditch.

In groups, learners are guided to construct a water retention ditch.

How do you construct a water retention ditch?

Learner’s Book Grade 7 pg. 11-12

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a)     Identify a site in their environment that they can construct a retention pits

b)    Outline the procedure of constructing a retention pits

c)     Construct a retention pits.

d)    Have fun and enjoy constructing retention pits

In groups, learners are guided to outline the procedure of constructing a retention pit.

In groups, learners are guided to construct a retention pit.

How do you construct a retention pit?

Learner’s Book Grade 7 pg. 12

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a)     Identify a site in their environment that they can construct an earth basin.

b)    Outline the procedure of constructing an earth basin

c)     Construct an earth basin.

d)    Have fun and enjoy constructing an earth basin.

In groups, learners are guided to outline the procedure of constructing an earth basin.

In groups, learners are guided to construct an earth basin.

How do you construct an earth basin?

Learner’s Book Grade 7 pg. 12-13

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a)     Use the internet or reference materials to search for minimum tillage practices.

b)    Discuss the information researched.

c)     Give each other positive feedback.

In groups, learners to discuss the information researched.

In groups, learners to give each other positive feedback.

Learner’s Book Grade 7 pg. 13

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a)     Identify types of minimum tillage practices.

b)    Practise minimum tillage practices.

c)     Appreciate types of minimum tillage practices.

In groups, learners to practice minimum tillage practices.

Learner’s Book Grade 7 pg. 14

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a)     Visit farms in the local environment.

b)    Name water conservation practices that farmers apply to conserve water.

c)     Discuss the challenges of conserving water.

d)    Have fun and enjoy the excursion.

Learners to name water conservation practices that farmers apply to conserve water.

In groups, learners to discuss the challenges of conserving water

Learner’s Book Grade 7 pg. 14-15

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a)     Answer topical questions correctly.

Learner’s Book Grade 7 pg. 15

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a)     Explain the meaning of agroforestry.

b)    Give examples of places in Kenya that practise agroforestry.

c)     Discuss the features of agroforestry.

d)    Appreciate the places that practise agroforestry.

Learners are guided to give examples of places in Kenya that practise agroforestry.

In groups, learners to discuss the features of agroforestry

Learner’s Book Grade 7 pg. 16

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a)     Use digital devices connected to the internet, watch videos on the importance of agroforestry.

b)    Discuss the importance of agroforestry.

c)     Appreciate the importance of agroforestry.

In groups, learners are guided to discuss the importance of agroforestry.

Learner’s Book Grade 7 pg. 16-17

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a)     Visit crop and pasture fields in the local environment.

b)    Examine the trees grown in the fields.

c)     Take photographs of the agroforestry trees.

d)    Have fun and enjoy the excursion.

As a class, learners are guided to examine the trees grown in the fields.

As a class, learners to take photographs of the agroforestry trees.

Learner’s Book Grade 7 pg. 17-18

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a)      Use digital devices and watch a video clip on the characteristics of good agroforestry trees.

b)     Discuss the characteristics of good agroforestry trees.

c)      Appreciate the characteristics of good agroforestry trees.

In groups, learners are guided to discuss the characteristics of good agroforestry trees.

Learner’s Book Grade 7 pg. 18-19

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a)      Explore the school environment and identify the environmental issues present.

b)     Collect the planting materials and establish them.

c)      Enjoy exploring the school environment.

In groups, learners to collect the planting materials and establish them.

Learner’s Book Grade 7 pg. 20

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a)      Establish the planting materials they have collected.

b)     Prepare a schedule to carry out water, mulch, uproot, remove and prune.

c)      Have a desire to plant agroforestry trees.

In groups, learners are guided to prepare a schedule to carry out water, mulch, uproot, remove and prune

Learner’s Book Grade 7 pg. 20-21

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a)     Answer topical questions correctly.

Learner’s Book Grade 7 pg. 21

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a)     Define planting sites.

b)    Describe types of planting site such as garden on a wall, container garden, garden along a fence and garden along a driveway.

c)     Appreciate the planting sites.

In groups, learners are guided to describe types of planting site such as garden on a wall, container garden, garden along a fence and garden along a driveway.

Learner’s Book Grade 7 pg. 23-24

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a)     Examine planting sites in relation to planting materials.

b)    Discuss examples of small seeds and medium sized seeds that require fine and medium tilth.

c)     Appreciate planting sites in relation to planting materials.

In groups, learners are guided to discuss examples of small seeds and medium sized seeds that require fine and medium tilth.

Learner’s Book Grade 7 pg. 24-25

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a)     Identify the materials in page 26.

b)    Examine the planting materials and recommend the appropriate type of tilth for each.

c)     Draw the materials in learner’s book.

d)    Appreciate planting sites in relation to planting materials.

In groups, learners are guided to examine the planting materials and recommend the appropriate type of tilth for each

In groups, learners are guided to draw the materials in learner’s book.

Learner’s Book Grade 7 pg. 26-27

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a)     Take a walk around the school compound and identify various sites suitable for planting crops.

b)    Take photographs of the sites.

c)     Have fun and enjoy the excursion.

As a class, learners are guided to take photographs of the sites.

Learner’s Book Grade 7 pg. 27-28

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a)     Outline the process of preparing a fine tilth planting site

b)    Prepare a fine tilth planting site.

c)     Have fun and enjoy preparing a fine tilth planting site.

In groups, learners are guided to prepare a fine tilth planting site.

Learner’s Book Grade 7 pg. 28

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a)     Outline the process of preparing a medium tilth planting site

b)    Prepare a medium tilth planting site.

c)     Have fun and enjoy preparing a medium tilth planting site

In groups, learners are guided to prepare a medium tilth planting site.

Learner’s Book Grade 7 pg. 29

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a)     Outline the process of preparing a course tilth planting site

b)    Prepare a course tilth planting site.

c)     Have fun and enjoy preparing a course tilth planting site.

In groups, learners are guided to prepare a fine tilth planting site.

Learner’s Book Grade 7 pg. 29

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a)     Identify a wall within the school that is not in use.

b)    Draw a design that he/she will use to place or hang the containers for planting.

c)     Prepare planting sites on walls.

d)    Have fun and enjoy preparing planting sites on walls.

In groups, learners to draw a design that they will use to place or hang the containers for planting, for example, they can hang them vertically, horizontally or in any other form they prefer.

Learner’s Book Grade 7 pg. 30

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a)     Identify a space that is not too close to the paths.

b)    Prepare planting sites along pathways or driveways.

c)     Have fun and enjoy preparing planting sites along pathways or driveways.

In groups, learners are guided to prepare planting sites along pathways or driveways

Learner’s Book Grade 7 pg. 30-31

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