_________________________________________________________

EDU 4203-Curriculum Design

Course Name: Curriculum Design Course Code:

EDU 4203

Instructor Name: Allan Mutambo

Task Title:
Case Analysis - Curriculum Mapping
Due Date: Week 7 - October 5, 2017 Date Submitted: October 5,
2017

Student name: Juwaher Rashed Ali Alnaqbi

Students ID: H00255210

Section: AE 7
 Grade level: grade 4 Government Primary school program- bridge to success term 1 (2016 2017) Subjects: English

Unit Methodology/
Time
s-
lessons and Learning Outcome/ SOLs Assessment Resources for
line
scop
activities
Mont sequence (standards) and skills term 1
hs e

1-The Al Ayyalah Unit 1 outcomes: Dialogue: work in pairs This for all units
Unit 1 Learners Book
routine By the end of the unit, learners will be able on a familiar topic, one
2- Tap your left to: student says the Formative assessments: Activity Book
(Unit
foot! instructions and the
1 Teachers book
includ 3-Lets play! Language communication skills: other student act them - Oral questioning during
es 15 4 Which game? out. (Ex. Imagine you the session (Questions which includes
lesson
s) 5- Team activities (G4.1.1.1.5) Listen to directions and have a ball, what are
may be directed at lesson plans for
6- My learning instructions of four or more sequential the instructions could
7- Lets be active! steps, short monologues, and dialogues be for a game?) individual learners, each lessons.
8- What are you
August

of about five exchanges on familiar groups of learners, or

good at? topics. Acting words: the whole class, (Lesson plans includes
9- Sharing in the In pair: A student has to
classroom1 (G4.2.1.1.1) Give personal act out a word and the
although the teacher differentiated activities
10- Sharing in the information; express interest, wants, B student has to say needs to make sure the
which employ
classroom 2 that word feedback sessions are

