SCHEME OF WORK FOR PRIMARY SIX ENGLISH 

Wk	Pd	Topic/ subtopic	Competence	Methods 	Skills	Suggested activity	Instructional material	References	Remarks 	
1	5pds 	Punctuation / punctuation marks 
•	Capital letters  (A, B, C…..)
•	Full stop(.)
•	Question mark (?)
•	Exclamation mark (!)
•	Apostrophe (‘)
•	Comma (,)
•	Semi colon (;)
•	Hyphen (-)
•	Quotation marks (“ ”) 	Learner 
I.	Uses the punctuation marks in the sentences correctly.
II.	Punctuates the sentences correctly. 	•	Discussion through questions and answers.
•	Explanation	Listening 
Speaking 
Reading
Writing 	Punctuate the given sentences 	A  chart showing punctuation marks and how they are used. 	Essential Eng. Pgs 40, 55, 56.
Detailed Eng. Grammar pgs 1-10		
1	3pds 	Comprehension safety on the road. 
•	Traffic dangers 
Vocabulary- bend crossroads, cyclist, first aid, hand signal, junction, motorist, pedestrians, pavement, roundabout, side path, traffic, traffic police, zebra crossing.
•	Structural patterns
using ….as soon as…
….because …..
….must……
Where must ……
…….should not….
•	Dialogue 
Crossing the road
•	Poem 
Safety on the road. 	Learner:
•	Reads, pronounces and writes the vocabulary words correctly. 
•	Uses the vocabulary words in oral and written sentences correctly. 
•	Uses the oral structural patterns in oral and written sentences correctly .
•	Reads the given texts and answers the oral and written questions correctly. 	•	Discussion  through questions and answer 
•	Explanation 	•	Listening 
•	Speaking 
•	Reading 
•	Writings 	Reading the given texts 
Construct oral and written sentences. 	Pupils’ text books. 	MK Primary English pps. Bk 6 pgs 1-13		
2	4pds 	COMPREHENSION
•	Traffic dangers 
•	A visit by the traffic officer.
•	Guided composition
•	Composition writing 
•	Poem (traffic dangers)
•	Passage (narrow escape) 	Learner:
•	Reads the passage and answers questions about it.
•	Writes sentences  about the pictures.
•	Writes a letter to  the traffic officer about causes of road accidents.	•	Discussion through questions and answers.
•	Explanation 	•	Listening 
•	Speaking
•	Reading
•	Writing 	•	Reading given texts
•	Write a composition about road accidents.
•	Write a  letter to the traffic officer. 	MK Pri Eng PPS Bk 6 1 -13	PPS text bks. 		
2 	4pds 	Nouns 
Types of nouns 
•	Proper nouns e.g Kampala, Tom 
•	Common nouns e.g pen, book 
•	Collective nouns e.g herd of cattle. 
•	Abstract nouns e.g poor – poverty.
•	Formation of abstract nouns 	Learner :
•	Defines nouns 
•	Classifies nouns 
•	Uses the given nouns in sentences correctly. 
•	Forms abstract nouns correctly.	•	Explanation 
•	Discussion through questions and answers. 	Listening 
Speaking 
Reading 
Writing 	Classifying nouns
Do the given texts	A chart showing kinds of nouns and examples.	Detailed Eng. Grammar pgs 79 – 103		
3	2pds	NOUNS 
Singulars and plurals 
•	How plurals are formed 
•	By adding “s” “es” “ies”
•	By changing “f” to “v” add “es”
•	Nouns which have the same form for both singular and plural e.g fish, deer. 
•	Irregular formations 
•	Compound nouns 
•	Uncountable nouns 	Learners:
•	Differentiates btn singular and plural.
•	Forms plurals of nouns using s, es,ies or ves.
•	Completes given exercise.	•	Discussion through question and answer. 
•	Explanation 	•	Listening 
•	Speaking 
•	Reading 
•	Writing 	•	Differentiates btn singular and plural.
•	Forming plurals of nouns as guided.
