CLASS

4 Tanjak

FOCUS

Listening
Speaking

TIME

1130 - 1229
DURATION 59 mins

THEME
World of Stories
CONTEN 1.1 ...pronounce words and speak
T
confidently with the correct stress,
STANDA
rhythm and intonation.
RD
1.2 ...listen and respond appropriately in
formal and informal situations for a
variety of purposes.
~

DATE

21st April 2015

WEEK

DAY

Tuesday

DAY

14
2

Unit 5 : Rosemary and The

TOPIC
Gnomes
LEARNIN Four
1.1.4Gutsy
Able to
talk about
G
related topics with
STANDA
guidance
RD
1.2.2 Able to listen to, follow
and give instructions
~

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
1) talk about the characters on the book cover (Rosemary and The Four Gutsy
Gnomes)
2) Give at least 2 simple directions based on map provided
CCE /
EE / MV

Citizenship / HOTS

ACTIVITY
Set Induction
1 Open Discussion

TEACHING
AIDS/
RESOURCES

Picture cards, The Gnomes' Village Map

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
discussion
Tr. gets Ss. begins
to complete a picture puzzle
Puzzle Solving
(book
cover)
Listening & Speaking
Tr. gets Ss. to talk about the book cover

2 Guessing the Story

HOTS 3 Lost in The Gnomes' ViAnalysing

Taking & Giving Directions
Drilling
4 Consolidation /
Closure

by
Qs. monsters can you see?"
i.e.asking
"How many
etc.
Ss. guess the story based on the book cover
Tr. recalls how to give and take directions.
Go straight / Turn right / Turn left etc.
Ss. are given other situations and give/take directions in groups
Recap lesson.

TEACHING & LEARNING EVALUATION

Teachers observation
IMPACT
1) talk about the characters on the book cover (Rosemary and The
___ /___ pupils were able to
Four Gutsy Gnomes)
2) Give at least 2 simple directions based on map provided

REFLECTION / FOLLOWRemedial

Reinforcement

Enrichment

Remark

CLASS

4 Tanjak

FOCUS

Reading

THEME

World of Stories

CONTEN 2.2
T
STANDA
RD
~

TIME

0740 - 0839
DURATION 59 mins

DATE

22nd April 2015

WEEK

DAY

Wednesday

DAY

14
3

TOPIC

Unit 5 : Rosemary and The

Gnomes
LEARNIN Four
2.2.2Gutsy
Able to
read and

...demonstrate understanding of
variety of linear and non-linear texts G
a
in the form of print and non-print
STANDA
materials using a range of strategies RD
~
~
to construct meaning

understand phrases and

sentences from: linear
texts
~

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
1) understand phrases and sentences by matching at least 3/6 sentences correctly
with
guidance
2) answer
at least 3/5 comprehension questions on worksheet
CCE /
EE / MV

Citizenship / HOTS /
Entrepreneurship

ACTIVITY
Set Induction
1 Reading
2 True of False
3 Reinforcement

TEACHING
AIDS/
RESOURCES

Textbook, Worksheet

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
discussion
Guess the picture
Tr. display abegins
"beard" and get Ss. to match
it
to
the
right
Guided-reading
Ss. match theperson
picture to words in groups
Comprehen
sion

2 Consolidation /
Closure

Tr. asks questions while reading - check

Ss.
Ss. understanding
are to look for keypoints from the text with guidance
Ss. complete exercise (worksheet)
Recap article.

TEACHING & LEARNING EVALUATION

Teachers observation
IMPACT
___ /___ pupils were able to
1) understand phrases and sentences by matching at least 3/6
sentences correctly with guidance
2) answer at least 3/5 comprehension questions on worksheet

REFLECTION / FOLLOWRemedial

Reinforcement

Enrichment

Remark

CLASS

4 Tanjak

FOCUS

Writing

THEME

World of Stories

CONTENT 3.1
STANDAR
3.3

TIME

1200 - 1259
DURATION 59 mins

DATE

23rd April 2015

WEEK 14

DAY

Thursday

DAY

Unit 5 : Rosemary and The

Four Gutsy
Gnomes
LEARNING
3.1.1
Able to
write in neat
b
legible
print
with correct
STANDAR
spelling: sentences
TOPIC

