ENGLISH – Scheme of Work- 2021

Grade FOUR

Term 2

Week/ Topic Activity / Teaching Aid / Text Book Daily Objectives Resources:
No. of Worksheet no. page no.s Homework Stationery
lessons (if required
applicable)

1 UNIT 2
Swifter, Higher, Stronger

VOCABULARY 1)Activity on Fill in the blanks. Page 15 Students create *To identify new
Students are in pairs. their own words.
Teacher pastes sentences on the sentences using
board. The pairs are given with the the new words. *To influence
new word stripes. usage of new
The pairs read aloud the words they words in written
are given with first. Then each pair at and spoken
a time comes in front of the class and activities.
show their word.
The teacher and the students get
together and discuss the meaning of
the word.
Since the pair is familiar with
meaning of their word by now, they
select the correct sentence to fill the
blank using the word they have. This
happens with all the pairs.
The whole class read all the
sentences.
Then students open the lesson and
 find out the new words pasted on the
board in their text and highlight
them. They read the sentences in the
text written using those new words.
Students write down the sentences
pasted on the board in their book.
Students complete the Word Check
in the Textbook itself.

2 COMPREHENSION Class is divided into three groups. Page 16 Textbook; *To boost the A4 sheets
Each group is given with a name of a Page 16; interest in Color pens and
player mentioned in the text. Comprehension reading. pencils.
Students summarize their respective -
paragraphs on A4 sheets. Part C-1 *To improve
The groups present about the player speaking skills
they have summarized about.
The teacher asks true/false questions *To improve
from each and every group including comprehension
the questions in Comprehension Part skills.
A as well. The group who score the
most is rewarded. *To develop
Students complete the Part B in the critical thinking
Writing Book. skills.

The teacher asks the groups decide

the sport they would choose, if they
could compete in the Olympic games
for our country.
Then teacher gives sub titles for each
students of the groups.
 History of the Sport
 How to play
 The needed equipment
 Why do you like the sport?
Students go home and find facts for
their respective subtitle. Next the the
whole group get together and do a
presentation on their selected sport.
 ALPHABETICAL ORDER Starter Activity: Mixing up the Page 17 * Practice the
alphabetical letters in the classroom Textbook; alphabetical
and instruct them to arrange it in the Page 17; ordering with all
order. Then let them tell each word Vocabulary- the three rules.
to each letter. Part A
Then divide them to five groups. *Regular practice
Mixing the members with the Workbook; to avoid
alphabetical words. They come to the Page 8; confusion.
board and write their new word. Vocabulary-
Group wise. Basic principles. Part A * Make them
Arranging it according to the first practice to use
letter of the Alphabetical order. - First the dictionary to
rule find definitions.
Writing few names on the board.
Dinuli , Dulni. Dhanuka , Daneesha.
Teacher needs to make a line
according to the alphabetical order.
Friends get together and make the
order in their book. Few examples
like that. - Second rule
Using a dictionary, ask the kids to find
four words that are ordered by their
third letter. Then ask them to write
down the four words in a random
order and challenge a friend to order
it in the correct order. - Third Rule

Students complete Part B and C.

3 COMMAS IN LISTS Teacher takes an example sentence Page 18 Textbook; *Make them Demy papers.
from the text and paste it in the Page 18; understand the Color pens and
board without commas and the Punctuation- usage of the pencils.
conjunction. Part A comma in a list. A4 sheets.
Students compare the sentence in (In the Textbook
the text and the sentence pasted on itself)
the board and find out the difference
and discuss what the difference is.
Then teacher explains the positions
of the commas and the conjunction
 in a sentence. Workbook;
Students come to the board and do Page 8;
the corrections of the sentence Punctuation-
pasted on the board. Part A

Students do Part B in Laminated

Papers and complete Part C in
Writing Books.

SPELLING (eous, ious, cious, Teacher brings out each word ending Page 19 Textbook; *To identify Color A4 sheets.
tious) one by one. Page 19; words ending Color pens.
First ous. Teacher pastes set of nouns Spelling- Part A with eous, ious,
ends with e and explain the rule of and B cious and tious.
dropping e before adding ous.
Thus, teacher explains the rules to be Workbook;
followed before adding the word Page 9
endings by taking set of example
words.

The class is divided into four groups.

Each group is given with a set of root
words and asked to convert them
into Adjectives using the correct
word ending. The best group is
rewarded.

