Dawood Public School Dawood Public School Course Outline for 2014-2015 English Language Class: IV Textbooks: Oxford International English Book 4 Oxford International English Book 4

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Dawood Public School

Course Outline for 2014-2015

English Language

Class: IV

Textbooks:

Oxford International English Book 4

Oxford International English Book 4 (Workbook)

The Canterville Ghost and other stories by Oscar Wilde (Oxford Progressive English Readers 3)

Students’ Companion

Table of Contents:

August

Listening and Speaking:

• Life long ago (pg # 8)

• Best Advices to give a new student arriving in your class or school for the first time. (Pg # 13)

Language:

• Common Nouns/ Proper Noun/ Collective Noun

• Synonyms

• Word cloud: centuries, decade, laws, dictation, disgraceful, imagination, scrumptious(Vocabulary)

Literature:

• The Canterville Ghost (Pg # 1 – 24)

Comprehension:

• Anne’s First Day (pg 10-13)

• An Angry incident (pg 14-15)

• Anne of Green Gables (pg 2-3)Workbook

Creative Writing:

Historical story Writing

• Write about a real historical event, for example, Pakistan’s nuclear explosion in Chagai-1 in 1998.

• Complete the given story of Albert and write four more paragraphs. Students will use the paragraph

plan given on pg 22 in course book that will help them.

September


• Beautiful bugs! (pg #24)

• Insects are nutritious and people around the world think they are tasty! In countries such as

Thailand, Australia, Brazil and China, it is common to find insects on the menu. Have you eaten a bug

before? If not, what do you think one might taste like? (Pg # 29)

• The class will be split into small groups and each group of students will focus on one insect. Then

each group will share what they learned with the entire class.

Language:

• Adjectives and degrees of Adjectives

• Punctuation Marks

Literature:

• The Happy Prince (Pg # 25 – 3 4)

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Comprehension:

• Bugs 1 (pg 26-29)

• Bugs 2 (pg 30-31)

• Beautiful Bugs! (Pg 8-9)

• Research the life cycle and habitats of any four different types of insect.

Creative Writing:

• A bug's life can be really interesting if you take a closer look at one. Have

students go outside and find a bug. Have them observe its features,

surroundings, and fellow friends. Then have students write a story about

where the bug is coming from and where it's going.

• If you had to be an insect, which one would you choose and why?

• Write a poem about an insect that you may have encountered.

• Make diagrams of four insects, and write about their habitats and life

cycles.

October


• Tricks and truth (pg #40)

• Read the story. Imagine you are going to talk to Scheherazade. Think of three questions to ask

her.(Pg # 40)

• Think of a story that you know well and tell it to a partner. Make it as imaginative and exciting as

you can.

Language:

• Simple Tenses: Present/Past

Literature:

• The Star Child (Pg # 25 – 3 4)

Comprehension:

• The wonderful smell (pg 42-45)


• Tricks and truth (Pg14-15)workbook

Creative Writing:

• Read the play script on pg# 50 in your course book. Carry on writing this

play script so Joe arrives at school late and with no homework. Will he tell

the truth or invent an excuse? Decide what the main message of your play

will be.

• Read your play script and describe each of your characters in five

words/phrases. Student could even draw a picture of them!

• Read a story and write a play script of the story.

• Watch a drama and write three positive and three negative aspects of drama script.

November


• Fantastic Journey (pg #54-55)

• Think of some fantastic journeys and talk about them with a partner. What are the dangers of going

on a journey to an unfamiliar place? Why is it exciting to explore new places?

• Think about a dangerous experience during a journey. Discuss it with your partner and share with

whole class.

• Talk about an experience that taught you a lesson. Discuss it with your partner and share with whole

class.

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Language:

• ‘Be’ verb

• Subject verb agreement

Literature:

• The selfish Giant (Pg # 52 – 57)

Comprehension:

• Kidnap (pg 56-59)


• A fantasy story (Pg21)workbook

• More fantasy fiction (Pg23-24) Workbook

Creative Writing:

• Read and complete the given story that given in course book. Read the typical features of a fantasy

story; select which you can use in your own writing. (pg # 66-67).

• Write about a trip that you would like to take in winter vacation.

• Write about a vacation trip from your childhood

• Write about your first time, away from home.

December

Mid Year Examination

January


• Amazing animals (pg # 70-85)

• Students will be asked to explore the books, and magazines to research all kinds of animals.Each

student has to think of an animal she would like to be, including:

My animal’s name is...

My animal lives in...

Three great things about being this animal are...

Three bad things about being this animal are...

I chose this animal because...

Students will be encouraged to illustrate their animal reports and share them with the class.

