GRADE 4 LONGHORN ENGLISH SCHEMES OF WORK TERM 2

Wk Lsn Strand/T Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Assessment Ref
heme Resources methods l
1 Gramma Language By the end of the sub strand the What things do we Learner is guided to: Course book Gap filling
r Patterns learner should be able to: count? • Name, in pairs or small groups, Magazines Matching task
:Quantifiers ▪ Select appropriate quantifiers countable and uncountable nouns. Journals Short answer
to use in relation to the type What things cannot be • Use the quantifiers (much, many, Charts and realia
of noun for effective counted? some and any) correctly with nouns Dictionary
communication. and construct sentences in pairs. Longhorn
▪ Use quantifiers in sentences Which words do we use • Recite poems and rhymes containing English
correctly for communication to show quantity of the quantifiers (much, many, some Learner’s Bk
clarity. countable and and any) in small groups. Grd. 4 Pg. 74-75
▪ Appreciate the correct use of uncountable nouns?
quantifiers in everyday
communication.
2 Language By the end of the sub strand the What things do we Learner is guided to: Course book Gap filling
Patterns learner should be able to: count? •Fill in blank spaces using correct Magazines Matching task
:Quantifiers ▪ Select appropriate quantifiers quantifiers. Journals Short answer
to use in relation to the type What things cannot be • Use digital devices to compose a Charts and realia
of noun for effective counted? short poem or a paragraph featuring Dictionary
communication. the quantifiers (much, many, some Longhorn
▪ Use quantifiers in sentences Which words do we use and any). English
correctly for communication to show quantity of • Use the quantifiers (much, many, Learner’s Bk
1 clarity. countable and some and any) in a role play or a Grd. 4 Pg. 74-75
▪ Appreciate the correct use of uncountable nouns? dialogue.
quantifiers in everyday
communication.
3 Writing Guided By the end of the sub strand the Which words do we use Learner is guided to: Course book Teacher made
writing: learner should be able to: to describe a picture? • Identify pictures from online and Magazines tests
Pictorial ▪ Write a pictorial composition offline sources. Journals Learner
composition of about 60 – 80 words on How do pictures make • Identify common sayings from a text Charts and realia journals
s varied topics for effective you feel? in pairs and write them in their Dictionary
communication exercise books or word processor. Longhorn
▪ Use a variety of pictures and What are some of the • Use a variety of pictures from online English
clues to write pictorial things we can write and offline sources and write pictorial Learner’s Bk
compositions of about 60 – about pictures we see? compositions of 60-80 words based on Grd. 4 Pg. 76-78
80 words for effective the theme.
communication.
▪ Appreciate the use of a wide
range of pictures to write
pictorial compositions of
about 60 – 80 words on
different topics for
communications.
 4 Guided By the end of the sub strand the
writing: learner should be able to:
Pictorial ▪ Write a pictorial composition
composition of about 60 – 80 words on
s varied topics for effective
communication
▪ Use a variety of pictures and
clues to write pictorial
compositions of about 60 –
80 words for effective
communication.
▪ Appreciate the use of a wide
range of pictures to write
pictorial compositions of
about 60 – 80 words on
different topics for
communications.
Which words do we use Learner is guided to: Course book Teacher made
to describe a picture? • Discuss different pictures in Magazines tests
pairs/groups and write pictorial Journals Learner
How do pictures make compositions of about 60-80 words. Charts and realia journals
you feel? • Use sayings to make their Dictionary
compositions interesting. Longhorn
What are some of the • Watch a variety of videos related to English
things we can write the theme and write pictorial Learner’s Bk
about pictures we see? compositions. Grd. 4 Pg. 76-78
• Generate a wide range of pictures
from the internet and write pictorial
compositions.

W Lsn Strand/T Sub strand Specific learning outcomes Key inquiry Learning experiences Learning Assessment Re
ee heme Questions Resources methods fl
k
2 1 Listenin Pronunciation By the end of the lesson the Why should we Learner is guided to: Dictionary Dialogues
g and and learner should be able to listen to others • Participate in a debate, Longhorn Oral
speaking vocabulary: ▪ Participate actively in a when they are English act. discussions
interview and discussion on
(TECHN Interactive two-way speaking? Grd 4 pg. 40-
OLOGY Listening conversation(turn-taking) social media focusing on cyber
safety. 54
-CYBER In various settings for Why should we
SAFET self-expression wait for our turn • Listen for the sounds /ɛə/ /j/
Y) ▪ Use present and past tense to speak? /ʤ//ʒ/ from an audio text and
correctly in a two-way then say them in pairs
dialogue for
communication clarity
How do we
show when an
• Engage in a dialogue featuring
▪ Appreciate the action took words with the sounds /ɛə/ /j/
importance of turn taking place? /ʤ//ʒ/ and pay attention to what
in oral communication the other person says.
• Act out a dialogue in pairs.
• Construct sentences using
present and past tense.
