We hope that the Educators and pupils will enjoy this new textbook.
The writing team
Textbooks are essential tools in the classroom but their eectiveness in making learning experiences
successful depends largely on the way in which they are implemented and the teachers who will
have to facilitate learning and supplement the textbook with explanations, further resources, and
additional activities as per the dierent proles and needs of the pupils in their class. Much eort has
gone into grading the content of the Grade 4 Let’s Learn English textbook and to include as many
visuals as possible to support learning. Additionally, Teacher’s Notes are interspersed throughout the
Teacher’s Book to provide specic guidelines and oer more detailed information about activities
where required. These notes should not be considered as prescriptive. Teachers have the scope and
exibility to adapt all activities in the textbook to suit the levels and needs of their learners.
The sections below provide more comprehensive information on some components of the textbook
to better support the teaching and learning process. Nevertheless, it is important to emphasize that
these are some general suggestions for conducting activities, and that teachers have to carefully
consider their learners’needs regarding choice of teaching strategies in the classroom.
Reading
The development of reading skills takes place through reading comprehension texts entitled ‘I
read a short story’ and the Let’s Read literacy collection, which is intended to be read for pleasure,
appreciation, and discussion.
Pre-reading phase
Engage in a listening and speaking activity or brainstorming before engaging with the text
directly to build upon pupils’ prior knowledge and encourage them to relate to the theme.
Provide opportunities for pupils to indulge in the games, songs, poems, and rhymes that involve
movement as this will make learning more enjoyable and motivating. Make use of the illustrations
and pictures to stimulate discussion and support learning. Encourage pupil participation in
English and provide adequate support to gradually lead pupils to express themselves using
simple sentences in English. This phase should be used to reinforce relevant vocabulary that has
been previously learned and to pre-teach key vocabulary that will facilitate understanding of the
reading passage that follows. Use teaching aids and visual resources whenever possible, especially
for vocabulary acquisition.
While reading phase
Read the rst part of the text aloud a rst time for pupils to listen and to familiarise them with the
theme and content. The use of strategies like demonstration, enacting/miming, and varying the
tone will help to retain pupils’ interest and promote understanding of the text. Scaold learning
and encourage pupils to read the text aloud more independently. Vary the choice of while-reading
strategies so that the text is rendered more enjoyable and for a better understanding of the
content. For example, combine the reading activity with the use of creative drama strategies such
To the teacher
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