CLASS 6TH SUBJECT SCIENCE

BASIC INFORMATION LESSON PLAN #1

CLASS: 6TH

SUBJECT: G SCIENCE TOPIC: WHEEL AND AXLE

NUMBER OF STUDENTS: 30 AVERAGE AGE=12

YEARSDURATION: 45 MINUTES DATE: 25/08/2021

STUDENTS’ LEARNINGOBJECTIVES

GENERAL OBJECTIVES:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
SPECIFIC OBJECTIVES:
At the end of this lesson the students will be:
• Recognize wheel and axle and
• Identify their uses.

INFORMATION FOR TEACHER

• The most important invention of the human history is "invention of the wheel".
• Wheels can move heavy objects easily.
• Wheels are used in a simple machine called wheel and axle .
• A wheel and axle consists of a large wheel fixed to a smaller wheel called the axle.
• When the wheel turns, the axle also turns.
• A wheel has bigger diameter than that of an axle as shown in (Fig. 9.1) at page 90 of the
textbook.

MATERIAL/ AV AIDS REQUIRED

Writing board, marker, charts, cylinders, axle, wheel, string etc.

 Assessing Previous Knowledge 5 minutes

The teacher will:

• show the following pictures to

st u dents.

• ask what have you seen in these

pictures.
Expected answer: a bicycle,
tyre, rotating cling, wheel and
axle etc.

• ask the students, what is a

wheel?
Expected answer: a round rotating object which is used to run vehicles.

• ask the students, what is the function of wheel?

Expected response: it reduces the friction.

• then ask the students, what is an axle?

Expected response: a rod on which a wheel rotates.

• introduce today's topic and will say, we will study, "Wheel and Axle".

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “WHEEL AND AXLE”
 PRESENTATION 30 minutes

The teacher will:

• ask students to take a metallic rod and two round

shaped cardboards
• say, make holes in the centre of both card boards.
• ask students to insert the metallic rod in both the
card boardsas shown in the figure given below.
• tell students that as the axle and wheels are ready, now
wrap athread around the axle.
• call a student and ask him/her to perform this activity
one moretime to understand the concept well.
• now divide the class into three groups to perform an activity.
• print the activity sheet for each group and ask them to complete it.
• tell students to look at the figures in the table given below.
• ask students to discuss these among the groups and write in front of each option (A, B, C,
D, E and F) whether it is a wheel or an axle.

A.

B. _

C.

D. _
 E.
F.

• tell students to share their work in front of the class.

• check students' work and will provide feedback where required.

RECAPITULATION (CONCLUSION) 2 minutes

• A wheel has larger diameter, while an axle has smaller diameter.

• To lift a heavy load, we apply force on the wheel to turn the axle.
• To increase the speed, we apply force on the axle to turn the wheel.

ASSESSMENT 5 minutes

For assessment purpose, the teacher will ask the following questions from students:

• Define a wheel.
• Define an axle.
• A doorknob is a simple machine which consists of a wheel and an axle. How does it work?

HOME WORK 1 minute

Ask students to write answers of the following questions on their notebooks and show
it to the class when they come the next day.

What is the advantage of a wheel?

Write some uses of a wheel and axle in our daily life.
 LESSON PLAN#: 2

BASIC INFORMATION

CLASS: 6TH , SUBJECT: G. SCIENCE

DURATION: 45 MINUTES,

TOPIC: PULLEYS
NUMBER OF STUDENTS: 30 Average age =12

DATE: 26/08/2021:

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
Specific objectives:

At the end of this lesson the students will be:

• Describe pulleys and their kinds.

INFORMATION FOR TEACHER

• Instead of axle, the wheel could also rotate a rope or cord.

• This variation of wheel and axle is called the pulley.
• A pulley is the wheel with a groove in its edge through which a cord is passed.
• The pulleyturns around an axle.
• We can use pulleys to raise and lower objects.

MATERIALS/ AV AIDS
Writing board, marker, charts, pulleys, hook with clamp, string, wire, bucket, water etc.

Assessing Previous Knowledge 5 minutes

The teacher will:

• ask the students, what is the function of a wheel?