•	Changing from singular to plural and vice versa. 	A chart showing formation of plurals of nouns. 	Essential Eng. Work book Pgs 4 – 6. 
Junior Eng. Rev Edition pgs 12 -16		
	1 pd 	Nouns 
Use of article “a” “an”  “the” ‘some’
A book, a chair, etc.
An umbrella, an egg etc the world, the poor.	Learner:
Uses the articles correctly in sentence construction. 
Completes given exercises. 	•	Discussion through questions and answers.
•	Explanation	•	Listening 
•	Speaking
•	Reading 
•	Writing 	•	Constructing sentences
•	Completing oral and written exercises. 	Real objects 
Chalkboards 	Essential Eng. Workbook for P.6 Pg 4 Rev. Eng by Forrest Pgs 71 -78.		
	2 pds 	GENDER 
Classification of nouns by sex.
•	Masculine – denoting males. 
•	Feminine – denoting females. 
•	Common – of either sex 
•	Neuter – of neither sex 	Learner :
•	Tells what gender means 
•	Classifies nouns by sex.
•	Mentions the main classes of gender 
•	Completes given exercises. 	•	Discussion 
•	Explanation 	•	Listening 
•	Speaking
•	Reading 
•	Writing	•	Defining gender 
•	Classifying nouns by gender. Mentioning the main classes of gender. 	Chart showing gender types.	The new first aid in Eng. Pg 9. 		
4	4pds 	COMPREHENSION 
•	Traffic dangers 
•	Vocabulary – structural patterns.
•	Dialogue. “Dangers on the road”
•	Passage – Guided comp.
•	Composition writing
•	Jumbled story 	Learner :
•	Uses the vocabulary in correct constructions.
•	Answers the comprehension questions correctly. 
•	Writes the composition about traffic dangers  	•	Discussion through question and answer
•	Dramatisation
•	Demonstration	Listening
Speaking 
Reading 
Writing 	•	Constructing oral and written sentences. 
•	Answering comprehension questions.
•	Dramatising poem 
•	Do revision exercises. 	Pupils’ textbooks.
Chalkboard	Mk Pri. Eng. Pps. Bk6 pgs 19 -35		
	6	PRONOUNS 
Types of pronouns 
•	Subjective pronouns e.g I, we, she, he.
•	Objective pronouns e.g me, us, her, him
•	Adjective pronouns e.g my, our, her, his.
•	Possessive pronouns e.g mine, ours, theirs.
•	Reflexive pronouns e.g myself, ourselves.
•	Relative pronouns e.g who, whom, which.
•	Plurals of pronouns.	Learner:
•	Defines pronouns 
•	Classifies pronouns 
•	Uses pronouns in sentence correctly. 
•	Draws the table showing these pronouns 	•	Explanation
•	Discussion 
•	Question and answer	•	Listening 
•	Speaking 
•	Reading 
•	Writing 	•	Mention pronouns 
•	Identify pronouns .
•	Draw a table showing pronouns . 
•	Construct sentences using pronouns 	Chart showing pronouns 	Junior Eng. Revised by Haydn Richards.
Brighter Grammmar book		
	2pds 	Abbreviations and contractions 
e.g. exempli gratia, For example 
etc. et cetera, and so forth 
i.e. id  est, that is 
can’t – can not 
shan’t – shall not 
won’t – will not	Learner :
•	Writes abbreviations in full. 
•	Writes the contraction in full.	•	Explanation 
•	Discussion 
•	Question and answer
•	Illustration 	Listening 
Speaking 
Reading
Writing 	Write abbrviations and contractions in full. Write short forms of the given words. 	A chart showing words and abbreviations 	The New First Aid in Eng Pgs 50 – 53.		
	6pds 	VERBS AND TENSES 
•	Present simple tense  e.g  He teaches us English. 
Negative and interrogative 
Active and passive voice.
Peter  kicks stones everyday. 
Stones are kicked by Peter everyday.