2 Pronunciation By the end of the lesson the Why should we Learner is guided to: audio player Dialogues
and learner should be able to listen to others • Listen to a dialogue introduction Longhorn Oral
vocabulary a. Participate actively in a when they are English act. discussion
and predict what they think they
:Interactive two-way conversation speaking? Grd 4 pg. 40- observation
 Listening (turn taking) in various will hear. 54
•
settings for self- Why should we
expression. wait for our turn Listen to a poem, story or song
b. Watch a video recording to speak? and answer questions orally.
of interview and role
play in pairs • Watch audio-visual recordings
c. Apply vocabulary of short interviews and then
related to the theme in conduct a role play in pairs.
different settings for
clarity of speech
3 Pronunciation By the end of the lesson the Why should we Learner is guided to: digital devices Dialogues
and learner should be able to listen to others • Record one another when Longhorn Oral
vocabulary a. Apply vocabulary related when they are English act. discussion
performing solo, choral verses
:Interactive to the theme in different speaking? Grd 4 pg. 40- Q&A,
Listening settings for clarity of and short dialogues.
Why should we • Take turns during an oral
54 debates
speech
b. Use present and past tense wait for our turn interview, discussion or debate.
correctly in a two-way
dialogue for
to speak?
• Apply facial expressions and
communication clarity gestures appropriately while
c. Appreciate the reciting choral verses in pairs
importance of turn taking and groups.
in oral communication
4 Reading Extensive By the end of the lesson the Why should we The learner is guided to: magazines, listening
Reading: learner should be able to read different • Select appropriate and high- storybooks, and
Narratives(na ▪ Read a variety of types of interest newspapers observation,
rratives/poem materials (narratives, materials? reading print and electronic Longhorn Q&A
s) graded readers) for materials English act.
lifelong learning. What kind of
▪ Demonstrate independent materials do you
related such as narratives, poems Grd 4 pg. 40-
reading of narratives, enjoy reading? and 54
poems and graded readers graded readers.
▪ Appreciate the What can you • Select and read graded readers
importance of do independently for pleasure.
independent reading in to remember • Set up an after school club where
a variety of contexts what they meet on a regular basis to
for enjoyment. you read? read
extensively.
• Retell the stories they have read
in pairs or groups.
• Share opinions and reflections on
 the
texts they have read.
• Identify and discuss proverbs
used in
graded readers.
3 1 Extensive By the end of the lesson the Why should we The learner is guided to: Graded listening
Reading: learner should be able to read different • Select appropriate and high- readers, and
Poems ▪ Read a variety of types of interest storybooks, observation,
materials (narratives, materials? reading print and electronic Longhorn Q&A
graded readers) for materials English act.
lifelong learning. What kind of
related such as narratives, poems Grd 4 pg. 40-
▪ Demonstrate independent materials do you
reading of narratives, enjoy reading? and 54
poems and graded readers graded readers.
▪ Appreciate the What can you • Select and read graded readers
importance of do independently for pleasure.
independent reading in to remember • Set up an after school club where
a variety of contexts what they meet on a regular basis to
for enjoyment. you read? read
extensively.
• Retell the stories they have read
in pairs or groups.
• Share opinions and reflections on
the
texts they have read.
• Identify and discuss proverbs
used in
graded readers.
2 Gramma Tense By the end of the lesson the Why is it Learner is be guided to: pictures oral
r :Present and learner should be able to important to • Listen to a radio or TV Longhorn discussion,
past ▪ Identify present and past show when programme and identify the English act. peer review,
continuous continuous forms of the something present and past continuous forms. Grd 4 pg. 40- Q&A
tense verb in oral and written happened? • Give examples of actions in the 54
texts for communication
present and past continuous tense.
clarity. How do we tell
▪ Use the present and past an action is or • Use a given list of verbs to form
continuous tense correctly was happening? sentences in the present and past
in oral and written continuous tense in pairs or
contexts for self- groups.
expression • Watch a video and write
▪ Appreciate the role of the
 present and past examples of the present and past
continuous tense in continuous tense in a note book.
communication. • Role play or simulate an event in
which they use the present and
past continuous forms.
• Identify present and past
continuous forms from a
newspaper or magazine article.
• Construct sentences using the
present and past continuous tense
in groups. (They could be typed or
written on a piece of paper.)

3 Tense By the end of the lesson the Why is it Learner is be guided to: Newspaper, oral
:Present and learner should be able to important to • Listen to a radio or TV Longhorn discussion,
Past ▪ Identify present and past show when programme and identify the English act. oral
continuous continuous forms of the something present and past continuous forms. Grd 4 pg. 40- presentation
tense verb in oral and written happened?
• Give examples of actions in the 54
texts for communication
present and past continuous tense.
clarity. How do we tell
▪ Use the present and past an action is or • Use a given list of verbs to form
continuous tense correctly was happening? sentences in the present and past
in oral and written continuous tense in pairs or
contexts for self- groups.
expression • Watch a video and write
▪ Appreciate the role of the examples of the present and past
present and past continuous tense in a note book.
continuous tense in • Role play or simulate an event in
communication. which they use the present and
past continuous forms.
• Identify present and past
continuous forms from a
newspaper or magazine article.
• Construct sentences using the
present and past continuous tense
in groups. (They could be typed or
written on a piece of paper.)
