New Revised NERDC Primary 4 English Studies Scheme of Work

The New Revised NERDC Primary 4 English Studies Scheme of Work provides a comprehensive framework for teaching English language skills across three academic terms. This scheme covers essential areas including oral composition, grammar, reading comprehension, and various writing formats.

Each week integrates speaking, listening, reading, and writing activities to build pupils’ language competency systematically.

The scheme emphasizes practical language use through dialogues, conversations, and storytelling activities. Pupils learn grammar concepts like modal auxiliaries, tenses, nouns, pronouns, adjectives, and adverbs within meaningful contexts.

Reading exercises appear consistently across all weeks to develop comprehension skills and vocabulary expansion. Writing instruction progresses from informal letters to narrative and descriptive compositions.

Aural discrimination activities help pupils distinguish between similar sounds in English phonetics. Vocabulary development focuses on thematic word fields including family, school, sports, health, and weather.

Sense relations like synonyms, antonyms, homonyms, and hyponyms enhance pupils’ understanding of word meanings and relationships. Stress and intonation patterns receive attention to improve pronunciation and spoken fluency.

The scheme balances teacher-guided instruction with student-centered learning activities. Group work, pair discussions, role-plays, and individual practice feature prominently throughout the lessons.

Assessment occurs through continuous activities, mid-term tests, and end-of-term examinations. This structured approach ensures pupils develop all four language skills progressively.

Each term builds on previous learning while introducing new concepts and skills. The integration of key competencies like communication, collaboration, critical thinking, and leadership prepares pupils for real-world language use. Teachers receive clear guidance on activities, resources, and expected learning outcomes for effective lesson delivery.

Importance of the Primary 4 English Studies Scheme of Work

The Primary 4 English Studies Scheme of Work serves as a roadmap for teachers to deliver consistent, quality English instruction. It outlines weekly topics, learning objectives, and activities that align with national curriculum standards. Teachers can plan lessons systematically, ensuring comprehensive coverage of language skills throughout the academic year.

This scheme helps teachers organize their teaching materials and methods effectively. Clear performance objectives guide assessment and help teachers measure pupil progress accurately.

The structured approach prevents gaps in learning and ensures pupils master foundational skills before advancing to complex concepts. Teachers can adapt activities to suit their classroom context while maintaining curriculum alignment.

The scheme promotes balanced skill development across speaking, listening, reading, and writing. Teachers can integrate different language components within each lesson rather than teaching them in isolation.

Suggested learning activities provide practical strategies for engaging pupils actively in the learning process. This variety keeps pupils motivated and accommodates different learning styles.

Resource lists help teachers prepare appropriate teaching aids before lessons begin. The scheme’s progression from simple to complex concepts supports pupils’ cognitive development at this age level.

Regular reading exercises build literacy skills essential for academic success across all subjects. Teachers can use this scheme to create detailed lesson plans and track curriculum coverage throughout the term.

General Objectives of the Primary 4 English Studies Scheme of Work

The Primary 4 English Studies Scheme of Work aims to develop pupils’ ability to communicate effectively in English through speaking, listening, reading, and writing. Pupils should express ideas clearly using correct grammar, appropriate vocabulary, and proper sentence structures.

The scheme seeks to build pupils’ confidence in using English for various purposes including social interaction, information sharing, and creative expression.

Pupils should develop reading comprehension skills to understand texts and extract both explicit and implicit meanings. The scheme promotes critical thinking through analysis of poems, stories, and passages.

Pupils learn to use contextual clues for word meanings and apply new vocabulary in sentences. Writing skills advance from informal letters to structured compositions with clear organization and descriptive language.

The scheme develops pupils’ phonological awareness through aural discrimination activities. Pupils should distinguish between similar sounds, apply stress patterns correctly, and use appropriate intonation in speech.

Grammar competency expands to include various parts of speech and their functions in sentences. Pupils learn sense relations to enrich their vocabulary and understand nuanced word meanings.

These objectives ensure pupils acquire language skills progressively across the academic year. Each objective connects to specific weekly topics and learning activities in the scheme. Teachers can measure achievement through performance objectives stated for each lesson.

The competencies developed through this scheme prepare pupils for more advanced language learning in higher classes.

The general objectives align with NERDC’s vision for English language education at the primary level. They emphasize practical language use rather than mere memorization of rules. Pupils develop both receptive skills (listening and reading) and productive skills (speaking and writing) simultaneously. This holistic approach creates confident, competent English language users.

Overview of Primary 4 English Studies Scheme of Work Content Coverage

The Primary 4 English Studies Scheme of Work provides comprehensive language instruction across three terms with clear thematic focus for each period. The first term establishes foundational grammar concepts, introduces informal and narrative writing formats, and begins systematic phonetic training.

The second term emphasizes vocabulary expansion through thematic word fields while developing descriptive writing skills and reviewing phonetic elements. The third term consolidates learning through review and application of previously taught concepts while introducing new writing formats.

Each term integrates four daily activities per week covering different language aspects. Day 1 typically focuses on oral composition or speech work, Day 2 addresses grammar or vocabulary,

Day 3 maintains reading practice consistently, and Day 4 develops writing skills through various composition types. This structure ensures balanced skill development throughout the academic year while allowing teachers to plan cohesive lessons that reinforce learning across different language components.