Question tags 
•	Present continuous tense 
Negative and interrogative statements.
Active and passive voice 
Question tags 
•	Present perfect tense 
Negative and Interrogative statements. 
Active and passive voice.
Question tags 
The use of “since” and “for”
	Learner:
i.	Constructs sentences in the present simple tense.
ii.	Changes sentences from affirmative to negative and interrogative.
iii.	Changes sentences from active to passive form.
iv.	Supply the suitable question tags	•	Explanation
•	Discussion 
•	Question and answer	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Writing
•	Sentences in present simple tense.	•	charts	Jr. Eng. Comp and Grammar by J.A
Bright Rev. Eng Pgs 29 -33		
	6 pds	VERBS AND TENSES
•	Present perfect continuous
Negative and Interrogative statement.
Active and passive voice. 
•	Past continuous tense 
Negative and Interrogative statement.
Active and passive voice. 
•	The use of “when” and “while” and “as” 
•	Question tags	Learner:
•	Constructs sentences in present perfect continuous tense. 
•	Changes sentences from affirmative to negative and interrogative.
•	Changes sentences rom active to passive. 
•	Supplies the suitable question tags 	•	Illustration
•	Explanation
•	Discussion 	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Constructing sentences in present perfect tense. 
•	Past cont. tense. 
•	Do the given exercises by changing sentences from affirmative to negative and interrogative
•	Change the  sentences to passive voice. 
•	Supply a suitable question tag	•	chart 	Jr. Eng. Comp. and Grammar by JA Bright Pgs 29 – 33		
	3 pds 	ADJECTIVES 
Types of adjectives 
•	Descriptive Adjectives 
•	Proper adjectives 
•	Color adjectives 
•	Formation of adjectives 
•	By adding suffixes e.g ful/ less, ours, able, ly etc.
	Learner;
•	Defines adjectives 
•	Uses adjectives in sentences correctly.
•	Forms adjectives using suffixes
•	Ours, ful, less etc.	•	question and answer 
•	Explanation
•	Discussion 	•	Listening 
•	Speaking 
•	Reading 
•	Writing  	•	A chart showing adjectives	•	Real objects e.g book stick, pen 	Jr. Eng Rev. 46- 55. 
Detailed Eng. G P. 5- 7		
	6pds	ADJECTIVES 
Comparison of adjectives.
By adding “er” for comparatives and “st” for superatives degree. e.g. narrow, narrower, narrowest.
Adjectives end in “y” change “y” to “i”  add “er” or “est” e.g heavy, heavier, heaviest. 
Irregular adjectives e.g. good, better, best. 
Using “more” or “most”	Learner;
•	Forms the comparative and superlative degrees. 
•	Uses the compasrative and superlative degrees in sentences correctly.	•	Demonstration 
•	Explanation 
•	Discussion 
•	Question and answer	•	Listening 
•	Speaking 
•	Reading 
•	Writing 	•	Real objects  e.g. books, sticks, cups, clothes 	•	complete the sentences by using the correct degree of adjectives 	Jr. Eng. Revised 
Detailed Eng. GrammaeP.5 - 7		
	2 pds 	ADJECTIVES 
Order of Adjectives
•	Adjectives of size
•	Adjectives of colour
•	Adjectives from nouns e.g. some oil (cooking fresh) some fresh cooking oil. 	Learner:
Arranges adjectives in order correctly.	•	Discussion through question and answer 
•	Explanation 	•	Listenng 
•	Speaking 
•	Reading 
•	Writing	•	Arrange the adjectives in the correct order	A chart showing order of adjectives. 	Rev. Eng. by Ronald Forrest Pg 105 		
	2 pds 	ADJECTIVES 
Double comparatives 
The higher you go, the cooler it becomes. 
Compound adjectives 	Learner :
Forms the double comparatives 	•	Discussion through question and answer. 
