as selecting dierent pupils to read as narrator and as assorted characters, including movement
or mime.
Post reading phase
The post reading activities develop understanding of the explicit content of the comprehension
as well as leading pupils to begin developing inferential skills, which is an important aspect of
reading. Carry out the post-reading activities orally rst to check pupils’ understanding; then
scaold learning and help them to complete the written exercises. Given that the vocabulary
varies in the dierent units, create a word wall in the classroom so that pupils are exposed to new
words in a sustained manner for the duration of the unit. Draw pupils’ attention to these words
regularly to consolidate vocabulary acquisition.
Phonics
Explicit phonics instruction provides pupils with the opportunities to further develop their speaking,
reading, and writing skills. Phonics instruction is a strategy that teaches learners to connect letters
with sounds, segment (break) words into sounds, and blend sounds into words.These are all essential
decoding skills; learners then use this knowledge to become more condent readers and writers.
Frequent exposure and practice are necessary to develop these skills and, like vocabulary acquisition,
phonics must be taught in a sustained manner. It is necessary to go beyond the activities provided
in the textbook and support learning by supplementing with additional exercises to draw pupils’
attention to the sounds, letter-sound associations in words, and how to blend and segment sounds
and syllables in words.
Practice can be made engaging and enjoyable by encouraging pupils to create nonsense words,
utterances and sentences.
Grammar
The emphasis of the grammar activities in the textbook is on grammar usage and developing an
awareness of the grammar points; though explanations have been included wherever deemed
necessary, the focus is not on the memorization of rules. Carry out the activities orally rst to engage
pupils with use of the grammar point in context and to check pupils’understanding; then help them
to complete the written exercises. Though an introduction and some explanation to the grammar
points have been included, it may be necessary to extend explanations depending on the prole
and needs of pupils. Scaold learning, and use anecdotes and examples related to the pupils to make
grammar learning meaningful.
Bearing in mind that it is not possible to tailor textbooks to specic pupils or classrooms, the Let’s
Learn English textbook has been structured in a way that allows the teacher to use it in a exible
manner. Units 1 and 2 serve to consolidate concepts and language acquired during Grade 3. Units 3
to 7 introduce and teach language and concepts to be acquired at Grade 4 level and these are then
reinforced in Unit 8. The teacher can thus adapt the activities in this textbook, and the pace at which
they progress through it, as per the needs of their pupils.
It is hoped that the teacher will fully exploit all the sections and activities in view of enhancing the
teaching and learning of English language and literacy in Grade 4.
Preface
vi