English Language Scheme of Work for Primary 4
The English Language Scheme of Work for Primary 4 is a comprehensive educational plan designed to guide teachers and students through the process of learning and mastering the English language. This scheme is divided into three terms, each of which covers a wide range of topics and subjects within the English language curriculum. The primary objective of the scheme is to develop students’ proficiency in reading, writing, listening, and speaking in English, while also fostering critical thinking and creativity.
First Term English Language Scheme of Work for Primary 4
The first term of the English Language Scheme of Work for Primary 4 focuses on building a strong foundation in reading and writing skills. Students are introduced to the alphabet and phonetics, ensuring that they can accurately recognize and pronounce letters and sounds. This is a crucial step in developing their phonemic awareness, which forms the basis for effective reading and spelling.
Vocabulary development is another key aspect of the first term. Students are exposed to new words and their meanings through various reading materials, stories, and interactive exercises. They learn to use context clues to understand the meanings of unfamiliar words, thereby enhancing their reading comprehension skills.
Comprehension and critical thinking are emphasized through reading passages and exercises. Students are guided to analyze texts, identify main ideas, and draw inferences from the content. This helps them develop higher-order thinking skills, enabling them to engage with written material in a more meaningful and analytical way.
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials | Examination |
|---|---|---|---|---|---|---|
| 1 | Review of Primary Three Third Term Work | – Review and recap the content from the previous term. | – Classroom discussions and quizzes to refresh pupils’ memory. | None | None | |
| 2 | Speech Work: Letters Written to Various People | – Informal letter features | – Discuss informal letter features. – Perform oral and written exercises on the letter format. – Write their own informal letters. | – Whole-class discussion on informal letter features. – Individual and group exercises on letter writing. – Peer review of letters written. | Chart of informal letter features, Informal letters on a chart, Audio-visual resources | None |
| Reading Letters Written to Various People | – Reading and comprehension of letters | – Read different letters. – Identify key features of letter writing. – Write their own letters using the learned format. | – Group reading of various letters. – Small group discussions on letter features. – Writing exercises using the format. | Different letters charts, Flip charts of different letters, Audio-visual resources | None | |
| Structure: Comparing Things According to Weight | – Comparison of adjectives and objects by weight | – Discuss words used in comparison. – Form positive, comparative, and superlative adjectives. – Use them in sentences. | – Group discussions on comparison words. – Small group activities forming comparative and superlative adjectives. – Sentence construction exercises. | Chart of positive, comparative, and superlative forms, Flashcards, Real objects | None | |
| Writing: Guided Composition – A Motor Park | – Describing a motor park | – Describe a motor park. – Discuss what makes up a motor park. – Write a guided composition on “A Motor Park.” | – Class discussions on motor parks. – Small group discussions on motor park features. – Individual composition writing. | Picture of a motor park, Audio-visual resources | None | |
| Dictation and Spelling: Selected Words from Passage | – Identifying and using new words | – Identify new words from the passage. – Pronounce, explain, and use them in sentences. – Write down dictated words. | – Small group identification of new words. – Pronunciation practice. – Meaning exploration. – Sentence construction and dictation. | Selected words and sentences from the textbook, Flashcards, Oxford dictionary | None | |
| 3 | Speech Work: Aural Discrimination (Consonants) | – Distinguishing between consonant sounds | – Distinguish between consonant sounds. – Recognize and use them in words and sentences. – Identify them in a passage. | – Classroom pronunciation exercises. – Pair discussions on contrasting sounds. – Word list creation and sentence making. – Passage analysis for consonant sounds. | Audio tape of sounds, Chart of sounds with examples, Pronouncing dictionary | None |
| Structure: Giving an Account of Visits | – Descriptive writing of visits to various places | – Describe visits to places of interest. – Write correct sentences and narratives. | – Classroom discussions on places of interest. – Small group discussions on sentence structures. – Individual narrative writing. | Charts and pictures of places of interest, Video clips of visited places | None | |
| Reading: Vocabulary and Comprehension | – Passage analysis, identifying main and supporting ideas | – Analyze the passage. – Identify main and supporting ideas. – Recognize new words in context. | – Whole-class passage analysis. – Pair activities to identify ideas. – Vocabulary extraction and discussion. | Recommended textbook, Flashcards, Oxford dictionary | None | |