• Tell your partner about a favorite pet. Ask your partner about her favorite animal.

When did you get the pet?

How old were you at the time?

Were your parents/family happy with the pet?

How did you take care of the animal?

Do you still have the pet?

Language:

• Adverbs and its Kinds

• Prepositions

• Articles

Literature:

• The Model Millionaire (Pg # 58 – 63)

Comprehension:

• The secret language of dolphins (pg 72-75)

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• Tigers cuddle with apes (pg 76-77)

• A Newspaper report (Pg 26)workbook

Creative Writing:

• Write a poem dedicated to the memory of a family pet or to a pet that you currently own right now.

• Write a story about someone who has successfully found a way to keep animals alive forever. What

are the positive and negative impacts of this research? How does this change the world?

• Class will be divided into small groups, and each group will be assigned a different habitat

(Woodlands, Rain Forest, Prairie, Plains, Jungle, Ocean, Desert). Invite group members to look

through the books and magazines to find at least five different animals that live in their assigned

habitat. Each group has to write a few facts about each animal and use books and magazines—or

the Internet—for their research.

• Writing a newspaper report (pg 30) workbook

February


• Families of the world (pg # 86-99)

• Describe your favourite family person in the family.

• Reflect on what makes some families different from others and in what ways is your own family

unique?

• How does having different kinds of families make the world and our classroom community a richer

place?

Language:

• Pronoun (personal and reflexive)

• Antonyms (prefixes)

• Contraction

Literature:

• The Nightingale and the rose (pg # 64-70)

Comprehension:

• A poem about family (pg 32-33) workbook

• Poems from different times and cultures (pg 88-91)


Creative Writing:

• Make your own poem about your family and friends. (pg 35) workbook

• Sometimes people in the same family can have different viewpoints. Interview each of your family

members to see why they think your family rocks. Then find a way to incorporate their opinions into

the family portrait.

• Write and share your opinion about why is it important to learn about different types of families?

March


• World of water (pg # 116-131)

• Sometimes water is responsible for causing serious problems. Do you think these situations can be

avoided? Discuss ideas as a class.

• Imagine that there is a break in the water cycle. Why might this happen? Discuss the problems that

occur when there is not enough water.

Language:

• Homophones

• Conjunctions

• Informal Letter Writing

Literature:

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• The Devoted Friend (pg # 71-84)

Comprehension:

• What we can do about wasting water (pg 118-121)

• What can you see in this cloud? (pg 122-123)

• World of water (pg 44-45)workbook

Creative Writing:

• What can you do to save water at your school and home?

• Write a summary of how the water cycle functions. (pg 128)

• Write and share a list of ten important facts about water that discussed in the class.

April:

Reinforcement and Revision

May:

Final Examination

Course Introduction:

Learning or teaching a language is based on four basic skills: Listening, Reading, Speaking and Writing,

and all these four skills are inter-related with each other. Therefore, our English Curriculum has been

designed to develop these skills in our students. How are we going to instill these skills in our students,

is as follows:-


Listening is the basic skill in English learning. If students learn to listen carefully and mindfully, they will

be able to read, write and speak well. So, to develop this ability in students, they will be provided

opportunities to listen and then speak on the given topics.

Writing:-

The focus will be on clearing the grammatical concepts to the students, enhancing their vocabulary,

developing imaginative and creative thinking and organizing their thoughts sensibly so that they will be

able to express themselves easily.

Reading:-

Reading in class does not mean to just turn pages and read the given lines. But reading actually means to

read with proper intonation (accent) and mindfulness, comprehend what you are reading, learn new

words and phrases, and then express yourself analytically by writing answers to the given questions

related to the text.

The course has been categorized into 5 parts, aims at escalating the above mentioned skills in the

learners. The categorization is as followed:-

1. Conversation sessions: - (Listening and Speaking)

Course Book:


Listening and speaking lessons are given in the beginning of every unit in the above mentioned book.

Students will not be allowed to open books in class. Topics and prompts will be given by the teacher to

students, brainstorming will be done and they will be taught and motivated to think, organize their

thoughts and speak appropriately in class. Students will listen to their classmates and will be provided

opportunities to speak and express their thoughts sensibly. Such sessions will help students to enhance

their vocabulary, become creative, share and express their feelings, improve their spoken English and

gain confidence.

2. Literature: (Reading ,Writing and Analysis)

Course Book:

The Canterville Ghost and other stories by Oscar Wilde (Oxford Progressive English Readers 3)

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Reference Book:

Dictionary

In Literature, the students will be introduced to different stories. By reading stories, students will get the

tools to grow roots to wisdom, understanding, compassion, harmony, beauty as well as the wings for

imagination, empowerment, hope, freedom, courage and joy to follow them throughout their lives.