...form letters and words in neat

legible print including cursive
writing.
...write and present ideas through a
variety of media using appropriate
language, form and style

3.3.1 Able to create simple

b
texts using a variety of
media with guidance:
linear

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
1) write at least 3 sentences
2) create a Flow Map based on the story read
CCE /
EE / MV

Citizenship / ICT /
Entrepreneurship
iTHiNK Map - Flow/HOTS
Map

ACTIVITY
Set Induction

TEACHING
Display: Story Blank A4 Paper (poster)
AIDS/
RESOURCES

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Tr. gets Ss. to recite du'a before the
Du'a Recital
lesson
begins - Ss.learning
readiness

1 Reading

Reading Comprehension

2 Demonstration

iTHiNK Flow Map

Tr. helps Ss. read the story "Rosemary &

the
4 Gutsy
Tr. demo
theGnomes"
Flow Map to Ss.

3 Writing

Modelling

Tr. demonstrates how and when to Flow Map

Ss. complete exercise - E3

4 Display of Work

Group Activity

5 Consolidation/Closure

Ss. display their previously completed

Flow
RecapMap

TEACHING & LEARNING EVALUATION

Teacher's obeservation and the Flow Map created by students.
IMPACT

___ /___ pupils were able 1)

to write at least 3 sentences
2) create a Flow Map based on the story read

REFLECTION / FOLLOW-U
Remedial

Reinforcement

Enrichment

Remark

CLASS

4 Tanjak

FOCUS

Grammar

THEME

World of Stories

TIME

0810 - 0909
DURATION 59 mins

DATE

27th April 2015

WEEK 15

DAY

Monday

DAY

Unit 5 : Rosemary and The

Four
Gnomes
LEARNING
5.1.3Gutsy
Able to
use verbs
a
correctly
and
STANDAR
STANDAR
appropriately: irregular
verbs
5.1.3 Able to use verbs
~
~
b
correctly and
appropriately: verbs that
do not change form
OBJECTIV By the end of the lesson, pupils would be able to:
E(S)
1) use irregular verbs in past tense in at least 2/3 sentences
CONTENT 5.1

TOPIC

use different word classes correctly

and appropriately

2) use irregular verbs that do not change form in at least 1/2 sentences
CCE /
EE / MV

ICT / Entrepreneurship

ACTIVITY
Set Induction
1 Introduction

TEACHING
Word Cards, Textbook
AIDS/
RESOURCES

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
lesson
begins - Ss.learning
readiness

2 Discussion

Irregular Verbs (Past

Tense)
Q&A

3 Demonstration

Modelling

Tr. introduces word & recalls VERBS

Tr. discuss the use of irregular verbs in
past
tense with Ss.
Tr. demonstrates
how to change the tenses in irregular verbs
make => made / let => let / tell => told, etc.
Ss. are to complete exercise.

4 Exercise

Group Activity

5 Consolidation/Closure

Recap

Ss. get in groups - find the correct word

for
each sentence
Tr. recaps
lesson given

TEACHING & LEARNING EVALUATION

Teacher's obeservation of the Ss.' role play
IMPACT

___ /___ pupils were able 1)

to use irregular verbs in past tense in at least 2/3 sentences
2) use irregular verbs that do not change form in at least 1/2
sentences

REFLECTION / FOLLOW-U
Remedial

Reinforcement

Enrichment

Remark

CLASS

4 Tanjak

FOCUS

Language Arts

THEME

World of Knowledge

CONTENT 4.1
STANDAR
~

TIME

1130 - 1229
DURATION 59 mins

...enjoy and appreciate rhymes,

poems and songs.
~

DATE

28th April 2015

WEEK 14

DAY

Tuesday

DAY

TOPIC

Poem: Clap Your Hands

LEARNING
4.1.2 Able to sing songs and
recite jazz chants and
STANDAR
poems with correct
stress, pronunciation,
rhythm
and intonation
~
~

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
recite the poem "Clap Your Hands" with correct stress, pronunciation, rhythm and
intonation
~
CCE /
EE / MV

Friendship

ACTIVITY
Set Induction
1 Clap, Click, Shake!