| Grammar: Punctuation Marks | – Teaching full stop and question mark | – Describe and discuss punctuation marks. – Use them correctly in sentences. | – Class discussions on punctuation marks. – Small group sentence construction with punctuation. | Charts and pictures of punctuation marks, Flashcards with sentences | None | |
| Writing: Composition – “A Day I Shall Never Forget” | – Narrative composition | – Narrate a personal story. – Discuss elements of a narrative composition. – Write a composition on the given topic. | – Individual storytelling. – Small group discussions on narrative elements. – Composition writing. | Chart of narrative essay elements, Audio-visual resources | None | |
| Dictation: Selected Words from the Passage | – Identifying and using new words | – Identify new words from the passage. – Pronounce, explain, use them in sentences. – Write down dictated words. | – Small group identification of new words. – Pronunciation practice. – Meaning exploration. – Sentence construction and dictation. | Selected words and sentences from the textbook, Flashcards, Oxford dictionary | None | |
| 4 | Speech Work: Aural Discrimination (Consonants) | – Distinguishing between consonant sounds | – Distinguish between consonant sounds. – Recognize and use them in words and sentences. – Identify them in a passage. | – Classroom pronunciation exercises. – Pair discussions on contrasting sounds. – Word list creation and sentence making. – Passage analysis for consonant sounds. | Audio tape of sounds, Chart of sounds with examples, Pronouncing dictionary | None |
| Structure: Giving an Account of Visits | – Descriptive writing of visits to various places | – Describe visits to places of interest. – Write correct sentences and narratives. | – Classroom discussions on places of interest. – Small group discussions on sentence structures. – Individual narrative writing. | Charts and pictures of places of interest, Video clips of visited places | None | |
| Reading: Vocabulary and Comprehension | – Passage analysis, identifying main and supporting ideas | – Analyze the passage. – Identify main and supporting ideas. – Recognize new words in context. | – Whole-class passage analysis. – Pair activities to identify ideas. – Vocabulary extraction and discussion. | Recommended textbook, Flashcards, Oxford dictionary | None | |
| Grammar: Punctuation Marks | – Teaching full stop and question mark | – Describe and discuss punctuation marks. – Use them correctly in sentences. | – Class discussions on punctuation marks. – Small group sentence construction with punctuation. | Charts and pictures of punctuation marks, Flashcards with sentences | None | |
| Writing: Study Words and Make Sentences | – Vocabulary exploration and sentence construction | – Study selected words from a passage. – Construct new sentences using the words. | – Whole-class identification of new words. – Small group sentence construction with the words. – Individual sentence making. | Selected words and sentences from the textbook, Flashcards, Oxford dictionary | None | |
| 5 | Speech Work: Vowels – Diphthongs | – Recognizing and using diphthongs | – Recognize and use diphthongs in words and sentences. – Identify them in a passage. | – Classroom pronunciation exercises. – Pair discussions on diphthongs. – Word list creation and sentence making. – Passage analysis for diphthongs. | Audio tape of diphthong sounds, Chart of diphthong sounds with examples | None |
| Structure: The Simple Present Tense | – Describing actions in the present | – Describe actions in the simple present tense. – Use correct verb forms. – Construct sentences. | – Classroom discussions on the present tense. – Small group activities with verb forms. – Sentence construction exercises. | Charts of simple present tense, Flashcards with verbs | None | |
| Reading: Vocabulary and Comprehension | – Passage analysis, identifying main and supporting ideas | – Analyze the passage. – Identify main and supporting ideas. – Recognize new words in context. | – Whole-class passage analysis. – Pair activities to identify ideas. – Vocabulary extraction and discussion. | Recommended textbook, Flashcards, Oxford dictionary | None | |
| Grammar: Punctuation Marks | – Teaching comma and apostrophe | – Describe and discuss comma and apostrophe usage. – Use them correctly in sentences. | – Class discussions on comma and apostrophe usage. – Small group sentence construction with these marks. | Charts and pictures of comma and apostrophe, Flashcards with sentences | None | |
| Writing: Guided Composition – My Best Friend | – Describing a best friend | – Describe a best friend. – Discuss the qualities of a best friend. – Write a guided composition. | – Class discussions on the qualities of a best friend. – Small group discussions on sentence structures. – Guided composition writing. | Pictures of best friends, Audio-visual resources | None | |
| Dictation: Selected Words from the Passage | – Identifying and using new words | – Identify new words from the passage. – Pronounce, explain, use them in sentences. – Write down dictated words. | – Small group identification of new words. – Pronunciation practice. – Meaning exploration. – Sentence construction and dictation. | Selected words and sentences from the textbook, Flashcards, Oxford dictionary | None | |