needs, likes, dislikes, ability and different learning

11- What does it not dominated by the
(Daily mean? obligation. Reading styles.)
in the most confident
schedul
12- My learning comprehension has
e). 13- Review instructions and learners.)
Reading and writing skills: Audio Track in
1415: Choose and students have to - Short quizzes (depend
present a project identify the sequential on the lessons and CD with teacher
G4.3.4.1.7) Read and follow steps. (students should
students level, they book.
be trained on reading
sequential instructions (recipes, may include multiple-
strategies that help PowerPoints that
directions. etc.). them comprehend the choice, free response,
reading) true/false, open-ended/ teacher made it
(G4.4.2.1.1) Produce simple but clear
close ended for any lesson
and coherent written texts of four or Individually write a
story has 4 sequential questionsetc.) when it is
more complete, simple sentences in
instructions. - Variety of activities
 past simple, present continuous and (worksheets, games, appropriate.
peer conversations,
future tenses to describe events or Learners listen to the Word cards to be
audio and write past group works, etc)
characters in stories, using words and prepared by the
tense verbs in their
expressions from the text. notebooks. (students teacher
should be reminded of Summative assessments: Any reading
irregular past tense)
- At the end of each unit comprehension
Describe events or there are assessments has instructions
characters in stories, are provided through
using words and the My Learning for a game or a
expressions. lessons and end-of- recipe (you can
(using the past simple, unit projects.
present continuous and find many
future tenses) reading resources
- Student presentation:
rely on the units main in twinkle
topics (Presentations
require students to website)
1- Family unit 2 outcomes: demonstrate their Stories from
celebrations understanding and
application of school library
Unit 2 2-Eid al Fitr writing skills: Have discussions into
traditions 1 groups of 4 students in language.) and there is a
(Unit 3-Eid al Fitr different sessions helpful website
2 traditions 2 (G4.4.3.1.4) Use coordinating alongside with this unit, - After each unit, there
includ
4-When I was conjunctions (for example, and, but, talking about: are four exams for called story
es 15
lesson young because). 1- memories from each of these skills:
s)
jumper.
5-A special trip (G4.4.2.1.1) Produce simple but clear Eid Alfiter reading, writing,
(The 6- My learning 2- a special trip listening and speaking. Pixton program
seventh
7-A camping trip and coherent written texts of four or 3- camping trip (writing scripts
lesson
will 8- A sad memory more complete, simple sentences in 4- sad memory
start in
9- A proud memory 5- proud memory - Exams from the MOE at for different
Septem
ber) 10- A happy past simple, present continuous and 6- A happy the end of each unit stories, speech
memory future tenses to describe events or memory and the final one at the
11- When I was a bubble)
end of the term.
child characters in stories, using words and
12- My learning
13- Review Get students to write
expressions from the text.
1415: Choose and about:
present a project 1- memories from
Speaking, reading and listening Eid Al Fiter
(Both units 1 and 2 2- a special trip
have sequential
skills:
3- camping trip
lessons talk about 4- sad memory
some of UAE 4SLLT2 listen actively and engage 5- proud memory
traditions and link in a variety of texts and link them to 6- A happy
them to celebrations personal experiences memory
and Eids then these (using past tense)
units tried to apply (G4.2.2.1.2) Deliver presentations
students experience using technology and visual displays
through telling their
when appropriate to clarify ideas, students make a
stories)
presentation talking
thoughts and feelings. about their personal
(G4.3.1.1.2) Know the vowel experience about the
mentioned topics.
phonemes /ea/, /ee/, /a/ and their
corresponding common spelling. Individually: read
stories including
(G4.3.2.1.2) Decode and read different vowels
unknown words using knowledge of
the six major syllable patterns (for Get in groups to make a
example, CVC, CVr,V, VCe, Cle). story and act it out in
front of their classmates
(G4.3.6.1.2) Gather information that describe a camping
from two written sources on the trip.
same topic to demonstrate
understanding of the subject.
(G4.4.5.1.4) Present information,
concepts and ideas using a variety of
formats.
 Unit 1- Desert weather Unit 3 outcomes:
3 2-Desert animals 1 Into groups of three:
3-Desert animals 2 Listening and speaking: Make a poster for the
(Unit
3 4- Desert plants desert life describing
includ
and animals Writing skills: the weather, activities
es 15
lesson 5-My learning that can do in a desert
s) 6- Friendship (G4.2.1.1.5) Build upon the ability and mentioning the
7-Arabian wolves animals that live there.
to compare two things using (using adjectives,
1
September

common regular and irregular different verbs,

8- Arabian wolves
comparing sentences)
2 adjectives; use the superlative form
9-If wolves live in
the desert of adjectives to compare three or
Individually: Students
10-The boy and more nouns or express the most make their favorite
the wolf animal mask that lives
extreme degree; use adverbs of

11-The boy and in the desert then

the wolf manner to modify actions. describe it:
12- My learning - How does it
(G4.3.4.1.4) Describe a character,
13- Review look like?
1415: Choose setting or event in a story. - What does it
and present a (G4.4.4.1.4) Correctly spell high eat?
project - What does it
frequency and studied words; use have that
(Unit 3: the knowledge of word families to spell protect him in
lessons are the desert?
single and multi-syllable words.
coherent and
(G4.4.1.1.1) Write legibly and begin In pairs: writing
sequential, they scripts for different
are talking about to transition from printing the stories (i.e. speech
the desert English script to producing and bubble)
elements such as
the weather, understanding cursive script,
Summarizing one story
animals, and practicing and learning to use the each week (for
human increasing vocabulary
four basic handwriting joins
relationship with through reading and
(diagonal and horizontal joins with apply words in their
desert) writing)
 and without ascenders) to form and
join letters correctly. Each student makes
his/her vocabulary
notebook (write the
speaking skills:
new words, with
drawing pictures, and
(G4.3.7.1.1) Build an increasing writing sentences)
number of words and phrases
through conversations, reading or
being read to; understand them when
used by others, and produce these
words themselves.