3. Comprehension: (Reading ,Writing and Analysis)

Course Book:


Reference Books:

Learner’s Primary Comprehension 4

Grammar Skills 4

Websites:

http://www.primaryresources.co.uk

http://www.busyteacherscafe.com

www.havefunteaching.com

Students already know how to do comprehension passages as they have been doing it since class I.

Students will read comprehension passages in the course book and do the exercises given, in their note

books.

Reference books and websites that are mentioned above can be used by the students for further help

and practice.

4. Grammar: (Writing)

Course Book:



Reference Book:

Students’ Companion

The Grammar Tree 4

Grammar Skills 4

Mc. Millan English Language 4

Websites:

www.primaryresources.co.uk

www.havefunteaching.com

www.education.com

Students have already been introduced to nouns, verbs, vowels, articles, conjunctions, tenses etc in

previous classes. Same topics will be revised and done in continuation with more variations and in detail

according to their class level. In addition, they will be introduced further to new concepts like, Adverbs

and its types, tenses, homophones and informal letter writing.

Language activities and exercises are associated with the comprehension passages in the book as this is

the latest trend in English learning. It will help students to relate grammar with comprehension and

literature, thus develop analytical skill in them.

Students will do the exercises in workbook and course book. Moreover, worksheets will be provided and

exercises will be given to do in their note book.

Reference books and websites that are mentioned above can be used by the students for further help

and practice.

5. Creative Writing:

(Writing and Analysis)

Course Book:



http://www.primaryresources.co.uk/

http://www.busyteacherscafe.com/

http://www.havefunteaching.com/

http://www.primaryresources.co.uk/

http://www.havefunteaching.com/

http://www.education.com/

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Reference Book:

Creative Writing Book 4

Students’ creative, imaginative and thinking abilities will be developed and polished in this part of

curriculum, so that they will be able to express themselves in writing independently using parts and

figures of speech that they have been learning in English Grammar.

Exercises and activities for creative thinking and writing are given in the course book and workbook that

they will do in their note books. Brainstorming will be done in class and teachers’ assistance will be

provided to the students.

August

Grammar:

Nouns: Common /Proper/ Collective

Definition:

Common Nouns are the nouns that are used to denote a general category of people, places or things.

E.g. The boys went to play cricket.

Proper nouns are the names of specific people and places. These nouns are always capitalized as they

need to be distinct from other nouns. E.g. William Shakespeare was a playwright.

Collective Nouns refer to the names given to a group of noun to identify them as a whole.

E.g.: pride of lions, gaggle of geese etc.

Synonyms:

Definition:

Synonyms are the words which have similar meanings. E.g.

Start: begin, end : finish, odour: smell

A list of words and their synonyms will be given to the students to learn. E.g.

Weak: feeble, thin: lean, difficult: hard.

In addition, exercises for simple tenses will be done in the workbook pg # 44, 45

Exercises to insert appropriate noun/synonyms in the given sentences, and paragraphs will be

explained. Exercises will be given to the students to do in their note books.

Comprehension:

• Anne’s First Day (pg 10-13)

This story takes place in Canada in 1908.Anne is an eleven-year-old orphan, who has been adopted

by Marilla and Mathew Cuthbert. Anne is delighted by her new home at Green Gables and her new

friends and school in Avonlea.

• An Angry incident (pg 14-15)

This passage is about a girl Anne who was attending the class. Her class was full of children of all

ages. Gilbert Blythe was a handsome boy who was used to getting his own way. He disturbed Anne

• Anne of Green Gables (pg 2-3)Workbook

This passage also about Anne who was reflecting on a past event that happened in the classroom

and how Mr. Phillips made her to sit with Gil who made fun of her in front of the class.

Passages will be read in class. Students will be asked to do the analytical activities and exercises given at

the end of every passage. Glossary is given with the passages that will help students with meanings of

difficult words. Word Cloud, given in every passage, contains new words in the text. These words will

help students to enhance their vocabulary.

Creative Writing:

Historical story Writing

• Write a story about a real historical event, for example, Pakistan’s nuclear explosion in Chagai-1 in

1998.

• Write the story of Albert and write four more paragraphs. Students will use the paragraph plan on

pg 22 in course book that help them to write story.

Topics will be explained to the students, brainstorming will be done in class. Students can take help

from the ideas given on pages 20, 21 and 22 in course book.