| 6 | Speech Work: Vowels – Diphthongs | – Recognizing and using diphthongs | – Recognize and use diphthongs in words and sentences. – Identify them in a passage. | – Classroom pronunciation exercises. – Pair discussions on diphthongs. – Word list creation and sentence making. – Passage analysis for diphthongs. | Audio tape of diphthong sounds, Chart of diphthong sounds with examples | None |
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 8 | Speech Work: Aural Discrimination /t/ as in tin and /t/ as in thin | – Distinguishing between /t/ sounds in ‘tin’ and ‘thin’. | – Distinguish between the two sounds. – Recognize the sounds in words. – Create sentences with the sounds. – Identify sounds in a passage. | – Pronunciation practice of ‘tin’ and ‘thin’. – Mouth positioning exercises. – Group discussions on the sounds. – Passage analysis for /t/ sounds. | Chart of /t/ sounds, Audio tape of /t/ sounds |
| Reading: Vocabulary and Written Comprehension | – Passage analysis and identifying main/supporting ideas. | – Analyze the passage. – Differentiate main and supporting ideas. – Recognize new words in context. | – Whole-class passage analysis. – Pair activities for main ideas. – Vocabulary extraction and discussion. | Recommended textbook, Flashcards, Dictionary | |
| Structure: Construct Sentences with Consonants | – Creating sentences using consonant sounds. | – Construct sentences using consonant sounds. – Identify consonant sounds in sentences/passages. | – Small group sentence construction. – Identifying consonant sounds in passages. | Charts of sentences using consonants, Flashcards with consonant sounds | |
| Grammar: Make ten sentences from this table | – Understanding sentence formation. | – Understand sentence formation. – Study sentence construction. – Create sentences from examples. | – Class brainstorm on sentence formation. – Small group study of sentence construction. – Individual sentence creation. | Charts of sentences, Flashcards with sentences | |
| Writing: Fill in the gaps with the words in the box | – Understanding instructions to fill blanks. | – Understand instructions. – Fill in appropriate words. | – Class discussion on grammar instructions. – Filling in the gaps. | Charts with questions, Approved textbook | |
| Dictation: Selected words from the passage | – Identifying new words and their usage. | – Identify new words from the passage. – Pronounce, explain, and use them in sentences. – Write down dictated words. | – Small group identification of new words. – Pronunciation practice. – Meaning exploration. – Sentence construction and dictation. | Selected words and sentences, Flashcards, Oxford dictionary | |
| 9 | Speech Work: Using of adverbs of comparison | – Understanding adverbs of comparison. | – Discuss adverbs of comparison. – Identify and use them in sentences. | – Whole-class discussion on adverbs of comparison. – Small group activities with adverbs. – Sentence creation. | Charts of adverbs of comparison, Flashcards with examples |
| Vocabulary Development: Words to watch (confusing words) | – Recognizing easily confused words. | – Recognize easily confused words in English. – Differentiate and use them correctly. | – Class-generated list of confusing words. – Small group exploration of word differences. – Individual sentence construction. | Flashcards with confusing words, Charts | |
| Reading: Vocabulary and Oral/Written Comprehension | – Passage analysis, skimming, scanning. | – Analyze the passage. – Skim and scan for main points and specific information. – Extract new words. | – Whole-class passage analysis. – Pair activities for skimming/scanning. – Vocabulary extraction. | Recommended textbook, Flashcards, Dictionary | |
| Structure: Use adverbs to describe | – Using adverbs to describe verbs. | – Describe verbs using adverbs. | – Class description of adverbs. – Small group examination of adverbs and their types. – Sentence creation. | Flashcards on adverbs, Video clip on adverbs | |
| Grammar: Study the sentence with the teacher and make similar sentences with the teacher | – Understanding sentence structures. | – Study sentence construction. – Create similar sentences. | – Brainstorm on sentence formation. – Study sentence construction. – Create similar sentences. | Charts of sentences, Flashcards with sentences | |
| Writing: Composition about “My school” | – Describing essential school characteristics. | – Describe school characteristics. – Write a composition on “My School”. | – Class discussion on school characteristics. – Small group discussions. – Composition writing. | Video clip of a school, Pictures showing school characteristics, Charts highlighting school attributes | |
| Dictation: Selected words from the passage | – Identifying new words and their usage. | – Identify new words from the passage. – Pronounce, explain, and use them in sentences. – Write down dictated words. | – Small group identification of new words. – Pronunciation practice. – Meaning exploration. – Sentence construction and dictation. | Selected words and sentences, Flashcards, Oxford dictionary | |
| 10 | Speech Work: Pronunciation practice consonant /l/, /r/, /s/, /z/ | – Correctly pronouncing consonant sounds. | – Pronounce the sounds correctly. – Identify words with these sounds. – Identify the sounds in a passage. | – Whole-class pronunciation practice. – Group identification of words with sounds. – Passage analysis for consonant sounds. | Audio tape of sounds, Chart of consonant sounds |