Read Also: Primary 4 Scheme of Work

NERDC First Term Primary 4 English Studies Scheme of Work

Week 1: Simple Conversations/Dialogues, Vocabulary (Idioms), Reading, Informal Letters

1. Content: Day 1 covers meaning and uses of modal auxiliaries (can/could, shall/should, will/would, may/might, must, ought to, need to, used to, dare), observing conversation etiquette, and engaging in conversations on national values, insecurity, financial system, and corruption.

Day 2 teaches common idioms, their meanings, and use in sentences. Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences.

Day 4 explains informal letters including meaning, features (sender’s address, date, salutation, introduction, body with chatty language, closing, name/signature), and writing practice.

2. Performance Objectives: Pupils should identify and use modal auxiliaries in conversations, explain and use common idioms in sentences, read and comprehend texts while answering questions and using contextual clues and words in sentences, explain features of informal letters and write informal letters.

3. Learning Activities:

i. Teacher Activities: The teacher guides discussions on modals and idioms, facilitates group conversations, leads reading sessions and questions, demonstrates letter features.

ii. Learning Activities: The learners engage in peer discussions using modals, present idioms, read texts in groups and answer questions and use words, write letters to friends.

4. Teaching and Learning Resources: Newspaper articles provide authentic conversation topics and current affairs content. Flash cards display modal auxiliaries and idioms for visual reference. Video materials demonstrate proper conversation etiquette and modal usage.

Course books contain structured lessons and exercises. Dictionaries help pupils find word meanings. Sample letters serve as writing models. Whiteboard and markers facilitate class demonstrations. Letter templates guide proper formatting. Posters display idiom meanings visually. Audio-visual materials enhance engagement and understanding.

Week 2: Dialogue Using Tag Questions, Homophones/Homographs, Reading, Informal Letters

1. Content: Day 1 explains meaning of question tags and basic rules (positive statement with negative tag and vice versa), asking and answering questions with tags.

Day 2 covers homophones (sound same but different meanings like to/too/two, their/there/they’re) and homographs (same spelling but different meanings like bank, bat, spring) with sentences demonstrating differences.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 reviews meaning and features of informal letters with writing practice to a friend.

2. Performance Objectives: Pupils should state rules, ask and respond to tag questions while engaging in dialogues, explain and give examples and write sentences with homophones and homographs, read and comprehend texts while answering questions and using contextual clues and words in sentences, explain features of and write informal letters.

3. Learning Activities:

i. Teacher Activities: The teacher guides pair statements and tags, facilitates conversations, leads homophone and homograph games, oversees reading and questions, demonstrates letter writing.

ii. Learning Activities: The learners pair up for tag responses and conversations, play bingo and word sorting and sentence completion, read texts and answer and use words, write letters to friends.

4. Teaching and Learning Resources: Flash cards display homophones and homographs with visual distinctions. Course books provide structured grammar lessons and exercises. Flannel board allows interactive word placement and matching.

Online resources offer interactive games and practice activities. Dictionaries help distinguish between similar words. Whiteboard and markers facilitate class demonstrations. Letter templates guide proper informal letter formatting.

Week 3: Oral Composition (A Visit to My Village), Tenses, Reading, Informal Letters

1. Content: Day 1 focuses on narration about ‘A Visit to My Village’ with description of places, people, and events. Day 2 teaches past tense (e.g., I ate yesterday), present tense (e.g., I eat rice everyday), and future tense (e.g., I will eat salad tomorrow).

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 reviews meaning and features of informal letters with writing practice to a relative.

2. Performance Objectives: Pupils should narrate and describe events accurately while identifying features, correctly use past, present, and future tenses in statements, read and comprehend texts while answering questions and using contextual clues and words in sentences, explain features of and write informal letters.

3. Learning Activities:

i. Teacher Activities: The teacher guides event narration and internet reading and object descriptions, tense identification and statement making, leads reading and questions, demonstrates letter writing.

ii. Learning Activities: The learners narrate witnessed events, read descriptions, describe objects, identify and make tense sentences, read texts and answer and use words, write letters to relatives.

4. Teaching and Learning Resources: Text books of events provide story examples and narrative models. Video clips show village scenes and cultural activities. Real objects bring concrete examples into the classroom. Sentence strips display tense examples for visual learning. Online resources and digital games offer interactive tense practice. Sample letters serve as writing models. Whiteboard facilitates grammar demonstrations and corrections.

Week 4: Oral Composition (My First Day at School), Nouns/Pronouns, Reading, Narrative Composition

1. Content: Day 1 involves narration on ‘My First Day at School’ with description of places, people, and events. Day 2 covers identification and use of nouns and pronouns.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of narrative composition with writing practice on ‘The Day I Won a Prize’.

2. Performance Objectives: Pupils should narrate and describe events while identifying features, identify and use nouns and pronouns in sentences, read and comprehend texts while answering questions and using contextual clues and words in sentences, differentiate and write narrative compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides event narration and descriptions, noun and pronoun use and group identification, leads reading and questions, discusses narrative differences and guides writing.

ii. Learning Activities: The learners narrate events, describe, identify nouns and pronouns in texts, read and answer and use words, discuss and write narratives.

4. Teaching and Learning Resources: Text books provide narrative examples and story structures. Video clips show first day school experiences. Real objects represent nouns concretely. Sentence strips display grammar examples.

