Primary 6 English Language Curriculum
National Curriculum Development Centre (NCDC), Uganda
- Source: P6 Final Set One (September 2010 - New Version)
- Pages: 1-42
- Academic Year: Three terms, 6 topics total
Table of Contents
Introduction
General Background
The teaching and learning of English language has been given a lot of emphasis since Primary One. As highlighted in the syllabuses of the previous classes, the syllabus of Primary Six promotes the development of language competences in an integrated manner, that is, by using topics from other subjects while developing all the language skills.
It is expected that at this level, learners will fully develop the ability to use English as a language in and outside the classroom at all times. The primary concern is to help learners develop the confidence to use English in a variety of situations.
Rationale
Uganda is a multilingual society where over thirty indigenous languages are spoken. Until recently when Kiswahili was declared the second official language, English has been the only official language. For this reason, English is taught at all levels of education to enable learners develop communication skills and access information written in English.
General Learning Outcomes
By the end of Primary Six, the learner will have:
- Acquired effective use of the four basic language skills, namely, listening, speaking, reading and writing
- Developed the confidence to express themselves in English
- Acquired the appropriate language to use in a variety of situations
Organisation of the Syllabus
In the process of revising the syllabus, some topics have been retained, others dropped to reduce repetition and duplications and others have been introduced while at the same time bringing on board concepts that are familiar to the learners. The purpose of this re-organisation is to ensure that the content is kept light and simple for the learners at this level.
Changes from Previous Syllabus:
- Topics like 'Sanitation', 'Domestic Animals' and 'Safety at Home' have been left to Science and Social Studies because that is where they fit best
- New areas included: 'Carpentry', 'Tailoring' and 'Caring for Animals' as sub-topics under 'Occupations'
- 'Baking' shifted from P7 to P6 under the general topic 'Occupations'
- 'At the Market' was covered in P4 under 'Selling and Buying'
- 'Traditional Stories' dropped because this was handled in lower classes
- 'Restaurants' replaced with 'Hotel' which provides wider vocabulary range
Syllabus Structure:
Although the old syllabus had eleven topics, this new syllabus has only six topics which have been well thought out and enriched with content, aimed at developing the required competences, life skills and values appropriate for Primary Six.
Each Topic Includes:
- Background
- Learning outcome
- Life skills and their indicators
- Values
- Content (vocabulary, grammar, structures)
- Competences
- Suggested teaching activities
- Assessment guidelines
- Important notes to the teacher
Content Delivery:
Content is presented in the form of vocabulary, grammar and structures. The content is consolidated through activities such as:
- Dialogues
- Compositions
- Reading texts
- Comprehension
- Poems
- Language games
Pacing:
Though there are specific periods allocated for each topic the teacher may break down content according to the abilities of the learner. This implies that the abilities of learners should determine the pace at which learning takes place.
Important Note:
The topics in this syllabus are meant to be used as vehicles with which to teach the aspects of the language namely vocabulary, structure, grammar and the language skills. The facts of these topics are to be handled in the different subjects on the curriculum.
Methodology
Effective language teaching calls for active participation of learners. Learners should therefore be given adequate opportunity to practice the vocabulary and structures learnt. Oral work should always be given before written practice.
It is important to note that learners have acquired adequate vocabulary and structures that can enable them write English legibly or speak it fluently and therefore the teacher should provide opportunities for them to write legibly and speak it fluently.
Generic Methods to Use:
- Demonstration
- Discovery
- Role-play
- Research
- Group work
- Dramatisation
It is important to use methods appropriate for the development of the four language skills, which are listening, speaking, reading and writing. These skills are related to each other in different ways and it is very important for a learner to develop mastery of them all.
1. Listening Skills
Listening is a primary skill whose development determines the ability of the learners to develop the advanced or secondary skills (reading and writing). At this level, you should design activities that help the learners to develop the following sub-skills:
Sub-skills:
- Getting specific information
- Organising ideas
- Predicting what is going to follow
Suggested Activities:
- Listening to stories
- Dialogue
- Songs
- Listening to recorded information
- Listening to and repeating after you
- Listening to and completing oral sentences
- Listening to and comparing sounds
- Whispering game
- Carrying messages
2. Speaking Skills
Speaking is the second primary skill after listening. At this level, you should design activities that enable the learners to:
Sub-skills:
- Participate in dialogues and debates
- Ask and answer questions
- Explain events orally
- Report incidences orally and in written
- Give brief oral descriptions
Suggested Activities:
- Repeating words and sentences with appropriate intonation
- Acting out dialogues and short plays
- Narrating stories fluently
- Reading texts loudly
- Talking about identified topics confidently
3. Reading Skills
This is one of the advanced skills whose development is based on the full development of the listening and speaking skills also known as the primary skills. At this level, you need to help the learners carry out silent reading for both intensive and extensive reading.