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Literature:

Chapter 1: The Canterville Ghost

Review: This short story is about a haunted old mansion in the English countryside is not a typical ghost

tale. The American minister, Mr Hiram B. Otis has purchased Canterville Chase, an English country

house. Otis is warned by Lord Canterville that the house is haunted, but he doesn’t believe in ghosts.

The Otis family consists of husband and wife, their eldest son, Washington, daughter Virginia and twin

sons. Shortly after the Otis family arrives at their new country estate, they notice a spot on the floor in

the library. Their housekeeper informs them that Lady Eleanore de Canterville was murdered at that

exact spot by her husband Sir Simon de Canterville, who survived her by nine years. His body was never

discovered, however, his spirit haunts the place. Washington applies some strong stain remover –

Pinkerton’s Champion Stain Remover and Paragon Detergent – to the blood stain, which disappears

temporarily and reappears the next day. As soon as they remove the stain it reappears the following day

– bright red, dull red, purple and even bright emerald green.

After the blood stain reappears the first time, the Otis family concludes that there must be a ghost.

Reading and explanation will be done in class. Words/meanings, questions/answers, reference to

context, excerpts and sentence formation will be given to the students to do. They will be explained

everything and all exercises will be discussed in class. Examples of the above mentioned exercises are as

follows:-

Words /Meanings:

Haunted-visited by a ghost

Museum- building in which objects of interest are kept and shown to the public

Countryside- land and scenery outside towns and cities

Questions/ Answers:

• Read the advertisement for the house. Would you like to live there? Why? Why not?

HOUSE FOR SALE

Canterville Chase is a very

large, old house in the

country. There are many

rooms, including a library.

There’s a big garden. The

house comes with one

terrifying ghost.

• Why did everybody tell Mr. Otis that he was doing a very foolish thing buying Canterville Chase?

Everybody told Mr. Otis that he was doing a very foolish thing, because the house was haunted.

• Why didn’t Lord Canterville and his family want to live in Canterville Chase?

Lord Canterville and his family didn’t want to live in Canterville Chase because of the ghost.

• Was Mr. Otis afraid of living in the house? Why?

Mr. Otis was not afraid of living in the house because he and his family didn’t believe in ghosts.

• Write here what you would do if you were in the place of Mr. Otis. Say if you would or would not

buy Canterville Chase and why.

Students’ own answers.

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Reference to context:

Give reference to contexts of the following:-

• ‘The Ghost really exists. People have seen it many times in the last three hundred years, since 1584

in fact. It always appears before the death of any member of my family.’

Lord Canterville said these words when he was sharing information about the ghost.

• ‘It is the blood of Lady Eleanore de Canterville. Her husband, Sir Simon de Canterville, murdered her

on that exact spot in 1575. …And nobody can remove the stain.’

Mrs Umney said these words when she found stain of blood on the floor.

• ‘Nonsense! … “Pinkerton’s Champion Cleaner” will clean it away.’

Washington Otis said these words when he got angry.

• ‘Your chains are making a terrible noise. … Let me give you this bottle of “Rising Sun American

Lubricator”. Put it on your chains to stop them making a noise. Goodnight, sir.’

Mr Hiram B.Otis said these words when he was going to sleep.

• ‘I don’t like America. You have no history. All you have is money and bad manners.’

The Ghost said these words to the family.

• ‘Papa, I have been with the Ghost. He is dead.’

Virginia said these words when she spent time with the ghost.

Excerpt:

He chose Friday, the 17th of August, for his appearance, and spent most of that day looking at his

clothes. At last he chose a large, loose hat with a red feather, and a big white sheet which covered him

from neck to toes. He also found a rusty old dagger, which he put in his belt.

• What does ‘he’ refer to in the passage?

A: ‘He’ is ghost.

2. Why did he spend more time to choose clothes?

A: He spent more time in choosing the clothes because he had to appear in front of the family on

Friday.

• What do you understand by ‘that day’?

A: ‘That day’ means Friday.

4. Why would he dress up like this?

A: He dressed up like this because he wanted to frighten the American businessman and his family.

Sentence Formation:-

Use the following phrases in sentences of your own:-

• Little annoyed

• Small secret room

• Crash of thunder

• Strange noises

Listening and Speaking:-

Life long ago (pg # 8)

Students will be shown the picture given. They will be asked the following questions regarding the

picture:-

• Look at this painting of a classroom. How do you know it is from long ago?

• How does the painting make you feel? And why?

There will be a conversation session in class. Students will come up with different ideas and their

perceptions will be appreciated. They will be provided a chance to speak and express their imaginative

creativity.

Best Advices to give to a new student arriving in your class or school for the first time. (Pg # 13)

• Students will be taught to shape and organize ideas clearly before speaking.