* Provide students with sentences that contain highlighted adjectives and adverbs and have them match the sentences to
the meanings.
* Ask the students to read a story to identify adjectives and new words that are used in the text.
* Vary the activities for the students using e.g. read aloud, independent, guided and shared reading and writing.
* Boost the students to use a wide variety of punctuation marks when writing.
* Encourage students write and draw the letters shape correctly.
 Grade level: grade 4 Government Primary school program- bridge to success term 2 (2016 2017) Subjects: English

Unit Methodology/
Time
s-
lessons and Learning Outcome/ SOLs Assessment Resources for
line
scop
activities
Mont sequence (standards) and skills term 2
hs e

1- Optical Unit 4 outcomes: Formative assessments:

Unit 4 Learners Book
illusions By the end of the unit, learners will be able Make
2- Thats to: conversations - Oral questioning during Activity Book
(Unit
4 impossible! active between the session (Questions Teachers book
includ 3- Word play Language communication skills: students,
es 15 may be directed at which includes
lesson 4-Very strange! discussing
5- Hidden pictures different familiar individual learners,
s)
(G4.3.7.1.1) Build an increasing lesson plans for
1 topics that groups of learners, or
number of words and phrases each lessons.
6- My learning enhances their use the whole class,
October

7-Hidden pictures through conversations, reading or of new words. although the teacher
2 Have students needs to make sure the (Lesson plans includes
being read to; understand them when
8-Camouflage describe pictures differentiated activities
used by others, and produce these feedback sessions are
9-Sounds using synonyms,
10- A camouflage antonyms, not dominated by the which employ
words themselves.
poem homophones (for most confident different learning
(Daily 11- Close your left (G4.3.7.2.2) Identify relationships example, see / learners.)
in the eye sea), homographs styles.)
schedul
among words including synonyms, - Short quizzes (depend
e). 12-My learning (for example, lead
antonyms, homophones (for on the lessons and
13-Review to go first with Audio Track in
1415: Choose example, see / sea), homographs (for followers behind/a students level, they
CD with teacher
and present a type of metal), and may include multiple-
example, lead to go first with book.
project multiple or choice, free response,
followers behind/a type of metal), nuanced true/false, open-ended/ Search in internet
and multiple or nuanced meanings. meanings. close ended
Get students to for more hidden
Writing and reading skills: questionsetc.)
compare things pictures, and has
(G4.3.7.2.3) Apply knowledge of using suffixes (-er, - Variety of activities
optical illusions
-est, -ul) (worksheets, games,
prefixes (for example, un-, re-, pre-,
 Play a game in peer conversations,
bi), suffixes (for example, -er, -est, - PowerPoints that
pairs, in order to group works, etc)
ul), roots, word patterns and known collect words and teacher made it
words to determine word meanings. its opposite using for any lesson
un-, im-, ir-, re-,
(G4.4.3.1.2) Use the language in, dis-, pre-) Summative assessments: when it is
structures of prepositional phrases. Show the students appropriate.
- At the end of each unit
variety of words to
(G4.4.3.1.4) Use coordinating there are assessments Word cards to be
get familiar with
conjunctions (for example, and, but). are provided through prepared by the
by display index
the My Learning
(G4.4.4.1.3) Correctly use a comma cards with the teacher (for
lessons and end-of-
prefixes: re, in, im,
before a coordinating conjunction, unit projects. prefixes)
dis, pre, mis, un.
and to set off the words yes and no Display index Stories from
- Student presentation:
cards with the root
from the rest of the sentence. words: wind, play,
rely on the units main school library
topics (Presentations
(G4.1.1.1.1) Summarize main idea behave, place, and there is a
require students to
and relevant details in stories, school, polite, helpful website
demonstrate their
agree, connect,
recounts, commentaries and understanding and called story
possible. Then
application of
descriptions, presented orally or help to match jumper.
language.)
them together.
through another media. Pixton program
- After each unit, there
Individually: Read are four exams for (writing scripts
speaking skills: stories and each of these skills: for different
highlight words reading, writing,
includes prefixes stories, speech
(G4.2.2.1.1) Report on a topic or listening and speaking.
letters, then record bubble)
text, tell a story or recount an them in the
experience with appropriate facts notebook. - Exams from the MOE at
and relevant details, speaking clearly the end of each unit
Individually: each and the final one at the
at an appropriate pace. student will write end of the term.
then loudly tell his
(G4.3.4.1.2) Demonstrate story in front of his
understanding of the main idea and classmates. (using
 some prefixes
details of the text; explain the text
words,
referring to explicitly stated or prepositional
phrases, show
inferred information.
using comma
before
conjunctions).

