ENGLISH SCHEME OF WORK GRADE 4 TERM 2

NAME

TSC NO.

SCHOOL
 School Grade Learning Area Term Year
4 English Activities 2

Week Lsn Strand/The Sub Specific Learning Key Inquiry Learning Experience Learning Assessment Remarks
me Strand/Sub Outcomes Questions Resources
theme
1 1 Writing Creative By the end of How can you Use similes to Course Teacher-made
Writing: the sub strand, write an make their books tests
Narrative the learner interesting compositions Story books Learner journals
Compositions should be able composition? interesting. Charts Peer assessment
to: Create their own Video clips Self-
Create a similes and use Audio- assessment
narrative them in their visual learner
composition of composition. resources Portfolio
about 60-80 Write a narrative Other web dictation
words for self- composition of about resources Standardised
expression 60- 80 words and writing tests
Appreciate the incorporate
role of creativity
in writing for
different
purposes

2 Listening Pronunciatio By the end of Why do we Listen to audio-visual Course Oral

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

3 Grammar Language Use quantifiers Which words Use the quantifiers Course Tasks such as
Patterns: in sentences do we use to (much, many, some books multiple choice
Quantifiers correctly for show the and any) correctly Story books Discrimination
communication quantity of with nouns and Charts Gap-filling
clarity countable construct sentences in Video clips Short-answer
and pairs Audio-
 Appreciate the uncountable visual
correct use of nouns? resources
quantifiers in Other web
everyday resources
communication Word
wheels
Word
puzzles

4 Writing Guided By the end of Which Identify pictures Course Teacher-made

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

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

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

4 1 Listening Pronunciatio By the end of How do we Participate in a Course Oral

and n and the sub strand, show when debate, interview books reading or
Speaking Vocabulary:I the learner an action and discussion on Story books dictation
nteractive should be able took place? social media Charts recitations
Listening to: focusing on cyber Video clips Role play
Use the safety. Audio- Debates
present and Apply facial visual Oral interviews
past tense expressions and resources Dialogues
correctly in a gestures appropriately Other web Oral discussions
two way while reciting choral resources Oral presentations
dialogue for verses in pairs and
communicatio groups
n clarity.
Appreciate the
importance of
turn taking in
oral
communication
2 Reading Narratives/Po By the end of Why Select appropriate and Course Reading aloud
ems the sub strand, should we high- interest reading books Dictation
the learner read print and electronic Story books Oral interviews
should be able different materials related such Charts Question and
to: types of as narratives, poems Video clips answer
Read a variety of and graded readers Audio- Teacher-made
 materials materials? visual tests
(narratives, resources Learner
poems, graded Other web summaries of
readers) for resources what they
lifelong learning read

3 Reading Narratives/Po By the end of What kind Select and Course Reading aloud
ems the sub strand, of materials read graded books Dictation
the learner do you enjoy readers Story books Oral interviews
should be able reading? independent Charts Question and
to: ly for Video clips answer
Demonstrate pleasure. Audio- Teacher-made
independent Set up an after school visual tests
reading of a club where they meet resources Learner
variety of on a regular basis to Other web summaries of
materials read extensively resources what they
(narratives, read
poems, graded
readers) for
information
4 Reading Narratives/Po Appreciate the What can Retell the stories Course Reading aloud
ems importance of you do to they have read in books Dictation
independent remember pairs or groups. Story books Oral interviews
reading in a what you Share opinions Charts Question and
variety of read and reflections on Video clips answer
contexts the texts they Audio- Teacher-made
for enjoyment have read. visual tests
Identify and discuss resources Learner
proverbs used in Other web summaries of
graded readers. resources what they
read