Expected response: it reduces the friction and assists the working.

• ask the students, what is an axle?

Expected response: a circular rod with which a wheel is connected is called axle.

• ask the students, what kinds of work are performed by wheel and axle?
Expected response: wheels and axle can be used to run vehicles etc.

• ask what are otherfunction of wheel and axle?

Expected response: wheel and axle can be used to lift heavy loads easily.

• introduce that wheel and axle are modified to form pulley and today we will study,
"pulley".
• Announcement of the Topic:
• After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “PULLEYS”

PRESENTATION 30 minutes

The teacher will:

• ask students to fill a small bucket with water.

• tell students, try to liftthe bucket.
• ask students to bend a wire into a triangle shape and
push theends of this wire into a thread real.
 • tell to hang the pulley with some support.
• ask students to tie the bucket with the end of a string.
• tell students to pass the string over the pulley.
• say, now pull the string downward to lift thebucket.
• tell students thatthis way, we can lift thebucket upward easily.

Activity

Instructions:

• Teacher will divide the class into four groups to perform an act ivit y.
• Teacher will get4 prints of the following activity (One for each group).
• Each group will complete the provided activity sheet.
• After a few minutes, the teacher will instruct all groups to exchange their activity
sheets with the other group to see what others have done.
• The teacher will randomly call these groups to present their work.
• The teacher will appreciate the correct response of the students and will provide
feedback whererequired.

Directions: Match the simple machine to its operation.

 a wheel with a groove around the outside edge wherea
lever rope is placed and is used to make pulling objects upward
easier.

two inclined planes joined back to back that fit into

wheel & axle crevices and are used to split things to two.

a straight rod or board that pivots on a point called a

fulcrum which can be moved depending weight of the
wedge
object and the force needed; used to make lifting easier.

an inclined place wrapped around a cylinder whicheasily

inclined plane
moves through material such as wood.

a set of wheels connected by a smaller cylinder, calledan

pulley axle, allowing the set to turn; makes moving objects
easier.

a sloping surface, used to alter the effort and distance

screw involved in doing work, such as lifting loads.

RECAPITULATION (CONCLUSION) 2 minutes

• Pulleys are made with the help of a wheel and an axle.

• Pulleys are used to raise and lower the objects.
• Pulleys are used to lift very heavy loads.

ASSESSMENT 5 minutes

For assessment purpose, the teacher will ask the following questions:

• Differentiate between wheel and axle.

Define pulley.

HOME WORK 1 minutes

Ask students to answers the following questions and write them on their notebooks.

• Q.1. Write some uses of a pulley in our daily life.Q.2.Write some advantages of

LESSON PLAN#: 3

BASIC INFORMATION

CLASS: 6TH , SUBJECT: G. SCIENCE

DURATION: 45 MINUTES,

TOPIC: TYPES OF PULLEYS

NUMBER OF STUDENTS: 30 Average age= 12 years

DATE: 27/08/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
Specific objectives:

At the end of this lesson the students will be:

• Differentiate between transmission, absorption and reflection of light.

• Describe pulleys and their kinds.
 INFORMATION FOR TEACHER

Types of Pulley

• There are two kinds of pulleys i.e. fixed pulley and moveable pulley.
(I) Fixed Pulley

• The axle of this pulley is fixed with some support.

• The load is tied onone end of the rope which is passing over the pulley.
• The force is applied on the other end of the rope to lift theload.
• A fixed pulley is used to change the direction of applied force.
(ii) Moveable Pulley

• This kind of pulley has a hook to tie the load.

• The moveable pulley moves together with the load.
• In this kind, the rope is attached to some support while pulley moves.

MATERIALS/ AV AIDS

Writing board, board markers, charts, fixed pulley, movable pulley, hook with clamp, string,
wire, fifteen weights, rope, two small buckets and some amount of sand as a load.

Assessing Previous Knowledge 5 minutes

The teacher will:

• ask the students, do you know about wheel?

Expected response: yes.

• ask them, do you know an axle?

Expected response: yes.
 • then ask the students, how can you make pulley?
Expected response: wheel and axle can be used to form pulleys.