TEACHING
Anthology of Poems for Year 4, 5 and 6,
AIDS/
Blank A4 Paper
RESOURCES
TEACHING & LEARNING
NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
lesson
begins - Ss.learning
readiness
Introduction

3 The Poet

Who writes a poem?

Tr. gets Ss. to do these actions: clap,

click,
shake,a stomp,
Tr. displays
picture point
of a playground, Ss.
talk
about
it.
Tr. introduces the word POET - shows a pic of Brian Moses

4 Arrange the Poem

Listening

Tr. plays a recorded recitation of the poem, Ss. arrange the poem

5 Discussion

Q&A

Check the answer using the giant strips

of
poemthe
on words
WB. & the "tone" of the
Ss.the
discuss

6 Disappearing Text

Poem Recitation / Memoriz poem

Ss. recite poem with missing words: swung, slid, hung, raced, fell

7 Grammar in the Poem

went,
were
Past & Present Tense (VerbTr.
gets Ss. to say the missing words and discuss the present

2 Poem: Clap Your Hands Q&A

form of the words

8 Consolidation/Closure

Rewrite the poem in cursive writing

TEACHING & LEARNING EVALUATION

Poem recitation
IMPACT
the poem "Clap Your Hands" with correct stress,
___ /___ pupils were able recite
to
pronunciation, rhythm and intonation
~

REFLECTION / FOLLOW-U
Remedial

Reinforcement

Enrichment

Remark

4 Tanjak

4 Pending

Monday

0810 - 0909

Monday

1130 - 1229

Tuesday

1130 - 1229

Tuesday

0740 - 0839

Wednesday

0740 - 0839

Wednesday

0840 - 0939

Thursday

1200 - 1259

Thursday

0740 - 0839

Friday

1130 - 1229

Friday

1030 - 1129

CLASS

4 Pending

FOCUS

Listening
Speaking

TIME

0740 - 0839
DURATION 59 mins

THEME
World of Self, Family and Friends
CONTEN 1.1 ...pronounce words and speak
T
confidently with the correct stress,
STANDA
rhythm and intonation.
RD
1.2 ...listen and respond appropriately in
formal and informal situations for a
variety of purposes.
~

DATE

21st April 2015

WEEK

DAY

Tuesday

DAY

14
2

Unit 5 : Rosemary and The

TOPIC
Gnomes
LEARNIN Four
1.1.4Gutsy
Able to
talk about
G
related topics with
STANDA
guidance
RD
1.2.2 Able to listen to, follow
and give instructions
~

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
1) talk about the characters on the book cover (Rosemary and The Four Gutsy
Gnomes)
2) Give at least 2 simple directions based on map provided
CCE /
EE / MV

Citizenship / HOTS

ACTIVITY
Set Induction
1 Open Discussion

TEACHING
AIDS/
RESOURCES

Picture cards, The Gnomes' Village Map

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
discussion
Tr. gets Ss. begins
to complete a picture puzzle
Puzzle Solving
(book
cover)
Listening & Speaking
Tr. gets Ss. to talk about the book cover

2 Guessing the Story

HOTS 3 Lost in The Gnomes' ViAnalysing

Taking & Giving Directions
Drilling
4 Consolidation /
Closure

by
Qs. monsters can you see?"
i.e.asking
"How many
etc.
Ss. guess the story based on the book cover
Tr. recalls how to give and take directions.
Go straight / Turn right / Turn left etc.
Ss. are given other situations and give/take directions in groups
Recap lesson.