Sub-skills:
- Proper book handling
- Recognising letters and numbers
- Recognising words, phrases and sentences
- Avoiding bad reading habits
- Extracting information stated in the passage
- Reading phrases
- Guessing the meaning of words from a context
- Reading for comprehension
- Reading for leisure
Suggested Activities:
- Look and say
- Look/read and do
- Read and match
- Matching questions to answers
- Read
- Arranging jumbled sentences into a paragraph
- Answering questions about the story
- Choosing the correct answer from alternatives
- Note taking for summary
- Completing a table or chart
- Labelling a diagram
- Filling in the blanks
- Completing sentences
- Finding a word for a group of words
- Yes and no answers
- True or false statements
4. Writing Skills
This is another advanced skill whose development is based on the mastery of the listening, speaking and reading skills. It is an essential part of the process of learning since the learners write what they hear, speak and read. At this level, the learners should be helped to develop the following competences:
Sub-skills:
- Use of punctuation and paragraphs
- Note taking
- Summary writing
- Maintenance of tense sequence
- Logical presentation of ideas
- Re-writing as instructed without changing the meaning
- Proper use of question tags
- Proper use of contractions
- Knowledge of acronyms and abbreviations
- Ability to describe events appropriately
- Demonstrate ability to do creative writing
Suggested Activities:
- Dictation
- Filling in blanks
- Sequencing jumbled words to form sentences
- Sequencing jumbled sentences to form a paragraph
- Writing a narrative composition
- Writing a descriptive composition
- Writing a letter
- Copying correctly
- Changing a passage from one tense to another
- Substituting words with synonyms
Assessment Guidelines
Continuous Assessment
- English has about 7 lessons per week
- This allows for continuous assessment
- Assessment should be done daily as you teach
- Assessment can be done through observation as learners do their exercises
- Other methods: quizzes, assignments, tests/examinations
What to Assess:
As you assess your learners according to the competences laid down in the syllabus, the number of questions given in one exercise should depend upon what you want to assess. Give enough numbers to the learners for practice.
Assessment Contexts:
- Assessing can be done within or out of the classroom
- Life skills and values can also be assessed especially through observation
- Emphasis should be put on assessing the language competences
- Give learners a chance to express themselves verbally or through written work as you make corrections where necessary
Summative Evaluation:
Summative evaluation of learners can be done at the end of the year. Assessing learners daily does not necessarily mean assessing each learner in every lesson, but you can assess a group of learners. What is needed in this method of assessment is to make sure that each learner is assessed before the end of the topic.
Record Keeping:
You are encouraged to keep a record of assessment for each learner. This will help you to organise remedial teaching for your learners.
Language Skills Integration
The four language skills should be integrated in every lesson. However, all the skills do not have to appear in every lesson all the time. As much as possible, try to integrate reading, writing, listening and speaking in every lesson. Remember that learners should talk more than the teacher and also have adequate practice in the four skills.
Topics by Term
Term I
- Safety on the Road (36 periods)
- Debating (36 periods)
Term II 3. Family Relationships (36 periods) 4. Occupations (36 periods)
Term III 5. Hotels (36 periods) 6. Using a Dictionary (36 periods)
Total: 216 periods across the year (45 minutes per period)
Term I
Topic 1: Safety on the Road (36 Periods)
Background
Learners use roads every day. They need to have knowledge and skills to enable them use roads safely. Therefore, this topic will enable learners develop language related to safety on the road. The topic builds on what the learners covered in P1 and P2 under the themes 'Accidents and Safety' and 'Transport in our Community'. Teaching the topic effectively can help curtail accidents.
Learning Outcome
The learner practices safe behaviour while on the road.