In pairs, will get a

reading
comprehension and
they have to draw a
simple map
demonstrating the
sequential main
ideas of the story.

unit 5 outcomes: Make a Fact File:

Unit 5 1- What is an
Speaking, writing reading and listening Ask learners to read
inventor?
(Unit 2- A history of skills: through the instructions
5
includ inventions
3-More inventions for the project and
es 15 (G4.1.1.1.1) Summarise main idea and
lesson
s) 4- problems and relevant details in stories, recounts, underline or highlight
solutions commentaries and descriptions,
(The the information in the
seventh
5- Carrying things presented orally or through other
lesson 6-My learning media. text that they need to
will
start in 7-Omars busy (G4.1.1.1.2) Summarise main idea and include in their Fact
Novem
ber)
house relevant details in descriptions or
8- If I built a dialogues of five exchanges. File, for example, What
house (G4.2.1.1.1) Give personal is his/her name? How
9-Jacks Dream information; express interest, wants,
Home needs, likes, dislikes, ability and old is he/she? How old
10-Your room obligation. was he/she? Where
11-Accidental
inventions (G4.2.1.1.2) Talk about past events,
is/was he/she from?
12-: My learning habits and future plans.
13-Review (G4.4.3.1.2) Use the language What did they invent?
1415: Choose structures of have to. How does it work?
and present a (G4.4.2.1.1) Produce simple but clear
project and coherent written texts of four or What can you use it
more complete simple sentences in for?
past simple, present continuous and
future tenses to describe events or
characters in stories, using words and Give out copies of the
expressions from the text. mini summaries about
(G4.4.3.1.1 Build on and continue the different inventions
applying concepts learned previously.
(G4.4.3.1.3) Write simple, compound and inventors. As far as
and complex declarative, interrogative possible, give out an
and exclamatory sentences.
(G4.4.3.1.2) Use the language equal number of each
structures of obligation and necessity. of the six summaries.
Group learners together
so that they are working
on the same number
summary in a small
group. Learners can
write their notes in their
Learner Books.

Ask the learners to

copy the Fact File onto
a sheet of paper.
Encourage the learners
to consider how they
 are presenting their
Fact File by using your
pre-made model as an
example. Learners then
Unit
1- Amazing draw a picture of the
6
dinosaurs invention on a separate
(Unit
6 2- Dinosaur Q and page and color it in.
includ
es 15
lesson
A
s) (Monitor carefully
3-Dino cubes
when learners are on
4-Dinosaur
task and focus learners
discoveries
November

who are not on track.)