Students complete Part C in the

Textbook itself.

4 GRAMMAR (Verbs with The prefixes and their meanings are Page 20 Textbook; *To identify Color A4s.
Prefixes) pasted on either side of the board. Page 20; prefixes and its Color pens.
Students match the prefixes with Grammar- usage.
their meanings with the help of the Part C
teacher.
 Now teacher pastes only the prefixes Workbook;
on the board. Students are given with Page 10
words. Students come to the board
one by one and paste the word close
to the correct prefix and form the
words.
Students complete Part A in the
Textbook itself and complete Part B
in the Writing Book.

WRITING Teacher brings a book on Biography Page 21 Workbook; *To make familiar Demy papers
(Biographical Sketches) of a person and shows it to the class Page 11 with the term A4 sheets
and explains what a biography is. Biography. Color pencils and
The content of a Biography is Collect facts pens.
explained by using word clouds. about the given *To improve
athlete. students’ interest
By taking a famous personality, in referring
teacher discusses the biography of Biographies of
the person with the students and Great
write around the word clouds. personalities.

The class is divided into five groups. *Students will be

Each group is given with a name of an able to come up
athlete to research. Each member of with Biographies
the groups is given with areas to on the
search about the athlete. personalities they
 Childhood prefer.
 Educational Background
 About the Sport
 The medals he has won

The members in the group add all the

facts together and design posters on
the biographies of each athlete.
 MATCH COMMENTARY First teacher explains the students Page 21 Students find *Students will A projector and a
what a commentary is using word out who a realize the laptop.
clouds. Commentator responsibility of a
Students are going to watch a clip of is. commentator.
a Football match and one partner
watches what’s happening and give a *To understand
commentary to their partners. the importance of
Students are in pairs and A and B. A commentaries.
students are positioned facing the
screen so they can watch the clip. B *To provide them
students are seated facing their a live experience
partner with their backs to the of a commentary.
screen.
A students have to watch the clip and
give a commentary to their partners.
They have to explain where the
action is taking place, what the
players look like, what they are
wearing, doing, etc.
Teacher can paste some key
vocabulary or some structure that
students can use in their
commentary.
When the clip finishes, teacher plays
the clip again for the B students to
check that they have understood
their partners’ commentaries.
The the roles of A and B students are
exchanged and repeat the activity
with a different clip.

5 UNIT 3
Wind Poems
 VOCABULARY Teacher acts out the poems Page 22 and Textbook; *To identify new Demy papers.
intensifying the meanings of the new 23 Page 22 and 23; words. Color A4s.
words through actions. Then students Word Checks (In Color pens.
do the same. the Textbook *To influence
itself) usage of new
Teacher divides the class into two. words in written
One side is given with the word and spoken
stripes. Other side is given with the activities.
meanings. Students find out their
match and get into pairs.
Pairs come to the board and paste
the words and their meanings.
Students read the words and the
meanings aloud.

Then teacher pastes example

sentences for each word.
Students read the sentences aloud
and write them down in the Writing
books.
Students create their own sentences
using the new words.

6 COMPREHENSION Students are not allowed to take the Page 24 Textbook; *To practice A4 sheets
Textbook. Page 24; students to read Color pencils,
Teacher pastes the first poem on the Part B and understand a crayons.
board. Get the students into pairs poem.
and give them two to three lines
from the poem to each pair and ask *To direct
them to paraphrase the given lines. students to bring
Students read the paraphrased lines line of a poems
in order and get the idea of the into complete
 poem. sentences that
Then each and every student bring will help them to
the lines into a drawing. follow the
This happens with the second poem meaning.
as well.
Students paste both the drawings in *Students will be
their Creative Writing book and able to picture
complete Part C. the poem they
are reading in
Students complete Part A in their minds.
laminated Papers.
*To improve
comprehension
skills.

*To develop
critical thinking
skills.

USING HYPHENS Students are in groups. Page 25 Textbook; *Students will Color A4s.
Students are given with a set of first Page 25; learn the types of Color pens.
parts of of the words, the second Part C words to which
parts of the same words and hyphens hyphens should
separately on stripes. Workbook; be used.
Group members get together and Page 12;
create complete words. The winners Vocabulary- *To intensify the
will be rewarded. The answers are Part A importance of the
discussed. hyphen.
Teacher discusses the types of word
to which hyphen are positioned.
Students do Part A in Laminated
Papers and Part B in the Writing
book.