Life Skills and Indicators
Effective communication
- Clarity
- Accuracy
- Logical presentation of ideas
Decision-making
- Making choices
- Giving and following instructions
- Accepting advice
Values
- Patience
- Endurance
- Responsibility
Sub-topic 1A: Safety on the Road (18 Periods)
Competences (The learner):
- Uses language related to safety on the road
- Uses imperatives
- Uses modals correctly
- Writes a composition about keeping safe on the road
- Uses linkers correctly
Vocabulary:
- Zebra-crossing, pedestrians, traffic, overtaking, right-hand drive, left-hand drive, one way, lane, diversion, carriageway, give way, indicator, swerve, knock, crossroad, accident, overloading, crash, casualty, emergency, first aid, ambulance, knocked, police, law, speed, highway code
Grammar:
- Imperatives: Stop!, Look!, Listen!, Hold on!
- Linkers: and, but, because, so, if
- Modal verbs of obligation: must, should, ought to
Structures:
- Expressing obligation: We must..., We should..., We ought to...
- Giving instructions: Stop when..., Look before..., Listen to...
Suggested Activities:
- Talking about keeping safe on the road
- Using imperative verbs
- Practicing using modals of obligation
- Drawing and labeling road signs and symbols
- Making and acting out a dialogue on road safety
- Writing sentences using linkers
- Writing a composition on road safety
Notes to the Teacher:
- Revise the language of road safety covered in previous classes
- Use real road signs and symbols or pictures
- Organize a visit to observe traffic or invite a traffic police officer
- Emphasize the importance of following road safety rules
- Link with Social Studies content on road safety
Suggested Competences for Assessment:
The learner:
- Uses vocabulary related to road safety appropriately
- Gives instructions using imperatives
- Uses modal verbs correctly in sentences
- Writes sentences using linkers correctly
- Writes a composition on road safety
- Identifies and explains road signs and symbols
Sub-topic 1B: Describing Road Accidents (18 Periods)
Competences (The learner):
- Describes a road accident orally and in writing
- Uses the past tense correctly
- Identifies and uses adjectives appropriately
- Writes a report about an accident
Vocabulary:
- Knocked down, run over, hit, crashed, injured, bleeding, fracture, unconscious, victim, witness, statement, scene, rescue, bystander
Grammar:
- Past tense forms: regular and irregular verbs
- Adjectives: serious, minor, fatal, careless, reckless, speeding
- Adverbs: suddenly, quickly, immediately, slowly, carefully
Structures:
- Describing what happened: The car knocked..., The driver was..., The victim lay...
- Time sequence: First..., Then..., After that..., Finally...
- Cause and effect: Because of..., Due to..., As a result...
Suggested Activities:
- Narrating what happened in an accident (real or imagined)
- Using past tense verbs to describe events
- Using adjectives and adverbs appropriately
- Writing a report about an accident
- Role-playing accident witnesses giving statements
- Sequencing pictures showing an accident
- Reading comprehension about road accidents
Notes to the Teacher:
- Be sensitive when discussing accidents
- Use pictures or video clips where possible
- Practice forming past tense of regular and irregular verbs
- Emphasize correct use of time sequence words
- Link with Social Studies on accident prevention
Suggested Competences for Assessment:
The learner:
- Narrates an accident using past tense correctly
- Uses appropriate adjectives to describe accidents
- Uses adverbs correctly in descriptions
- Writes a detailed report about an accident
- Sequences events logically
- Uses time sequence words appropriately
Topic 2: Debating (36 Periods)
Background
Debating is an important skill that helps learners develop critical thinking, logical reasoning, and effective communication. Through debating, learners learn to present arguments, counter-argue, and defend their positions on various issues. This topic introduces learners to the basics of debating and helps them develop confidence in public speaking.
Learning Outcome
The learner participates in debates expressing opinions clearly and logically.
Life Skills and Indicators
Critical thinking
- Analyzing information
- Making judgments
- Problem-solving
Effective communication
- Clarity of expression
- Logical presentation
- Confidence
Assertiveness
- Expressing opinions
- Standing by one's views
- Respecting others' opinions
Values
- Respect for others
- Tolerance
- Honesty
- Fairness
Sub-topic 2A: Introduction to Debating (18 Periods)
Competences (The learner):
- Explains what a debate is
- Identifies the parts of a debate
- Uses language of agreeing and disagreeing
- Expresses opinions clearly
- Participates in simple debates
Vocabulary:
- Debate, motion, proposition, opposition, speaker, chairperson, timekeeper, adjudicator, rebuttal, argument, point of order, point of information, opening statement, closing statement
Structures:
- Expressing opinion: In my opinion..., I think that..., I believe that..., From my point of view...