5-Describing
(For unit 6: You will
dinosaurs Simple introduction:
Unit 6 outcomes: An example: need to search on the
6-My learning
Internet to find
7- Dinosaur Listening and speaking: 1. Write the word Summative assessment
dinosaur flashcards

footprints Writing skills: dinosaur on the board for unit 6:

(Diplodocus, T-rex,
8-Then and now and ask learners, Does
Triceratops,
(G4.3.4.1.1) Read, understand and it have a long or short
Project: Make a dinosaur
9- A dinosaur Stegosaurus,
enjoy stories with strong sequential mural, work into groups of 3
poem body? How many legs
narrative and illustrations; read and (learners book, page 111) Velociraptor,
10- A dinosaur does it have? Ask a
understand factual texts and recounts. Plesiosaur) and print
game (G4.3.4.1.2) Demonstrate learner to come to the Give learners the mini-fact them out.)
understanding of the main idea and board and draw the
11-How many sheets about the six different
details of the text; explain the text body and legs. dinosaurs and learners read
years ago?
referring to explicitly stated or inferred
12- My learning the information about their
information. 2. Continue asking
13-Review chosen three.
(G4.3.4.1.3) Summarise or retell main learners what other
 1415: Choose ideas, facts and key details in a text; features the dinosaur Learners will research their
retell the main events in stories and has and build up the
and present a dinosaurs, using the mini-
folktales from diverse cultures;
project drawing on the board, factsheets, their Learners
identify the theme.
asking different and Activity Book, or online
(G4.3.7.1.1) Build an increasing
learners to draw. (if they have supervised
number of words and phrases through
conversations, reading, or being read access).
3. Ask learners to work
to; understand them when used by
others, and produce these words in small groups to give (Encourage learners to think
themselves. a name to their dinosaur about how they will organize
(G4.3.7.2.6) Use dictionaries or other the mural, for example
online or print references to nd the Ask learners how
indicate they should lay
pronunciation, precise meanings of long ago dinosaurs everything out on the poster
words and phrases; use dictionaries or lived and prompt
paper before gluing. All
other online or print references to nd them, for example
learners should write their
other features of unknown words. Did they live one
names on the project and the
(G4.4.2.1.2) Recount short narratives
hundred years
based on events from stories or project title.)
ago? (No), Did
familiar experiences; develop topics
for stories or poems, using precise they live one
words to describe characters. thousand years
Develop fluency when discussing past ago? (No)
activities using the past simple + ago
(Monitor while
Write accurate sentences using the past
learners are on task to
simple + ago.
pick up learners
responses for feedback.
)

(Upgrade learners
pronunciation as
needed by providing
clear oral models and
choral and individual
drills.)

Activity Book page 76

Talk and write:

Activity 2

1. Focus learners on the

activity instructions and
explain that they are
going to ask the
questions in Activity 1
to five classmates,
asking a different
question to each
classmate.

2. Have learners repeat

each question in a
choral drill, to help
them build confidence
in speaking. Vary
choral drill techniques,
for example loud and
whispering drills;
nominating one group
of children, then
another (for example,
everybody sitting on
the back table; front
table etc.)

3. The survey can be

done as a mingle
activity, with learners
standing up and
walking around asking
different classmates the
questions. If you
choose this option, you
might like to move all
desks and chairs to one
side, to give the
learners space to
circulate. Alternatively,
sit learners in groups of
six and have each
learner write the names
of five classmates on
the top row of their
survey table. Then they
 ask each classmate a
different question.
(Monitor learners
closely to make sure
they are on track. Help
with pronunciation as
you listen to them
asking the questions.
Note any repeated
pronunciation errors for
feedback.)

Individually: let the

students write small
paragraph listing some
facts about any
dinosaur that they want.
(using past simple)

Applying dictation regularly for the new words.

Focus on learning by reading stories even in the learners book and then apply the new knowledge through writing and speaking activates.
 Grade level: grade 4 Government Primary school program- bridge to success term 3 (2016 2017) Subjects: English

Unit Methodology/
Time
s-
lessons and Learning Outcome/ SOLs Assessment Resources for
line
scop
activities
Mont sequence (standards) and skills term 2
hs e