• They will be explained the situation, it is something that makes them to think logically.

• They will be asked to list down their advices and share them.

• The key ideas/advices will be written on board.

• They will be asked to think creatively. They will be provided a list of advices on the board and they

will be asked to decide which 3 advices are the most important for new students and why. They will

be asked to think for few minutes:-

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• They will be asked to plan a short talk to present to the class that includes an explanation of why

they chose those three most important advices that help new students.

• Every student will be asked to come in front of the class and present their ideas for 2 to 3 minute.

September


• Beautiful bugs! (pg #24)






Language:

• Adjectives and degrees of Adjectives

• Punctuation Marks

Literature:

• The Happy Prince (Pg # 25 – 3 4)

Comprehension:

• Bugs 1 (pg 26-29)

• Bugs 2 (pg 30-31)

• Beautiful Bugs! (Pg 8-9)


Creative Writing:






• Write a poem about an insect that you may have encountered.


cycles.

Grammar:

Adjectives:

Definition:

A word which describes a noun is called an adjective. E.g. pretty, black, splendid, few, three etc. A list of

nouns will be given to the students to form adjectives. Eg:

• Danger: dangerous fool: foolish silk: silky

Students will also be given some adjectives to make sentences. E.g. Horrible, Childish, Valuable

Adjectives and its degrees: The comparative form of an adjective is used for comparing two people or

things (e.g. he is taller than me), while the superlative is used for comparing one person or thing with

every other member of their group (e.g. she was the tallest girl in the class).A list of positive adjectives

will be given to the students to write their comparative and superlative forms. E.g.

Little: less: least wise: wiser: wisest good: better: best

Punctuation Marks

Punctuation marks are used to determine the structure and organization of sentences. Punctuation is

used to create sense, clarity and stress in sentences.

Exercises to insert appropriate punctuation marks in the given sentences, and punctuation of

paragraphs will be explained. Exercises will be given to the students. E.g.

• It is cold!

• I see the house.

• When are we going?

• The time is 2:15.

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In addition, exercises for punctuation (in course book pg # 19,34,52,62,63,78,98,144, and workbook pg

# 28), adjectives and degrees of adjectives (in course book pg # 80,81,99 and workbook pg # 28 )will be

done.

Comprehension:

• Bugs 1 (pg 26-29)

• Bugs 2 (pg 30-31)

• Beautiful Bugs! (Pg 8-9) Workbook


MCQs, questions/answers given at the end of the comprehension, meanings of difficult words will be

done in the following lessons in the course book and workbook.

Creative Writing:






• Write a poem about an insect that they may have encountered.


cycles.


from the ideas given on pages 26,30 and 36 in course book.

Literature:

Chapter 2: The Happy Prince

Review: The story is an allegory. It brings out the importance of charity. We learn that love and sacrifice

can endear us to God. The prince in the story is no living prince. He is the statue of a dead prince

decorated with gold leaves and precious stones. He is known as the Happy Prince because there is a

smile on his lips. But the smile gradually gives way to tears. The Happy Prince cannot help crying over

the scenes of misery in the houses of the poor. He decides to help them with his gold leaves and costly

stones. The little swallow acts as his messenger, and he gives away all his wealth. The Swallow was on

his way back to his homeland when the prince had detained him to help the poor. He still wished to go

back but now it was too late. The intense cold killed him. Thus the little swallow lost his life in helping

the poor. His death broke the prince’s heart. So the swallow and the prince perished for a noble cause.

But their death was not the end. It made them immortal. That is why the angel selected the dead

swallow and the lifeless heart of the prince as the noblest things on earth. The story teaches a very

useful and very true lesson. We learn that God loves those who love their fellow human beings.

Words/Meanings, Q/Answers, reference to context, excerpts and sentence formation will be given to

the students to do. They will be explained everything and all exercises will be discussed in class.


Beautiful bugs! (pg #24)

• Students will be asked the following questions regarding bugs:-

1. Which bugs and insects are common where you live?

2. Are any of them dangerous? How do you feel about them?

Students will discuss their experiences in front of the class. Students will be encouraged to share their

ideas in whole class discussion.






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There will be number of conversation sessions in class. Students will come up with different ideas and

their perceptions will be appreciated. They will be provided a chance to speak and express their

imaginative creativity.

October:




her.(Pg # 40)


you can. ]

Language:

• Simple Tenses: Present/Past

Literature:

• The Star Child (Pg # 25 – 3 4)

Comprehension:




Creative Writing:




will be.




• Watch a drama and write three positive and three negative aspects of drama script.

