Grade 04: English

In this unit, 'Prose reading and main ideas', you learn to summarise a passage and find evidence for an answer. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Prose reading and main ideas' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: summarise a passage and find evidence for an answer, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read the passage twice. 'Honeybees live in a hive. Each bee has a job. Some collect nectar from flowers, and others guard the door. Inside, nectar is turned into honey. One bee makes only about a twelfth of a teaspoon of honey in its whole life.' First read for the story, then read slowly with a pencil.
2. Step 2, Find the topic and the main idea. The topic is who or what the passage is about: honeybees. The main idea is what the writer says about it: bees share jobs in the hive and work hard to make honey. Test it by asking whether most sentences support it. They do.
3. Step 3, Find evidence for an answer. Question: how do we know bees share jobs? Evidence: 'Each bee has a job. Some collect nectar from flowers, and others guard the door.' Copy the exact words, put them in quote marks, and then say why they answer the question.
4. Step 4, Pick out the key details. Underline words that carry facts: nectar, guard the door, honey, a twelfth of a teaspoon. Cross out small extras. Keep only details that help the main idea, such as jobs and honey, and leave out the less important ones.
5. Step 5, Summarise in two short sentences, using your own words. 'Honeybees live in a hive where each bee does a job, such as collecting nectar or guarding. Together they make honey, though one bee makes only a tiny amount.' This is about 30 words, much shorter than the passage.
6. Step 6, Your turn: read 'Ants live in nests. Workers carry food, soldiers defend the nest, and the queen lays eggs. All ants work as a team.' State the main idea and give one piece of evidence. Answer: Ants work as a team with different jobs. Evidence: 'Workers carry food, soldiers defend the nest, and the queen lays eggs.'

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Summarise a passage and find evidence for an answer: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Prefixes and suffixes', you learn to build and spell new words and say what they mean. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Prefixes and suffixes' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: build and spell new words and say what they mean, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Start with a base word and a prefix. un- means not: happy becomes unhappy. re- means again: write becomes rewrite. dis- means not or opposite: agree becomes disagree. Reason: a prefix goes at the front and changes the meaning.
2. Step 2, Build with suffixes. -ful means full of: care becomes careful. -less means without: care becomes careless. -ly turns an adjective into an adverb: slow becomes slowly. Reason: a suffix goes at the end.
3. Step 3, Work out meanings by parts. "Unforgettable" = un- (not) + forget + -able (can be). Meaning: not able to be forgotten. Reason: splitting a word into parts reveals its meaning.
4. Step 4, Apply spelling rules. Drop silent e before -ing and -able: "hope" becomes "hoping". Change y to i before a suffix: "happy" becomes "happiness". Double the consonant in "run" before -ing: "running".
5. Step 5, Fix an error. Wrong: "unhapyness". Right: "unhappiness" (un + happy, y to i, + ness). Another error: "carefull". Right: "careful" (the suffix is -ful with one l).
6. Step 6, Use new words in context. "The boy was careless and left his bag. His teacher was disappointed. He promised to recheck his work." Underline the prefix or suffix in each: careless, disappointed, recheck.
7. Step 7, Your turn. Build and define three words using un-, re- and -ful. Model answer: "unlock" (undo a lock); "retell" (tell again); "helpful" (full of help). Use one in a sentence: "She was helpful."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Build and spell new words and say what they mean: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Adverbs and prepositions', you learn to use adverbs and prepositions to add detail. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Adverbs and prepositions' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use adverbs and prepositions to add detail, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Use adverbs to say how, when or where. "She spoke quietly." (how) "We left yesterday." (when) "He looked everywhere." (where) Reason: adverbs describe verbs.
2. Step 2, Change an adjective into an adverb with -ly. quick becomes quickly; careful becomes carefully; happy becomes happily. Irregular: good becomes well; fast stays fast. Model: "She runs fast and writes well."
3. Step 3, Use prepositions for position. "The cat is on the table." "The book is under the chair." "We walked across the bridge." Common ones: in, on, under, behind, between, through, across. Reason: they link a noun to the rest of the sentence.
4. Step 4, Add detail to a plain sentence. Plain: "The dog ran." Better: "The dog ran quickly across the yard and under the fence." Added adverb: quickly. Added prepositions: across, under.
5. Step 5, Fix an error. Wrong: "He plays good." Right: "He plays well." Another error: "She sat in front the door." Right: "She sat in front of the door." Remember: of follows "in front".
6. Step 6, Check position of adverbs. "Slowly, he opened the door." "He slowly opened the door." "He opened the door slowly." All work. Reason: adverbs of manner can move, but not between a verb and its object: not "He opened slowly the door".
7. Step 7, Your turn. Add one adverb and two prepositions: "The boy walked." Model answer: "The boy walked slowly along the path and through the gate."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use adverbs and prepositions to add detail: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Tenses and subject-verb agreement', you learn to use simple, continuous and perfect tenses and match verbs to subjects. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Tenses and subject-verb agreement' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use simple, continuous and perfect tenses and match verbs to subjects, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Learn the simple tense for habits and facts. 'Maya walks to school.' 'The birds sing every morning.' The verb has one word. Add -s or -es for one person or thing (she walks, he watches), and keep the plain verb for I, you, we and they.
2. Step 2, Learn the continuous tense for actions happening now. Use am, is or are plus a verb ending -ing. 'Maya is walking to school now.' 'The birds are singing.' For before, use was or were: 'Maya was walking when it began to rain.'
3. Step 3, Learn the perfect tense for actions finished with a link to now. Use has or have plus the past participle. 'Maya has walked to school.' 'The children have finished their work.' Remember that has goes with one person or thing, and have goes with I, you, we, they and plurals.
4. Step 4, Match verbs to subjects. One boy runs, but two boys run. The dog barks, but the dogs bark. Mum is cooking, but Mum and Dad are cooking. Find the subject first, count it, then choose the verb to match. 'Each of the girls has a book' uses has because each is one.
5. Step 5, Fix mistakes. 'The cats is sleeping' should be 'The cats are sleeping', because cats is plural. 'She have finished' should be 'She has finished', because she is singular. Read the corrected sentence aloud and listen for whether it sounds right.
6. Step 6, Your turn: choose the right word in each: (a) The boys (is/are) playing. (b) My sister (has/have) eaten. (c) Tom (walk/walks) to the park every day. Answer: (a) are playing, (b) has eaten, (c) walks. Simple, continuous and perfect tenses are all used.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use simple, continuous and perfect tenses and match verbs to subjects: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Essay and letter writing', you learn to plan and write a short essay and an informal letter. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Essay and letter writing' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: plan and write a short essay and an informal letter, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Choose the essay topic and make a plan. Topic: 'My Favourite Season'. Boxes: Introduction (name the season), Paragraph 1 (what the weather is like), Paragraph 2 (what I do), Conclusion (why I like it). A four-box plan keeps the essay in order.
2. Step 2, Write the introduction. 'My favourite season is summer. It is warm and bright, and the days are long.' One or two sentences are enough. Say what the essay is about, and do not give all the details yet.
3. Step 3, Write the body paragraphs. 'In summer the sun shines most days and the sky is blue. After school I play cricket with my friends, and we drink cold lemonade.' Start each paragraph on a new line and keep to one idea. Use linking words such as after, then and also.
4. Step 4, Close the essay. 'This is why summer is my favourite season. I cannot wait for it to come again.' Then check capital letters, full stops and spellings. Now turn to the informal letter: write the address top right, then the date.
5. Step 5, Write an informal letter to a friend. '12 Park Road, 5 June. Dear Sam, How are you? I am writing to tell you about my holiday. We went to the beach and built a sandcastle. Please write soon. Your friend, Ali.' The tone is friendly and chatty.
6. Step 6, Your turn: plan an essay called 'My School' with four boxes, and write the opening line of a letter inviting a friend to your birthday. Model answer: Boxes: introduction, what I learn, what I enjoy, conclusion. Letter: 'Dear Sam, I am having a party on 10 June and I would love you to come.'