| Reading: Vocabulary and Oral/Written Comprehension | – Passage analysis, skimming, scanning. | – Analyze the passage. – Skim and scan for main points and specific information. – Extract new words. | – Whole-class passage analysis. – Pair activities for skimming/scanning. – Vocabulary extraction. | Recommended textbook, Flashcards, Dictionary | |
| Structure: Construct sentences using substitution tables | – Creating sentences using substitution tables. | – Construct new sentences using substitution tables. – Understand sentence formation. | – Individual creation of sentences using substitution tables. – Small group understanding of sentence construction. | Recommended textbook, Chart of substitution tables | |
| Writing: Expository writing | – Understanding expository composition. | – Discuss expository composition. – Examine features and structure. – Write an expository composition. | – Class discussion on expository composition. – Small group examination of composition features. – Composition writing. | Video Clip of expository composition, Flip Chart of composition features, Approved textbook | |
| Dictation/Spellings: Selected words from the passage | – Identifying new words and their usage. | – Identify new words from the passage. – Write the meaning of new words. – Create sentences with these words. – Write dictated words. | – Small group identification of new words. – Meaning exploration. – Sentence construction and dictation. – Flashcards with new words. | Flash Cards on new words, Oxford dictionary |
Second Term English Language Scheme of Work for Primary 4
The second term of the scheme builds upon the skills acquired in the first term and introduces more advanced language concepts. Students continue to explore reading comprehension, but with a focus on deeper analysis of texts. They learn to identify literary elements such as characters, settings, and plot developments. Additionally, they begin to recognize figurative language and literary devices, enhancing their ability to appreciate and interpret literature.
Grammar and sentence structure become more prominent in the second term. Students learn about parts of speech, sentence types, and punctuation rules. This knowledge empowers them to construct more complex and coherent sentences, thus improving their writing skills. Proper grammar usage also enables effective communication in both spoken and written forms.
Writing becomes a central component in the second term, with a focus on different types of compositions. Students are introduced to narrative, descriptive, and expository writing. They learn how to organize their ideas logically, use appropriate vocabulary, and apply correct sentence structures. Through guided writing exercises, students gradually develop their ability to express themselves effectively in written form.
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials |
|---|---|---|---|---|---|
| 1 | Introduction to Second Term Syllabus | – Overview of second term English syllabus. | – Understand the objectives and content of the second term syllabus. | – Discussion of the syllabus. – Question and answer session. | Syllabus, Whiteboard, Marker |
| 2 | Speech Work: Vowel Sounds | – Exploring vowel sounds and their pronunciation. | – Pronounce vowel sounds correctly. – Identify and differentiate vowel sounds in words. | – Pronunciation practice of vowel sounds. – Word recognition exercises. | Charts of vowel sounds, Flashcards with vowel examples |
| Reading: Comprehension Skills | – Developing comprehension skills. | – Improve reading comprehension. – Identify main ideas and supporting details in passages. | – Passage reading and comprehension exercises. – Group discussions on main ideas and supporting details. | Recommended textbook, Flashcards, Dictionary | |
| Vocabulary Building: Synonyms and Antonyms | – Introduction to synonyms and antonyms. | – Recognize synonyms and antonyms. – Use synonyms and antonyms in sentences. | – Classroom discussions on synonyms and antonyms. – Pair activities to identify synonyms and antonyms. – Sentence construction. | Charts of synonyms and antonyms, Flashcards with examples | |
| Structure: Introduction to Prepositions | – Understanding prepositions and their usage. | – Recognize and use prepositions correctly. | – Class discussion on prepositions. – Small group exercises using prepositions in sentences. | Charts of prepositions, Flashcards with examples | |
| Grammar: Parts of Speech (Nouns and Pronouns) | – Introduction to nouns and pronouns. | – Identify nouns and pronouns in sentences. – Use them accurately. | – Classroom activities to identify nouns and pronouns. – Sentence construction using nouns and pronouns. | Charts of nouns and pronouns, Flashcards with examples | |
| 3 | Speech Work: Consonant Sounds | – Exploration of consonant sounds and their pronunciation. | – Pronounce consonant sounds correctly. – Identify words with specific consonant sounds. | – Pronunciation practice of consonant sounds. – Word recognition exercises for consonant sounds. | Charts of consonant sounds, Flashcards with consonant examples |
| Reading: Comprehension Skills (Continued) | – Enhancing reading comprehension skills. | – Improve reading comprehension. – Identify main ideas and supporting details in passages. | – Passage reading and comprehension exercises. – Group discussions on main ideas and supporting details. | Recommended textbook, Flashcards, Dictionary | |