4 Writing Punctuation By the end of the lesson the Why do you use Learner is guided to: Manila Peer
:Full learner should be able to punctuation • Identify proper nouns such as papers, word assessment
stop/capital ▪ Identify commonly used marks?
 letters punctuation marks in names of people, places and cards, peer
written texts for effective Which features like mountains and rivers Longhorn assessment,
communication punctuation • Form sentences in pairs using English act. oral
▪ Use full stops and capital marks do you proper nouns. Grd 4 pg. 40- discussion,
letters correctly in written use when • Write a list of common 54 observation
texts for communication writing?
abbreviations and punctuate them
clarity
▪ Appreciate the role of correctly.
punctuation mark in • Write abbreviations of their
various contexts for school, names among others in
writing fluency pairs or small groups and
punctuate them correctly.

4 1 Punctuation: By the end of the lesson the Why do you use Learner is guided to: newspaper/ma observation,
Full learner should be able to punctuation • Design drawings or illustrations gazines oral
stop/Capital ▪ Use full stops and capital marks? of the full stop and capital letters Longhorn discussion,
letters letters correctly in written in cards and display them in class. English act. self-
texts for communication Which
• Use punctuation cards to arrange Grd 4 pg. 40- assessment
clarity. punctuation
or make coherent sentences and 54
▪ Identify commonly marks do you
paragraphs in pairs or groups.
used punctuation marks use when
writing? • Write well-punctuated sentences
in written texts for dictated by a teacher, peer or
effective digital device.
communication. • Make stickers with sentences
▪ Appreciate the role of
punctuated with full stops and
punctuation mark in
various contexts for capital letters and stick them to a
writing fluency central place for everyone to see.
• Use digital resources to play
games such as punctuation ladder
and punctuation posters.
• Type sentences on a digital
device, with the help of parents,
siblings and guardians and share
with teacher
and friends
2 Listenin Pronunciation By the end of the lesson the Why should you Learner is guided to: pictures, observation,
g and and learner should be able to say words • Recognize the vowels sounds and realia, chart reciting
Speakin vocabulary: ▪ Use vocabulary items clearly? diphthongs (sounds /ʊə/ /v/ /w/ Longhorn poems
g Tongue related to the theme in a /s//ʧ/) from audio materials. English act. Oral
(THE twisters variety of contexts for What should
 FARM) effective communication you do to say • Use words and sentences Grd 4 pg. 94- questions
▪ Select sounds correctly words containing vowel sounds and 97
from a language sample correctly? consonants in a conversation.
to improve listening • Create a tongue twister using
comprehension. words with the target sounds in
▪ Articulate sounds small groups.
accurately for clarity of • Listen to selected sounds
speech. (consonants, diphthongs and
▪ Select sounds correctly vowels) from audio materials, for
from a language sample example,
to improve listening sounds /ʊə/ /v/ /w/ /s//ʧ/.
comprehension. • Say tongue twisters with the
(words containing the sounds /ʊə/
/v/ /w/ /s//ʧ/) individually, in pairs
or groups.
3 Pronunciation By the end of the lesson the Why should you Learner is guided to: realia, oral
and learner should be able to say words Repeat tongue twisters with the pictures, flash questions,
vocabulary: ▪ Use vocabulary items clearly? words containing the sounds /ʊə/ cards observation,
Tongue related to the theme in a /v/ /w/ /s//ʧ/ from an audio/digital Longhorn role play,
twisters variety of contexts for What should recording individually, in pairs or English act. oral
effective communication you do to say groups. Grd 4 pg. 94- discussion
▪ Select sounds correctly words
from a language sample • Select words containing vowels 97
correctly? and diphthongs and consonants
to improve listening
comprehension. from a tongue twister, passage, a
▪ Articulate sounds poem, a
accurately for clarity of song or a story.
speech. • Practice clear pronunciation by
▪ Select sounds correctly listening to a video,
from a language sample online dictionaries and recordings.
to improve listening • Say vocabulary items correctly
comprehension. and match them with their
meanings.
• Articulate vowels and consonants
as the teacher models.
• Participate in video conferencing
with children from other schools
or native speakers.
4 Reading Reading By the end of the lesson the Why is it Learner is guided to: charts, oral
Fluency learner should be able to important to
 ▪ Read a text of about 300 read at a • Listen and follow along with pictures, flash questions,
words accurately, at the reasonable audio recordings. cards observation,
right speed and with speed? • Perform a reader’s theater by Longhorn timed
expression for effective taking turns reading their parts English act. reading
communication. from a script and bring the text Grd 4 pg. 94-
▪ Make predictions based
alive through their voices. (a 97
on the title or pictures and
anticipate possible reader’s theater does not need
outcomes in a story any set or costumes and It is
▪ Appreciate the excellent for building fluency)
importance of fluency in • Do paired reading and read to
reading for each other. (More fluent readers
comprehension should be paired with less fluent
ones. They take turns reading by
sentence, paragraph, or
page.)