1- Bugs and owers Unit 1 outcomes: This for all units

Unit 7 Learners Book
2- Matars By the end of the unit, learners will be able Whole class: read
barbecue to: Formative assessments: Activity Book
(Unit
3- Please give it to and explore a piece
7 Teachers book
includ me Writing, speaking, listening and reading of poetry. - Oral questioning during
es 15
4- Secret messages skills: the session (Questions which includes
lesson
s) 5-Amazing may be directed at lesson plans for
December

messengers (G4.2.1.1.1) Give personal Read a folktale

individual learners, each lessons.
6-My learning information.
7- Have you ever groups of learners, or
(G4.2.1.1.6) Participate in (During the
visited ...? the whole class, (Lesson plans includes
collaborative short conversations with conversation, teach the
8-Have you ever although the teacher differentiated activities
seen ...? others at grade-appropriate level. concepts of needs to make sure the
9- Have you ever (G4.2.1.1.7) Follow agreed-upon rules which employ
fair/unfair, and feedback sessions are
slept outside? for discussions (for example, gaining different learning
solution/problem.) not dominated by the
(Daily 10-A Nasreddin the floor in respectful ways, listening
in the story (1) most confident styles.)
schedul to others with care, speaking one at a
11- A Nasreddin learners.)
e).
time about the topic under discussion). Play an audio to
story (2) - Short quizzes (depend Audio Track in
12-My learning (G4.3.7.2.6) Use dictionaries or other listen to the story at
on the lessons and CD with teacher
13-Review online or print references to nd the least twice (without
students level, they book.
1415: Choose pronunciation and precise meanings of point or explain
and present may include multiple-
words and phrases. PowerPoints that
new vocabs) then choice, free response,
(G4.4.3.1.2) Use language structures teacher made it
have students to true/false, open-ended/
of present perfect simple, regular and for any lesson
discuss the main close ended
irregular.
ideas in the story questionsetc.) when it is
(G4.4.3.1.3) Write complex
- Variety of activities
 sentences. and identify a (worksheets, games, appropriate.
(G4.4.3.1.4) Use coordinating peer conversations,
problem then find Word cards to be
conjunctions (for example, and, but). group works, etc)
solution. prepared by the
(G4.4.4.1.2) Correctly use
apostrophes in contractions and teacher
Individually: each
possessives. Summative assessments: Any reading
student has to write
(G4.4.4.1.3) Correctly use a comma comprehension
sentences - At the end of each unit
before a coordinating conjunction, and there are assessments
identifying a (you can find
to set off the words yes, and no, from are provided through
problem then find the My Learning many reading
the rest of the sentence.
out a solution using lessons and end-of- resources in
unit projects.
the present perfect twinkle website)
simple tense. - Student presentation: Stories from
rely on the units main school library
topics (Presentations
require students to and there is a
demonstrate their helpful website
understanding and
application of called story
language.) jumper.

unit 8 outcomes: Search in internet

- After each unit, there
Make a table for are four exams for for more variety
Unit 8
1- Inside our Speaking, reading and listening each of these skills: of grade
each students and
reading, writing,
(Unit bodies skills: appropriate short
8 record what listening and speaking.
includ 2- Healthy and narratives
students read in a
es 15 (G4.3.3.1.1) Read and understand a
lesson strong
s) variety of grade-appropriate short month (read - Exams from the MOE at
3-Looking after the end of each unit
(The narratives, factual recounts and different short
seventh
yourself and the final one at the
lesson information texts. narratives, factual
will end of the term.
4-I dont feel well! (G4.3.4.1.3) Summarise or re-tell
start in
January
recounts and
) 5-The horse rider main ideas, facts and key details in a
6-My learning text; re-tell the main events in stories information texts.)
and folktales from diverse cultures;
7- What are you
identify the theme.
doing next week? In pairs: Choose
(G4.1.1.1.1) Summarize the main
8-Amazing facts idea and relevant details in stories, one story then
9- What am I? recounts, commentaries and retell it again
10- More amazing descriptions, presented orally or briefly by their
through other media.
facts! own words, they
11-The five senses can make a drama,
(G4.3.7.1.1) Build an increasing
12-My learning number of words and phrases act out and have
13-Review through conversations, reading, or their stage.
1415: Choose being read to; understand them when Each student has
used by others, and produce these
and present a to choose a topic
words themselves.
project from the unit for
(G4.4.3.1.3) Write simple,
compound, and complex declarative, example health
interrogative and exclamatory and strong and
sentences. Write simple,
compound, and
complex
declarative,
interrogative and
exclamatory
sentences.