- Agreeing: I agree with..., That's true..., Exactly..., I share that view...
- Disagreeing: I disagree with..., I don't think so..., That's not true..., On the contrary...
- Adding points: Furthermore..., Moreover..., In addition..., Besides...
Suggested Activities:
- Discussing what a debate is
- Watching or listening to a debate
- Identifying roles in a debate
- Practicing expressing opinions
- Practicing agreeing and disagreeing politely
- Organizing simple classroom debates on familiar topics
- Role-playing different debate roles
Notes to the Teacher:
- Start with simple, familiar debate topics
- Model how to express opinions respectfully
- Emphasize listening to others' views
- Teach debate etiquette
- Provide sentence starters for shy learners
- Keep early debates short and structured
Suggested Competences for Assessment:
The learner:
- Defines what a debate is
- Names the parts/roles in a debate
- Expresses opinions clearly
- Agrees and disagrees politely
- Uses appropriate debate vocabulary
- Participates confidently in debates
Sub-topic 2B: Organizing and Conducting Debates (18 Periods)
Competences (The learner):
- Prepares arguments for a debate
- Presents arguments clearly and logically
- Counters opponents' arguments
- Uses persuasive language
- Participates in formal debates
Vocabulary:
- Convince, persuade, evidence, support, justify, refute, counter-argument, logical, valid, invalid, fallacy, statistics, example
Grammar:
- Conditional sentences: If..., then...
- Cause and effect: Because..., Therefore..., As a result..., Consequently...
- Connectives: However, Nevertheless, Although, Despite
Structures:
- Presenting arguments: My first point is..., Let me explain..., Consider this...
- Giving evidence: For example..., Research shows..., Statistics indicate...
- Refuting arguments: That argument is flawed because..., I challenge that point...
- Concluding: In conclusion..., To summarize..., Therefore...
Suggested Activities:
- Researching debate topics
- Preparing arguments and counter-arguments
- Practicing presentation skills
- Organizing formal debates
- Conducting mock debates
- Evaluating debate performances
- Writing debate speeches
Notes to the Teacher:
- Choose age-appropriate debate motions
- Allocate time for preparation
- Teach research skills
- Model good debating techniques
- Provide feedback on performances
- Encourage use of evidence and examples
- Teach how to handle nervousness
Suggested Debate Topics:
- School uniform should be compulsory
- Mobile phones should be allowed in school
- Homework is necessary for learning
- Boys and girls should study separately
- Reading is better than watching TV
- Pets should be allowed in schools
Suggested Competences for Assessment:
The learner:
- Prepares well-researched arguments
- Presents arguments logically
- Supports points with evidence
- Counters opponents effectively
- Uses persuasive language
- Speaks confidently and clearly
- Respects debate rules and etiquette
Term II
Topic 3: Family Relationships (36 Periods)
Background
The family is the basic unit of society and plays a crucial role in shaping individuals. Understanding family relationships, roles, and responsibilities helps learners appreciate family values and develop good relationships with family members. This topic builds on learners' understanding of the family from earlier classes and extends it to explore various aspects of family life.
Learning Outcome
The learner uses appropriate language to describe family relationships and demonstrates understanding of family values.
Life Skills and Indicators
Interpersonal relationships
- Respect for family members
- Cooperation
- Understanding different roles
Effective communication
- Expressing feelings
- Listening to others
- Resolving conflicts
Self-awareness
- Understanding one's role
- Taking responsibility
- Appreciating family
Values
- Love and care
- Respect
- Responsibility
- Unity
- Loyalty
Sub-topic 3A: Members of the Family (18 Periods)
Competences (The learner):
- Names extended family members
- Describes relationships within the family
- Uses possessive pronouns correctly
- Describes family members' characteristics
- Uses adjectives appropriately
Vocabulary:
- Extended family, nuclear family, relatives, grandparents, great-grandparents, uncle, aunt, nephew, niece, cousin, in-laws, step-parent, step-sibling, guardian, orphan, adopted, ancestor, descendant, generation
Grammar:
- Possessive pronouns: mine, yours, his, hers, ours, theirs
- Possessive adjectives: my, your, his, her, our, their
- Adjectives describing character: kind, generous, caring, strict, patient, hard-working, responsible
Structures:
- Describing relationships: She is my..., He is related to me as...
