School Grade Learning Area Term Year

4 English Activities 2 2020

Wee Less Strand/ Sub Specific Learning Key Inquiry Learning Experience Learning Assessment Rema
k on Theme Strand/Sub Outcomes Question(S) Resources rks
theme
1 1 Writing Creative Create a narrative How can Use similes to Course books Teacher-made tests
Writing: composition of you write an make their Story books Learner journals
Narrative about 60-80 words interesting Charts Peer assessment
compositions
Video clips Self-
Composition for self- composition interesting. Audio-visual assessment
s expression ? Create their own resources learner
Appreciate the role similes and use Other web Portfolio dictation
of creativity in them in their resources Standardised writing
writing for composition. tests
different purposes Write a narrative
composition of about
Appreciate the role 60- 80 words and
of creativity in incorporate
writing for
different purposes

2 Listenin Pronunciati By the end of Why do we Listen to audio- Course books Oral
g on and the sub strand, vary our visual recordings of Story books reading or
Vocabulary: Charts dictation
and the learner voice when words featuring the
Video clips recitations
Speakin Stress/I should be able asking sounds /ʊ/ Role play
Audio-visual
g notation to: questions? /uː/ /f/ /v/ resources Debates
Identify correct Other web Oral interviews
stress and resources Dialogues
intonation in ‘WH’ Oral discussions
questions, other Oral presentations
questions and
statements for
 clarity in speech
3 Listenin Pronunciati By the end of How does Listen to correct Course books Oral
g on and the sub strand, good stress in words Story books reading or
and Vocabulary: Charts dictation
the learner pronunciati such as address,
Video clips recitations
Speaking Stress/I should be able on of words increase among Role play
Audio-visual
notation to: and sounds others (whether noun resources Debates
Use correct stress hel us? or verb). Other web Oral interviews
and intonation in Listen to correct resources Dialogues
questions and intonation in Oral discussions
statements to questions and Oral presentations
communicate statements to
clearly identify a speaker’s
Appreciate the feelings
importance of
varying intonation
in communication.
4 Reading Intensive By the end of How can Make Course books Reading aloud
Reading: the sub strand, we obtain predictions Story books Dictation
Dialog ue the learner informatio Charts Oral interviews
from a dialogue
Video clips Question and
should be able n from about events Audio-visual answer
to: texts? based on resources Teacher-made tests
Read a variety of pictures and the Other web Learner
dialogues related title. resources summaries of
to email and Locate new words what they read
internet for and sentence
comprehension structures in a
dialogue.
Read a variety of
dialogues related to
the theme in print
and non-print
formats
2 1 Reading Intensive Apply appropriate What stories Answer factual Course books Reading aloud
Reading:Di intensive reading or books and inferential Story books Dictation
alog ue skills to obtain have you questions Charts Oral interviews
Video clips Question and
specific factual read? individually, in Audio-visual answer
 and inferential pairs or groups. resources Teacher-made tests
information for Retell stories Other web Learner
lifelong learning related to the resources summaries of
what they read
Appreciate reading theme in pairs
for purposes of and groups
comprehension Identify events in a
and information. dialogue for logical
flow.
Watch a video of a
person writing an
email.
2 Gramma Language By the end of the What things Name, in pairs or Course books Tasks such as
r Patterns: sub strand, the do we count small groups, Story books multiple choice
countable and Charts Discrimination
Quantifiers learner should be What
Video clips Gap-filling
able to: things uncountable nouns
Audio-visual Short-answer
Select appropriate cannot be resources
quantifiers to use counted? Other web
in relation to the resources
type of noun for Word wheels
effective Word puzzles
communication
3 Gramma Language Use quantifiers in Which Use the quantifiers Course books Tasks such as
r Patterns: sentences correctly words do we (much, many, some Story books multiple choice
use to show and any) correctly Charts Discrimination
Quantifiers for communication Video clips Gap-filling
clarity the quantity with nouns and
Audio-visual Short-answer
of countable construct sentences resources
Appreciate the and in pairs Other web
correct use of uncountable resources
quantifiers in nouns? Word wheels
everyday Word puzzles
communication