•	Explanation	•	Listening 
•	Speaking
•	Reading 
•	Writing 	•	Work out the given exercise. 		Rev. Eng by Ronald Forest pg 105		
		Comprehension 
Debating 
Vocabulary 
Argue, audience, debate, motion, opinion, oppose
Structural patterns
Using “I think…., In my opinion, Even though, Although, If, Whereas	Learner;
Reads and pronounces the vocabulary 
Uses the vocabulary words in sentences correctly.
Uses the structural patterns in sentences correctly	•	Demonstration
•	Explanation
•	Situation approach	•	Listening 
•	Speaking 
•	Reading
•	Writing	•	Debating 
•	Reading the answering comprehension questions.	•	Pupils’ textbooks 	Mk. Pri Eng. Pupils Bk 6 pgs 53- 64.		
	8	VERBS / TENSES
Past simple tense 
•	Negative and  Interrogative 
•	Active and Passive voices. 
•	Question tags 
	Learner:
I.	Constructs sentences in the past simple tense. 
II.	Forms the past form (tense) of verbs by adding –ed, ied.
III.	Changes sentences from affirmative into negative and interrogative statements.
IV.	Change sentences from active to passive voice. 
V.	Supplies a suitable question tag.	•	Explanation
•	Discussion 
•	Situation approach 	•	Listening 
•	Speaking 
•	Reading 
•	Writing	•	Constructs sentences 
•	Formation of verbs in the past tense.
•	Writing sentences. 	•	 A chart showing tenses. 	Jr. Eng Composition Grammar by J.A Bright Junior Eng. Revised Pg. 34 -42.		

TERM II
Wk	Pd	Topic/ subtopic	Competence	Methods 	Skills	Suggested activity	Instructional material	References	Remarks 	
1	4 pds 	Adverbs 
•	Types of Adverbs 
•	Adverbs of manner.
•	Adverbs of place 
•	Adverbs of time
•	Adverbs  of frequency 
•	Just and already 
Formation of adverbs 
•	by adding – “y”
•	Irregular formation of adverbs.	Learner;
•	Defines adverbs 
•	Uses the adjectives in sentences correctly.
•	Clasifies adverbs.
•	Forms adverbs by adding “ly”
•	Irregular formations 	•	Explanation 
•	Question and answer 
•	Discussion 	Listening 
Speaking 
Reading
Writing 	Classify adverbs 
Forming adverbs from verbs	 Chart showing formation of adverbs. 	PLE Gude Bk in Eng Pg 71 – 72. Junior Eng. Revised 
Detailed Eng. Grammar		
 	3 pds 	ADVERBS 
Comparison of Adverbs
•	By adding “er” and “est”
•	Use of “more” and “most”	Learner:
•	Gives examples 
•	Forms the comparative and superlative degrees. 
•	Uses the comparative and superlative degrees in sentences correctly.	Explanation 
Question and answer 	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Form the comparative and superlative degrees.
•	Completing sentences by using the comparative and superlative degrees	Real objects 	Rev. Eng by Forrest Jr. Eng. Rev.		
	2 pds 	ADVERBS 
Order of adverbs 
Manner + place + time 	Learner :
•	Give the correct order of adverbs e.g. manner + place + time.
•	Use the correct order of the given adverbs in the sentences provided. 	•	Explanation 
•	Discussion 
•	Illustration 
•	Question and answer 	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Constructing sentences (orally and written) 
•	Order of adverbs 
•	Arrange adverbs in sentences	A chart showing order of adverbs 	Rev. Eng by Forrest Detailed Eng. Grammar P.5 – 7 pgs 1-80		
		COMPREHENSION
Family relationships 
•	Vocabulary practice
e.g. afraid of, aunt, half-sister, look after, nephew, cousin, niece, siblings.
Structures 
…too…to…, ….so….that….
….such…..that…., ….just….., rather than…, …but…., 
•	Play / poem 
Family tree
Guided composition (jumbled story)
Passage 
•	Picture composition
Debate 
Revision exercises.  	Learner:
•	Reads, pronounces and uses the vocabulary words in sentences. 
•	Constructs sentences using the given structures correctly. 