- Showing possession: This is my mother's..., Those are his parents'...
- Describing characteristics: My father is..., She is a... person
Suggested Activities:
- Drawing and labeling a family tree
- Talking about family members
- Describing family members' characteristics
- Writing sentences using possessive pronouns
- Making sentences with adjectives
- Writing a composition about "My Family"
- Sharing family photos and describing them
Notes to the Teacher:
- Be sensitive to different family structures
- Respect cultural differences in family organization
- Avoid making assumptions about learners' family situations
- Emphasize that all families are valuable
- Link with Social Studies on family structures
Suggested Competences for Assessment:
The learner:
- Names extended family members correctly
- Draws and labels a family tree accurately
- Uses possessive pronouns and adjectives correctly
- Describes family members using appropriate adjectives
- Writes coherently about family
- Shows understanding of family relationships
Sub-topic 3B: Family Roles and Responsibilities (18 Periods)
Competences (The learner):
- Describes roles of different family members
- Uses modal verbs of obligation
- Talks about duties and responsibilities
- Writes about family responsibilities
Vocabulary:
- Responsibility, duty, chore, housework, provide, support, care for, look after, depend on, breadwinner, discipline, guidance, obedience, respect, contribution
Grammar:
- Modal verbs: must, should, ought to, have to, need to
- Present simple for habitual actions
- Frequency adverbs: always, usually, often, sometimes, rarely, never
Structures:
- Expressing obligation: Parents must..., Children should..., We have to...
- Describing duties: It is the duty of... to..., The role of... is to...
- Talking about frequency: My father always..., I usually...
Suggested Activities:
- Discussing family roles and responsibilities
- Listing household chores
- Making sentences about duties using modal verbs
- Role-playing family scenarios
- Writing about "My Responsibilities at Home"
- Creating a duty roster for the family
- Discussing how family members help each other
Notes to the Teacher:
- Emphasize that responsibilities vary by age
- Discuss gender roles sensitively
- Encourage equal sharing of responsibilities
- Appreciate learners' contributions at home
- Link with Social Studies on family life
Suggested Competences for Assessment:
The learner:
- Describes family roles accurately
- Uses modal verbs of obligation correctly
- Talks about responsibilities appropriately
- Uses frequency adverbs correctly
- Writes about family duties coherently
- Shows understanding of family values
Topic 4: Occupations (36 Periods)
Background
Understanding different occupations helps learners appreciate the variety of work people do and the importance of each occupation to society. This topic exposes learners to various occupations, the tools and skills required, and the value of different types of work. It also helps learners begin thinking about possible future careers.
Learning Outcome
The learner uses appropriate language to describe various occupations and their importance.
Life Skills and Indicators
Critical thinking
- Analyzing different occupations
- Understanding relationships
- Making connections
Appreciation
- Valuing all types of work
- Respecting workers
- Recognizing contributions
Decision-making
- Considering options
- Making choices
- Setting goals
Values
- Hard work
- Honesty
- Respect for labor
- Dignity of work
Sub-topic 4A: Types of Occupations (18 Periods)
Competences (The learner):
- Names various occupations
- Describes what people in different occupations do
- Uses present simple tense correctly
- Identifies tools and equipment for different occupations
- Writes about occupations
Vocabulary:
- Occupation, profession, career, job, work, employ, employer, employee, salary, wage, carpenter, tailor, baker, farmer, teacher, doctor, nurse, engineer, driver, mechanic, electrician, plumber, mason, security guard
Grammar:
- Present simple tense for habitual actions
- Question forms: What does a... do? Where does a... work?
- Third person singular: -s/-es endings
Structures:
- Describing occupations: A teacher teaches..., A doctor treats..., A carpenter makes...
- Asking about work: What does your father do? Where does she work?
- Describing tools: A carpenter uses..., A tailor needs...