TEACHING & LEARNING EVALUATION

Teachers observation
IMPACT
1) talk about the characters on the book cover (Rosemary and The
___ /___ pupils were able to
Four Gutsy Gnomes)
2) Give at least 2 simple directions based on map provided

REFLECTION / FOLLOWRemedial

Reinforcement

Enrichment

Remark

CLASS

4 Pending

FOCUS

Reading

THEME

World of Stories

CONTEN 2.2
T
STANDA
RD
~

TIME

0840 - 0939
DURATION 59 mins

DATE

22nd April 2015

WEEK

DAY

Wednesday

DAY

14
3

TOPIC

Unit 5 : Rosemary and The

Gnomes
LEARNIN Four
2.2.2Gutsy
Able to
read and

...demonstrate understanding of
variety of linear and non-linear texts G
a
in the form of print and non-print
STANDA
materials using a range of strategies RD
~
~
to construct meaning

understand phrases and

sentences from: linear
texts
~

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
1) understand phrases and sentences by matching at least 5/6 sentences correctly
with
guidance
2) answer
at least 4/5 comprehension questions on worksheet
CCE /
EE / MV

Citizenship / HOTS /
Entrepreneurship

ACTIVITY
Set Induction
1 Reading
2 True of False
3 Reinforcement

TEACHING
AIDS/
RESOURCES

Textbook, Worksheet

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
discussion
Guess the picture
Tr. display abegins
"beard" and get Ss. to match
it
to
the
right
Guided-reading
Ss. match theperson
picture to words in groups
Comprehen
sion

2 Consolidation /
Closure

Tr. asks questions while reading - check

Ss.
Ss. understanding
are to look for keypoints from the text with guidance
Ss. complete exercise (worksheet)
Recap article.

TEACHING & LEARNING EVALUATION

Teachers observation
IMPACT
___ /___ pupils were able to
1) understand phrases and sentences by matching at least 5/6
sentences correctly with guidance
2) answer at least 4/5 comprehension questions on worksheet

REFLECTION / FOLLOWRemedial

Reinforcement

Enrichment

Remark

CLASS

4 Pending

FOCUS

Writing

THEME

World of Stories

CONTENT 3.1
STANDAR
3.3

TIME

0740 - 0839
DURATION 59 mins

DATE

23rd April 2015

WEEK 14

DAY

Thursday

DAY

Unit 5 : Rosemary and The

Four Gutsy
Gnomes
LEARNING
3.1.1
Able to
write in neat
b
legible
print
with correct
STANDAR
spelling: sentences
TOPIC

...form letters and words in neat

legible print including cursive
writing.
...write and present ideas through a
variety of media using appropriate
language, form and style

3.3.1 Able to create simple

b
texts using a variety of
media with guidance:
linear

OBJECTIV By the end of the lesson, pupils would be able to:

E(S)
1) write at least 5 sentences
2) create a Flow Map based on the story read
CCE /
EE / MV

Citizenship / ICT /
Entrepreneurship
iTHiNK Map - Flow/HOTS
Map

ACTIVITY
Set Induction

TEACHING
Display: Story Blank A4 Paper (poster)
AIDS/
RESOURCES

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Tr. gets Ss. to recite du'a before the
Du'a Recital
lesson
begins - Ss.learning
readiness

1 Reading

Reading Comprehension

2 Demonstration

iTHiNK Flow Map

Tr. helps Ss. read the story "Rosemary &

the
4 Gutsy
Tr. demo
theGnomes"
Flow Map to Ss.

3 Writing

Modelling

Tr. demonstrates how and when to Flow Map

Ss. complete exercise - E3

4 Display of Work

Group Activity

5 Consolidation/Closure

Ss. display their previously completed

Flow
RecapMap

TEACHING & LEARNING EVALUATION

Teacher's obeservation and the Flow Map created by students.
IMPACT

___ /___ pupils were able 1)

to write at least 5 sentences
2) create a Flow Map based on the story read

REFLECTION / FOLLOW-U
Remedial

Reinforcement

Enrichment

Remark

CLASS

4 Tanjak

FOCUS

Grammar

THEME

World of Stories

TIME

1130 - 1229
DURATION 59 mins

DATE

27th April 2015

WEEK 15

DAY

Monday

DAY

Unit 5 : Rosemary and The

Four
Gnomes
LEARNING
5.1.3Gutsy
Able to
use verbs
a
correctly
and
STANDAR
STANDAR
appropriately: irregular
verbs
5.1.3 Able to use verbs
~
~
b
correctly and
appropriately: verbs that
do not change form
OBJECTIV By the end of the lesson, pupils would be able to:
E(S)
1) use irregular verbs in past tense in at least 4/5 sentences
CONTENT 5.1