5 1 Grammar Present and By the end of the Why is it Listen to a radio or Course Tasks such as
Past sub strand, the important TV programme and books multiple choice
Continuous learner should be to show identify the present Story books Discrimination
Tense able to: when and past Charts Gap-filling
 Identify the something continuous forms. Video clips Short-answer
present and past happened? Give examples Audio-
continuous forms of actions in the visual
of the verb in present and past resources
oral and written continuous Other web
texts for tense. resources
communication
clarity
2 Grammar Present and By the end of How do we Use a given list of Course Tasks such as
Past the sub strand, tell an action verbs to form books multiple choice
Continuous the learner i or was sentences in the Story books Discrimination
Tense should be able happening? present and past Charts Gap-filling
to: continuous tense in Video clips Short-answer
Use the present pairs or groups Audio-
and past visual
continuous resources
tense correctly Other web
in oral and resources
written contexts
for self-
expression.
Appreciate
the role of the
present and
past
continuous
tense in
communication
3 Writing Punctuation By the end of Why do you Identify proper Course Teacher-made
the sub strand, use nouns such as books tests
the learner punctuation names of people, Story books Learner journals
should be able marks? places and features Charts Peer assessment
to: like mountains and Video clips Self-
Identify rivers Audio- assessment
commonly used visual learner
punctuation resources Portfolio
 marks in written Other web dictation
texts for effective resources Standardised
communication writing tests
4 Writing Punctuation Use full stops Which Design drawings Course Teacher-made
and capital punctuation or illustrations of books tests
letters correctly marks do you the full stop and Story books Learner journals
in written texts use when capital letters in Charts Peer assessment
for writing? cards and display Video clips Self-
communication them in class. Audio- assessment
clarity Use punctuation visual learner
Appreciate the cards to arrange resources Portfolio
role of or make coherent Other web dictation
punctuation sentences and resources Standardised
marks in various paragraphs in writing tests
contexts for pairs or groups.
writing fluency. Write well-punctuated
sentences dictated by a
teacher, peer or digital
device
6 1 Listening Pronunciation By the end of Why should Recognise the Course Oral
and and the sub strand, you say vowels sounds books reading or
Speaking Vocabulary the learner words and diphthongs Story books dictation
should be able clearly? (sounds /ʊə/ /v/ Charts recitations
to: /w/ /s//ʧ/) from Video clips Role play
Articulate audio materials. Audio- Debates
sounds Use words and visual Oral interviews
accurately for sentences containing resources Dialogues
clarity of vowel sounds and Other web Oral discussions
speech. consonants in a resources Oral presentations
conversation
2 Listening Pronunciation Select sounds What should Create a tongue Course Oral
and and correctly from a you do to say twister using words books reading or
Speaking Vocabulary language sample words with the target Story books dictation
to improve correctly? sounds in small Charts recitations
listening groups. Video clips Role play
comprehension
 Listen to selected Audio- Debates
sounds visual Oral interviews
(consonants, resources Dialogues
diphthongs and Other web Oral discussions
vowels) from resources Oral presentations
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 Pronunciation Use vocabulary What should Repeat tongue Course Oral
and and items related to you do to say twisters with the books reading or
Speaking Vocabulary the theme in a words words containing the Story books dictation
variety of correctly? sounds /ʊə/ /v/ /w/ Charts recitations
contexts for /s//ʧ/ from an Video clips Role play
effective audio/digital Audio- Debates
communication. recording visual Oral interviews
Appreciate the individually, in pairs resources Dialogues
role of correct or groups. Other web Oral discussions
pronunciation in Select words resources Oral presentations
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 Reading aloud
Fluency sub strand, the important to along with audio books Dictation
learners should read at a recordings. Story books Oral interviews
be able to: reasonable Perform a reader’s Charts Question and
Read a text of speed? theater by taking Video clips answer
about 300 words turns reading their Audio- Teacher-made
accurately, at the parts from a script visual tests
right speed and and bring the text resources Learner
with expression alive through their Other web summaries of
for effective voices. resources what they
communication (a reader’s theater read
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 Reading aloud
Fluency strategies to read read a text questions that books Dictation
a text of about fast? require inferences Story books Oral interviews
 300 words in pairs and small Charts Question and
related to the groups from a text Video clips answer
theme to of about 300 Audio- Teacher-made
enhance words. visual tests
comprehension Write correct resources Learner
Appreciate the answers to direct Other web summaries of
importance of and indirect resources what they
fluency in questions that read
reading for require inferences.
comprehension.
2 Grammar Parts of By the end of the How can yo Listen to audio- Course  Tasks such as
Speech: sub strand, the read a text visual recordings books multiple
learner should be fast? of songs and Story books choice
Contracted
able to: poems; and repeat Charts  Discriminatio
Verb Forms n
Use contracted them. Video clips
forms of verbs Read and sing lyrics Audio-  Gap-filling
correctly for of relevant English visual  Short-answer
effective songs. resources  Dialo
communication Read poems and Other web gue-
rhymes while paying resources compl
attention to rhythm etion,
infor
matio
n gap