5 1 Reading By the end of the lesson the How can you Learner is guided to: realia, charts Q&A, peer
Fluency learner should be able to read a text fast Make predictions based on the Longhorn assessment,
▪ Read fluently a text and fluently? pictures or the title and anticipate English act. oral
related to the theme possible outcomes in a story of Grd 4 pg. 94- discussion
▪ Use fluency strategies about 300 words. 97
to read a text of about • Read digital or non-digital texts
300 words related to the of about 300 words related to the
theme to enhance theme in small groups.
comprehension. • Respond to oral questions that
▪ Appreciate the require inferences in pairs and
importance of fluency in small groups from a text of about
reading for
300 words.
comprehension
2 Reading By the end of the lesson the What is the Learner is guided to: Charts, realia, observation,
Fluency learner should be able to importance of Write correct answers to direct and Longhorn oral
▪ Read and recite poems for reading for indirect questions that require English act. discussion,
comprehension comprehension? inferences. Grd 4 pg. 94- written
▪ Use fluency strategies • Listen to audio-visual recordings 97 exercise
to read a text of about How can you
of songs and poems; and repeat
300 words related to the read a text fast? them.
theme to enhance • Read and sing lyrics of relevant
comprehension. English songs.
▪ Appreciate the • Read poems and rhymes while
importance of fluency in
 reading for paying attention to rhythm.
comprehension.
3 Gramma Parts of By the end of the lesson the Why do we Learner is guided to: charts, Gap filling
r Speech: learner should be able to shorten words • Identify contracted forms from an pictures Short
Contracted ▪ Use contracted forms of like cannot to audio or written text. Longhorn answer
verb forms verbs correctly for can’t? •Write contracted forms of verbs English act. oral
effective communication. and use them in sentences Grd 4 pg. 94- questions
▪ Identify contracted forms What answer correctly. 97
pf verbs from a written do
text •Make and display charts
you give to a containing contracted forms of
▪ Appreciate the question?
importance of correct verbs.
sentence structures in • Use digital devices to search for
communication online resources on contracted
verbs.

4 Parts of By the end of the lesson the What answer do Learner is guided to: Longhorn Gap filling
Speech: learner should be able to you give to a •Categorize sample sentences into English act. Short
Positive ▪ Use positive and negative question? negative or positive statements in Grd 4 pg. 94- answer
statements statements correctly for small groups. Learner could 97 oral
effective communication
display the work in a chart. questions
▪ Identify positive
statements from a written
•Change positive statements to
text negative statements and vice versa.
▪ Appreciate the • Ask each other questions that
importance of correct elicit both positive and negative
sentence structures in answers.
communication • Construct positive and negative
sentences orally and in writing.
6 1 Parts of By the end of the lesson the What answer do Learner is guided to: Charts, flash written
Speech: learner should be able to you give to a •Categorize sample sentences into cards, realia, exercise,
Negative ▪ Use positive and negative question? negative or positive statements in Longhorn oral
statements statements correctly for small groups. Learner could English act. presentation
effective communication
display the work in a chart. Grd 4 pg. 94- , reading
▪ Identify negative
statements from a written
•Change positive statements to 97 aloud,
text negative statements and vice versa. observation
▪ Appreciate the • Ask each other questions that
importance of correct elicit both positive and negative
sentence structures in answers.
communication • Construct positive and negative
 sentences orally and in writing.
2 Writing Creative By the end of the lesson the Why do you Learner is guided to: pictures, Self-
Writing: learner should be able to enjoy listening • Rearrange jumbled up sentences charts assessment
Narrative ▪ Describe the parts of a to and reading from an oral narrative into a Longhorn learner
compositions narrative composition in stories? coherent paragraph. English act. Teacher
preparation for writing. • Listen to a narrative on radio and Grd 4 pg. 94- made tests
▪ Organize thoughts
rewrite it in their own words. 97 journals
fluently, clearly and
precisely in a coherent • Plan a narrative composition in
paragraph for self- pairs or small groups.
expression
▪ Appreciate the role of
creativity in writing for
different purposes.
3 Creative By the end of the lesson the Which is the Learner is guided to: audio clip Self-
Writing: learner should be able to most interesting • Rearrange jumbled up sentences Longhorn assessment
Narrative ▪ Write a narrative story you have from an oral narrative into a English act. learner
compositions composition for self- ever heard or coherent paragraph. Grd 4 pg. 94- Teacher
expression read? • Listen to a narrative on radio and 97 made tests
▪ Use relevant vocabulary
rewrite it in their own words. journals
and similes to make their
narrative interesting • Plan a narrative composition in
▪ Appreciate the role of pairs or small groups.
creativity in writing for
different purposes.
4 Creative By the end of the lesson the Why do you like Learner is guided to: charts, sample Self-
Writing: learner should be able to reading stories? Use similes to make the narrative articles assessment
Narrative ▪ Create a narrative interesting. Longhorn learner
compositions composition of about 60 – How can you • Write a narrative composition for English act. Teacher
80 words for self- make a story
self-expression. Grd 4 pg. 94- made tests
expression. interesting?
▪ Organize thoughts
• Watch and dramatize a story 97 assessment
fluently, clearly and from a digital device. portfolio
precisely in a coherent • Visit a farm and write a narrative
paragraph for self- composition about their
expression. experience.