| Vocabulary Building: Homophones | – Introduction to homophones and their usage. | – Recognize homophones. – Use homophones correctly in sentences. | – Classroom discussions on homophones. – Pair activities to identify and use homophones. – Sentence construction. | Charts of homophones, Flashcards with examples | |
| Structure: Prepositions (Continued) | – Exploring prepositions and their usage. | – Recognize and use prepositions correctly. | – Class discussion on prepositions. – Small group exercises using prepositions in sentences. | Charts of prepositions, Flashcards with examples | |
| Grammar: Parts of Speech (Verbs and Adjectives) | – Introduction to verbs and adjectives. | – Identify verbs and adjectives in sentences. – Use them accurately. | – Classroom activities to identify verbs and adjectives. – Sentence construction using verbs and adjectives. | Charts of verbs and adjectives, Flashcards with examples | |
| 4 | Speech Work: Diphthong Sounds | – Exploring diphthong sounds and their pronunciation. | – Pronounce diphthong sounds correctly. – Identify words with specific diphthong sounds. | – Pronunciation practice of diphthong sounds. – Word recognition exercises for diphthongs. | Charts of diphthong sounds, Flashcards with diphthong examples |
| Reading: Comprehension Skills (Continued) | – Enhancing reading comprehension skills. | – Improve reading comprehension. – Identify main ideas and supporting details in passages. | – Passage reading and comprehension exercises. – Group discussions on main ideas and supporting details. | Recommended textbook, Flashcards, Dictionary | |
| Vocabulary Building: Compound Words | – Introduction to compound words and their formation. | – Recognize and create compound words. – Use compound words in sentences. | – Classroom discussions on compound words. – Pair activities to identify and create compound words. – Sentence construction. | Charts of compound words, Flashcards with examples | |
| Structure: Common Errors in English | – Identifying and correcting common errors in sentences. | – Recognize common errors. – Correct errors in sentences. | – Class discussion on common errors. – Small group exercises to identify and correct errors in sentences. | Charts of common errors, Flashcards with examples | |
| Grammar: Parts of Speech (Continued) | – Review of nouns, pronouns, verbs, and adjectives. | – Consolidate knowledge of nouns, pronouns, verbs, and adjectives. | – Group activities to review and reinforce knowledge of nouns, pronouns, verbs, and adjectives. | Charts of nouns, pronouns, verbs, adjectives, Flashcards with examples | |
| 5 | Speech Work: Stress and Intonation | – Understanding stress and intonation in speech. | – Use correct stress and intonation patterns in speech. | – Listening and imitation exercises for stress and intonation. – Speaking exercises to practice patterns. | Audio recordings of stress and intonation patterns, Flashcards with examples |
| Reading: Developing Speed Reading Skills | – Enhancing reading speed and comprehension. | – Improve reading speed while maintaining comprehension. | – Timed reading exercises. – Group discussions on improving reading speed without losing comprehension. | Reading passages, Timer | |
| Vocabulary Building: Idioms and Proverbs | – Introduction to idioms and proverbs. | – Recognize idioms and proverbs. – Understand and use them in context. | – Classroom discussions on idioms and proverbs. – Pair activities to identify and use idioms and proverbs. – Sentence construction. | Charts of idioms and proverbs, Flashcards with examples | |
| Structure: Complex Sentences | – Understanding complex sentence structures. | – Identify and create complex sentences. | – Classroom discussions on complex sentences. – Small group exercises to identify and create complex sentences. | Charts of complex sentence structures, Flashcards with examples | |
| Grammar: Tenses (Past, Present, Future) | – Introduction to verb tenses (past, present, future). | – Recognize and use verb tenses correctly. | – Classroom activities to identify verb tenses. – Sentence construction using different verb tenses. | Charts of verb tenses, Flashcards with examples | |
| 6 | Speech Work: Conversational Skills | – Developing effective conversational skills. | – Participate in effective conversations. – Express thoughts clearly. | – Role-play exercises for conversations. – Group discussions on effective communication. – Expressing thoughts through speaking. | Conversation scenarios, Audio recordings of conversations |
| Reading: Poetry Appreciation | – Introduction to poetry and its elements. | – Appreciate and analyze poems. – Understand poetic elements. | – Reading and analysis of poems. – Discussions on poetic elements. – Writing short poems. | Poetry collections, Analytical tools for poetry | |
| Vocabulary Building: Figurative Language | – Introduction to figurative language in literature. | – Recognize figurative language in texts. – Understand and use metaphors, similes, and other figurative language. | – Classroom discussions on figurative language. – Analyzing texts for figurative language. – Creating sentences using metaphors and similes. | Examples of figurative language, Flashcards | |