Grammar:

Simple Tenses: Present /past

Definition:

Simple present tense is a tense that expresses action in the present time, habitual actions, or general

truths. Like:

• The earth revolves round the sun.

• I brush my teeth regularly twice a day.

• She meets me every Sunday.

Simple Past tense indicates action that occurred in the past and which does not extend into the present.

Like:

• She met me last Thursday.

• I drank a glass of milk last night.

• My father came from England yesterday.

Exercises to insert appropriate tense in the given sentences, conversion of sentences and paragraphs

from one tense to another will be explained. Exercises will be given to the students.

They will be asked to change present tense into past tense and vice versa.

Like:

• I need an umbrella. I needed an umbrella.

• Mr. Brown buys a bike for his son. Mr. Brown bought a bike for his son.

In addition, exercises for tenses will be done from course book pg # 17, 53 in student’s notebook.

Comprehension:




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Creative Writing:




will be.




• Complete the play script.(pg 18)workbook


from the ideas given on page 50 in course book.

Literature:

Chapter 3: The star child

Review: The story is about two woodcutters were passing through a pine forest on a winter day.

Suddenly, they saw a bright star falling from heaven. They found it to be a little child. “The poor infant

will die. I will take him home,” said one. Though poor, he brought up the child with love and care. Ten

years passed by. The star child grew up to be a handsome boy with skin like ivory and hair like gold.

But he was proud and selfish. One day, he was playing with his friends, when a beggar woman came.

“Go away! You are ugly.” said the boy throwing stones at her. When the woodcutter scolded the boy

he replied, “Don’t shout at me! You are not my father.” The beggar heard their story in amazement

and cried, “You are the son I lost in the forest years ago.” “How can an ugly woman be my mother?”

exclaimed the boy running away into the forest. He sat down beside a pond. Lo! When he looked in

the water he saw that he had become as ugly as a toad! His cruelty has transformed his beauty into

ugliness.





1. What is the difference between using your imagination and not telling the truth?

2. Watching a play can take us away from real life for a while. Are there other times when it is good

to let our imagination run free?

Students will discuss their experiences in front of the class. Students will be encouraged to share their

ideas in whole class discussion.


her.(Pg # 40)


you can.




November






whole class.


class.

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Language:

• ‘Be’ verb

• Subject verb agreement

Literature:

• The selfish Giant (Pg # 52 – 57)

Comprehension:





Creative Writing:






Grammar:

Definition:

‘Be’ verb: A verb shows action or a state of being. "Be" verbs indicate a state of being. E.g.

• I am a doctor

• He is sleepy.

• We are here.

Exercises to insert appropriate be verbs in the given sentences, and appropriate use of be verb in the

paragraphs will be explained. Exercises will be given to the students.

Subject verb agreement:

Subject verb agreement defines that subject and verb must agree in number: both must be singular, or

both must be plural. Thus, if a subject is singular, its verb must also be singular; if a subject is plural, its

verb must also be plural.

Exercises like insert appropriate subject verb agreement in the given sentences will be introduced.

Exercises will be given to the students. E.g.

• There (is, are) a lot of trees on our block.

• In the background there (was, were) a big yellow sun.

In addition, exercises for subject verb agreement will be done in the students notebook.

Comprehension:







Creative Writing:







from the ideas given on pages 60-67 in course book.

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Literature:

Chapter 4: The selfish Giant

Review: A giant who lived in a big house had a beautiful garden, but he never let anyone enter his

garden. Whenever he was away, children would come there to play.

One day, the giant decided to visit his friend and left for the neighbouring kingdom. The giant came back

from his friend’s place after seven years. Seeing the children play in his garden, he angrily chased them

away and built a high wall around the garden.

After the children stopped coming to the garden, the trees and flowers were so sad that they lost their

beauty and were covered with snow and frost. No birds came to sing there. Spring was everywhere but

in the giant’s garden it was still winter.

One morning, the giant saw children playing in the garden. They had entered through a small hole in the

wall. And spring arrived in the garden at last to express its happiness on seeing the children again.

The giant realized that he had been selfish and was very sorry for what he had done. He let the children

play in the garden every day. The giant’s favourite among the children was a little boy who had kissed

him when he helped him to get on top of the tree. But the little boy stopped coming to the garden and

the giant was very sad.

Many years passed and the giant grew old and weak. One winter morning, the giant saw the same boy

under a tree. He ran down to the boy in joy. The boy was an angel who had come to take the giant to

the garden of Paradise as a reward for letting him play in his garden.








whole class.


class.