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Plan and write a short essay and an informal letter: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Poetry', you learn to read and respond to a poem, noticing imagery and sound. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Poetry' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: read and respond to a poem, noticing imagery and sound, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Read this poem aloud twice. 'The rain taps softly on the pane, / Tip, tap, tip, tap, again, again. / The puddles shine, a silver sea, / The gutters sing their song for me.' Read the first time for fun, and the second time slowly, listening to the sounds.
2. Step 2, Say what happens. It is raining. The rain taps on the window, the puddles shine and the water runs along the gutters. Say it in your own words: the poet watches the rain from inside and enjoys it. A good response starts with what the poem is about.
3. Step 3, Notice the imagery. Imagery is a word picture that makes us see, hear or feel. 'The puddles shine, a silver sea' lets us see shiny water. The poet calls the puddles a silver sea, which makes small puddles seem big and beautiful. Say which picture you like best.
4. Step 4, Notice the sound. 'Tip, tap, tip, tap' copies the sound of rain. Words that sound like their meaning are called onomatopoeia. Also listen for rhyme: pane and again rhyme, and sea and me rhyme. The sounds make the poem feel like music.
5. Step 5, Write your response in two sentences. 'I think the poem shows that rain can be lovely. I like "a silver sea" because it makes me picture shining puddles, and "tip, tap" because I can hear the rain.' Give the line and say why you like it.
6. Step 6, Your turn: in 'The wind hums low, the leaves all dance, the sun peeps out to take a glance', name one picture and one sound idea. Answer: Picture: leaves dancing in the wind. Sound idea: 'hums' sounds like soft wind, and 'dance' and 'glance' rhyme.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Read and respond to a poem, noticing imagery and sound: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Comprehension and vocabulary', you learn to use context to work out new words. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Comprehension and vocabulary' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: use context to work out new words, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Meet the idea. When you find a word you do not know, do not stop. Read the words around it, because they often give clues. Example: 'The soup was scalding, so Tom blew on it. It burned his tongue.' The clue 'burned his tongue' tells us that scalding means very hot.
2. Step 2, Use a clue inside the sentence. 'The desert is arid. It gets almost no rain, so few plants grow.' The second sentence explains the first. Almost no rain and few plants mean that arid means dry. Underline the explaining words with a pencil.
3. Step 3, Use a clue from a feeling or action. 'Maya was famished. She had not eaten since breakfast, and her stomach growled.' A growling stomach and no food tell us that famished means very hungry. Think about what a person would do or feel.
4. Step 4, Use a clue from a contrast. 'The playground was noisy, but the library was tranquil.' The word but shows the opposite. Noisy is the opposite of quiet, so tranquil means calm and quiet. Words such as but, unlike and however point to opposites.
5. Step 5, Check your guess. Put your meaning in place of the new word and read the sentence again. 'The library was calm and quiet' makes sense. If it sounds strange, look for a better clue. You may also check in a dictionary after guessing.
6. Step 6, Your turn: 'The hikers were weary after climbing all day. They sat down and yawned.' What does weary mean? Answer: tired. The clues are that they had climbed all day, sat down and yawned, and 'The hikers were tired' makes sense.