Unit 9 outcomes:
Unit 1- Big school or Show pictures and
9 small school? Writing, speaking, listening and reading let students
(Unit
2-Big or small? skills:
9 3- All kinds of compare small and
includ large objects and
es 15
robots (G4.1.1.1.2) Summarize the main
lesson 4- Technology state their
s) 5-A small robot idea and relevant details in
preferences.
6-My learning descriptions or dialogues of five
describe the
7- More than ... exchanges.
January

less than ... differences

(G4.1.1.1.1) Summarize the main
8-Tallest, longest, between small and
idea and relevant details in stories,
heaviest large places, their
recounts, commentaries and
9- Containers towns, homes, and
10-A Tall Tale1 descriptions, presented orally or
give their own
11-A Tall Tale (2) through other media.
opinion.
12- My learning
13-Review (G4.2.1.1.1) Give personal
1415: Choose Display a video
information; express interest, wants,
and present a from the internet
project needs, likes, dislikes, ability and
that to identify the
obligation.
future tense will.
(G4.2.1.1.5) Build upon the ability to
Then let the
compare between two things using
students write
common regular and irregular
sentences using
adjectives; use the superlative form
will.
of adjectives to compare three nouns
or express the most extreme degree,
Understand and use
use adverbs of manner to modify
metaphorical
actions.
language to
 (G4.4.3.1.3) Write simple, describe size by
compound and complex declarative,
interrogative and exclamatory.
(G4.3.4.1.2) Demonstrate
understanding of the main idea and Write descriptively
details of the text; explain the text about the function
referring to explicitly stated or of an imaginary
inferred information.
object.
(G4.3.5.1.2) Describe the key
features of short factual recounts (for
example, opening, recount, closing
statement) and information texts (for
example, introduction, details Find information
ordered by feature ([for example, about a person
chronological order, sequential and from an audio
description]). track. (Aadeeb
(G4.3.7.2.1) Use context clues such Albloshi) and
as words and phrases; and text answer several
features such as graphs, headings
question in a
and subheadings to understand the
worksheet.
meanings of unknown words.
(G4.3.7.2.5) Learn to ignore

difficult words that are not key to

understanding the text and keep

reading to the end.

Learners may sometimes feel overwhelmed by new words in new texts. Encourage them to use a dictionary
regularly and to maintain a notebook of My English words.
Justification:

The curriculum is very rich of information and each term has lots of lessons. Through my planning I observed that the lessons were
sequential and contain different skills which covers writing, reading, speaking, and speaking skills. Moreover, building a large and
robust vocabulary is a cornerstone to success in both conversational and academic English. Bridge to Success exposes learners to a
wide range of vocabulary. However, many new vocabulary and the time of course doesnt help to cover all of them. Thus, the teacher
will have no time to practice students on the other skills and achieve her goals. The interesting part is that there is my learning section
at the end of each unit that let the students examine their knowledge. It also built on collaborative works, problem solving and creative
thinking. For example, in unit 3 there is a question asks how can we protect desert animals? And Create your animal then name it,
after that acts out with your partner that your animal is talking to classmates animal. those activities enhance the speaking skills, think
critically, and also give opportunity to students to communicate their ideas with others.

References:
Linse, C., Boylan, G., Medwell, C., & Schottman, E. (2016). Bridge to Success: English Learner book. United Kingdom: Cambridge
University Press

Linse, C., Boylan, G., Medwell, C., & Schottman, E. (2016). Bridge to Success: Teachers guide. United Kingdom: Cambridge
University Press