| Structure: Punctuation and Capitalization | – Correct usage of punctuation marks and capitalization. | – Use punctuation marks and capitalize words appropriately. | – Exercises on punctuation and capitalization. – Reviewing written work for correct punctuation and capitalization. | Punctuation and capitalization rules, Writing samples | |
| Grammar: Tenses (Continued) | – Practice and consolidation of verb tenses. | – Use verb tenses accurately in written and spoken language. | – Exercises on verb tenses. – Writing and speaking activities using different verb tenses. | Charts of verb tenses, Writing materials, Speaking exercises | |
| 7 | Midterm Break | – Break and relaxation for students. | – Enjoy the midterm break. | – Students have a break from regular classes. | |
| 8 | Revision and Assessment | – Reviewing and preparing for midterm exams. | – Revise all topics covered in the first half of the term. – Prepare for midterm assessments. | – Comprehensive revision of all topics. – Practice exam questions. – Mock midterm exams. | Textbooks, Exercise books, Past exam papers |
| 9 | Speech Work: Public Speaking Skills | – Developing public speaking skills. | – Speak confidently in public. – Organize and deliver speeches effectively. | – Public speaking practice and feedback sessions. – Speech preparation and delivery. – Peer evaluations. | Speech topics, Presentation materials |
| Reading: Storytelling | – Storytelling techniques and story analysis. | – Tell stories effectively. – Analyze and appreciate storytelling. | – Storytelling practice and performances. – Group discussions on storytelling techniques. – Analyzing and critiquing stories. | Storytelling materials, Storybooks, Analytical tools | |
| Vocabulary Building: Word Families | – Introduction to word families and their usage. | – Recognize word families. – Use word families in sentences. | – Classroom discussions on word families. – Pair activities to identify and use word families. – Sentence construction. | Charts of word families, Flashcards with examples | |
| Structure: Active and Passive Voice | – Understanding active and passive voice in sentences. | – Identify active and passive voice sentences. – Use them appropriately. | – Class discussion on active and passive voice. – Small group exercises to identify and create active and passive voice sentences. | Charts of active and passive voice, Flashcards with examples | |
| Grammar: Direct and Indirect Speech | – Introduction to direct and indirect speech. | – Recognize direct and indirect speech in sentences. – Convert direct speech to indirect speech and vice versa. | – Classroom activities to identify direct and indirect speech. – Conversion exercises. – Writing and speaking activities. | Charts of direct and indirect speech, Flashcards with examples | |
| 10 | Speech Work: Public Speaking Skills (Continued) | – Enhancing public speaking skills. | – Speak confidently in public. – Organize and deliver speeches effectively. | – Public speaking practice and feedback sessions. – Speech preparation and delivery. – Peer evaluations. | Speech topics, Presentation materials |
| Reading: Storytelling (Continued) | – Storytelling techniques and story analysis (Continued). | – Tell stories effectively. – Analyze and appreciate storytelling. | – Storytelling practice and performances. – Group discussions on storytelling techniques. – Analyzing and critiquing stories. | Storytelling materials, Storybooks, Analytical tools | |
| Vocabulary Building: Word Families (Continued) | – Exploring word families and their usage. | – Recognize word families. – Use word families in sentences. | – Classroom discussions on word families. – Pair activities to identify and use word families. – Sentence construction. | Charts of word families, Flashcards with examples | |
| Structure: Active and Passive Voice (Continued) | – Active and passive voice in complex sentences. | – Identify active and passive voice in complex sentences. – Use them appropriately. | – Class discussion on active and passive voice in complex sentences. – Small group exercises to identify and create complex sentences using active and passive voice. | Charts of active and passive voice, Flashcards with examples | |
| Grammar: Direct and Indirect Speech (Continued) | – Practice and consolidation of direct and indirect speech. | – Convert direct speech to indirect speech and vice versa accurately. | – Exercises on direct and indirect speech. – Writing and speaking activities using direct and indirect speech. | Charts of direct and indirect speech, Flashcards with examples | |
| 11 | Revision and Preparation for Examinations | – Reviewing and preparing for end-of-term exams. | – Revise all topics covered in the second term. – Prepare for end-of-term examinations. | – Comprehensive revision of all topics. – Practice exam questions. – Mock end-of-term exams. | Textbooks, Exercise books, Past exam papers |
| 12 | Examination | – End-of-term examinations. | – Take the end-of-term examinations. | – Sitting for the end-of-term examinations. | Examination materials |
Third Term English Language Scheme of Work for Primary 4
The third term of the English Language Scheme of Work for Primary 4 aims to consolidate and expand students’ language skills. This term places a strong emphasis on communication skills, including speaking and listening. Students engage in discussions, role-plays, and presentations, allowing them to practice articulating their thoughts and ideas verbally.