PUNCTUATION Teacher describes the difference Page 26 Textbook; *To identify Color A4s.
 (Apostrophes of between extraction and contraction Page 26; apostrophes of Color pens.
Contraction) using a rubber band. Part C contractions and
its formation.
Students are in pairs. Workbook;
Teacher gives students flash cards Page 12; *Students will be
with words of contractions and Punctuation- able to create
extractions. Students who receive Part A meaningful
contractions find for their extractions sentences with
and vice versa. contractions.

Then teacher explains the class about

the importance of the apostrophe in
contractions.
Ex: If we omit the apostrophe in we’ll
it becomes well. Then introduce the
Kungfu Punctuation.
Students create sentences using
contractions.

Class Activity:
Teacher provides the students with
stripes. Then ask them to write
extracted words and ask them to fold
the stripes to contract the words.

Note:
Shan’t / Won’t

Students complete Part A and B in

the Writing book.

7 SPELLING First teacher divides the class into Page 27 Textbook; *To identify Color A4s.
(ull and ul word endings) groups and gives them set of Page 27; words ending Color pens.
pictures. They have to identify those Part A and B with ‘ull’ and ‘ul’.
pictures and write in a piece of paper. (Students have
 After that they have to observe those to create three
words. sentences using
three words
As a help teacher can also paste the from each
words around the classroom. Each at activity.)
a time they have to run and get the
correct word. After observing they Workbook;
have to underline the letters which Page 13
are common in all. The answer is ull
and ul.

After that students read the words

aloud and teacher writes them on the
board while underlining ull and ul.
Then teacher and the students read
the words aloud. This will help
students to pronounce the words
properly.
Then using a mind-map, students will
add more words for ull and ul.

Students complete Part A in the

Textbook itself.

Again the class is divided into two.

Each group will get four to five
sentences with blanks.
Each group will get a set of word
cards too. They have to match the
word with the correct sentence. They
have to exchange those sentences
and words with the other groups.

We are focusing on adding ful and ly.

If we add ful it becomes an Adjective.
If we add ly it becomes an Adverb.

GRAMMAR Teacher pastes the pictures of verbs Page 28 Textbook; *Students will be Demy papers.
(Noun and Verb Agreement) like watching TV, singing a song, Page 28; able to Color A4s.
dancing, eating etc. Also she pastes Part A and C differentiate how Color pens.
some names like Adam, Sam, It, She, tenses change
He. Workbook; with Plural and
First teacher asks kids to identify the Page 14 Singular nouns.
verbs. Teacher will also identify one.
Then ask the kids to create sentences *To guide
using the names given. Teacher will students to create
also do one but won’t show hers. sentences with
correct grammar
After kids complete, teacher will following the
check. Then she will write the proper structure.
answers on the board. She will ask
kids to compare.

Most of the kids would have written

Adam is watching TV. But teacher’s
answer will be Adam watches TV.

Then looking at that teacher asks the

kids to change their format. Teacher
checks and rewards.

Then again same thing happens but

for Plural because previous was for
Singular.

Then kids will know a bit and there

are chances for them to write.
Teacher should give names like Brian,
Elly, We.

So kids might right Brian and Elly are

playing cricket or some might right
Brian and Elly plays cricket.

So teacher should choose one and

write a sentence. Brian and Elly
dance on the floor. Students will
make their ones and teacher marks.

Teacher explain it properly using

 more example sentences.

Students create their own sentences

on the laminated papers.

Students complete Part B in the

Textbook itself.

WRITING Teacher takes example lines from the Page 29 Textbook; *To elaborate the Demy papers.
(Personification) poems and paste them on the board. Page 29; term Color A4s.
Ex: He’s been in a rage all night. Part 2 (In the Personification. Color pens.
And asks the students who’s referred Textbook itself.) *To improve
as He. students’
The answer will be Wind. Workbook; creativity.
Then the teacher questions whether Page 15
the Wind has life. Kids will say NO.

Teacher explains that here the Wind

is given life. Wind is referred as
Person and that what we call
Personification.

Then teacher pastes the pictures of

four non-living things on the board.
Teacher pastes sentences for each
object personifying them.

Students are in pairs. The pairs write

down two sentences for each picture
personifying the objects.