Online games offer interactive noun and pronoun practice. Picture charts illustrate narrative elements visually. Model passages demonstrate good narrative writing. Course books contain structured lessons and exercises.

Week 5: Oral Composition (A Visit to the Market), Adjectives/Adverbs, Reading, Narrative Composition

1. Content: Day 1 involves narration on ‘A Visit to the Market’ with description of places, people, and events. Day 2 teaches meanings and types of adjectives and adverbs, comparative forms, order of adjectives, and use in sentences.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of narrative composition with writing practice on ‘The First Time I Rode a Bicycle’.

2. Performance Objectives: Pupils should narrate and describe events while identifying features, explain and identify and use adjectives and adverbs in degrees and sentences, read and comprehend texts while answering questions and using contextual clues and words in sentences, differentiate and write narrative compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides narration and descriptions, adjective and adverb meanings and types and pair arrangement and group reading and class presentations, leads reading and questions, guides narrative writing.

ii. Learning Activities: The learners narrate, describe, arrange adjectives, identify and classify in passages, present on adjectives and adverbs, play games, read and answer and use words, write narratives.

4. Teaching and Learning Resources: Text books provide market scene descriptions and narrative examples. Video clips show market activities and bicycle riding experiences. Real objects demonstrate adjective use concretely. Course books contain structured grammar lessons.

Real objects and pictures illustrate descriptive language. Adjective and adverb bags hold word cards for games. Digital games provide interactive practice. Flash cards display comparative forms visually.

Week 6: Aural Discrimination (Vowels), Sense Relations (Synonyms), Reading, Narrative Composition

1. Content: Day 1 focuses on discriminating between vowel sounds /˄/ and /3:/ (e.g., cup/curb). Day 2 teaches meanings, examples, and uses of synonyms.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of narrative composition with writing practice on ‘How I Spent My Last Holiday’.

2. Performance Objectives: Pupils should discriminate vowel sounds, explain and give examples and use synonyms, read and comprehend texts while answering questions and using contextual clues and words in sentences, differentiate and write narrative compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides vowel and consonant sorting and minimal pairs and pronunciation and phonics apps, synonym game and swap and group search, leads reading and questions, guides narrative writing.

ii. Learning Activities: The learners sort sounds, practice pairs, use apps, play matching and swap and search synonyms, read and answer and use words, write narratives.

4. Teaching and Learning Resources: Flashcards display vowel sounds with example words. Audio recordings provide clear sound pronunciation models. Videos and animations demonstrate mouth positions for sounds. Phonics apps offer interactive sound practice.

Course books contain listening exercises and activities. Charts and posters display synonym pairs visually. Online tools and apps provide vocabulary games. Worksheets offer written practice activities. Picture charts and model passages demonstrate narrative writing.

Week 7: Mid-Term Break

Mid-term break provides rest for both teachers and pupils. Teachers should conduct mid-term tests covering content from weeks 1 to 6 before the break. The assessment should evaluate pupils’ understanding of modal auxiliaries, idioms, tag questions, homophones, homographs, tenses, nouns, pronouns, adjectives, adverbs,

vowel discrimination, and synonyms. Writing skills assessment should include informal and narrative compositions. Reading comprehension should be tested through passages with questions. Teachers use this period to mark tests, analyze results, and identify areas needing reinforcement.

Week 8: Aural Discrimination (Consonants), Sense Relations (Antonyms), Reading, Narrative Composition

1. Content: Day 1 focuses on discriminating between consonant sounds /ʧ/ and /ʃ/ (e.g., chin/shin). Day 2 teaches meanings, examples, and uses of antonyms.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of narrative composition with writing practice on ‘My First Day at School’.

2. Performance Objectives: Pupils should discriminate consonant sounds, explain and give examples and use antonyms, read and comprehend texts while answering questions and using contextual clues and words in sentences, differentiate and write narrative compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides consonant sorting and minimal pairs and pronunciation and apps, antonym game and swap and group search, leads reading and questions, guides narrative writing.

ii. Learning Activities: The learners sort and practice and use apps, play and swap and search antonyms, read and answer and use words, write narratives.

4. Teaching and Learning Resources: Flashcards display consonant sounds with example words. Audio recordings provide clear consonant pronunciation. Videos demonstrate articulation differences. Phonics apps offer interactive consonant practice.

Course books contain structured phonics lessons. Charts display antonym pairs visually. Online tools provide vocabulary games and matching activities. Worksheets offer written practice. Picture charts and model passages demonstrate narrative writing structure.

Week 9: Aural Discrimination (Voiced/Voiceless), Sense Relations (Homonyms), Reading, Narrative Composition

1. Content: Day 1 focuses on distinguishing voiced and voiceless consonant sounds (e.g., /v/ and /f/). Day 2 teaches meanings, examples, and uses of homonyms.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of narrative composition with writing practice on ‘A Day I Will Never Forget’.

2. Performance Objectives: Pupils should distinguish voiced and voiceless sounds, explain and give examples and use homonyms, read and comprehend texts while answering questions and using contextual clues and words in sentences, differentiate and write narrative compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides voiced and voiceless sorting and practice and apps, homonym game and swap and group search, leads reading and questions, guides narrative writing.

ii. Learning Activities: The learners sort and practice and use apps, play and swap and search homonyms, read and answer and use words, write narratives.