Creative writing takes center stage in the third term, as students explore storytelling, poetry, and imaginative writing. They are encouraged to unleash their creativity and experiment with different writing styles. This not only nurtures their writing skills but also fosters a love for self-expression through language.
Reading comprehension in the third term becomes more advanced, with students encountering longer and more complex texts. They learn to analyze and interpret these texts at a deeper level, identifying themes, motifs, and authorial intent. This enhances their ability to engage with literature critically.
The scheme also addresses language appreciation and cultural understanding. Students are introduced to folktales, legends, and traditional stories from various cultures. This exposure broadens their horizons and helps them appreciate the richness of global literary heritage.
| Week | Topic | Content | Behavioral Objectives | Learning Activities | Instructional Materials | Examination |
|---|---|---|---|---|---|---|
| 1 | Introduction to Third Term Syllabus | – Overview of third term English syllabus. | – Understand the objectives and content of the third term syllabus. | – Discussion of the syllabus. – Question and answer session. | Syllabus, Whiteboard, Marker | |
| 2 | Speech Work: Consonant Blends | – Exploring consonant blends and their pronunciation. | – Pronounce consonant blends correctly. – Identify words with specific consonant blends. | – Pronunciation practice of consonant blends. – Word recognition exercises for consonant blends. | Charts of consonant blends, Flashcards with blend examples | |
| Reading: Reading Comprehension Skills | – Developing reading comprehension skills. | – Improve reading comprehension. – Identify main ideas and supporting details in passages. | – Passage reading and comprehension exercises. – Group discussions on main ideas and supporting details. | Recommended textbook, Flashcards, Dictionary | ||
| Vocabulary Building: Prefixes and Suffixes | – Introduction to prefixes and suffixes. | – Recognize prefixes and suffixes. – Use prefixes and suffixes in words and sentences. | – Classroom discussions on prefixes and suffixes. – Pair activities to identify and use prefixes and suffixes. – Sentence construction. | Charts of prefixes and suffixes, Flashcards with examples | ||
| Structure: Sentences and Sentence Types | – Understanding sentence structures and types. | – Identify and create different types of sentences (declarative, interrogative, imperative, exclamatory). | – Class discussion on sentence types. – Small group exercises using different sentence types. | Charts of sentence types, Flashcards with examples | ||
| Grammar: Subject-Verb Agreement | – Introduction to subject-verb agreement in sentences. | – Recognize subject-verb agreement errors and correct them. | – Classroom activities to identify subject-verb agreement errors. – Sentence construction with correct subject-verb agreement. | Charts of subject-verb agreement, Flashcards with examples | ||
| 3 | Speech Work: Consonant Blends (Continued) | – Practicing and consolidating consonant blends. | – Pronounce consonant blends correctly. – Identify words with specific consonant blends. | – Pronunciation practice of consonant blends. – Word recognition exercises for consonant blends. | Charts of consonant blends, Flashcards with blend examples | |
| Reading: Reading Comprehension Skills (Continued) | – Enhancing reading comprehension skills. | – Improve reading comprehension. – Identify main ideas and supporting details in passages. | – Passage reading and comprehension exercises. – Group discussions on main ideas and supporting details. | Recommended textbook, Flashcards, Dictionary | ||
| Vocabulary Building: Prefixes and Suffixes (Continued) | – Exploring prefixes and suffixes and their usage. | – Recognize prefixes and suffixes. – Use prefixes and suffixes in words and sentences. | – Classroom discussions on prefixes and suffixes. – Pair activities to identify and use prefixes and suffixes. – Sentence construction. | Charts of prefixes and suffixes, Flashcards with examples | ||
| Structure: Simple and Compound Sentences | – Understanding simple and compound sentence structures. | – Identify and create simple and compound sentences. | – Classroom activities to identify and create simple and compound sentences. – Sentence construction with different sentence structures. | Charts of sentence structures, Flashcards with examples | ||
| Grammar: Subject-Verb Agreement (Continued) | – Practice and consolidation of subject-verb agreement. | – Identify and correct subject-verb agreement errors in sentences. – Create sentences with correct subject-verb agreement. | – Exercises on subject-verb agreement. – Writing and speaking activities using correct subject-verb agreement. | Charts of subject-verb agreement, Flashcards with examples | ||
| 4 | Speech Work: Intonation Patterns | – Understanding intonation patterns in speech. | – Use correct intonation patterns in speech. | – Listening and imitation exercises for intonation patterns. – Speaking exercises to practice patterns. | Audio recordings of intonation patterns, Flashcards with examples | |