8 UNIT 5
Walking on the Moon

VOCABULARY Students are in pairs. Page 38 and *To identify new Color A4s.
 The letters in new words are jumbled 39 words. Color pens.
and the word stripes are given to
pairs. *To influence
usage of new
The meanings of the words are words in written
pasted all around the class. and spoken
activities.
The pairs arrange the letters of the
given words in the correct order first
and figure out the word.

Then one of member of the pair runs

around the class and finds out
meanings for each word.

Students create their own sentences

for the new words in the Writing
book and complete the Word Check
in the Textbook itself.

COMPREHENSION Students are in groups. Page 40 Textbook; *To boost the A4 sheets.
Groups are given with a set of Page 40; interest in Color pens.
questions. Part C reading.
Teacher pastes paragraphs all around
the class room including answers for *To improve
the questions. speaking skills
One group member at a time runs
around and finds answers for each *To improve
question. There should be a writer comprehension
for every group to write down the skills.
answers.
*To develop
Then teacher numbers the questions critical thinking
and paste them on the board in big skills.
letters and discuss the answers. The
winners are rewarded. Students also
underline the answers in the
Textbook.
SPEAKING ACTIVITY Students are divided into three *To give the real
(TV Interview) groups as experience of a
 Neil Armstrong, Michael TV Interview.
Collins, Buzz Aldrin
 Media *Students will be
 Audience able to organize a
Students bring props like garlands, TV interview and
mics, cameras, flags and all. carry it out.

The three students who are *To make them

representing the three personalities understand what
should be ready to answer whatever to and what not
the question raised by the Media. to say and ask in a
TV interview.
Media should have a proper flow to
ask questions. Then comes the
Audience time to ask questions.

SYNONYMS Teacher just explains the students Page 41 Textbook; *To get the Color A4s.
how the surrounding looks like. Page 41; attention and Color pens.
Ex: The class is beautiful and nice. Part C interest to the
You have got a big and a huge lesson.
Classroom etc. Workbook;
Page 20; *To identify
Then after explaining teacher asks Vocabulary- synonyms and its
questions from the students. Part A, B usage in different
Ex: How does the class look? and situations.
etc.
Students will answer;
beautiful and nice

Likewise, teacher pastes the answers

given by the students (synonyms) on
the board. And introduce the word
Synonyms.
 Now the class is divided into two.

One side is given with sentences.

Ex: I have a problem.
And the other side is given with
synonyms for the highlighted word in
the sentences of the other side.
Ex: issue

Students walk around the classroom

and find out their synonyms.
Now students are in pairs. They
replace the underlined words with
the synonyms they found and write
down the sentences in their Writing
book.
Ex: I have an issue.

Now students are in groups. First

they are given with a word.
Ex: big
Then they are given with four
synonym stripes for the given word.
Ex: vast, grand, large, great
They divide the synonyms and most
matching least matching. Write them
down in their Writing books.
They exchange the words with other
groups and do the same with all the
words.

9 PUNCTUATION Students are in pairs. Page 42 Textbook; *To explain the Color A4s.
(Dashes for Extra Each pair is given with a sentence. Page 42; position of the Color pens.
Information) The extra information is pasted on Part C extra information
the board. They have pick the in a sentence.

SPELLING
(cial and tial word endings)
relevant extra information to their Workbook;
sentence and sit down. Page 20; *To figure out
Punctuation- extra information
Teacher pastes the example given in Part A in a sentence.
the book on the board.
The class read the sentence aloud. *The role of the
Then teacher asks the students if dash in including
they can see an extra part to the extra information
sentence that we can remove still the into a sentence.
structure of the sentence remain
same.
Students will come up with various
answers.
Teacher removes the extra
information and shows how the
meaning of the sentence remains the
same.
Explain the importance of the dashes
and the position of extra information.
Students complete Part A in the
Textbook itself and complete Part B
in the Writing book.
Page 43 Textbook; *To identify Color A4s.
Students are given with the first part Page 43; words ending Color pens.
of the words. Part C with ‘cial’ and
The word endings cial and tial are ‘tial’
pasted on the board. Workbook;
Using the dictionary or talking to Page 21
friends they pick the correct word
ending to make the word complete
and write it down.
The students highlight the letter
comes just before the word ending.
Teacher pastes consonants and vowel
 on the board and explain the rule.
cial comes after a vowel letter.
tial comes after a consonant letter.