4. Teaching and Learning Resources: Flashcards show voiced and voiceless sound pairs. Audio recordings demonstrate vibration differences. Videos explain vocal cord function. Phonics apps provide interactive discrimination practice. Course books contain structured phonics lessons.

Charts display homonym examples with meanings. Online tools offer vocabulary games. Worksheets provide written practice. Picture charts and model passages guide narrative composition writing.

Week 10: Introduction to Stress, Sense Relations (Hyponyms), Reading, Narrative Composition

1. Content: Day 1 teaches meaning and types of stress (word stress and sentence stress) with simple placement rules (e.g., two-syllable nouns stress first syllable). Day 2 covers meanings, examples, and uses of hyponyms.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of narrative composition with writing practice on ‘A Visit to My Village’.

2. Performance Objectives: Pupils should state meaning and discuss types and apply stress rules, explain and give examples and use hyponyms, read and comprehend texts while answering questions and using contextual clues and words in sentences, differentiate and write narrative compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides group stress syllable identification and sorting and audio clips, hyponym game and swap and group search, leads reading and questions, guides narrative writing.

ii. Learning Activities: The learners group identify and sort and play audio, play and swap and search hyponyms, read and answer and use words, write narratives.

4. Teaching and Learning Resources: Course books explain stress patterns and rules. Video clips demonstrate proper stress in words and sentences. Flashcards display stressed syllables in different colors. Workbooks provide practice exercises.

Charts show hyponym relationships (e.g., flower as hypernym for rose, tulip, daisy). Online tools offer stress placement games. Worksheets provide written activities. Picture charts and model passages demonstrate narrative composition structure.

Week 11: Revision

Revision week allows teachers to review all topics covered from weeks 1 to 10. Teachers should revisit modal auxiliaries, idioms, tag questions, homophones, homographs, tenses, nouns, pronouns, adjectives, adverbs, vowel and consonant discrimination, sense relations, and stress patterns. Writing practice should cover informal and narrative compositions.

Reading exercises help consolidate comprehension skills. Teachers should use various revision strategies including games, group activities, and practice exercises to reinforce learning and prepare pupils for examinations.

Week 12: Examination

Examination week begins with teachers administering the first term examination. The exam should comprehensively assess all topics covered during the term. Grammar sections test understanding of modal auxiliaries, parts of speech, and tenses. Phonetics sections evaluate sound discrimination and stress application. Vocabulary sections assess knowledge of idioms and sense relations.

Composition sections require pupils to write informal or narrative pieces. Reading comprehension passages test literal, inferential, and critical understanding. Teachers should ensure fair, clear examination papers that accurately measure learning outcomes.

Week 13: Examination, Marking & Vacation

This week concludes the term’s academic activities. Teachers complete examination administration if needed. Marking follows immediately with teachers assessing papers according to predetermined criteria. Results are recorded systematically in school registers and report cards.

Teachers analyze class performance to identify strengths and weaknesses for future instruction. Report cards are prepared and distributed to pupils. After completing all administrative tasks, vacation begins for both teachers and pupils to rest before the next term.

NERDC Second Term Primary 4 English Studies Scheme of Work

Week 1: Introduction to Intonation, Family Vocabulary, Reading, Descriptive Composition

1. Content: Day 1 explains meaning and importance of intonation, types (rising and falling), and how intonation changes meaning. Day 2 teaches family vocabulary including nuclear family, extended family, father, mother, siblings, and sentence usage.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of descriptive composition with writing practice on ‘My Best Friend’.

2. Performance Objectives: Pupils should explain and use intonation types, identify and use family vocabulary in sentences, read and comprehend texts while answering questions and using clues and words, differentiate and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides intonation discussions and role-plays, vocabulary brainstorming, leads reading and questions, demonstrates descriptive writing.

ii. Learning Activities: The learners discuss and role-play intonation, brainstorm and use family words, read and answer and use words in groups, write descriptions of friends.

4. Teaching and Learning Resources: Recordings demonstrate rising and falling intonation patterns. Flashcards display family vocabulary with pictures. Workbooks provide practice exercises. Course books contain structured lessons. Video clips show family interactions and relationships. Dictionaries help with word meanings. Picture charts illustrate family structures. Model passages demonstrate descriptive writing techniques.

Week 2: Songs and Poems, School Vocabulary, Reading, Descriptive Composition

1. Content: Day 1 involves reciting poems and singing songs for speech training with discussion of themes and features. Day 2 teaches school vocabulary including uniform, library, lessons, exams, playground, and sentence usage. Day 3 involves reading poems,

short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of descriptive composition with writing practice on ‘My Favorite Animal’.

2. Performance Objectives: Pupils should recite and discuss poems and songs, identify and use school vocabulary, read and comprehend texts while answering questions and using clues and words, differentiate and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher leads poem and song recitals and discussions, vocabulary games, oversees reading and questions, guides descriptive writing.

ii. Learning Activities: The learners recite and sing and discuss in groups, play vocabulary games, read and answer and use words, write animal descriptions.

4. Teaching and Learning Resources: Short poems on cardboard provide visual and portable references. Flashcards display school vocabulary with images. Poetry books contain age-appropriate verses. Charts show thematic vocabulary groupings. Course books provide structured vocabulary lessons. Picture charts illustrate animal characteristics. Model passages demonstrate descriptive composition structure.