3 Grammar Parts of Use positive and Why do we Listen to audio- Course  Tasks such as
Speech: negative shorte words visual recordings books multiple
statements like cannot of songs and Story books choice
Contracted
to can’t? poems; and repeat Charts  Discriminatio
Verb Forms correctly for
them. Video clips n
effective
Read and sing lyrics Audio-  Gap-filling
of relevant English visual  Short-answer
songs. resources  Dialo
Read poems and Other web gue-
rhymes while resources compl
paying attention to etion,
 rhythm infor
matio
n gap

4 Grammar Parts of Appreciate the What answer Listen to audio- Course  Tasks such as
Speech: importance of do you give visual recordings books multiple
correct sentence to a of songs and Story books choice
Contracted
poems; and repeat Charts  Discriminatio
Verb Forms structures in question?
them. Video clips n
communication.
Read and sing lyrics Audio-  Gap-filling
of relevant English visual  Short-answer
songs. resources  Dialo
Read poems and Other web gue-
rhymes while resources compl
paying attention to etion,
rhythm infor
matio
n gap

1 Writing Creative By the end Why do Rearrange jumbled Course  Teacher-

8 made tests
Writing of the sub you enjoy up sentences from books
strand, the listening to an oral narrative Story books  Learner
learner and reading into a coherent Charts journals
should be stories? paragraph. Video clips  Peer
able to: Listen to a narrative Audio- assessment
Describe the on radio and rewrite visual  Self-
parts of a it in their own resources assessmen
narrative words Other web t learner
resources  Portfolio
composition in
dictation
preparation for
Standardised
writing
writing tests
2 Writing Creative Organise Why do Plan a narrative Course  Teacher-
Writing thoughts you enjoy composition in books made tests
fluently, clearly listening to pairs or small Story books  Learner
and precisely in and reading groups. Charts journals
 a coherent stories? Use similes to make Video clips  Peer
paragraph for the narrative Audio- assessment
self-expression. interesting. visual  Self-
Write a resources assessmen
narrative Other web t learner
composition resources  Portfolio
for self- dictation
expression. Standardised
writing tests
3 Writing Creative Create a Which is the Watch and Course  Teacher-
Writing narrative most dramatise a story books made tests
composition of interesting from a digital Story books  Learner
about 60-80 story you device. Charts journals
words for self- have ever Visit a farm and Video clips  Peer
expression. heard or write a narrative Audio- assessment
Appreciate the composition about visual  Self-
read?
role of creativity their experience resources assessmen
in writing for Other web t learner
different resources  Portfolio
purposes. dictation
Standardised
writing tests
4 Listening Pronunciation By the end of Why should Listen to oral Course Oral
and and the sub strand, you speak presentations such books reading
Speaking Vocabulary the learner accurately? as poems and Story books or
should be able topical issues from Charts dictation
to: audio recordings Video clips recitation
Speak fluently with words Audio- s
and confidently containing the visual Role play
on a given topic sounds /s/ /z/ /h/ /f/ resources Debates
to enhance oral and digraph ‘gh’. Other web Oral interviews
skills  Identify similes resources Dialogues
with target Oral discussions
sounds from an
oral text.
9 1 Listening Pronunciation Articulate sounds How can you Play games that Course Oral
and and accurately for speak involve grouping books reading or
Speaking Vocabulary effective without adverbs of manner, Story books dictation
communication unnecessary time and place Charts recitations
pauses? Video clips  Role play
Audio-  Debates
visual Oral interviews
resources  Dialogues
Other web Oral discussions
resources