4 Writing Guided By the end of the Which Identify pictures Course books Teacher-made tests
Writing:Pict sub strand, the words do from online and Story books Learner journals
orial learner should be we use to Charts Peer assessment
offline sources.
Video clips Self-
Composition able to: describe a Identify common Audio-visual assessment
 s Write a pictorial picture? sayings from a text resources learner
composition of in pairs and write Other web Portfolio dictation
about 60-80 words them in their exercise resources Standardised writing
on varied topics books or word tests
for effective processor
communication
3 1 Writing Guided By the end of the How do Use a variety of Course books Teacher-made tests
Writing:Pict sub strand, the pictures pictures from Story books Learner journals
orial learner should be online and offline Charts Peer assessment
make you Video clips
Composition able to: sources and write Self-
feel? Audio-visual assessment
s Use a variety of pictorial resources learner
pictures and clues compositions of Other web Portfolio dictation
to write pictorial 60-80 words resources Standardised writing
compositions of based on the tests
about 60-80 theme.
words for Discuss different
effective pictures in
communication. pairs/groups and
write pictorial
compositions of
about 60-80 words.
 Use
sayings to
make their
compositio
ns
interesting.

2 Writing Guided Appreciate the use What are Watch a variety Course books Teacher-made tests
Writing:Pict of a wide range of some of the of videos Story books Learner journals
orial pictures to write things we Charts Peer assessment
related to the
Video clips Self-
Composition pictorial can write theme and Audio-visual assessment
s compositions of about the write pictorial resources learner
about 60-80 words pictures we compositions. Other web Portfolio dictation
on different topics see? Generate a wide resources Standardised writing
for range of pictures tests
 communication. from the internet and
write pictorial
compositions
3 Listening Pronunciati By the end of the Why Listen for the Course books Oral
and on and sub strand, the should sounds /ɛə/ /j/ Story books reading or
Vocabulary Charts dictation
Speaking learner should be you listen /ʤ//ʒ/ from an audio
Video clips recitations
:Interactive able to: to others text and then say Role play
Audio-visual
Listening Participate when they them in pairs. resources Debates
actively in a two- are Listen to a dialogue Other web Oral interviews
way conversation speaking? introduction and resources Dialogues
(turn taking) in predict what they Oral discussions
various settings think they will hear Oral presentations
for self-
expression.

4 Listening Pronunciati By the end of the Why should Engage in a Course books Oral
and on and sub strand, the we wait for dialogue featuring Story books reading or
Vocabulary learner should be Charts dictation
Speaking out turn to words with the
Video clips recitations
:Interactive able to: speak? sounds /ɛə/ /j/ Role play
Audio-visual
Listening Apply /ʤ//ʒ/ and pay resources Debates
vocabulary attention to what the Other web Oral interviews
related to the other person says. resources Dialogues
theme in Act out a dialogue in Oral discussions
different settings pairs. Oral presentations
for clarity of Construct sentences
speech. using present and
past tense.
Listen to a
poem, story
or song and
answer
questions
orally.