•	Reads the given texts and answer oral and written questions. 	•	Explanation 
•	Discussion through question and answer. 
•	Illustration 	•	Listening 
•	Speaking 
•	Reading 
•	Writing 	•	Constructing sentences 
•	Writing composition
•	Answering oral and written questions 	Pupils’ text books 	Mk. 		
		VERBS AND TENSES 
Future simple Tense 
Negative and Interrogative statements. 
Active and passive voice. 	Constructs sentences using negative and interrogative statements in the given sentences 	•	Illustration
•	Explanation 
•	Discussion through group work. 	•	Listening 
•	Speaking 
•	Reading 
•	Writing 	•	constructing oral and wrtten sentences 	A chart showing the necessary transformation in sentences as per given tenses. 			
		•	Future continuous tense
Negative and Interrogative statements ; Active & Passive
•	Future perfect tense 
Negative and Interrogative 
Actve and Passive 
Question tags. 	•	Changes sentences from passive to active. 
•	Uses “going” to as a future tense. 
•	Forms correct question tags to the given statements with the given tense. 	•	Illustration 
•	Explanation 
•	Discussion through group work 	Listening 
Speaking
Reading 
Writing 	•	Costructing oral and wriiten sentences	A chart showing the necessary transformation in sentences as per the given tense. 			
	9 pds 	Conditional sentences 
Use of 
If 1
If 2
If 3
If + present tense + future tense
If you hurry, you will find the bus. 
If + past tense + would 
If I won the money, I would buy a house. 
If + past perfect + would, should , could, might have. 
If  I had had a gun, I would have killed him. 
Had
Had I seen him, I would have told him. 
	Learner:
•	Tells what conditional sentences are 
•	Gives examples of conditional sentences.
•	Constructs sentences in each condition as guided. 
•	Constructs sentences in ach condition using given conditions and results. 
•	Completes written exercises.
•	Changes from one conditional form to another. 
•	Changes to …unless..	•	Demonstrattion 
•	Explanation 
•	Question and answer 
	Listening 
Speaking
Reading
Writing 	•	Discussion / answering oral questions.
•	Writng conditional sentences.  	Chalkboard illustrations 	JEC and Grammar Rev. Eng Detailed Eng. Grammar		
	6 pds 	COMPREHENSION 
CARPENTRY 
Vocabulary practice  e.g. Carpenter, drill, furniture, glue, varnish, plane, saw etc. 
Structural patterns e.g. “what is .. used for?”
“What so we need..?” 
Use of though 
“…besides….”
 “First .. next.. then..
•	Poem – “I am a carpenter” 
Dialogue
Passage 
Comprehension 
•	“Furniture For Mr. Osekenyi”
•	Guided composition 
•	Jumbled story
•	Revision exercises 	Learner :
•	Reads pronounces and writes the vocabulary words correctly.
•	Uses the given structural patterns in oral and written sentences correctly. 
•	Reads the given texts and answers the oral and written questions about them in full sentences.	•	Explanation
•	Discussion 	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Constructing sentences 
•	Reading the given texts.
•	Answering oral and written comprehension questions.	Pupils’ text books
Real objects e.g. glue, saw, varnish etc. 			
	4pds 	PREPOSITIONS 
What is a preposition?
Kinds of preposition e.g. which show direction, movement means transport, time etc.	Learner:
•	Tells what a preposition is 
•	Tells ways in which prepositions are used. 
•	Uses prepositions with nouns, verbs and adjectives. 
•	Completes the given exercises on the use of prepositions.	•	Discussion
•	Explanation
•	Question and answer 	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Asking and answering questions 
•	Written exercises	Chalkboard	MK Handbook Pg 108.
Tenses and past of speech by Kateregga pg 94
P.L.E Guide Bk in Eng pgs 89 – 91 		
	6 pds	RELATIVE CLASUES 
Use of:
Who, which, that, whom, whose, when, where
Whom  with people
Who      
Which – with things
That   - both people and things 
Whose-to show possession. 	Learner:
•	Uses the structures in correct sentences. 
