Grade 4 marks a significant step in learning English as a First Additional Language (FAL). The 2026 curriculum focuses on developing confidence in speaking, reading fluency, and structured writing. Learners move from simple sentences to paragraphs and creative texts like dialogues and poems.
This guide outlines the 2026 English FAL Annual Teaching Plan (ATP), providing a structured weekly roadmap to help teachers guide learners through listening comprehension, transactional writing, and visual literacy.
English FAL Grade 4 ATP 2026
The curriculum is divided into four terms, with continuous assessment in Listening and Speaking, Reading and Viewing, Writing and Presenting, and Language Structures.
Term 1: Information & Stories
Focus: The first term establishes a baseline and focuses on information texts (posters/graphs) and narrative stories.
- Weeks 1–2: Information Texts
- Listening: Identifying details in posters advertising events.
- Reading: Interpreting graphs, tables, and diagrams. Pre-reading strategies (predicting from titles/pictures).
- Writing: Creating an information text or advertisement with logical organization.
- Language: Nouns (common/abstract), adjectives, verbs, and sentence types (statement/question).
- Weeks 3–4: Short Stories (Novelette)
- Listening: Listening to an extract from a novelette and identifying main ideas.
- Reading: Skimming and scanning strategies. Identifying characters and sequence of events.
- Writing: Writing a character sketch using a writing frame.
- Language: Pronouns (relative/reflexive), adverbs, conjunctions, and tenses (simple present/past).
- Weeks 5–6: Narrative Writing
- Reading: Reading a short story and discussing feelings/values.
- Writing: Writing a story based on personal experience (creative writing process).
- Language: Countable/Uncountable nouns, plurals.
- Weeks 7–8: Instructions (Recipes)
- Listening: Following instructions (e.g., making tea).
- Writing: Writing instructions (How to make tea) using command verbs.
- Weeks 9–10: Visual Literacy (Posters)
- Reading: Analysing posters and advertisements (font, colour, layout).
- Writing: Designing a poster to advertise an event.
Term 1 Assessments
- Task 1 (Oral): Reading Aloud (Start in Term 1, finish in Term 2).
- Task 2 (Writing): Essay (Narrative/Descriptive) – 20 Marks.
- Task 3 (Test): Response to Texts (40 Marks).
Term 2: Poetry, Weather & Dialogue
Focus: The second term explores creative genres like poetry and drama, alongside informative weather reports.
- Weeks 1–2: Poetry
- Listening: Identifying rhythm and mood in poems/songs.
- Writing: Writing a simple poem/song using rhyme and correct structure.
- Language: Personification, alliteration, and rhyme.
- Weeks 3–4: Weather Reports
- Listening: Interpreting weather forecasts and comparing conditions.
- Reading: Reading weather maps and symbols.
- Writing: Writing a weather report with visual components (maps/symbols).
- Language: Future tense and adjectives.
- Weeks 5–6: Dialogue
- Listening: Identifying speakers and context in a dialogue.
- Writing: Writing an interview using direct speech rules.
- Language: Direct and Indirect speech.
- Weeks 7–8: Instructions (Safety/Directions)
- Writing: Writing instructions for safety rules (e.g., crossing the road) or giving directions.
Term 2 Assessments
- Task 4 (Writing): Transactional Writing (Instructions/Directions) – 10 Marks.
- Task 5 (Test): June Control Test (40 Marks) covering Comprehension, Visual Text, Summary, and Language.
Term 3: Folklore & Creative Project
Focus: The third term delves into cultural stories (myths/legends) and a major Creative Writing Project.
- Weeks 1–2: Folklore (Myths/Legends)
- Listening: Identifying plot and moral in folktales.
- Writing: Retelling a myth/legend using a writing frame.
- Language: Prefixes/Suffixes, synonyms/antonyms, and idioms.
- Weeks 3–4: Creative Project (Phase 1 – Research)
- Activity: Researching a specific genre (Poem/Story/Drama). Gathering information and planning.
- Weeks 5–6: Creative Project (Phase 2 – Writing)
- Activity: Drafting and refining the creative piece (e.g., writing the poem or story based on research).
- Focus: Using the writing process (Drafting, Editing, Proofreading).
- Weeks 7–8: Poetry (advanced)
- Writing: Writing sentences that rhyme and using onomatopoeia.
- Weeks 9–10: Advertisements
- Reading: Analysing persuasive language and stereotypes in ads.
- Writing: Creating an advertisement for a specific target audience.
Term 3 Assessments
- Task 6 (Writing): Creative Writing Project (40 Marks).
- Task 7 (Oral): Oral Presentation of Project (Start in Term 3, finish in Term 4).
Term 4: Drama, News & Exam Prep
Focus: The final term covers drama scripts, news reports, and preparation for the final examination.
- Weeks 1–2: Short Stories
- Writing: Writing a friendly letter to a character in a story.
- Weeks 3–4: Drama
- Reading: Reading a play script and understanding format/punctuation.
- Writing: Writing a dialogue script.
- Weeks 5–6: News Reports
- Reading: Analysing newspaper articles (headline, lead paragraph, 5 Ws).
- Writing: Summarizing a news report.
- Weeks 7–8: Oral Preparation
- Activity: Presenting a prepared speech.
Term 4 Assessments
- Task 8 (Writing): Transactional Writing (10 Marks).
- Task 9 (Test): End-of-Year Control Test (40 Marks).
FAQ: English FAL Grade 4
Q: What is the “Creative Writing Project”? A: In Term 3, learners complete a project centered on a specific genre (e.g., writing a poem or story). It involves three phases: Research, Writing, and Oral Presentation. It is a major component of the term’s assessment.
Q: How is reading assessed? A: Reading is assessed continuously. Learners must read a novelette/reader for at least 30 minutes daily. Formal assessment includes “Reading Aloud” and written comprehension tests.
Q: What are “Language Structures”? A: These are the grammar rules. In Grade 4, key structures include Tenses, Plurals, Prefixes/Suffixes, Conjunctions, and Direct/Indirect Speech.