Suggested Activities:
- Naming different occupations
- Matching occupations to their tools
- Describing what people do in various jobs
- Interviewing family members about their work
- Playing "Guess the occupation" game
- Writing sentences about different occupations
- Creating posters about occupations
Notes to the Teacher:
- Use pictures or real objects where possible
- Invite guest speakers from different professions
- Organize visits to workplaces if possible
- Emphasize that all work is valuable
- Link with Social Studies on community workers
Suggested Competences for Assessment:
The learner:
- Names various occupations correctly
- Describes what people do in different jobs
- Uses present simple tense correctly
- Matches tools to appropriate occupations
- Writes coherently about occupations
- Shows appreciation for different types of work
Sub-topic 4B: Specific Occupations (18 Periods)
This sub-topic focuses on detailed study of specific occupations including Carpentry, Tailoring, Baking, and Caring for Animals.
Competences (The learner):
- Describes specific occupations in detail
- Uses specialized vocabulary for different trades
- Explains processes and procedures
- Uses sequence words correctly
- Writes detailed descriptions
Vocabulary by Occupation:
Carpentry: workshop, timber, saw, hammer, nails, screws, plane, chisel, measuring tape, drill, sandpaper, varnish, polish, joint, furniture, cabinet, chair, table, door, window frame
Tailoring: fabric, cloth, material, pattern, measuring tape, scissors, needle, thread, sewing machine, button, zip, hem, stitch, seam, fitting, alteration, dress, shirt, trousers, uniform
Baking: oven, flour, yeast, sugar, salt, butter, eggs, mixing bowl, rolling pin, baking tray, dough, knead, rise, bake, bread, cake, biscuits, pastry, recipe
Caring for Animals: veterinarian, livestock, poultry, feeding, watering, grooming, vaccination, treatment, shelter, hygiene, cattle, goats, sheep, chickens, pigs
Grammar:
- Sequence words: First..., Then..., Next..., After that..., Finally...
- Present simple for describing processes
- Imperatives for giving instructions
Structures:
- Describing processes: To make..., you need..., First you..., Then you...
- Giving instructions: Cut the..., Mix the..., Place the...
- Explaining purposes: This is used for..., You need this to...
Suggested Activities:
- Visiting a carpentry workshop/tailor shop/bakery/farm
- Watching demonstrations of different trades
- Describing processes step by step
- Matching tools to their uses
- Writing instructions for making something
- Role-playing different occupations
- Creating picture stories about work processes
Notes to the Teacher:
- Organize practical demonstrations where possible
- Use realia (real objects) to teach vocabulary
- Emphasize safety in different occupations
- Encourage both boys and girls to appreciate all occupations
- Practice sequence words thoroughly
- Link with Vocational Studies or Home Economics
Suggested Competences for Assessment:
The learner:
- Uses specialized vocabulary correctly
- Describes work processes clearly
- Uses sequence words appropriately
- Writes detailed descriptions of occupations
- Gives clear instructions
- Shows understanding of different trades
Term III
Topic 5: Hotels (36 Periods)
Background
Hotels are places where people stay when traveling or when they want to eat out. Understanding how hotels operate and the language used in hotel settings prepares learners for real-life situations. This topic helps learners develop the language skills needed to interact in hotel environments, whether as guests or future workers in the hospitality industry.
Learning Outcome
The learner uses appropriate language in hotel settings.
Life Skills and Indicators
Effective communication
- Politeness
- Clarity
- Appropriate register
Interpersonal relationships
- Customer service
- Professional behavior
- Courtesy
Decision-making
- Making choices
- Problem-solving
- Following procedures
Values
- Respect
- Courtesy
- Honesty
- Responsibility
- Cleanliness
Sub-topic 5A: Types and Parts of a Hotel (18 Periods)
Competences (The learner):
- Names different types of hotels
- Identifies parts of a hotel
- Uses prepositions of place correctly
- Describes hotel facilities
- Uses "there is/there are" correctly
Vocabulary:
- Hotel, lodge, motel, inn, resort, guest house, reception, lobby, front desk, room, suite, single room, double room, restaurant, dining room, kitchen, bar, swimming pool, gym, conference hall, parking lot, elevator, stairs
Grammar:
- Prepositions of place: in, on, at, beside, next to, near, opposite, between
- "There is/There are" for describing what exists
- Countable and uncountable nouns
Structures:
- Describing location: The reception is..., The restaurant is located...
- Describing facilities: There is a..., There are...
- Asking about location: Where is the...? How do I get to...?