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Use context to work out new words: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

In this unit, 'Speaking and listening', you learn to present, listen and respond with a reason. Lessons are short and playful, with objects, pictures and talk. You see it, say it, then do it alone.

• Listen first: your teacher or a recording says the new words or sentences from 'Speaking and listening' twice. You repeat them aloud.
• Notice the pattern: find where the new sound, word form or sentence rule appears in a short text and mark it.
• Use it: present, listen and respond with a reason, first with help, then alone.
• Check and fix: read your work aloud once more; fix one thing you hear is wrong.

Step by step.

1. Step 1, Prepare a short presentation with an opening, two reasons and a close. Topic: "We should plant more trees." Opening: "Today I will explain why our school needs more trees."
2. Step 2, Give a reason with evidence. "First, trees give shade. On hot days, students can play outside because the playground is cooler." Reason: a reason plus an example is stronger than a claim alone.
3. Step 3, Add a second reason. "Second, trees clean the air, so everyone breathes easier." Link ideas with first, second and finally. Reason: signpost words help the audience follow.
4. Step 4, Listen and respond with a reason. Classmate: "Trees drop leaves and make a mess." You: "I understand your point, but we can collect leaves for compost, so the mess becomes useful." Reason: respond to the point, then add your reason.
5. Step 5, Fix an error. Weak response: "No, you are wrong." Better: "I see it differently because shade protects students from the sun." Another error: reading the text word by word. Right: use key words and look at the audience.
6. Step 6, Close and invite questions. "To sum up, trees give shade and clean air, so we should plant more. Thank you. Are there any questions?" Reason: the summary repeats the main message.
7. Step 7, Your turn. Write one reason with because and one respectful response to a different view about the school library. Model answer: "We need a bigger library because many students share a few books." Response: "I see your point about cost, but books last for years."

Activity. About 20 to 30 minutes of class work, then one short practice task for home. Keep evidence: one page in your learning book.

Standard to meet. Present, listen and respond with a reason: at least 4 of 5 attempts correct, said or written, with one real example from home or school.

On the slide: L1 Basic · Letters, sounds and first reading

Notes: Match letters to sounds and read short words and simple sentences aloud. Notes: use the sounds s, a, t, p, i, n; learners blend them into sat, pin and tap, then read a three-word sentence and clap the syllables.

On the slide: L2 Awareness · Sentences and simple writing

Notes: Write a clear sentence with a capital letter and full stop, and read a short story with understanding. Notes: give a picture prompt; learners say the sentence first, write it, and check capital, spacing and full stop with a partner before reading it aloud.

This course: Grade 04 English is at this level. Its units include Prose reading and main ideas; Prefixes and suffixes; Adverbs and prepositions; Tenses and subject-verb agreement and more.

On the slide: L3 Foundation · Paragraphs, grammar and reading for meaning

Notes: Write a paragraph of five connected sentences and identify nouns, verbs and adjectives in a text. Notes: colour nouns blue and verbs red in a short passage; learners then write about their street, using at least two adjectives and one linking word.

On the slide: L4 Practitioner · Essays, speaking and responding to texts

Notes: Write a 300-word structured essay and give a short talk, quoting evidence from a text to support a view. Notes: model Point, Evidence, Explain; learners write one paragraph about a character, quote one line, and explain what it shows, then speak it aloud.

On the slide: L5 Specialist · Analysis, argument and style

Notes: Analyse a writer's choices of language and structure and write a sustained argument of 600 words. Notes: take two openings of different short stories; learners compare tone, sentence length and imagery in a table, then argue which opening works better and why.

On the slide: L6 Advanced · Literary and linguistic study

Notes: Evaluate texts through a critical lens, tracing how language changes across time and context in a researched essay. Notes: compare an older and a modern passage; learners list five differences in vocabulary and syntax and argue in 1,500 words what each reveals about its period.

On the slide: L7 Super expert · Research, editing and authorship

Notes: Produce an original piece of research or a polished long-form text, with a literature review and defended method. Notes: pick a narrow question about language in one genre; build a corpus of fifty samples, analyse patterns, write 5,000 words, and revise after external review.