4 1 Listening Pronunciati By the end of the How do we Participate in a Course books Oral
and on and sub strand, the show when debate, interview Story books reading or
 Speaking Vocabulary learner should be an action and discussion on Charts dictation
:Interactive able to: took place? social media Video clips recitations
Listening Use the present focusing on cyber Audio-visual Role play
resources Debates
and past tense safety. Other web Oral interviews
correctly in a Apply facial resources Dialogues
two way expressions and Oral discussions
dialogue for gestures Oral presentations
communication appropriately while
clarity. reciting choral verses
Appreciate the in pairs and groups
importance of
turn taking in
oral
communication
2 Reading Narratives/ By the end of the Why Select appropriate Course books Reading aloud
Poems sub strand, the should we and high- interest Story books Dictation
learner should be reading print and Charts Oral interviews
read Video clips
able to: electronic materials Question and
different Audio-visual answer
Read a variety of types of related such as resources Teacher-made tests
materials narratives, poems Other web
materials? Learner
(narratives, poems, and graded readers resources summaries of
graded readers) for what they read
lifelong learning
3 Reading Narratives/ By the end of the What kind Select and Course books Reading aloud
Poems sub strand, the of materials read Story books Dictation
learner should be do you graded Charts Oral interviews
Video clips Question and
able to: enjoy readers Audio-visual answer
Demonstrate reading? independe resources Teacher-made tests
independent ntly for Other web Learner
reading of a pleasure. resources summaries of
variety of Set up an after what they read
materials school club where
(narratives, poems, they meet on a
graded readers) for regular basis to read
information extensively
4 Reading Narratives/ Appreciate the What can Retell the stories Course books Reading aloud
 Poems importance of you do to they have read in Story books Dictation
independent remember pairs or groups. Charts Oral interviews
reading in a Share opinions Video clips Question and
what you
Audio-visual answer
variety of read and reflections resources Teacher-made tests
contexts on the texts they Other web Learner
for enjoyment have read. resources summaries of
Identify and discuss what they read
proverbs used in
graded readers.
5 1 Gramma Present and By the end of the Why is it Listen to a radio Course books Tasks such as
r Past sub strand, the important or TV programme Story books multiple choice
learner should be to show Charts Discrimination
Continuous and identify the
Video clips Gap-filling
Tense able to: when present and past Audio-visual Short-answer
Identify the something continuous forms. resources
present and past happened? Give examples Other web
continuous forms of actions in resources
of the verb in oral the present and
and written texts past continuous
for communication tense.
clarity
2 Gramma Present and By the end of the How do we Use a given list of Course books Tasks such as
r Past sub strand, the tell an verbs to form Story books multiple choice
learner should be action i or sentences in the Charts Discrimination
Continuous
Video clips Gap-filling
Tense able to: was present and past
Audio-visual Short-answer
Use the present happening? continuous tense in resources
and past pairs or groups Other web
continuous tense resources
correctly in oral
and written
contexts for self-
expression.
Appreciate the
role of the
present and
past continuous
tense in
 communication
3 Writing Punctuation By the end of the Why do you Identify proper Course books Teacher-made tests
sub strand, the use nouns such as Story books Learner journals
learner should be names of people, Charts Peer assessment
punctuation
Video clips Self-
able to: marks? places and Audio-visual assessment
Identify commonly features like resources learner
used punctuation mountains and Other web Portfolio dictation
marks in written rivers resources Standardised writing
texts for effective tests
communication
4 Writing Punctuation Use full stops and Which Design drawings Course books Teacher-made tests
capital letters punctuation or illustrations of Story books Learner journals
correctly in written marks do Charts Peer assessment
the full stop and
Video clips Self-
texts for you use capital letters in Audio-visual assessment
communication when cards and display resources learner
clarity writing? them in class. Other web Portfolio dictation
Appreciate the role Use punctuation resources Standardised writing
of punctuation cards to arrange tests
marks in various or make
contexts for coherent
writing fluency. sentences and
paragraphs in
pairs or groups.
Write well-
punctuated sentences
dictated by a teacher,
peer or digital device
6 1 Listening Pronunciatio By the end of the Why Recognise the Course books Oral
and n and sub strand, the should you vowels sounds Story books reading or
Vocabulary Charts dictation
Speaking learner should say words and diphthongs
Video clips recitations
be able to: clearly? (sounds /ʊə/ /v/ Audio-visual Role play
Articulate sounds /w/ /s//ʧ/) from resources Debates
accurately for audio materials. Other web Oral interviews
clarity of speech. Use words and resources Dialogues
sentences containing Oral discussions
vowel sounds and Oral presentations
 consonants in a
conversation
2 Listening Pronunciatio Select sounds What should Create a tongue Course books Oral
and n and correctly from a you do to twister using Story books reading or
Vocabulary language sample say words Charts dictation
Speaking words with the
Video clips recitations
to improve correctly? target sounds in Role play
Audio-visual
listening small groups. resources Debates
comprehension Listen to selected Other web Oral interviews
sounds resources Dialogues
(consonants, Oral discussions
diphthongs and Oral presentations
vowels) from
audio materials,
for example,
sounds /ʊə/ /v/
/w/ /s//ʧ/.
Say tongue
twisters with the
(words containing
the sounds /ʊə/ /v/
/w/ /s//ʧ/)
individually, in
pairs or groups.

3 Listening Pronunciatio Use vocabulary What should Repeat tongue Course books Oral
and n and items related to you do to twisters with the Story books reading or
Vocabulary say words Charts dictation
Speaking the theme in a words containing
Video clips recitations
variety of correctly? the sounds /ʊə/ Role play
Audio-visual
contexts for /v/ /w/ /s//ʧ/ from an resources Debates
effective audio/digital Other web Oral interviews
communication. recording resources Dialogues
Appreciate the role individually, in Oral discussions
of correct pairs or groups. Oral presentations
pronunciation in Select words
speech for containing vowels
communication and diphthongs and
 clarity consonants from a
tongue twister,
passage, a poem, a
song or a story.
Practise clear
pronunciation by
listening to a
video, online
dictionaries and
recordings.
Say vocabulary items
correctly and match
them with their
meanings
4 Reading Reading By the end of the Why is it Listen and follow Course books Reading aloud
Fluency sub strand, the important to along with audio Story books Dictation
read at a recordings. Charts Oral interviews
learners should
Video clips Question and
be able to: reasonable Perform a reader’s Audio-visual answer
Read a text of speed? theater by taking resources Teacher-made tests
about 300 words turns reading their Other web Learner
accurately, at the parts from a script resources summaries of
right speed and and bring the text what they read
with expression alive through their
for effective voices.
communication (a reader’s theater
does not need any
set or costumes and
It is excellent for
building fluency)
Do paired reading
and read to each
other.
(More fluent
readers should be
paired with less
fluent ones. They
 take turns reading
by sentence,
paragraph, or
page.)