Students create sentences using the

words and complete A in the
Textbook itself.

Complete part B in the Writing book.

GRAMMAR Page 44 Textbook; *To identify the Color A4s.

(Modal Verbs) Modal Verbs are pasted on the Page 44; types of Modal Color pens.
board. Part C Verbs. Demy papers.
Students are given with Activity
sheets including a set of sentences Workbook; *To understand
with blanks and the meanings. Page 22 the responsibility
Ex: He ……. fly. (is able to) of a Modal verb in
a sentence.
After completing the Activity Sheet,
they create their own sentences for *To learn
the Modal Verbs. meanings of
Modal Verbs.
Students complete Part A and B in
the textbook itself. *To create
sentences with
Modal Verbs.

WRITING Page 45 Workbook *To figure out Color A4s.

(FIRST PERSON REPORTS) Page 23 different Color pens.
First teacher asks few questions Narrative styles.
about Neil Armstrong and the other
two people. Kids write the answers *The importance
on the Laminated Paper. of First Person
Report.
After that, teacher displays four
paragraphs on the board. Teacher *To employee
assumes herself as Junko Tabei (the First Person
first lady who climbed Mt. Everest) Narrative style in
and describe about herself in four writings.
paragraphs using First Person
Narrative Style. She uses I and We.

After describing, teacher asks what is

the correct order of the paragraphs
and numbers them.

Teacher questions about each

paragraph. For example; Who am I
and what am I doing?
While talking about each paragraph,
teacher pastes all the key words on
the top of each paragraph and will
explain the important components
for each paragraph.

Last three paragraphs will be about

the important events in the correct
order.

Then teacher will explain that when

we write a report on something that
you have experienced you should use
First Person Narration; I and We.

Teacher asks the kids to come front

and underline the sentences which
begins with the First Person
Narration.

Then the students write down the

report given in the book. They have
 follow the instructions. Teacher
revises the important elements to
write a report.

10 UNIT 7
Looking at the Sky

VOCABULARY First the teacher asks the kids to Page 54 and Textbook; *To identify new Color A4s.
close their eyes. Then teacher 55 Page 56; words. Color pens.
describes a setting or she narrates a Word Check (In
description about a night sky. the Textbook *To influence
While describing teacher includes itself.) usage of new
new vocabulary and also she gives words in written
the meaning too. This has to be done and spoken
in a way where the kids are able to activities.
imagine a night sky.

The teacher asks kids to open their

eyes. Then she questions what sort of
things you all saw in the night. Kids
come up with their answers.

Then teacher displays all the new

vocabulary on the board. Randomly
she asks the meanings of the words if
they can remember.

Next along with the kids and their

dictionaries, teacher pastes the
meanings on the board. Then kids go
for loud reading of meanings and
difficult words.

After that as a game teacher removes

the words and for the given meanings
kids should give the words and vice
versa.

COMPREHENSION Teacher divides the class and ask Page 56 Textbook *To boost the Color A4s.
students to bring props to prepare a Page 56; interest in Color pens.
night sky. Part A reading.
Ex: sticks, sarees, moon, stars,
planets etc. *To improve
speaking skills
This will give them a night sky feeling.
After that teacher shows a video *To improve
based on the night sky and also the comprehension
interconnecting the solar system. skills.
While explaining the video, teacher
uses the new vocabulary. Then and *To develop
there teacher asks the meanings too. critical thinking
skills.
After that students are for a question
and answer time. It’ll happen in the
laminated paper. Teacher focuses
more on the Part A questions.

Then kids go for a loud reading. One

group at a time. Then they are given
a time for a rapid question. They ask
questions and they get the answer
from the other group. This will make
the teacher easy to analyze whether
they understood or not.

Then specially teacher explains the

solar eclipse. Teacher brings a
diagram (can draw or use props.)
Using actions teacher clearly explains
it. Kids are also given a chance to
explain it their own way.

For next day teacher can ask kids

(group wise) to bring the things
needed to explain the solar eclipse
and do it in the classroom and also
they can explain the cast universe.
(Presentation Time.)
 Part B will be done in the classroom
as a group activity. Each group will
get 2 to 3 questions. They have to
write their own answer on the
laminated paper. They discuss among
the groups. Later on with the
teacher’s help, kids will write the
answers in their Writing book.

Part C will be done individually but

before that teacher will help them.
This improves Critical Thinking.