TOPIC

use different word classes correctly

and appropriately

2) use irregular verbs that do not change form in at least 4/5 in a paragraph
CCE /
EE / MV

ICT / Entrepreneurship

ACTIVITY
Set Induction
1 Introduction

TEACHING
Word Cards, Textbook
AIDS/
RESOURCES

TEACHING & LEARNING

NOTES / FOCUS WORDS
STRATEGY
Du'a Recital
Tr. gets Ss. to recite du'a before the
lesson
begins - Ss.learning
readiness

2 Discussion

Irregular Verbs (Past

Tense)
Q&A

3 Demonstration

Modelling

Tr. introduces word & recalls VERBS

Tr. discuss the use of irregular verbs in
past
tense with Ss.
Tr. demonstrates
how to change the tenses in irregular verbs
make => made / let => let / tell => told, etc.
Ss. are to complete exercise.

4 Exercise

Group Activity

5 Consolidation/Closure

Recap

Ss. get in groups - find the correct word

for
each sentence
Tr. recaps
lesson given

TEACHING & LEARNING EVALUATION

Teacher's obeservation of the Ss.' role play
IMPACT

___ /___ pupils were able 1)

to use irregular verbs in past tense in at least 4/5 sentences
2) use irregular verbs that do not change form in at least 4/5 in a
paragraph

REFLECTION / FOLLOW-U
Remedial

Reinforcement

Enrichment

Remark

DSKP Year 4_2015

~
1.1
1.1.1
1.1.2
1.1.3
1.1.4
1.2
1.2.1a
1.2.1b
1.2.1c
1.2.1d
1.2.2
1.2.3
1.2.4
1.3
1.3.1a
1.3.1b
1.3.1c
2.2
2.2.1a
2.2.1b
2.2.2a
2.2.2b
2.2.3a
2.2.3b
2.2.4a
2.2.4b
2.3
2.3.1a
2.3.1b
3.1
3.1.1a
3.1.1b
3.1.1c
3.1.2a
3.1.2b
3.1.2c
3.2
3.2.1a
3.2.1b
3.2.2a
3.2.2b
3.2.2c
3.2.3a
3.2.3b
3.2.4

...pronounce words and speak confidently with the correct stress, rhythm and i
Able to speak with correct word stress
Able to listen to and enjoy stories
Able to listen to and recite poems, tongue twisters and sing songs, paying attention to p
Able to talk about related topics with guidance
...listen and respond appropriately in formal and informal situations for a variet
Able to participate in daily conversations: extend an invitation
Able to participate in daily conversations: accept an invitation
Able to participate in daily conversations: decline an invitation
Able to participate in daily conversations: express sympathy
Able to listen to, follow and give instructions
Able to listen to, follow and give directions around the neighbourhood
Able to participate in guided conversations with peers
...understand and respond to oral texts in a variety of contexts.
Able to listen to & demonstrate understanding of oral texts by: asking & answering ques
Able to listen to and demonstrate understanding of oral texts by: sequencing with guida
Able to listen to and demonstrate understanding of oral texts by: predicting with guidanc
...demonstrate understanding of variety of linear and non-linear texts in the for
Able to apply word attack skills by identifying: homographs
Able to apply word attack skills by identifying: homophones
Able to read and understand phrases and sentences from: linear texts
Able to read and understand phrases and sentences from: non-linear texts
Able to read and demonstrate understanding of texts by: sequencing with guidance
Able to read and demonstrate understanding of texts by: predicting with guidance
Able to apply dictionary skills: locate words
Able to apply dictionary skills: meaning of base words
...read independently for information and enjoyment
Able to read for information and enjoyment with guidance: fiction
Able to read for information and enjoyment with guidance: non-fiction
...form letters and words in neat legible print including cursive writing.
Able to write in neat legible print with correct spelling: phrases
Able to write in neat legible print with correct spelling: sentences
Able to write in neat legible print with correct spelling: numerals in word form
Able to write in neat cursive writing with correct spelling: words
Able to write in neat cursive writing with correct spelling: phrases
Able to write in neat cursive writing with correct spelling: numerals in word form
...write using appropriate language form and style for a range of purposes
Able to transfer information with guidance to complete: linear texts
Able to transfer information with guidance to complete: non-linear texts
Able to write with guidance: labels
Able to write with guidance: notices
Able to write with guidance: messages
Able to punctuate correctly: apostrophe
Able to punctuate correctly: speech markers
Able to spell words by applying spelling rules