7 1 Reading Reading Use fluency How can yo Respond to oral Course books Reading aloud
Fluency strategies to read a read a text questions that Story books Dictation
text of about 300 fast? require Charts Oral interviews
Video clips Question and
words related to inferences in Audio-visual answer
the theme to pairs and small resources Teacher-made tests
enhance groups from a Other web Learner
comprehension text of about 300 resources summaries of
Appreciate the words. what they read
importance of Write correct
fluency in reading answers to direct
for and indirect
comprehension. questions that
require
inferences.

2 Grammar Parts of By the end of the How can yo Listen to audio- Course books  Tasks such as
sub strand, the read a text visual recordings Story books multiple
Speech:
learner should be fast? of songs and Charts choice
Contracted Video clips  Discrimination
Verb Forms able to: poems; and Audio-visual  Gap-filling
Use contracted repeat them. resources  Short-answer
forms of verbs Read and sing lyrics Other web  Dialo
correctly for of relevant English resources gue-
effective songs. compl
communication Read poems and etion,
rhymes while paying infor
attention to rhythm matio
n gap

3 Grammar Parts of Use positive and Why do we Listen to audio- Course books  Tasks such as
negative shorte visual recordings Story books multiple
Speech:
words like of songs and Charts choice
Contracted statements Video clips  Discrimination
 Verb Forms correctly for cannot to poems; and Audio-visual  Gap-filling
effective can’t? repeat them. resources  Short-answer
Other web  Dialo
Read and sing lyrics
resources gue-
of relevant English
compl
songs. etion,
Read poems and infor
rhymes while matio
paying attention n gap
to rhythm
4 Grammar Parts of Appreciate the What Listen to audio- Course books  Tasks such as
importance of answer do visual recordings Story books multiple
Speech:
of songs and Charts choice
Contracted correct sentence you give to Video clips
poems; and  Discrimination
Verb Forms structures in a question? Audio-visual  Gap-filling
communication. repeat them. resources  Short-answer
Read and sing lyrics Other web  Dialo
of relevant English resources gue-
songs. compl
Read poems and etion,
rhymes while infor
paying attention matio
n gap
to rhythm
8 1 Writing Creative By the end of Why do Rearrange Course books  Teacher-made
the sub strand, you enjoy jumbled up Story books tests
Writing
Charts  Learner journals
the learner listening to sentences from an
Video clips  Peer assessment
should be able and reading oral narrative into Audio-visual  Self-
to: stories? a coherent resources assessment
Describe the parts paragraph. Other web learner
of a narrative Listen to a resources  Portfolio
composition in narrative on radio dictation
preparation for and rewrite it in Standardised writing
their own words tests
writing
2 Writing Creative Organise Plan a narrative Course books  Teacher-made
thoughts fluently, composition in Story books tests
Writing
clearly and pairs or small Charts  Learner journals
Video clips  Peer assessment
precisely in a groups. Audio-visual  Self-
 coherent Use similes to make resources assessment
paragraph for the narrative Other web learner
interesting. resources  Portfolio
self-expression.
dictation
Write a
Standardised writing
narrative tests
compositio
n for self-
expression.

3 Writing Creative Create a Which is the Watch and Course books  Teacher-made
narrative most dramatise a Story books tests
Writing
composition of story from a Charts  Learner journals
interesting Video clips
about 60-80 digital device.  Peer assessment
story you Audio-visual  Self-
words for self- have ever Visit a farm and resources assessment
expression. heard or write a narrative Other web learner
Appreciate the read? composition about resources  Portfolio
role of creativity in their experience dictation
writing for Standardised writing
tests
different
purposes.
4 Listening Pronunciati By the end of the Why should Listen to oral Course books Oral
sub strand, the you speak presentations such Story books reading or
and on and
Charts dictation
Speaking Vocabulary learner should accurately? as poems and
Video clips recitations
be able to: topical issues Audio-visual Role play
Speak fluently and from audio resources Debates
confidently on a recordings with Other web Oral interviews
given topic to words containing resources Dialogues
enhance oral skills the sounds /s/ Oral discussions
/z/ /h/ /f/ and
digraph ‘gh’.
 Identify
similes with
target sounds
from an oral
text.
9 1 Listening Pronunciati Articulate sounds How can  Course books Oral
accurately for you speak Story books reading or
and on and
Charts dictation
Speaking Vocabulary effective without Video clips recitations
communication unnecessary Audio-visual  Role play
pauses? resources  Debates
Other web Oral interviews
resources  Dialogues
Oral discussions