Suggested Activities:
- Discussing different types of hotels
- Drawing a hotel plan and labeling parts
- Describing hotel facilities
- Using prepositions to describe locations
- Writing sentences with "there is/there are"
- Creating a brochure for an imaginary hotel
- Role-playing asking for directions in a hotel
Notes to the Teacher:
- Use pictures or videos of hotels
- Organize a visit to a local hotel if possible
- Emphasize correct use of prepositions
- Practice "there is/there are" thoroughly
- Link with Social Studies on tourism
Suggested Competences for Assessment:
The learner:
- Names different types of hotels
- Identifies hotel facilities correctly
- Uses prepositions of place accurately
- Uses "there is/there are" correctly
- Describes hotel layout clearly
- Draws and labels hotel plans accurately
Sub-topic 5B: Services in a Hotel (18 Periods)
Competences (The learner):
- Describes hotel services
- Makes requests and bookings politely
- Uses polite expressions
- Makes complaints appropriately
- Writes hotel-related correspondence
Vocabulary:
- Service, reservation, booking, check-in, check-out, guest, receptionist, porter, waiter, waitress, chef, manager, room service, laundry, wake-up call, bill, payment, complain, menu, order
Grammar:
- Polite requests: Could you...? Would you...? May I...? Can I...?
- Modal verbs for requests: could, would, may, can
- Present perfect: Have you...? I have booked...
Structures:
- Making bookings: I would like to book..., I'd like to reserve...
- Making requests: Could you please...? Would you mind...?
- Making complaints: I'm sorry, but..., There seems to be a problem with...
- Responding politely: Certainly, Of course, Right away, I apologize
Suggested Activities:
- Discussing hotel services
- Role-playing checking in and out
- Making telephone bookings
- Writing a letter to book a hotel room
- Acting out ordering in a hotel restaurant
- Practicing making polite requests
- Handling complaints professionally
- Filling in hotel registration forms
Notes to the Teacher:
- Emphasize polite language throughout
- Model appropriate tone and body language
- Practice telephone manners
- Discuss cultural differences in hospitality
- Use hotel forms and menus as realia
- Teach proper letter writing format
Suggested Competences for Assessment:
The learner:
- Makes polite requests appropriately
- Books hotel services correctly
- Uses polite expressions consistently
- Handles complaints professionally
- Writes clear hotel correspondence
- Fills in forms accurately
- Role-plays hotel scenarios confidently
Topic 6: Using a Dictionary (36 Periods)
Background
A dictionary is an essential reference tool for language learning. Knowing how to use a dictionary effectively helps learners become independent in their language learning, enabling them to find word meanings, pronunciation, and usage on their own. This topic equips learners with dictionary skills that will benefit them throughout their academic life.
Learning Outcome
The learner uses a dictionary independently to find information about words.
Life Skills and Indicators
Self-directed learning
- Independence
- Initiative
- Resourcefulness
Critical thinking
- Analysis
- Interpretation
- Application
Problem-solving
- Finding solutions
- Using resources
- Making decisions
Values
- Curiosity
- Perseverance
- Accuracy
- Love for learning
Sub-topic 6A: Parts and Features of a Dictionary (18 Periods)
Competences (The learner):
- Identifies parts of a dictionary
- Understands dictionary organization
- Uses alphabetical order
- Reads dictionary entries
- Understands dictionary symbols and abbreviations
Vocabulary:
- Dictionary, entry, headword, definition, pronunciation, syllable, stress, part of speech, noun, verb, adjective, adverb, example sentence, synonym, antonym, abbreviation, guide words, alphabetical order
Grammar:
- Parts of speech: noun, verb, adjective, adverb, preposition, conjunction
- Understanding word forms: base form, past tense, plural
Dictionary Features:
- Alphabetical arrangement
- Guide words at top of pages
- Phonetic symbols for pronunciation
- Parts of speech labels (n., v., adj., adv.)