2 Listening Pronunciation Apply How can you Play games that Course Oral
and and vocabulary speak involve grouping books reading or
Speaking Vocabulary related to the without adverbs of manner, Story books dictation
theme in a unnecessary time and place Charts recitations
variety of oral pauses? Video clips  Role play
presentations Audio-  Debates
for fluency. visual Oral interviews
Appreciate the resources  Dialogues
importance Other web Oral discussions
speaking at a resources
reasonable
speed and
without
hesitation in
daily life.
3 Grammar Parts of By the end of Where do Play games that Course  Tasks such as
Speech the sub strand, you live? involve grouping books multiple
the learner How do you adverbs of manner, Story books choice
should be able do you work? time and place Charts  Discriminatio
to: Video clips n
Distinguish Audio-  Gap-filling
visual  Short-answer
adverbs of
manner, time resources
and place for Other web
 effective resources
communication
4 Grammar Parts of Use adverbs of Where do  Recite poems Course  Tasks such as
Speech manner, time you live? containing books multiple
and place How do you adverbs of Story books choice
do you work? manner, time Charts  Discriminatio
correctly in both
When do we and place. Video clips n
oral and written
come to  Construct Audio-  Gap-filling
sentences
school sentences using visual  Short-answer
Appreciate the
importance of adverbs resources
adverbs in oral Other web
resources
and written
communication.
1 Writing Punctuation Use commas How do Use Course  Teacher-
10 made tests
and question we use these punctuation books
Comma marks correctly punctuatio n cards to arrange Story books  Learner
Question in written texts marks: or make Charts journals
Marks for clarity of comma and coherent Video clips  Peer
writing. full stop sentences and Audio- assessment
Appreciate the paragraphs visual  Self-
role of featuring the resources assessme
punctuation comma and Other web nt learner
marks for clarity question marks resources  Portfolio
in writing. in pairs. dictation
Make punctuation Standardised
cards with different writing tests
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 Pronunciation Interrupt a What do you Tell riddles with Course  Oral
and and speaker do when you words containing the books readin
Speaking Vocabulary appropriatel want to talk sounds /ɪ/, /iː/, /s/, /ʃ/ Story books g or
y for and your and /əʊ/in pairs or Charts dictati
Interact ve politeness in friend is still small groups. Video clips on
Listening/Turn conversation talking? Audio- recitat
Interact with a speaker
Taking/Riddle . visual ions
or presenter through
Speak resources  Role play
s verbal and non verbal
confidently cues.
Other web  Debates
during an oral Engage the
resources  Oral
interview or audience when interviews
debate for self- making an oral  Dialogues
expression presentation  Oral
discussions

3 Listening Pronunciation Use What do you Participate in a debate Course  Oral

and and vocabulary do when you or interview. books readin
Speaking Vocabulary related to the want to talk Listen to a speaker Story books g or
theme in a and your and answer oral Charts dictati
Interact variety of friend is still questions. Video clips on
Listening/Turn contexts for talking? Interview one Audio- recitat
Taking/Riddle self- another on a topical visual ions
expression. issue. resources  Role play
s
Appreciate the Use facial Other web  Debates
importance of expressions and resources  Oral
turn taking in gestures interviews
oral interviews or appropriately when  Dialogues
debates for speaking  Oral
effective oral discussions
communication.
4 Reading Intensive By the end of Why should Read factual texts in Course  Reading
Reading: the sub strand, we read at print and non-print books aloud
Factual Texts the learner the right formats. Story books  Dictation
should be able speed? Infer the meaning of Charts  Oral
 to: vocabulary in a text. Video clips interviews
Read factual Answer factual Audio-  Question and
texts of about and inferential visual answer
320 words questions from resources
related to the a variety of Other web
theme for texts. resources
comprehension Retell stories
related to the theme
in pairs and groups.
11 END OF TERM ASSESSMENT AND CLOSING