Week 3: Songs and Poems (Variations), Sports Vocabulary, Reading, Descriptive Composition

1. Content: Day 1 involves memorizing and reciting poems, singing and enjoying songs, and discussing meaning, effects, and themes. Day 2 teaches sports vocabulary including team, coach, goal, score, referee, and sentence usage. Day 3 involves reading poems, short stories,

plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of descriptive composition with writing practice on ‘The Village Where I Live’.

2. Performance Objectives: Pupils should memorize and discuss poems and songs, identify and use sports vocabulary, read and comprehend texts while answering questions and using clues and words, differentiate and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides memorization and discussions, sports vocabulary role-plays, leads reading and questions, demonstrates village descriptions.

ii. Learning Activities: The learners memorize and recite and sing and discuss, role-play sports terms, read and answer and use words, write village descriptions.

4. Teaching and Learning Resources: Flashcards display sports terms with action pictures. Poetry books contain varied poems for memorization. Charts show sports vocabulary in context. Course books provide structured lessons. Picture charts illustrate village life and features. Model passages demonstrate descriptive writing about places. Online resources offer additional poems and vocabulary games.

Week 4: Oral Composition (Directions), Health Vocabulary, Reading, Descriptive Composition

1. Content: Day 1 involves narration on ‘How to get to where I live’ with description of directions and places. Day 2 teaches health vocabulary including medicine, checkup, illness, vaccination, and sentence usage.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of descriptive composition with writing practice on ‘How to use money wisely’.

2. Performance Objectives: Pupils should narrate and describe directions, identify and use health vocabulary, read and comprehend texts while answering questions and using clues and words, differentiate and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides direction narrations and maps, health vocabulary discussions, oversees reading and questions, guides money descriptions.

ii. Learning Activities: The learners narrate and draw maps, discuss and use health words, read and answer and use words, write on money usage.

4. Teaching and Learning Resources: Text books provide direction-giving examples. Video clips show map reading and navigation skills. Real objects represent health items. Course books contain vocabulary exercises. Picture charts illustrate health concepts visually. Model passages demonstrate descriptive writing about abstract concepts like money management.

Week 5: Oral Composition (My Father’s House), Weather Vocabulary, Reading, Descriptive Composition

1. Content: Day 1 involves description of ‘My Father’s House’ focusing on home features. Day 2 teaches weather vocabulary including temperature, clouds, storm, thunder, and sentence usage. Day 3 involves reading poems, short stories,

plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of descriptive composition with writing practice on ‘My School’.

2. Performance Objectives: Pupils should describe home features, identify and use weather vocabulary, read and comprehend texts while answering questions and using clues and words, differentiate and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides home descriptions, weather games, leads reading and questions, demonstrates school writings.

ii. Learning Activities: The learners describe homes, play weather games, read and answer and use words, write school descriptions.

4. Teaching and Learning Resources: Real objects and pictures show house features and rooms. Course books contain structured vocabulary lessons. Digital games provide interactive weather vocabulary practice. Flashcards display weather terms with symbols. Picture charts illustrate school facilities and features visually.

Week 6: Aural Discrimination (Review Vowels), Social Media Vocabulary, Reading, Descriptive Composition

1. Content: Day 1 reviews vowel discrimination (e.g., /ɪ/ and /i:/). Day 2 teaches social media vocabulary including post, like, follow, hashtag, profile, and sentence usage.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 explains meaning and features of descriptive composition with writing practice on ‘My Family’.

2. Performance Objectives: Pupils should review vowel sounds, identify and use social media vocabulary, read and comprehend texts while answering questions and using clues and words, differentiate and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides vowel reviews and apps, social media discussions, oversees reading and questions, guides family writings.

ii. Learning Activities: The learners practice vowels and apps, discuss and use media words, read and answer and use words, write family descriptions.

4. Teaching and Learning Resources: Flashcards display vowel contrasts with minimal pairs. Audio recordings provide clear vowel pronunciation models. Videos demonstrate online safety. Phonics apps offer interactive sound review. Course books contain phonics exercises. Charts display social media vocabulary appropriately for primary level. Online tools provide supervised vocabulary practice. Worksheets offer written activities.

Week 7: Mid-Term Break

Mid-term break provides necessary rest for teachers and pupils. Teachers conduct mid-term tests covering weeks 1 to 6 content including intonation, vocabulary fields (family, school, sports, health, weather, social media), descriptive composition, and vowel discrimination review.

Assessment should evaluate pupils’ ability to use thematic vocabulary, write descriptive pieces, and apply phonetic knowledge. Teachers mark tests during the break and identify concepts requiring reinforcement when school resumes.

Week 8: Aural Discrimination (Review Consonants), Vocabulary Review, Reading, Descriptive Composition

1. Content: Day 1 reviews consonant discrimination (e.g., /θ/ and /ð/). Day 2 reviews family and school vocabulary in sentences.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 reviews descriptive composition on ‘My Best Friend’.

2. Performance Objectives: Pupils should review consonant sounds, review and use field vocabulary, read and comprehend texts while answering questions and using clues and words, review and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides consonant reviews, field vocabulary quizzes, leads reading and questions, reviews descriptive writings.

ii. Learning Activities: The learners practice consonants, quiz on fields, read and answer and use words, rewrite descriptions.