FIGURES OF SPEECH Teacher comes to the classroom and Page 57 Textbook; *Students will be Demy papers.
engages in a conversation with the Page 57; able to spot out Color A4s.
kids. While talking she includes Part B idioms with their Color pens.
idioms which makes the kids meanings.
confused. Teacher says something Workbook;
but it gives a different meaning. Page 28; *To enhance their
Teacher will ask why do you all look Vocabulary - language and
confused? Kids might say they don't Part A, B, C creativity.
understand what the teacher told.
Then teacher says she will again do
the same conversations and ask them
to write the phrases which they
didn't understand.

Their will be around 6 idioms. The

meanings of these are hidden inside
the classroom. Teacher gives clues
and kids have to run and search for
the meanings. The kid who completes
all the 06 idioms with the meanings
will be rewarded. This can happen as
a pair activity too.

Teacher explains what idioms are

with her examples. As an extra word
teacher asks the kids to find 05 more
 idioms and their meanings.

Part A will be done at school.

After doing the Part A teacher will

give kids colored A4's and ask them
to write the idiom and the meaning.
(pair activity). It will go to the class as
a display.

Teacher pastes a poem on the board

with similes. She recites the poem
and asks the kids what did they
notice the most. They will say the
sentences which includes "as"

As they have learnt this before

teacher will ask the kids to come up
with some other examples. Then she
introduces the word "Similes" and
explains the term. Then the kids are
given a chance to describe things or
their friends in the classroom using
"as" or "like"
Then kids are given papers divided
into half. One kid gets half of a stripe.
On one half they will have
*The stars*
The other half they will have
*were diamonds in the sky. *
There will be some more examples.
They will have pair up wit their
partner.
After that teacher explains what a
metaphor is and also she will write
some more examples.
Kids do Part C in the classroom.

11 PUNCTUATION Teacher comes to the class and takes Page 58 Textbook; * Students will be Color A4s.
(Possessive Nouns) few belongings of the kids. Page 58; able to Color pens.
 Part B and C understand
For example: a purse which belongs where to place
Sara Workbook; the apostrophe.
Part 28;
Papers which belong to the girls of 4A Punctuation- * Students will
class etc. Part A, B understand who
is the owner,
Then she asks whose purse is this? owner always
Answer will be Sara's. Whose bottle is takes the
this? Nina’s. Etc. apostrophe.

Then teacher asks the kids to take the * Understands

laminated paper and write them the singular
down. She checks quickly and owners and plural
obviously teachers might find owners.
mistakes without the apostrophe.

Teacher's explanation part - Taking

few examples teacher explains
singular possessive nouns have an
apostrophe and a "s" at the end.

Then as a quick activity each kid will

get a sentence strip. It'll have
sentences like: the center of the Sun.
Kids have to change it into singular
possessive noun such as: Sun's
center.

Then remember teacher took few

belongings which belong to the
children in the class. Teacher will
question whose papers are these?
Girls' papers. Who' s books are
these? Boys' books etc.

Kids will be instructed to write it on

the laminated paper. Teachers will
 obviously notice apostrophe and s as
they learnt singular possessive nouns.

Explanation part of Plural possessive

nouns. Taking few examples teacher
explains that plural possessive nouns
that end in s have an apostrophe at
the end. Kids will correct their
mistakes.

Then they will get a sentence strip

which includes sentences like: the
centers of the stars. Kids will have to
answer like: stars' centers.

There is an exception. As a display

teacher can show it to the class and
explain it. Plural possessive nouns
that do not end in s have an
apostrophe and s at the end. For
example: people 's glasses.

To see whether they understood

teacher can orally ask few questions
and kids can write it on the laminated
paper. For example: who' s bags are
these? Children's bags.

Kids do Part A in the class.

All the three exercises in the Writing

book.

SPELLING Class is divided into two. They will be Page 59 Textbook; *To identify Color A4s.
(ir and ire words) given with a set of pictures. Kids will Page 59; words with ‘ir’ Color pens.
 have to identify those pictures and Part C (in the and ‘ire’.
write on the laminated paper. After Textbook.)
that they will have to recognize
what's common in all. It's ir and ire. Workbook;
Each at a time will read aloud one Page 29
word. Teacher puts it on the board.
Then kids will come front and
underline ir and ire. Then teacher will
read aloud the words and kids will
repeat. This happens thrice to make
sure that they pronounce the words
properly. Using a mind map kids will
be given a chance to come front and
write some other examples with ir
and ire letters. Each time they have
to sound the letters properly.