- Different meanings numbered
- Example sentences in italics
- Abbreviations and symbols
Suggested Activities:
- Examining different dictionaries
- Identifying parts of a dictionary entry
- Arranging words in alphabetical order
- Finding guide words on pages
- Reading and explaining dictionary entries
- Matching symbols to their meanings
- Practicing using alphabetical order
- Finding words quickly in dictionary
Notes to the Teacher:
- Ensure each learner has access to a dictionary
- Start with simple dictionaries appropriate for level
- Practice alphabetizing thoroughly
- Explain abbreviations clearly
- Make dictionary use a daily classroom activity
- Create dictionary games to build skills
Suggested Competences for Assessment:
The learner:
- Identifies parts of a dictionary correctly
- Arranges words in alphabetical order
- Locates words quickly using guide words
- Reads dictionary entries accurately
- Understands symbols and abbreviations
- Explains dictionary features clearly
Sub-topic 6B: Using a Dictionary (18 Periods)
Competences (The learner):
- Looks up words efficiently
- Finds meanings of words
- Determines pronunciation
- Identifies parts of speech
- Finds synonyms and antonyms
- Uses dictionaries for spelling
- Chooses appropriate meanings in context
Skills to Develop:
- Quick word location
- Understanding multiple meanings
- Selecting contextually appropriate meaning
- Using pronunciation guides
- Applying dictionary information in sentences
- Checking spelling
- Finding word origins (etymology) where provided
Suggested Activities:
- Looking up new vocabulary words
- Finding synonyms and antonyms
- Checking spelling of difficult words
- Determining correct pronunciation
- Identifying parts of speech for given words
- Choosing appropriate meaning for context
- Dictionary race games
- Creating personal vocabulary notebooks
- Using dictionary for comprehension exercises
- Correcting spelling using dictionary
Dictionary Skills Practice:
Finding Meanings:
- Look up unfamiliar words in reading passages
- Find multiple meanings and discuss differences
- Create sentences using different meanings
- Explain meanings in own words
Checking Spelling:
- Verify spelling of commonly confused words
- Correct spelling mistakes in writing
- Learn spelling patterns from dictionary
Learning Pronunciation:
- Use phonetic symbols to pronounce new words
- Identify stressed syllables
- Practice saying words correctly
Expanding Vocabulary:
- Find synonyms to improve writing
- Learn antonyms for word relationships
- Discover related words and word families
Notes to the Teacher:
- Make dictionary use a regular classroom practice
- Integrate dictionary skills with reading and writing
- Create fun dictionary activities and games
- Encourage learners to have personal dictionaries
- Teach how to select appropriate meaning for context
- Practice pronunciation symbols systematically
- Link dictionary use with vocabulary development
Dictionary Games and Activities:
- Dictionary Race: First to find given words wins
- Word of the Day: Learners look up and share new words
- Spelling Bee: Use dictionary to verify spellings
- Synonym Search: Find as many synonyms as possible
- Parts of Speech Sort: Categorize words by parts of speech
- Pronunciation Practice: Say words using dictionary guide
Suggested Competences for Assessment:
The learner:
- Locates words quickly and efficiently
- Finds and explains word meanings correctly
- Uses pronunciation guides accurately
- Identifies parts of speech correctly
- Finds appropriate synonyms and antonyms
- Checks and corrects spelling using dictionary
- Selects contextually appropriate meanings
- Uses dictionary information in sentences
- Shows independence in dictionary use
Summary
This P6 English curriculum comprises 216 periods (45 minutes each) across three terms, covering 6 major topics. The curriculum emphasizes:
- Integrated development of four language skills (listening, speaking, reading, writing)
- Practical, context-based language learning
- Active learner participation
- Development of life skills and values
- Continuous assessment and feedback
- Use of topics as vehicles for language teaching
Total Period Allocation:
- Term I: 72 periods (Safety on the Road: 36, Debating: 36)
- Term II: 72 periods (Family Relationships: 36, Occupations: 36)
- Term III: 72 periods (Hotels: 36, Using a Dictionary: 36)
Key Principles:
- Oral before written: Always practice orally before written work
- Integration: Integrate all four skills in lessons
- Learner-centered: Learners should talk more than teacher
- Practical: Use real-life contexts and materials
- Progressive: Build on previous knowledge
- Inclusive: Accommodate different learning abilities
Assessment Focus:
- Continuous assessment throughout
- Focus on competence development
- Use varied assessment methods
- Record and track learner progress
- Provide remedial support as needed
This document was prepared from the official NCDC P6 curriculum materials for lesson planning purposes.
Source: National Curriculum Development Centre (NCDC), Uganda Document: Primary Six Final Set One (September 2010) Available from: https://ncdc.go.ug/