•	Joinssimple sentences using the structure.
•	Uses the relative pronouns to construct sentences. 
•	Re- writes as instructed in the brackets using the relative pronouns. 	•	Explanation
•	Discussion 
•	Question and answer	Listening 
Speaking
Reading
Writing	•	Constructing sentences
•	Joining sentences 
•	Re-writing as instructed using the relative pronouns	Chalkboard  illustration 
Real objects 	Detailed Eng. Grammar for P.5 – 7 Book one pgs.		
		COMPREHENSION
TAILORING
Vocabulary practice
Tailor, material, tape, button, needle, design, weave, scissors, sewing, knitting, seamstress, hemming garment.	Learner;
•	Uses vocabulary related to tailoring
•	Writes text related to tailoring.
•	Describes processes of making different tailoring products. 	•	Explanation
•	Discussion 
•	Question and answer	Listening 
Speaking
Reading
Writing	•	Oral practice 
•	constructing sentences
•	Naming tools used in tailoring.
•	Reading and writing texts about tailoring 
•	Writing compositions about tailoring 	Real objects
Text books  
			
		ADJECTIVAL QUALIFIERS
Use of …..
Enough to …..
Prefer to…….
So as ….
So that…
In order….
Either … or…
….and  neither…..
…..and so……
…in order that….
Either…….	Learner:
•	Constructs sentences using the structures. 
•	Completes the given exercises
•	Re- writes the given sentences using the structures.
•	Joins simple sentences using the structures 	•	Explanation
•	Discussion 
•	Question and answer	Listening 
Speaking
Reading
Writing	•	Constructing sentences
•	Answering questions (oral and written)
•	completing given exercises  	Chalkboard illustration 	A complete guide to P.L.E by Akabway Mk Precise.		
		COMPREHENSION
BAKING 
Vocabulary 
Oven, Sugar, yeast, biscuit, knead, wedding cake, pinch – of- salt, ingredients, margarine, cookies, food colour 	Learner:
•	Uses vocabulary related to baking
•	Identifies bakery products
•	Describes processes involved in baking
•	Interprets recipes for baking.	•	Explanation
•	Discussion 
•	Question and answer	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Constructing sentences using the given vocabulary 
•	Acting dialogues 
•	Writing guided and free composition
•	Identifying and sorting different bakery products
•	Read texts and answering questions related to baking. 	Real objects			
		ADVERB CLAUSES
The use of
No sooner
Immediately
As soon as 
Just as 
Hardly 
Scarcely 
Barely 	Learner:
•	Constructs sentences using the structures.
•	Joins simple sentences using the structures. 
•	Re- write the given sentences using the structures. 	•	Explanation
•	Discussion 
•	Question and answer	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Constructing sentences
•	Completing the given exercises
•	Answering questions (oral and written)	Chalkboard illustration 	•	P.L.E Guide Bk in Eng. 
•	Mk precise
•	Revision English 
•	Detailed English Grammar	                                	
		COMPREHENSION
Keeping animals 
Vocabulary practice 
•	e.g. beef, butcher, dairy, fierce, graze, tame etc.
•	Gender e.g. hen- cock, nanny goat – billy goat, bitch – dog, doe- buck etc.
•	Young ones e.g. pig – piglet, duck – duckling, sheep  - lamb, cow – calf, hen – chick etc 
Structural patterns 
•	Dialogue 
Mutebire’s farm 
•	Poem – Animal voice
•	Comprehension 
Domestic animals 
•	Guided composition
Kato’s Diary Farm 
•	Revision Exercises 	Learner:
•	Reads, pronounces and writes the vocabulary words correctly.
•	Uses the vocabulary words in oral and written sentences correctly. 
•	Uses the given structural patterns in oral and written sentences correctly.