DSKP Year 4_2015

3.3
3.3.1a
3.3.1b
4.1
4.1.1
4.1.2
4.2
4.2.1a
4.2.1b
4.2.1c
4.3
4.3.1
4.3.2
5.1
5.1.1a
5.1.1b
5.1.1c
5.1.1d
5.1.1e
5.1.2a
5.1.2b
5.1.3a
5.1.3b
5.1.3c
5.1.3d
5.1.4a
5.1.4b
5.1.5a
5.1.5b
5.1.5c
5.1.5d
5.1.5e
5.1.5f
5.1.6a
5.1.6b
5.1.7a
5.1.7b
5.1.8a
5.1.8b
5.1.8c

...write and present ideas through a variety of media using appropriate languag
Able to create simple texts using a variety of media with guidance: non-linear
Able to create simple texts using a variety of media with guidance: linear
...enjoy and appreciate rhymes, poems and songs.
Able to enjoy jazz chants, poems and songs through non- verbal response
Able to sing songs and recite jazz chants and poems with correct stress, pronunciation, r
...express personal response to literary texts
Able to respond to literary texts: characters
Able to respond to literary texts: place and time
Able to respond to literary texts: values
...plan, organize and produce creative works for enjoyment
Able to plan, produce and display creative works based on literary texts using a variety o
Able to plan, prepare and participate in a performance with guidance based on literary w
use different word classes correctly and appropriately
Able to use nouns correctly and appropriately: common nouns
Able to use nouns correctly and appropriately: singular nouns
Able to use nouns correctly and appropriately: plural nouns
Able to use nouns correctly and appropriately: countable nouns
Able to use nouns correctly and appropriately: uncountable nouns
Able to use pronouns correctly and appropriately: possessive
Able to use pronouns correctly and appropriately: interrogative
Able to use verbs correctly and appropriately: irregular verbs
Able to use verbs correctly and appropriately: verbs that do not change form
Able to use verbs correctly and appropriately: present continuous tense
Able to use verbs correctly and appropriately: past continuous tense
Able to use conjunctions correctly and appropriately: because
Able to use conjunctions correctly and appropriately: so
Able to use conjunctions correctly and appropriately: above
Able to use conjunctions correctly and appropriately: below
Able to use conjunctions correctly and appropriately: beside
Able to use conjunctions correctly and appropriately: next to
Able to use conjunctions correctly and appropriately: between
Able to use conjunctions correctly and appropriately: near
Able to use adjectives correctly and appropriately: comparative
Able to use adjectives correctly and appropriately: superlative
Able to use articles correctly and appropriately: the
Able to use articles correctly and appropriately: zero article (-)
Able to use adverbs correctly and appropriately: manner
Able to use adverbs correctly and appropriately: time
Able to use adverbs correctly and appropriately: place

DSKP Year 4_2015

ct stress, rhythm and intonation.

ngs, paying attention to pronunciation, rhythm and intonation

l situations for a variety of purposes.

asking & answering questions w guidance

y: sequencing with guidance
y: predicting with guidance
n-linear texts in the form of print and non-print materials using a range of strategies to construct m

-linear texts
encing with guidance
cting with guidance

ursive writing.

s in word form

rals in word form

range of purposes

DSKP Year 4_2015

ng appropriate language, form and style

nce: non-linear
nce: linear

al response
ct stress, pronunciation, rhythm and intonation

ary texts using a variety of media with guidance

dance based on literary works

t change form

ategies to construct meaning

DSKP Year 4_2015

DSKP Year 4_2015