As a quick game teacher reads five

words and kids write on the
laminated paper. All the kids who get
the five words correctly will be
rewarded.

Students do Part A and Part B in the

Textbook itself.

Kids will get 10 words in their class

WhatsApp groups do study for their
Dictation.
Next week they'll be given sentences
including these words.
They have to write the whole
sentence and underline the ir or ire
word.

When marking teacher focuses only

on the given 10 words.

GRAMMAR Half of the class will get nouns and Page 60 Textbook; *To convert nous Color A4s.
(Forming Verbs from Nouns the other half of the class will get Page 60; and adjectives Color pens.
and Adjectives) adjectives (word cards) Part C (in the into verbs.
Textbook)
Teacher displays the words nouns *To encourage
and and adjectives on the board. Kids Workbook; students read
have to recognize to which group Page 30 more and refer
they belong and should stand in front the Dictionary.
of the word. Teacher explains the
term nouns and adjectives.

Kids are asked to form verbs using

the given adjectives or nouns.
Teachers corrects them.

Using their word cards teacher makes

verbs and displays on the board. Kids
are asked observe properly and circle
the suffixes. Suffixes are: ate / en / ify
/ ise. Teacher explains these are
some common suffices which helps
to turn the adjectives and nouns into
verbs.

Teacher adds more examples along

with the kids help.

Kids are given few sentence strips.

Some will have to identify the verb
and mention whether it's being
formed by a noun or an adjective.

Some kids might get some nouns to

turn into verbs while some kids will
get adjectives to turn into verbs. This
activity will be rotated and each kid
will get to write all the answers.

Part A in the writing book. As an extra

work they will also have to mention
the noun or the adjective.
 Students complete Part B in the
Textbook.

Whole throughout the lesson (games

and activities) they have to use the
dictionary coz there's no rule. They
have to search for the correct word.

For example, apology. When turning

it into a verb they have to check with
all the suffixes

Apologiate ❌
Aplogien ❌
Apologify ❌
Apologize (checks in the dictionary)

12 WRITING Kids are instructed to plant a flower Page 61 Textbook; *Students will Color A4s.
(Explanation) plant at the beginning of July and Page 61; practice to Color pens.
observe the growth of a seed into a As a homework explain something
flow plant. they will have to they have
write their witnessed and
They will have to bring it to school on explanation in observed.
the day we are doing this lesson. their Writing *To deliver
book using information
Teacher plants a seed in the diagrams. clearly.
classroom and also she should have a
small plant with a flower (kids Workbook;
imagine that's the output) Page 31

Kids are Revised about the solar

eclipse. Teachers uses the props she
used to explain while doing the
comprehension. Kids are given
chances to explain the solar eclipse.

Explanations explain how things

happen.
Kids write their explanation in their
 own words in the Creative WB.

Then teacher explains how rain

clouds are formed using diagrams
and pictures. After she explains kids
are given a chance to explain it in
their own words.

Teacher displays her sample. Kids will

be also given a photocopied
paragraph as the sample to be pasted
in their creative writing book.

Presentation time: for an example

teacher explains how her seed grew
into a beautiful flower plant.

Each kid will come in front of the

class with their beautiful flower pot.
They can wear as gardeners or
anyone whom they like (mother /
father etc.). Using their own words,
they will explain the growth of this
seed into a flower.

UNIT 8
Holiday Destination
VOCABULARY Teacher pastes a description about Page 62 and Color A4s.
Sri Lanka highlighting the new words. 63. *To identify new Color pens.
words.
In the other side of the board,
teacher pastes the meanings of those *To influence
new words. usage of new
words in written
Teacher reads the paragraph with the and spoken
students first. Then students do the activities.
loud reading.

Later on students match the

meanings with the new words
highlighted on the board.

Students create new sentences from

the words following example
paragraph pasted on the board.

Students complete the Word Check

in the Textbook itself.

COMPREHENSION Students are in groups. Page 64 Demy papers.