4. Teaching and Learning Resources: Flashcards display consonant sound contrasts. Audio recordings provide pronunciation models. Course books contain review exercises. Charts show vocabulary fields systematically. Online tools offer interactive review activities. Worksheets provide practice opportunities.

Week 9: Stress Review, Vocabulary Review, Reading, Descriptive Composition

1. Content: Day 1 reviews stress types and rules. Day 2 reviews sports and health vocabulary in sentences. Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 reviews descriptive composition on ‘My Favorite Animal’.

2. Performance Objectives: Pupils should review and apply stress, review and use field vocabulary, read and comprehend texts while answering questions and using clues and words, review and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides stress sorting, field reviews, oversees reading and questions, reviews animal writings.

ii. Learning Activities: The learners sort stressed words, review fields, read and answer and use words, rewrite animals.

4. Teaching and Learning Resources: Course books contain stress pattern exercises. Video clips demonstrate proper stress placement. Flashcards display stressed syllables. Worksheets provide review activities. Picture charts help with animal descriptions.

Week 10: Intonation Review, Vocabulary Review, Reading, Descriptive Composition

1. Content: Day 1 reviews intonation types and uses. Day 2 reviews weather and social media vocabulary in sentences. Day 3 involves reading poems, short stories,

plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 reviews descriptive composition on ‘The Village Where I Live’.

2. Performance Objectives: Pupils should review and use intonation, review and use field vocabulary, read and comprehend texts while answering questions and using clues and words, review and write descriptive compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides intonation role-plays, field quizzes, leads reading and questions, reviews village writings.

ii. Learning Activities: The learners role-play intonation, quiz on fields, read and answer and use words, rewrite villages.

4. Teaching and Learning Resources: Recordings demonstrate intonation patterns. Flashcards display vocabulary fields. Workbooks provide review exercises. Online tools offer interactive practice. Model passages guide descriptive writing improvement.

Week 11: Revision

Teachers conduct comprehensive revision of all second term content covering weeks 1 to 10. Review includes intonation patterns, vocabulary fields (family, school, sports, health, weather, social media), descriptive composition techniques, and phonetic elements.

Teachers use interactive revision methods including games, group discussions, and practice exercises. Writing revision focuses on improving descriptive language and organization. Reading comprehension practice continues to strengthen understanding skills and prepare pupils for examinations.

Week 12: Examination

Teachers administer the second term examination covering all topics taught during the term. Examination sections assess intonation understanding, vocabulary knowledge across all thematic fields, phonetic discrimination skills, and descriptive composition writing.

Reading comprehension passages test pupils’ ability to identify main ideas, answer different question types, and use contextual clues. Teachers ensure examinations are fair and comprehensive in measuring learning outcomes.

Week 13: Examination, Marking & Vacation

Teachers complete examination administration and begin marking papers systematically. Results are recorded and analyzed to identify individual and class performance patterns. Report cards are prepared with detailed feedback on pupils’ strengths and areas for improvement. Teachers complete all administrative duties before vacation begins for the second term break.

NERDC Third Term Primary 4 English Studies Scheme of Work

Week 1: Review Informal Letters, Review Tenses/Determiners, Reading, Guided Composition

1. Content: Day 1 reviews letters to classmates and mothers (informal speech practice). Day 2 covers comparing things (weight and size) and filling gaps with words.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 teaches guided narrative on A Motor Park.

2. Performance Objectives: Pupils should review informal speech, use comparative structures and fill gaps, read and comprehend texts while answering questions and using clues and words, write guided narratives.

3. Learning Activities:

i. Teacher Activities: The teacher guides letter reviews, tense exercises, leads reading and questions, demonstrates motor park writing.

ii. Learning Activities: The learners discuss letters, fill gaps, read and answer and use words in groups, write motor park narratives.

4. Teaching and Learning Resources: Sample letters provide informal writing models. Sentence strips display tense and comparative structures. Course books contain review exercises. Picture charts illustrate motor park scenes. Model passages demonstrate guided composition techniques.

Week 2: Aural Discrimination (/i/ and /e/), Review Tenses, Reading, Account of Visits

1. Content: Day 1 focuses on discriminating /i/ and /e/ sounds (fear/fare). Day 2 provides further tenses practice. Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and

supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 teaches narrative account of visits to market or Idanre Hills.

2. Performance Objectives: Pupils should discriminate sounds, review and use tenses, read and comprehend texts while answering questions and using clues and words, write visit accounts.

3. Learning Activities:

i. Teacher Activities: The teacher guides sound sorting and apps, tense sentences, oversees reading and questions, guides visit writings.

ii. Learning Activities: The learners practice sounds, make tense sentences, read and answer and use words, write visit narratives.

4. Teaching and Learning Resources: Flashcards display sound contrasts with minimal pairs. Audio recordings provide clear pronunciation models. Course books contain tense exercises. Online tools offer interactive phonics practice. Worksheets provide written activities. Picture charts illustrate visit locations.

Week 3: Aural Discrimination (/a:/ and /ɪ:/), Punctuation Review, Reading, Composition

1. Content: Day 1 focuses on discriminating /a:/ and /ɪ:/ sounds (bar/bird). Day 2 reviews punctuation including full stop and question mark.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 teaches narrative composition on A Day I Shall Never Forget.