December:

Mid Year Examination

January:


• Amazing animals (pg # 70-85)

• Students will be asked to explore the books, and magazines to research all kinds of animals. Each












16



Language:

• Adverbs and its Kinds

• Prepositions

• Articles

Literature:

• The Model Millionaire (Pg # 58 – 63)

Comprehension:




Creative Writing:





(Woodlands, Rain Forest, Prairie, Plains, Jungle, Ocean and Desert). Invite group members to look




• Writing a newspaper report (pg 30) workbook

Grammar:

Definition:

Adverb and its kinds: Adverb is a word which is used to modify verb, adjective or adverb.

Types of Adverbs:

Adverbs are used in sentences to answer many questions about the Verbs/Adjectives/Adverbs

themselves. The different types of Adverbs are as follows:

Adverb of Time: Adverb of time tells us when an action has happened.

E.g. The results were announced yesterday.

Adverb of Place: Adverb of place tells where something happens.

E.g. They will meet you there.

Adverb of Manner: Adverb of manner tells how something happens.

E.g. He quietly slipped away.

Adverb of Frequency: Adverbs of frequency are used to show the duration or timing of the action that is

happening/had happened/will happen. They also tell us how often and how long these actions would

be. This adverb comes after the verb 'to be': E.g. She is always honest.

Exercises to insert appropriate adverb in the given sentences, and change the given adjective to adverbs

and appropriate use of kinds of adverbs in the paragraphs will be explained. In addition, exercises for

adverbs will be done by the students in workbook pg # 4, 10, 11, 16 and from course book pg # 16, 33,

53.

Prepositions:

A preposition may be defined as connecting words showing the relation of a noun or a noun substitute

to some other word in the sentence. The preposition is almost always before the noun or pronoun and

that is why it is called a preposition. E.g

• There is a donkey in the street.

• Ben is fond of music

• The boy jumped over the fence

17

Exercises to insert appropriate prepositions in the given sentences, and appropriate use of prepositions

in the paragraphs will be explained. In addition, exercises for prepositions will be done in the book

Grammar and Usage, pg 103-109 ]

Articles:

An article is a kind of adjective which is always used with and gives some information about a noun. The

word a (which becomes an when the next word begins with a vowel a, e, I, o, u) is called indefinite

article because the noun it goes with is indefinite or general. The meaning of the article a is similar to

the number one, but one is stronger and gives more emphasis. The word the is known as the definite

article and indicates a specific thing.

The difference between the sentences: I sat on a chair and I sat on the chair is that the second sentence

refers to a particular, specific chair, not just any chair.

Exercises to insert appropriate articles in the given sentences, and appropriate use of articles in the

paragraphs will be explained. ]]

Comprehension:






Creative Writing:





(Woodlands, Rain Forest, Prairie, Plains, Jungle, Ocean and Desert). Invite group members to look




• Writing a newspapaer report (pg 30) workbook

Topics will be explained to the students, brainstorming will be done in class.

Literature:

Chapter 5: The Model Millionaire

Review: Hughie Erskine is a very handsome young man who is very well-known, but he has a hard time

keeping a job. Although he is good-looking, he is not very clever and doesn’t have any money of his

own. He changes jobs more often than not before he finally decides to stop working and live off of

money that is given to him by his aunt.

Hughie falls in love with Laura Merton, who is the daughter of a retired Colonel. He proposes to her, but

the Colonel won’t allow them to get married until he has ten thousand pounds of his own.

Alan Trevor, who was a good friend of Hughie, was a very talented painter. Hughie visits him one day

and watches him as he paints a model. After much questioning, Hughie is told that the model is a

beggar-man and isn’t going to get paid much for his services. Hughie feels bad for the man, so he digs

through his pockets and gives him a sovereign.

Later in the day, Hughie is told that the beggar-man was not in fact a beggar-man at all. He was actually

a millionaire named Baron Hausberg, which upset Hughie immensely.

The next morning, Baron Hausberg’s messenger was sent to deliver Hughie a letter. Inside the letter

was a check for ten thousand pounds, a wedding present from Baron Hausberg. At the wedding, Alan

was the best man and Baron Hausberg also attended the wedding and gives a speech at the wedding

breakfast. Alan’s speech closes the story with, “Millionaire models are rare enough, but model

millionaires are rarer still!”

Words/Meanings, Q/Answers, reference to context, excerpts, sentence formation will be given to the

students to do on the same pattern as mentioned in the planning of August. They will be explained

everything and all exercises will be discussed in class.

18


Amazing animals:

• Students will be shown the picture given. They will be asked the following questions regarding the

picture:-

1. Do you think it is effective? Explain why.

2. Why do you think the artist chose these pictures and used only two words?

• Students will be asked to explore the books, and magazines to research all kinds of animals.Each

















February


• Families of the world (pg # 86-99)



unique?


place?