▪ Appreciate the role of
creativity in writing for
different purposes.
7 1 Listenin Pronunciation By the end of the lesson the Why should you Learner is guided to: Charts and oral
g and and learner should be able to speak • Listen to oral presentations such realia discussion,
 speaking vocabulary ▪ Speak fluently and accurately? as poems and topical issues from Longhorn dialogues,
(HIV :Speaking confidently on a given audio recordings with words English act. oral
AND fluency topic to enhance oral How can you containing the sounds /s/ /z/ /h/ /f/ Grd 4 pg. presentation
AIDS) skills. speak without and digraph ‘gh’. 112-127
▪ Articulate sounds unnecessary • Identify similes with target
accurately for effective pauses?
sounds from an oral text.
communication
▪ Apply vocabulary related Why should we • Use similes in a conversation.
to the theme in a variety speak fluently • Incorporate similes in an oral
of oral presentations for and confidently? presentation.
fluency • Pick out the sounds /s/ /z/ /h/ /f/
in ‘gh’ from an audio text.
2 Pronunciation By the end of the lesson the Why should you Learner is guided to: charts, word oral
and learner should be able to speak • Repeat words with target sounds cards, pictures discussion,
vocabulary ▪ Apply vocabulary related accurately? /s/ /z/ /h/ /f/ and digraph ‘gh’ from Longhorn dialogues,
:Speaking to the theme in a variety the teacher or an audio recording English act. oral
fluency of oral presentations for How can you
accurately. Grd 4 pg. presentation
fluency speak without
• Speak on a familiar text 112-127
▪ Articulate sounds unnecessary
accurately for effective pauses? accurately and at a reasonable pace
communication. and use similes where possible.
▪ Appreciate the • Speak expressively on a on a
importance of speaking at familiar text within a specified
a reasonable speed and time.
without hesitation in daily • Recite poems related to the
life theme.
• Say vocabulary related to the
theme in pairs correctly.
3 Pronunciation By the end of the lesson the Why should you Learner is guided to: charts, word oral reading,
and learner should be able to speak • Fill gaps in sentences using the cards oral
vocabulary ▪ Apply vocabulary related accurately? vocabulary learnt. Longhorn presentation
:Speaking to the theme in a variety • Repeat oral texts without English act. , peer
fluency of oral presentations for How can you
hesitation and at a reasonable Grd 4 pg. assessment
fluency. speak without
speed. 112-127
▪ Use nonverbal cues when unnecessary
speaking pauses? • Use nonverbal cues when
▪ Appreciate the speaking.
importance of speaking at
a reasonable speed and
without hesitation in daily
life.
4 Reading Intensive By the end of the lesson the Why do we read Learner is guided to: Longhorn Reading
 reading: learners should be able to narratives? • Skim through a narrative. English act. aloud
Narratives ▪ Read a short narrative of • Scan a narrative to obtain Grd 4 pg. Peer
about 320 words for What kind of specific information. 112-127 assessment
comprehension stories do you • Read a passage in print or non- Q&A
▪ Apply appropriate read enjoy reading? print format and answer questions.
strategies to read a
narrative of about 320
words for information
▪ Appreciate reading for
purposes of
comprehension and
information
8 1 Intensive By the end of the lesson the Why do we read Learner is guided to: Role play, Reading
reading: learner should be able to narratives? • Discuss vocabulary from the charts, flash aloud
Narratives ▪ Apply appropriate reading passage and use cards, Peer
strategies to read a What kind of them to construct simple Longhorn assessment
narrative of about 320 stories do you
sentences. English act.
words for information. enjoy reading?
• Answer factual and inferential Grd 4 pg.
▪ Appreciate reading for
purposes of questions from a passage in pairs 112-127
comprehension and or groups.
information • Retell stories related to the theme
in pairs and groups.
• Give the sequence of events in a
given story or passage.
• Discuss and role play events in a
passage.
• Read a digital text online or
offline and answer questions in
pairs or in groups.
2 Intensive By the end of the lesson the Why do we read Learner is guided to: role play, Reading
reading: learner should be able to narratives? • Discuss vocabulary from the pictures aloud
Narratives ▪ Read a short text for passage and use Longhorn Peer
comprehension What kind of them to construct simple English act. assessment
▪ Appreciate reading for stories do you
sentences. Grd 4 pg.
purposes of enjoy reading?
• Answer factual and inferential 112-127
comprehension and
information. questions from a passage in pairs
or groups.
• Retell stories related to the theme
in pairs and groups.
 • Give the sequence of events in a
given story or passage.
• Discuss and role play events in a
passage.
• Read a digital text online or
offline and answer questions in
pairs or in groups.
3-4 HAFL TERM
9 1 Gramma Parts of By the end of the lesson the Where do you live? Learner is guided to: charts, learn
r speech: learner should be able • Play games that involve grouping pictures, ers’
Adverbs ▪ Distinguish adverbs of How do you do your adverbs of manner, time and place. realia, flash journ
manner, time and place work? • Recite poems containing adverbs of cards als,
for effective manner, time and place. Longhorn peer
communication When do we come
• Construct sentences using adverbs. English act. asses
▪ Use adverbs of manners, to school?
time and place correctly • Listen to a story or poem read by the Grd 4 pg. smen
in both oral and written teacher or from audio recordings and 112-127 t
sentences respond to questions.