2. Performance Objectives: Pupils should discriminate sounds, use punctuation, read and comprehend texts while answering questions and using clues and words, write narratives.

3. Learning Activities:

i. Teacher Activities: The teacher guides sound practice, punctuation exercises, leads reading and questions, demonstrates narrative writing.

ii. Learning Activities: The learners sort sounds, punctuate sentences, read and answer and use words, write day narratives.

4. Teaching and Learning Resources: Audio recordings demonstrate sound differences. Worksheets provide punctuation practice. Course books contain structured exercises. Model passages show proper punctuation usage. Flashcards display punctuation marks with rules.

Week 4: Aural Discrimination (/æ/ and /ɒ/), Composition from Table, Reading, Study Words

1. Content: Day 1 focuses on discriminating /æ/ and /ɒ/ sounds (lark/lock). Day 2 teaches writing from substitution table using punctuation and links.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 focuses on studying words and making sentences.

2. Performance Objectives: Pupils should discriminate sounds, write from tables, read and comprehend texts while answering questions and using clues and words, make sentences with words.

3. Learning Activities:

i. Teacher Activities: The teacher guides sound apps, table writing, oversees reading and questions, word sentence exercises.

ii. Learning Activities: The learners practice sounds, complete tables, read and answer and use words, make word sentences.

4. Teaching and Learning Resources: Phonics apps provide interactive sound practice. Substitution tables guide sentence construction. Course books contain structured lessons. Dictionaries help with word meanings. Worksheets offer written practice activities.

Week 5: Aural Discrimination (/ʌ/ and /ɜ:/), Comparing Things, Reading, Composition Using Adjectives

1. Content: Day 1 focuses on discriminating /ʌ/ and /ɜ:/ sounds (bud/bird). Day 2 teaches comparing weight, shape, size, height, and distance.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 teaches composition with comparative and superlative adjectives.

2. Performance Objectives: Pupils should discriminate sounds, compare using adjectives, read and comprehend texts while answering questions and using clues and words, write adjective compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides sound practice, comparison exercises, leads reading and questions, adjective writing.

ii. Learning Activities: The learners sort sounds, compare objects, read and answer and use words, write adjective compositions.

4. Teaching and Learning Resources: Real objects provide concrete comparison examples. Pictures illustrate size and shape differences. Course books contain comparative exercises. Digital games offer interactive adjective practice. Flashcards display comparative and superlative forms.

Week 6: Aural Discrimination (/t/ and /θ/), Sentences with Consonants, Reading, Fill in Gaps

1. Content: Day 1 focuses on discriminating /t/ and /θ/ sounds (tin/thin). Day 2 teaches constructing sentences with consonants.

Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 focuses on filling gaps with words from box.

2. Performance Objectives: Pupils should discriminate sounds, construct consonant sentences, read and comprehend texts while answering questions and using clues and words, fill gaps.

3. Learning Activities:

i. Teacher Activities: The teacher guides sound sorting, consonant sentences, oversees reading and questions, gap exercises.

ii. Learning Activities: The learners practice sounds, build sentences, read and answer and use words, fill gaps.

4. Teaching and Learning Resources: Flashcards display consonant contrasts. Sentence strips provide construction models. Course books contain grammar exercises. Worksheets offer gap-filling activities. Online tools provide interactive practice.

Week 7: Mid-Term Break

Mid-term break allows rest before the final push toward end of year. Teachers conduct mid-term tests covering weeks 1 to 6 including sound discrimination, tense review, punctuation, comparative structures, and composition writing. Assessment evaluates pupils’ consolidation of year-long learning. Teachers use the break to mark tests and prepare final term instruction focusing on areas needing reinforcement.

Week 8: Using Adverb of Comparison, Adverbs Describe Verbs, Reading, Composition

1. Content: Day 1 teaches adverbs of comparison. Day 2 teaches using adverbs to describe verbs. Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 teaches composition on My Family or My Father.

2. Performance Objectives: Pupils should use comparison adverbs, describe with adverbs, read and comprehend texts while answering questions and using clues and words, write family compositions.

3. Learning Activities:

i. Teacher Activities: The teacher guides adverb comparisons, description exercises, leads reading and questions, family writing.

ii. Learning Activities: The learners use adverbs in sentences, describe actions, read and answer and use words, write family compositions.

4. Teaching and Learning Resources: Course books contain adverb lessons and exercises. Real objects demonstrate actions for adverb use. Pictures illustrate family relationships. Digital games provide interactive adverb practice. Model passages demonstrate family composition writing.

Week 9: Articles and Determiners, Fill Blanks, Reading, Possessive Determiners

1. Content: Day 1 teaches articles and determiners. Day 2 focuses on filling blanks with words from passage. Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 continues possessive determiners.

2. Performance Objectives: Pupils should use articles and determiners, fill blanks, read and comprehend texts while answering questions and using clues and words, apply possessive determiners.

3. Learning Activities:

i. Teacher Activities: The teacher guides determiner exercises, blank filling, oversees reading and questions, possessive practice.

ii. Learning Activities: The learners use determiners, fill blanks, read and answer and use words, apply possessives.

4. Teaching and Learning Resources: Worksheets provide determiner and gap-filling exercises. Course books contain structured grammar lessons. Flashcards display articles and determiners. Online resources offer interactive practice activities.