2 Listening Pronunciati Apply vocabulary How can  Course books Oral

related to the you speak Story books reading or
and on and
Charts dictation
Speaking Vocabulary theme in a variety without Video clips recitations
of oral unnecessary Audio-visual  Role play
presentations for pauses? resources  Debates
fluency. Other web Oral interviews
Appreciate the resources  Dialogues
importance Oral discussions
speaking at a
reasonable speed
and without
hesitation in daily
life.
3 Grammar Parts of By the end of 1. Where  Play games Course books  Tasks such as
the sub strand, do you that involve Story books multiple
Speech
live? grouping Charts choice
the learner
Video clips  Discrimination
should be able 2. How do adverbs of Audio-visual  Gap-filling
to: you do manner, time resources  Short-answer
Distinguish you and place Other web
adverbs of work? resources
manner, time and
place for effective
communication
4 Grammar Parts of Use adverbs of 1. Where  Recite poems Course books  Tasks such as
manner, time and do you containing Story books multiple
Speech
live? Charts choice
place correctly in adverbs of
Video clips  Discrimination
 both oral and 2. How do manner, time Audio-visual  Gap-filling
written sentences you do and place. resources  Short-answer
Other web
Appreciate the you  Construct resources
importance of work? sentences
adverbs in oral When do we using adverbs
and written come to
communication. school
10 1 Writing Punctuation Use commas and How do Use Course books  Teacher-made
question marks we use punctuation Story books tests
Comma correctly in these cards to Charts  Learner
Question Video clips journals
written texts for punctuatio n arrange or Audio-visual  Peer
Marks clarity of writing. marks: make coherent resources assessment
Appreciate the comma and sentences and Other web  Self-
role of full stop paragraphs resources assessmen
punctuation marks featuring the t learner
for clarity in comma and  Portfolio
question dictation
writing. Standardised writing
marks in tests
pairs.
Make punctuation
cards with different
punctuation marks
and match them
with their names.
Make stickers with
correctly
punctuated
sentences and
display them at a
central place for
everyone to see
2 Listening Pronunciati Interrupt a What do Tell riddles with Course books  Oral
speaker you do words containing Story books readin
and on and
appropriately Charts g or
Speaking Vocabulary when you the sounds /ɪ/, /iː/, Video clips dictati
for politeness want to talk /s/, /ʃ/ and /əʊ/in on
Audio-visual
 Interact ve in and your pairs or small resources recitat
conversation. friend is still groups. Other web ions
Listening/Tu
resources  Role play
rn Speak confidently talking? Interact with a  Debates
Taking/Riddl during an oral speaker or presenter  Oral
es interview or through verbal and interviews
debate for self- non verbal cues.  Dialogues
expression Engage the  Oral
audience when discussions
making an oral
presentation
3 Listening Pronunciati Use vocabulary What do Participate in a Course books  Oral
related to the you do debate or interview. Story books readin
and on and
theme in a Charts g or
Speaking Vocabulary when you Listen to a speaker Video clips dictati
variety of want to talk and answer oral on
Audio-visual
Interact contexts for and your questions. resources recitat
Listening/Tu self-expression. friend is still Interview one Other web ions
rn Appreciate the talking? another on a resources  Role play
importance of turn  Debates
Taking/Riddl topical issue.
taking in oral  Oral
es Use facial interviews
interviews or expressions and  Dialogues
debates for gestures  Oral
effective oral appropriately discussions
communication. when speaking
4 Reading Intensive By the end of the Why Read factual texts in Course books  Reading aloud
Reading: sub strand, the should we print and non-print Story books  Dictation
learner should be Charts  Oral
Factual read at the formats.
Video clips interviews
Texts able to: right Infer the meaning of Audio-visual  Question and
Read factual texts speed? vocabulary in a text. resources answer
of about 320 Answer factual Other web
words related to and inferential resources
the theme for questions from
comprehension a variety of
texts.
Retell stories
related to the
 theme in pairs and
groups.
11 End of term