Grade 4 - English Learning Plan April 2-6, 2017

1. Class: Grade 4 Date: April 2 – April 6, 2017 LB Page: 104-110 AB Page: 84-89 Period: Duration: 40 mins/day
Objectives: At the lessons students should be able to…
*Construct sentences using vocabulary words. *Draw their own cartoon face.
*Talk about traditional stories. *Be aware of different types of traditional dances around the world.
*Identify and understand traditional tales. *Perform the verbs of movement
*Talk about physical appearance *Read about a famous theft.
*Learn about traditional dances. *Listen to a description of a thief.
Anticipated Problem:
Unwanted misbehavior in the class
Difficulty in understanding the text
Difficulty in answering the activity
Difficulty in writing
Possible Solutions:
Proper classroom management
Explain and simplify it for better understanding
Give more time to students
Give struggling students one-on-one assistant during
independent working time
Aids/Materials
Board, board markers, notebook, Language book, practice book, weekly
plan with spelling words, computer and overhead projector, speaker,
worksheets.
New Vocabulary:
foolish – confused –stupid – physical appearance – human – race –
spiky – traditional – flamenco – Maori haka - haka
Stage Teacher’s Activity Students’ Activity Timings Checking Questions. Etc.

2. Day 1
Warm up
Presentation
Discussion
Application/
Assessment
Day 2
Warm up
Unlock the difficulties. Discuss
the meaning of each word and
show pictures related to the
vocabulary words and give
example sentences.
Present the pictures and meaning
of each word.
On the board, give example list of
traditional stories. Allow a time
limit for learners to think as
many traditional stories.
Write a list on the board. If they
can think of stories from their
country.
Give time to learners to read the
story.
Give class activity.
Ask learners a question.
Composing sentence/s using the
vocabulary words.
Participating in the class discussion.
Sharing their ideas in the class.
Reading: Why Emus can’t fly?
(LB page 104-106)
Answering the questions on LB page 107
and AB page 84-85
Sharing their ideas in the class.
5 mins
10 mins
10 mins
15 mins
5 mins
What traditional stories do you
know from your country or culture?
Which one is your favorite and why?
Does your favorite story have a
special message or advice? What is
it?
What do you think was the true
reason that made Emus lose his
wings?
What makes people different?
What makes them the same?

3. Presentation
Discussion
Application /
Assessment
Day 3
Warm up
Presentation
Play a game. Show the class a
picture of a child with dark hair.
Ask the class to put up their
hands if they’ve got dark hair.
Let learners describe the people
in the photos. Encourage to use
comparative and superlative
adjectives.
Learners listen to the recording
and match the people to the
pictures.
Give class activity.
Ask learners if they know the
names of any dances. Ask about
dances they did at nursery school
as well as famous dances from
their country and other
countries. Build up a list on the
board.
Mime stamp your feet, slap your
arms, pull faces, clap your hands
Participating in the class discussion.
Talking about physical appearance of
different races.
Listening to track: 42. Matching and
numbering the pictures in LB page 110.
Listening to track: 43. Following the
instructions and draw a cartoon face.
Drawing their own cartoon face in their
copy notebook. (LB page 111)
Sharing their ideas in the class.
Identifying different dances.
Participating in the class discussion.
5 mins
10 mins
15 mins
5 mins
10 mins
Who is the tallest?
Who has the longest hair?
Look at the photo, how are they
different?
How similar is your cartoon face to
the original? Is it angry, happy or
sad?
What do you call in the traditional
dance in Oman?
Do you know where these traditional
dances are from?

4. Discussion
Application /
Assessment
Day 4
Warm up
Presentation
Discussion
and write new words on the
board.
Show video of different dance
steps.
Ask learners to mime a dance
they know. Write the words for
the different movement on the
board.
Focus on the pictures on LB page
112, if learners don’t know where
dances are from, write might,
may, could, and must on the board
and encourage them to speculate.
Give class activity.
Do the list of verbs of movement
on LB page 113.
Ask learners to think of famous
objects that have been stolen in
their country.
Give learners time to read the
newspaper report.
Tell learners to re-read the text
Reading: Traditional dances
(LB page 112)
Answering the questions on LB page 113
and AB page 90-91
Sharing their ideas in the class.
Reading: The Golden Falcon
(LB page 114)
Listening to track 44 while completing
10 mins
10 mins
5 mins
10 mins
10 mins
Do you know what they are called?
Why haka dance is famous in the
world?
Is it true that Flamenco dancing is
only performed by men?
Can you think of a famous object in
your country that was stolen?
What was it? Was it found?
What has happened?
When did it happen?
Where did it happen?

5. Application /
Assessment
Day 5
Warm up
Presentation
Discussion
Application/
Assessment
and look for examples of the
quantitative pronouns. Complete
the sentences.
Give class activity
Review the spelling and meaning
of vocabulary words
Give class a vocabulary test
Give class a spelling test
Check the worksheet / copy
notebook of the students
the sentences with quantitative
pronouns on LB page 115.
Listening to track 45 the description of
the thief given by the witness.
Identifying the pictures on LB page 115
Answering AB page 92-95
Reviewing the previous vocabulary
words and correct spelling
Answering the worksheet: Vocabulary
Test
Writing the correct spelling of the
words
Patiently waiting for the results of
their test
15 mins
5 mins
10 mins
10 mins
15 mins
Homework:
Reflect on your learning: LB page 109, unfinished activity and worksheet considered as their homework.
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