Week 10: Pronunciation Practice, Substitution Tables, Reading, Expository Writing

1. Content: Day 1 teaches pronouncing consonants /l/, /r/, /s/, /z/. Day 2 teaches constructing sentences using substitution tables. Day 3 involves reading poems, short stories, plays, and comprehensive passages to identify main and supporting ideas, answer literal/inferential/critical questions, use contextual clues for unfamiliar words, and use words in sentences. Day 4 teaches expository writing.

2. Performance Objectives: Pupils should pronounce consonants, construct table sentences, read and comprehend texts while answering questions and using clues and words, write expository pieces.

3. Learning Activities:

i. Teacher Activities: The teacher guides pronunciation practice, table constructions, leads reading and questions, expository guidance.

ii. Learning Activities: The learners practice consonants, build table sentences, read and answer and use words, write expository.

4. Teaching and Learning Resources: Audio clips provide pronunciation models. Substitution tables guide sentence construction. Course books contain structured lessons. Worksheets offer writing practice. Picture charts illustrate expository writing structure.

Week 11: Revision

Teachers conduct final comprehensive revision covering all third term content from weeks 1 to 10. Review includes sound discrimination, tenses, punctuation, comparative structures, adverbs, articles, determiners, and various composition types.

Teachers use diverse revision strategies including group work, games, and practice exercises. Special attention goes to areas where pupils showed weakness during the term. Pupils practice writing different composition types and completing reading comprehension exercises to prepare thoroughly for final examinations.

Week 12: Examination

Teachers administer the third term and end-of-year examination. The comprehensive exam assesses all topics covered during the third term and may include cumulative questions from the entire academic year. Grammar sections test tenses, parts of speech, determiners, and comparative forms. Phonetics sections evaluate sound discrimination and pronunciation.

Composition sections require pupils to demonstrate various writing skills learned throughout the year. Reading comprehension passages test all levels of understanding with varied question types.

Week 13: Examination, Marking & Vacation

Teachers complete examination administration and conduct thorough marking of all papers. Results are recorded and analyzed comprehensively to evaluate individual pupil progress and overall class performance for the year. Teachers prepare detailed report cards highlighting achievements and areas for improvement.

End-of-year administrative tasks are completed including curriculum coverage review and planning recommendations for the next academic session. After all duties are fulfilled, pupils begin their long vacation before advancing to Primary 5.

Frequently Asked Questions and Answers About Primary 4 English Studies Scheme of Work

1. What is the Primary 4 English Studies Scheme of Work?

The Primary 4 English Studies Scheme of Work is a detailed curriculum guide that outlines weekly topics, learning objectives, activities, and resources for teaching English throughout the academic year. It covers grammar, vocabulary, reading, writing, and phonetics across three terms.

2. How many weeks does each term have in this scheme of work?

Each term has 13 weeks including instructional weeks, mid-term break, revision, examination, and vacation. The first six weeks focus on new content, week 7 is mid-term break, weeks 8 to 10 continue instruction, week 11 is revision, and weeks 12 to 13 cover examinations and marking.

3. What writing skills do pupils develop in Primary 4 English?

Pupils learn to write informal letters, narrative compositions, descriptive compositions, guided compositions, and expository writing. They progress from simple letter writing to more complex composition types with proper structure, organization, and descriptive language throughout the year.

4. What grammar topics are covered in this scheme of work?

The scheme covers modal auxiliaries, tenses (past, present, future), nouns, pronouns, adjectives, adverbs, articles, determiners, tag questions, homophones, homographs, comparative structures, and punctuation. These grammar elements are taught progressively with practical application in sentences and compositions.

5. How does the scheme address phonetics and pronunciation?

Aural discrimination activities teach pupils to distinguish between similar vowel and consonant sounds. The scheme covers voiced and voiceless sounds, stress patterns, and intonation. Regular pronunciation practice using audio materials, phonics apps, and minimal pairs helps pupils develop accurate English pronunciation.

6. What vocabulary areas are taught in Primary 4?

Thematic vocabulary includes family, school, sports, health, weather, and social media terms. The scheme also teaches idioms, synonyms, antonyms, homonyms, and hyponyms to expand pupils’ vocabulary and understanding of word relationships.

7. How often do reading activities occur in this scheme?

Reading exercises appear every week on Day 3 throughout all three terms. Pupils read poems, short stories, plays, and comprehensive passages to develop comprehension skills, answer different question types, use contextual clues, and practice new vocabulary.

8. What teaching resources are needed for this scheme of work?

Required resources include course books, flashcards, audio recordings, videos, real objects, pictures, charts, online tools, phonics apps, worksheets, sample letters, model passages, dictionaries, whiteboards, and markers. Teachers should prepare these materials before lessons begin.

9. How are pupils assessed using this scheme of work?

Assessment occurs through daily classroom activities, mid-term tests covering weeks 1 to 6, and end-of-term examinations. Teachers evaluate performance objectives including grammar usage, composition writing, reading comprehension, sound discrimination, and vocabulary application.

10. Can teachers modify activities in this scheme of work?

Teachers can adapt activities to suit their classroom context while maintaining the core learning objectives and curriculum standards. The scheme provides suggested activities that teachers may modify based on available resources, class size, and pupils’ learning needs.

Source: New Revised NERDC Primary 4 English Studies Curriculum