GEP Primary 4 English Language by F598STH6

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									                     GEP Primary 4
                    English Language
“In order to develop verbal talent, we don’t give kids things they can do;
                                we give them things they cannot do, yet.”
                                                      - Michael Clay Thompson
Instructional Units for each term
   Term 1
       Concept Unit: Nature of English Language
       Information Texts
   Term 2
       Concept Unit: Fairy Tales
       Narratives (Recount)
       Instructional Texts
   Term 3 and 4
       Concept Unit: Charlotte’s Web
       Narratives (Short Story)
   Poetry (poetic forms and devices) will be explored
    throughout the year.
Enriched English Language Curriculum

   Concept Unit
       Each concept unit revolves around the teaching of the relationship
        between the form and function of a particular text type.
       Pupils will be exposed to a variety of text forms.


   Literature-based unit
       Advance readers are encouraged to develop their skills in analysing
        and interpreting information
       Themes, concepts, literary elements and real world connections will
        be highlighted through structured questions and activities.
Enriched English Language Curriculum
   Reading & Writing
       Emphasis on the development of skills in constructing meaning out
        of a variety of text types.
       Focus on reading and writing processes provide useful strategies
        and exercises for pupils to metacognise and gain control over their
        receptive and productive language abilities
   Extensive Reading Programme (ERP)
       3-year individual reading programme
       Seeks to expose pupils to specially chosen literature and reading
        projects allowing them to respond not only cognitively but
        emotionally and imaginatively to the texts
       1 ERP project per semester
Enriched English Language Curriculum

   Oral Communication
       Develop pupils’ skills in critical listening, oral
        participation in group and class discussion, oral
        presentation and performing arts
Daily Work

   Centre around skills-building

  Quality vs Quantity
i.e. stretching of pupils’ linguistic and cognitive
   abilities (critical thinking skills)
Assessments
   Continual Assessments (T2 & T3)
       Common Test – 40%
           Cloze (15 marks)
           Open-ended Comprehension (25 marks)
       Portfolio – 60%
   Semestral Assessment (T4)
       Writing
       Language Use & Comprehension
       Listening Comprehension
       Oral Communication

								
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