•	Reads the given texts and answer the oral and written questions about them in full sentences. 	•	Explanation
•	Discussion 
•	Question and answer	•	Listening 
•	Speaking
•	Reading
•	Writing	•	Reading the given texts 
•	Answering oral and written comprehension questions 	Pupils text books 	•	MK Primary Eng. Pupils’ Bk 6 pgs 65 - 83		

TERM III   
Wk	Pd	Topic/ subtopic	Competence	Methods 	Skills	Suggested activity	Instructional material	References	Remarks 	
	8 pds 	COMPREHENSION 
HOTELS
Vocabulary practice
e.g. bill, chief, customer, cutlery, dinner, menu, receipt, waiter, supper, serve etc. 
•	Structural patterns 
e.g “May I ……”
“could you….?”
•	Dialogue
•	Comprehension 
“Lunch in Swabula Masaba Restaurant”
•	Guided composition  (Jumbled story)
•	Revision exercises 	Learner:
•	Reads, pronounces and writes the vocabulary words correctly.
•	Uses the vocabulary words in oral and written sentences correctly. 
•	Uses the given structural patterns in oral and written sentences correctly.
•	Reads the given texts and answer the oral and written questions about them in full sentences.	•	Explanation
•	Discussion 
•	Question and answer	Listening 
Speaking
Reading
Writing	•	Constructing oral and written sentences.
•	Re- writing sentences as instructed. 	Chalk board illustration 			
 	8 pds 	SPEECHES 
•	Direct and Indirect speech	•	Learner:
•	Constructs sentences in both the direct and indirect speech. 
•	Identifies the changes made when changing from direct to indirect 
•	Changes sentences from Direct to indirect speech and vice versa. 	Explanation 
Discussion 	Listening 
Speaking
Reading
•	Writing	•	Constructing sentences. 
•	Reading the given texts. 
•	Answering oral and writing comprehension questions	Chalkboard illustration 	MK. Pri. English Pps Bk 6 Pg 127 – 140 		
	6 pds 	COMPREHENSION
“USING A DICTIONARY
Vocabulary practice e.g 
Abbreviation, alphabet, arrange, define, look up. 
Structural patterns e.g “we should…”
…check…..”
Which word comes?
Dialogue ‘Dictionary skills”
Comprehension 
“Learning how to use a dictionary?
Guided composition “The first time we used a dictionary”
Opposites 
Revision tests	•	Learner:
•	Reads, pronounces and writes the vocabulary correctly. 
•	Arranges words in dictionary order.
•	uses the given structural patterns in oral and written sentences correctly. 
•	Reads the texts given and answer the oral about them in full sentences. 	•	Explanation
•	Discussion 
•	Question and answer	Listening 
Speaking
Reading
Writing	•	Reading given texts 
•	Answering oral and written comprehension questions 	Pupils text books 	Mk. Primary English pupils Bk 6 pg 127 – 140		
	10 pds 	ADVERB CLAUSES 
Use of:
In spite 
Despite 
Although 
Even though 
Never the less
Not only … but also
Though 
However much…
No sooner…
Hardly 
Scarcely
Barely 
Immediately
…as soon as…
Just as…
	•	Learner:
•	Uses  the clauses correctly. 
•	Uses the given structures to construct sentences
•	Completes the given exercises 	•	Explanation
•	Discussion 
•	Question and answer	Listening 
Speaking
Reading
Writing	•	constructing sentences 
•	completing 	Chalkboard illustration	•	P.L.E Guide book in English pgs 113 – 121 
•	Detailed Eng Grammar		
	8 pds 	Necessity and obligations 
Must, had to, need, didn’t, need to, ought to, ought not, can, may, could, should have to etc. 	Learner:
•	Uses the modal verbs in sentences correctly.
•	Changes from present form to the past form of the modal verbs and vice versa. 	•	Explanation 
•	Discussion 	Listening 
Speaking
Reading
Writing	•	constructing oral and wrtten sentences. Re – write sentences as instructed.	Chalkboard illustration 	•	Junior English composition and Grammar
•	P.L.E Guide Book in Eng pgs 22, 35,37