| Reading: Developing Speed Reading Skills | – Enhancing reading speed and comprehension. | – Improve reading speed while maintaining comprehension. | – Timed reading exercises. – Group discussions on improving reading speed without losing comprehension. | Reading passages, Timer | ||
| Vocabulary Building: Homonyms and Homographs | – Introduction to homonyms and homographs. | – Recognize homonyms and homographs. – Use them correctly in sentences. | – Classroom discussions on homonyms and homographs. – Pair activities to identify and use homonyms and homographs. – Sentence construction. | Charts of homonyms and homographs, Flashcards with examples | ||
| Structure: Using Punctuation Marks Correctly | – Correct usage of common punctuation marks. | – Use punctuation marks appropriately in sentences. | – Exercises on using punctuation marks correctly. – Reviewing written work for correct punctuation usage. | Punctuation rules, Writing samples | ||
| Grammar: Singular and Plural Forms of Nouns | – Introduction to singular and plural nouns. | – Recognize and use singular and plural forms of nouns correctly. | – Classroom activities to identify and create singular and plural nouns. – Sentence construction with correct noun forms. | Charts of singular and plural nouns, Flashcards with examples | ||
| 5 | Speech Work: Public Speaking Skills | – Developing effective conversational and public speaking skills. | – Participate in effective conversations. – Speak confidently in public. – Organize and deliver speeches effectively. | – Role-play exercises for conversations. – Public speaking practice and feedback sessions. – Speech preparation and delivery. – Peer evaluations. | Conversation scenarios, Audio recordings of speeches, Presentation materials | |
| Reading: Poetry Appreciation | – Introduction to poetry and its elements. | – Appreciate and analyze poems. – Understand poetic elements. – Express thoughts and emotions through poetry. | – Reading and analysis of poems. – Discussions on poetic elements. – Writing short poems. – Poetry recitation. | Poetry collections, Analytical tools for poetry, Writing materials | ||
| Vocabulary Building: Idioms and Proverbs | – Introduction to idioms and proverbs. | – Recognize idioms and proverbs. – Understand and use them in context. | – Classroom discussions on idioms and proverbs. – Examples and explanations of idiomatic expressions. – Creating sentences using idioms and proverbs. | Examples of idioms and proverbs, Flashcards with examples | ||
| Structure: Combining Sentences | – Combining simple sentences to create compound and complex sentences. | – Identify and create compound and complex sentences. | – Class discussion on sentence combining. – Small group exercises to combine sentences. – Sentence construction with compound and complex sentences. | Charts of sentence combining, Flashcards with examples | ||
| Grammar: Adjectives and Adverbs | – Introduction to adjectives and adverbs and their usage. | – Recognize adjectives and adverbs. – Use them to describe nouns and verbs accurately. | – Classroom discussions on adjectives and adverbs. – Pair activities to identify and use adjectives and adverbs. – Sentence construction. | Charts of adjectives and adverbs, Flashcards with examples | ||
| 6 | Revision and Preparation for End-of-Term Examinations | – Reviewing and preparing for end-of-term exams. | – Revise all topics covered in the third term. – Prepare for end-of-term examinations. | – Comprehensive revision of all topics. – Practice exam questions. – Mock end-of-term exams. | Textbooks, Exercise books, Past exam papers | |
| 7 | Examination | – End-of-term examinations. | – Take the end-of-term examinations. | – Sitting for the end-of-term examinations. | Examination materials |
In conclusion, the English Language Scheme of Work for Primary 4 is a comprehensive educational tool that guides both teachers and students through a systematic and engaging language learning journey. Through its well-structured progression of topics and terms, the scheme ensures that students develop essential language skills, including reading, writing, listening, and speaking. It fosters critical thinking, creativity, and effective communication, equipping students with the tools they need to excel in their English language proficiency.
The scheme’s emphasis on vocabulary development, reading comprehension, grammar, writing skills, and language appreciation contributes to a well-rounded language education. By dividing the curriculum into three terms, the scheme provides educators with a clear roadmap for instruction, while offering students a diverse and engaging learning experience.
Ultimately, the English Language Scheme of Work for Primary 4 not only cultivates linguistic competence but also nurtures a love for language, literature, and effective communication. As students progress through each term, they become more confident and proficient in using the English language, setting a solid foundation for their academic and personal growth. This scheme plays a vital role in shaping the language skills and perspectives of the next generation, preparing them to thrive in an increasingly interconnected and diverse world.