Each group is given with a paragraph *To boost the Color A4s.
to summarize in their own words. But interest in Color pens.
all the groups should have pictures or reading.
drawings related to all the
paragraphs. *To improve
speaking skills
Once they are done with the
summarizing, teacher asks exchange *To improve
the summaries with other groups and comprehension
read them. Students do loud reading skills.
of their own summary.
*To develop
Then they are given with pieces of critical thinking.
Bristol boards. Teacher show an
 example of a catalogue and ask
students to create a catalogue on
Holiday Destinations in Sri Lanka so
they can give it to their foreign
friends.

Teacher instruct them to make the

catalogue attractive with more
pictures and less sentences. But the
important facts should be there with
persuading words and phrases.

Teacher and the students discuss the

answers for Part A and complete Part
B in the Writing book.

USING THESAURUS A set of words are pasted on the Page 65 Textbook; Color A4s.
board. A set of Synonyms for the Page 65; *To intensify the Color pens.
pasted words are given to the Part A and B content of a
students. Thesaurus and its
Workbook; usage.
First students find the friends who Page 32;
have got the similar meaning words Vocabulary-
and get into groups. Part A, B

Then they find out the common

meaning of their word from the
words pasted on the board.

Students arrange their words in the

Alphabetical order.

Teacher shows a thesaurus for the

students to get an idea and shows
them how words are given in the
Alphabetical order.
13 PUNCTUATION Teacher pastes a description with Page 66 Workbook; * Students will be
(Indirect Speech) Direct Speech on the board. Page 32; able to form
 Punctuation- statements in
Some groups are given with stripes Part A indirect speech.
including the Direct Speech
sentences included in the paragraph * Students will be
pasted on the board and and others able to identify
are given with the Indirect Speech the difference
sentences which gives the same between direct
meanings of the Direct Speech speech and
sentences. indirect speech.

Teacher asks the groups to compare

the sentences they have with the
sentences included in the paragraph
pasted on the board.

If they have exact words as in the

board, they go to one side of the
class.

But if the sentences they have gives

the same meaning of the sentences
on the board in a different way, they
go to the other side of the class.

Teacher explains the difference

between Direct Speech and Indirect
Speech taking the meanings from the
words itself.

Answers for the Part A are discussed

orally.

Students complete Part B and C in

their Writing books.

SPELLING Page 67 Textbook; *To identify

(fer words + suffixes) Teacher gives few sentences to the Page 67; suffixes and its
kids. Part C usage.

For example: Kids prefer to wear Workbook;

casual clothes. Page 33
I will refer your complaint to my boss
etc.

Ask the kids to circle the verb in that

sentence. Then ask the kids to read it
aloud and teacher writes it on the
board.

Then teacher puts the suffix ING on

the board and asks the kids to add
the suffix to the verb and write it on
the laminated paper.

Some might make mistakes without

doubling the last letter.

Then teacher needs to explain the

rule with some examples. Refer + ing
(teacher has to pronounce the word
so that kids will understand that fer is
stressed) =referring

When you add a suffix that begins

with a vowel to a fer word, you need
to double the R at the end of the
word, if the fer is stressed.

After that teacher displays few words

and ask the kids to add ing.

Kids do it on the laminated paper.

Teacher quickly marks it and rewards
the kids.

Part A - Kids will do as pair activity

and do it in the writing book.
 Kids complete Part B in the Textbook.
(this will first go as an activity. Each
kid will get a word card. For example:
A - Refer
B - Transfer
C - Refer
D - ing
E - ence
F - ence

14 GRAMMAR Using a mind map, teacher draws the Page 68 Workbook; *To understand
(Relative Pronoun) characteristics of conjunctions; who, Page 34 the duty of
which, that. conjunctions and
the words hidden
Then she explains that who comes in them.
with people and which and that
comes with animals and things. *Students will be
able to locate
Teacher pastes sentences with conjunctions
blanks. Students pop up with properly in a
conjunctions to to fill the blanks. sentence and
create new
Students write down the sentences sentences.
on the board and create their own
sentences as well.
Part A is done in the Textbook itself
and Part B and C are completed in
the Writing book.

WRITING With the help of the word clouds Page 69 Workbook; *To give the idea
 (Writing to Inform and teacher explains the purpose of a Page 35 of Travel
Persuade) Holiday Brochure. Brochure.

There she explains the term *Students will be

Persuade. able to create
their own Travel
Students are free to select their own Brochures.
place to design a Holiday Brochure.

Teacher can paste some illustrations

on the board that may help students
to explain the place.

………………………………………. …………………………………………….

Subject Coordinator Principal