▪ Appreciate the • Create word lists of adverbs and use
importance of adverbs in them to construct sentences on a word
oral and written processor or a web page
communication
2 Parts of By the end of the lesson the Where do you live? Learner is guided to: Charts, word quest
speech: learner should be able to • Play games that involve grouping cards, ions,
Adverbs ▪ Use adverbs of manner, How do you do your adverbs of manner, time and place. Longhorn writt
time and place correctly work? • Recite poems containing adverbs of English act. en
in both oral and written manner, time and place. Grd 4 pg. exerc
sentences When do we come
• Construct sentences using adverbs. 121-125 ise,
▪ Construct sentences using to school?
adverbs • Listen to a story or poem read by the obser
▪ Appreciate the teacher or from audio recordings and vatio
importance of adverbs in respond to questions. n,
oral and written • Create word lists of adverbs and use oral
communication them to construct sentences on a word readi
processor or a web page ng
3 Parts of By the end of the lesson the Where do you live? Learner is guided to: Charts, flash peer
speech: learner should be able to • Play games that involve grouping cards, realia, asses
Adverbs ▪ Appreciate the How do you do your adverbs of manner, time and place. Longhorn smen
importance of adverbs in work? • Recite poems containing adverbs of English act. t,
oral and written manner, time and place. Grd 4 pg. word
communication When do we come
 ▪ Play games involving
adverbs of manner, time
and place
▪ Use adverbs of manner,
time and place correctly
in both oral and written
communication
to school? • Construct sentences using adverbs. 112-127 game
• Listen to a story or poem read by the s
teacher or from audio recordings and
respond to questions.
• Create word lists of adverbs and use
them to construct sentences on a word
processor or a web page

4 Writing Punctuation: By the end of the lesson the Why should we Learner is guided to: realia, charts Teac
Comma, learner should be able to punctuate written • Use commas and question marks Longhorn her
question ▪ Identify commonly used work? correctly to write well punctuated English act. made
marks punctuation marks in sentences. Grd 4 pg. tests
written text for effective How do we use
• Draw the comma and question marks 125-127 Lear
communication punctuation marks:
on cards and display them in the ner
▪ Use commas and question comma and full stop
marks correctly in written classroom. journ
texts for clarity of • Use punctuation cards to arrange or als
writing. make coherent sentences and
▪ Appreciate the role of paragraphs featuring the comma and
punctuation marks for question marks in pairs
clarity in writing.
10 1 Punctuation: By the end of the lesson the Learner is guided to: chart, sample Teac
Comma learner should be able to Why should we Make punctuation cards with different sentences, her
,question ▪ Identify commonly used punctuate written punctuation marks Longhorn made
marks punctuation marks in work? and match them with their names. English act. tests
written text for effective • Make stickers with correctly Grd 4 pg. Lear
communication
punctuated sentences and display them 125-127 ner
▪ Use commas and question
marks correctly in written at a central place for everyone to see. journ
texts for clarity of • Type sentences on a word processor, als
writing. tablet or mobile phone and send the
▪ Appreciate the role of work to the teacher or friends.
punctuation marks for • Play games such as punctuation
clarity in writing. ladder and punctuation posters.

2 Listenin Pronunciation By the end of the lesson the Why should we be Learner is guided to: pictures oral
g and and learner should be able to polite in our • Repeat words with the sounds /ɪ/, Longhorn discu
speaking vocabulary: ▪ Interact with a speaker conversation? /iː/, /s/, /ʃ/ and /əʊ/ after the teacher or English act. ssion
(HYGYI Interactive actively during an oral audio recordings accurately. Grd 4 pg. , role
ENE listening/turn presentation, speech or • Tell riddles with words containing 128-133 play,
AND taking/riddles narration for listening
 SANITA fluency.
TION) ▪ Use vocabulary related to
the theme in a variety of
contexts for self-
expression
▪ Appreciate the
importance of turn taking
in oral interviews or
debates for effective oral
communication.
3 Pronunciation By the end of the lesson the
and learner should be able to
vocabulary: ▪ Speak confidently during
Interactive an oral interview or
listening/turn debate for self-expression
taking/riddles ▪ Use vocabulary related to
the theme in a variety of
contexts for self-
expression.
▪ Appreciate the
importance of turn taking
in oral interviews or
debates for effective oral
communication
4 Pronunciation By the end of the lesson the
and learner should be able to
vocabulary: ▪ Articulate sounds
Interactive accurately for effective
listening/turn communication
taking/riddles ▪ Interrupt a speaker
appropriately for
politeness
in conversation.
▪ Interact with a speaker
actively during an oral
presentation, speech or
narration for listening
fluency
the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/in oral
pairs or small groups. prese
• Interact with a speaker or presenter ntati
through verbal and nonverbal cues. on
• Engage the audience when making
an oral presentation.