Language:

• Pronoun (personal and reflexive)

• Antonyms (prefixes)

• Contraction

Literature:

• The Nightingale and the rose (pg # 64-70)

Comprehension:




Creative Writing:





19


Grammar:

Definition:

Pronouns (Personal and Reflexive):

Pronouns are the words that are used instead of noun. E.g. He, She, It, they, my

Kinds of Pronouns

Personal Pronouns:

The personal pronouns include I, you, he, she, it, we, and they refer to a specific person or thing. E.g.

• Mother has a silver watch. It costs her forty rupees.

Reflexive Pronouns:

These pronouns can be used only to reflect or intensify a word already there in the sentence. E.g.

• I saw myself in the mirror

Exercises to insert appropriate personal and reflexive pronouns in the given sentences will be given to

the students.

Definition:

Antonyms (Prefixes):

The opposites of some words can be formed by writing un, in, dis, mis, ill, ir or im

before them.

Exercises to form the opposite of given words, using prefix will be explained and exercises will be given

to the students. E.g.

• Usual: unusual human: inhuman like: dislike

In addition, exercises for antonyms will be done by the students from course book pg # 32.

Contractions:

Short form of a word or group of words, with the missing letters usually marked by an apostrophe. E.g.

• does not: doesn’t

Comprehension:






Creative Writing:







Literature:

Chapter 6: The Nightingale and the rose

Review: In this story, a young man, a student, is told by a woman that she would dance with him at the

ball the next night if he brought her a red rose. However, he has no red roses, and is vocalizing his

despair when a nightingale hears him. The nightingale is touched by the soul of this student, and desires

strongly to help him. The bird flies around trying to find a red rose at various rose bushes, but none are

red. He finally pierces his heart on a thorn to bleed onto a white rose, making it a brilliant red rose, and

in the process dies. The student finds the rose and is thrilled, so he plucks it and brings it to his love

interest. The girl rejects the rose saying it won't match her dress; plus, someone else has brought her

jewelry, which is much better. Angry, the student walks away and throws the rose in the gutter where it

is run over by a cart. He decides that love is ridiculous and logic is better, goes home and reads a book.

20




Families of the world


picture:-

1. Where do you think the people in the photographs came from or live? Imagine their lives.

2. Think about your own grandparents and family. Were they born somewhere different to you?



unique?


place?




March


• World of water (pg # 116-131)





Language:

• Homophones

• Conjunctions

• Informal Letter Writing

Literature:

• The Devoted Friend (pg # 71-84)

Comprehension:




Creative Writing:




Grammar:

Definition:

Homophones:

Homophones are the words that are pronounced alike but are different in spelling and meaning. E.g.

• Sun: son Knew: new Knot: not

Exercises will be given to the students to write the correct word and complete given sentences. E.g.

• Cornflakes are his favourite cereal. (Cereal, serial)

In addition, exercises for homophones will be done by the students in workbook pg # 40 and from

course book pg # 108,109,145

Conjunctions:

Conjunctions are the words that join together two sentences or two phrases. E.g. and, but, if, because.

Exercises will be given to the students to insert appropriate conjunctions in the given sentences, and

underline the correct conjunctions in given sentences. E.g. Brush your teeth (after, before) you go to

bed.

21

In addition, exercises for conjunctions will be done by the students in workbook pg # 46 and from

course book pg # 124,125,145.

Letter writing (informal)

Comprehension:






Creative Writing:





Literature:

Chapter 7: The Devoted Friend

Review: Hans is a gardener, the devoted friend of a rich miller. On the basis of this friendship, the miller

helps himself to flowers from Hans's garden, and promises to give Hans an old, broken wheelbarrow, to

replace one that Hans was forced to sell so that he could buy food. Against this promise, the miller

compels Hans to run a series of arduous errands for him. One stormy night, the miller asks Hans to fetch

a doctor for his sick son. Returning from the doctor, Hans is lost on the moors in the storm and drowns

in a pool of water. After Hans's funeral, the miller's only emotion is regret as he has been unable to

dispose of the wheelbarrow.

The story is told by a linnet to an intellectual water-rat, who fancies himself a literary critic; the water-

rat is sympathetic to the miller rather than Hans, and storms off on being informed that the story has a

moral.




World of water


picture:-

1. What do these two paintings tell us about water?

2. What title would you give each painting?








April

Reinforcement and Revision

May

Final Examination

Documents

Dawood Public School Dawood Public School Course Outline for 2014-2015 English Language Class: IV Textbooks: Oxford International English Book 4 Oxford International English Book 4