• Watch a video recorded riddling
session or listen to an audio recording.
Why should we Learner is guided to: charts, digital oral
listen to others? • Repeat words with the sounds /ɪ/, device readi
/iː/, /s/, /ʃ/ and /əʊ/ after the teacher or Longhorn ng,
What do you do audio recordings accurately. English act. role
when you want to
• Tell riddles with words containing Grd 4 pg. play,
talk and your friend
is still talking?
the sounds /ɪ/, /iː/, /s/, /ʃ/ and /əʊ/in 128-133 oral
pairs or small groups. discu
• Interact with a speaker or presenter ssion
through verbal and nonverbal cues.
• Engage the audience when making
an oral presentation.
• Watch a video recorded riddling
session or listen to an audio recording.
Why should we Learner is guided to: chart, oral
listen to others? Participate in a debate or interview. dictionary discu
• Listen to a speaker and answer oral Longhorn ssion
What do you do questions. English act. , oral
when you want to
• Interview one another on a topical Grd 4 pg. prese
talk and your friend
is still talking?
issue. 128-133 ntati
• Use facial expressions and gestures on,
appropriately when speaking. oral
• Listen to a poem, a story or a song readi
based on the theme and answer ng
questions orally.
• Watch audio-visual recordings of
short interviews and conduct own
interview.
• Use digital devices to record solo or
choral poetry performances.
 • Engage in short dialogues based on
the theme.
11 1 Reading Intensive By the end of the lesson the Why should we read Learner is guided to: chart, oral
reading: learner should be able to at the right speed? • Read factual texts in print and non- dictionary, discu
Factual texts ▪ Read factual texts of print formats. Longhorn ssion
about 320 words related Why is hygiene • Infer the meaning of vocabulary in a English act. , oral
to the theme for important? text. Grd 4 pg. readi
comprehension.
• Answer factual and inferential 133-136 ng,
▪ Apply appropriate
reading habits in questions from a variety of texts. Q&A
reading factual texts of • Retell stories related to the theme in ,
about 320 words for pairs and groups. readi
information • Discuss and role play events in a ng
▪ Appreciate the story. aloud
importance of reading for • Watch a video related to the theme
comprehension and and pick out specific information.
information. • Use the dictionary to find the
meaning of new words.
• Use the encyclopedia to get more
information related to the theme.
2 Intensive By the end of the lesson the Learner is guided to: chart, Dicta
reading: learner should be able to What should we do • Read factual texts in print and non- dictionary, tion
Factual texts ▪ Read factual texts of remember what we print formats. digital device Read
about 320 words related read? • Infer the meaning of vocabulary in a Longhorn ing
to the theme for
text. English act. aloud
comprehension.
• Answer factual and inferential Grd 4 pg. self-
▪ Apply appropriate
reading habits in questions from a variety of texts. 128-133 asses
reading factual texts of • Retell stories related to the theme in smen
about 320 words for pairs and groups. t
information • Discuss and role play events in a
▪ Appreciate the story.
importance of reading for • Watch a video related to the theme
comprehension and and pick out specific information.
information. • Use the dictionary to find the
meaning of new words.
• Use the encyclopedia to get more
information related to the theme.
3 Gramma Parts of By the end of the lesson the Why do we join Learner is guided to: flash cards, Short
r speech: learner should be able to sentences? • Use the conjunctions (and, but, or, dictionary answ
Conjunctions ▪ Identify conjunctions
 correctly in oral and What role do yet, so, for, nor) to talk about topics Longhorn ers
written texts for fluency conjunctions play in related to the theme. English act. Gap
of speech a sentence • Respond appropriately to questions Grd 4 pg. fillin
▪ Use conjunctions in a • Construct sentences using the 136-138 g
variety of contexts for conjunctions (and, but, or, yet, so, for, Role
effective communication
nor) and type them on a digital play
▪ Appreciate the
importance of device.
conjunctions in • Listen to a short dialogue containing
communication. the conjunctions (and, but, or, yet, so,
for, nor) and discuss their usage in
groups.
• Answer and ask questions involving
conjunctions correctly.
• Fill in blank spaces in sentences
using the conjunctions (and, but, or,
yet, so, for, nor).
4 Parts of By the end of the lesson the What is the Learner is guided to: flash card, Short
speech: learner should be able to importance of good • Use the conjunctions (and, but, or, dictionary answ
Conjunctions ▪ Engage in short dialogues hygiene and yet, so, for, nor) to talk about topics Longhorn ers
featuring conjunctions for sanitation? related to the theme. English act. Gap
fluency of speech
• Respond appropriately to questions Grd 4 pg. fillin
▪ Use conjunctions in a Which words do we
• Construct sentences using the 136-138 g
variety of contexts for use to join
effective communication sentences? conjunctions (and, but, or, yet, so, for, Role
▪ Appreciate the nor) and type them on a digital play
importance of device.
conjunctions in • Listen to a short dialogue containing
communication. the conjunctions (and, but, or, yet, so,
for, nor) and discuss their usage in
groups.
• Answer and ask questions involving
conjunctions correctly.
• Fill in blank spaces in sentences
using the conjunctions (and, but, or,
yet, so, for, nor).
12 1 Writing Creative By the end of the lesson the Why should you Learners are guided to: Charts and Writi
writing: learner should be able to organize your • Read a sample descriptive realia ng
Descriptive ▪ Describe the parts of thoughts in clear composition of about 80-100 words in Dictionary tests
compositions descriptive composition sentences and small groups and identify the Longhorn Lear
for self-expression. paragraphs?
 ▪ Organize thoughts paragraphs. English act. ner
clearly, precisely and How can you tell • Use similes or proverbs to make Grd 4 pg. journ
creatively into a coherent others about their writing interesting. 138-141 als
paragraph for self- yourself? • Use similes to make the composition
expression interesting.
▪ Appreciate the role of
• Write a composition with a proverb
creativity in descriptive
writing for effective as a title.
communication
2 Creative By the end of the lesson the Why should you Learners are guided to: Charts and Writi
writing: learner should be able to organize your • Read a sample descriptive realia ng
Descriptive ▪ Organize thoughts thoughts in clear composition of about 80-100 words in Dictionary tests
compositions clearly, precisely and sentences and small groups and identify the Longhorn portf
creatively into a coherent paragraphs? paragraphs. English act. olio
paragraph for self-
expression How can you tell
• Use similes or proverbs to make Grd 4 pg.
▪ Create a descriptive others about their writing interesting. 138-141
composition of about 80- yourself? • Use similes to make the composition
100 words on various interesting.
topics • Write a composition with a proverb
for effective as a title.
communication.
▪ Appreciate the role of
creativity in descriptive
writing for effective
communication
3 Creative By the end of the lesson the How can you tell Learners are guided to: Charts and Writi
writing: learner should be able to others about Talk about different activities they realia ng
Descriptive ▪ Organize thoughts yourself? engage in such as ‘how we clean our Dictionary tests
compositions clearly, precisely and house’ in pairs. Dictionary portf
creatively into a coherent
• Write four descriptive sentences on a Longhorn olio
paragraph for self-
given topic. English act.
expression
▪ Create a descriptive • Write an 80-100 words descriptive Grd 4 pg.
composition of about 80- composition (2– 3 coherent 138-141
100 words on various paragraphs).
topics • Proofread and display their
for effective composition.
communication. • Type their compositions on a digital
▪ Appreciate the role of device.
creativity in descriptive
writing for effective
 communication
4 Listenin Pronunciation By the end of the lesson the Why should we The learner is guided to: flash cards, obser
g and and learner should be able to listen actively to • Listen attentively to an audio news cuttings vatio
speaking vocabulary: ▪ Pronounce sounds what others are recordings with the sounds /aʊ/ /ð/ /θ/ Longhorn n and
(SPORT Listening accurately for effective saying? and consonant cluster ‘sk’ English act. listen
S : MY fluency communication
• Repeat words with the sounds /aʊ/ Grd 4 pg. ing,
FAVOR ▪ Construct simple
ITE sentences using pictures
/ð/ /θ/ and consonant cluster ‘sk’ after 141-147 oral
GAME) and vocabulary related to the teacher or audio recordings prese
the theme accurately. ntati
▪ Apply vocabulary related • Respond to questions on given texts on,
the theme in a variety of confidently. Q&A
contexts for self- • Make a three-minute speech using
expression vocabulary related to the theme.
▪ Appreciate the
importance of listening
fluency in oral
communication
13 1 Pronunciation By the end of the lesson the How do facial The learner is guided to: Digital discu
and learner should be able to expressions and • Listen attentively to an audio device, flash ssion
vocabulary: ▪ Listen to the short gestures help us to recordings with the sounds /aʊ/ /ð/ /θ/ cards, sample publi
Listening speeches related to the communicate well? and consonant cluster ‘sk’ speech c
fluency theme for listen fluency
• Repeat words with the sounds /aʊ/ Longhorn spea
▪ Distinguish sounds and What should we do
word from oral text from to make people
/ð/ /θ/ and consonant cluster ‘sk’ after English act. king,
listening fluency enjoy listening to the teacher or audio recordings Grd 4 pg. self-
us? accurately. 141-147 asses
• Respond to questions on given texts smen
confidently. t
• Make a three-minute speech using
vocabulary related to the theme.
2 Pronunciation By the end of the lesson the How do facial The learner is guided to: charts, discu
and learner should be able to expressions and Recite poems about games. picture ssion
vocabulary: ▪ Apply vocabulary related gestures help us to • Role play and make speeches to Longhorn publi
Listening to the theme in a variety communicate well? imaginary audience. English act. c
fluency of contexts for self- • Watch a video on speeches related to Grd 4 pg. spea
expression What should we do
▪ Listen to short speeches to make people
sports and then make similar speeches 141-147 king,
related to the theme for enjoy listening to in groups. self-
listening fluency us? • Use and interpret nonverbal cues in asses
▪ Interpret nonverbal cues oral contexts correctly. smen
correctly for listening t
 fluency
▪ Appreciate the
importance of listening
fluency in oral
communication
14 ASSESMENT/CLOSING OF THE SCHOOL