• ask, where do we use a pulley?

Expected response: pulleys can be used to lift loads, draw water from a well etc.

• ask the students, do we use the same pulley to perform different kinds of work?
Expected response: yes/no

• introduce the topic and saythattodaywe will study, "Types of pulleys".

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “TYPES OF PULLEYS”

PRESENTATION 30 minutes

The teacher will:

• hang a fixed pulley to some support.

• tie the rope to a small bucket and put some load into it.
• pass the rope over the pulley and tie the second bucket to its free end.
• make the rope short enough so that the second bucket come near the fixed pulley.
• gently, put some weights into the second bucket (one at a time) until the load just
lifts off the ground.
• record the number of weights you needed.
• repeat this experiment with a moveable pulley and fixed pulley as shown in the figure below.
• then divide the class into four groups to perform this activity.
• instruct them that different types of pulleys are given below in column A.
• ask them to look at these options in column A and write the correct names of these
pulleys incolumn B.
• get four prints of the following activity (One for each group).
• ask each group to complete the provided activity sheet.
• instruct the groups to exchange their sheets with one another to know what the others
group have done.
• randomly call students to present their work and will provide them feedback where
required.

Column Column B
A
 RECAPITULATION (CONCLUSION) 2 minutes

• Pulleys are made with the help of wheel and axle.

• Pulleys are used to raise and lower the objects.
• Pulleys are used to lift very heavy loads.
• Axle affixed pulley is fixed.
• Axle of movable pulley is moving together with the load.

ASSESSMENT 5 minutes

For assessment purpose, the teacher will ask the following questions:

• Define fixed Pulley.

• Define movable Pulley.

HOME WORK 1 minute

Ask students to write answers of the following questions on their notebooks.

Differentiate between fixed pulley and movable pulley.

Write some advantages of pulleys.
 LESSON PLAN#: 4

BASIC INFORMATION

CLASS: 6TH ,

SUBJECT: G. SCIENCE

DURATION: 45 MINUTES,
TOPIC: GEARS

NUMBER OF STUDENTS: 30 Average age= 12years

DATE: 28/08/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
Specific objectives:

At the end of this lesson the students will be:

• Describe the function of pulley and gear system.

INFORMATION FOR TEACHER

 • A gear is also a modification ofa wheel and axle. Gearwheel has teeth around it.
• The teeth ofone gear usually fit into the teeth ofanother gear.
• Gears are used to transfer the force from one wheel to another. They can also increase or
decrease the speed.
• Gears work in teams. When two or more gears work together, it is called a gear train
or a gear system.
• When the driving wheel is larger and the driven wheel is smaller, the gear system is
used to increase the speed.
 When the driving wheel is smaller and the driven wheel is larger, the gear system is used
toincrease the force.

MATERIALS/ AV AIDS

Writing board, board marker, textbook, four activity sheets, gear box (Present in science kits if
not then use pictures or movies for the understating of their work). An out of order toy car
which has gear system.

Assessing Previous Knowledge 5 minutes

The teacher will:

• show the following pictures or real objects (removed from the wall clock or toy car etc.)
 The teacher will:

• ask, what are these?

Expected response: these are toothed circles.

• ask the students, what are its functions?

Expected response: it is used in rotating the objects.

• ask, how does it work?

Expected response: a force is applied on the small gear which rotate the next big gear.

• ask, where else have you seen this?

Expected response: in bicycles, motorbike engines, wall clock, toy cars etc.

say, thatthis is called a gear and today we will learn about "gears and their function".

Announcement of the Topic 2 minutes:

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “GEARS

PRESENTATION 30 minutes

The teacher will:

• divide the class into six groups.

• distribute the following activity sheet among all the groups.
• ask them to complete the activity sheet after they have developed understanding
amongthemselves.
Activity sheet

Q.l Complete the statements based on

yourunderstanding.
 1)- A gear is also a modification of the wheel and
, Gear wheel has
around it.
2)- Gears are used to te
force from one
wheel to another. They can also increase
or decrease the speed.
When two or more gears work together, it Fig. 9.14: Gear
is called a or gear system. train

3)- One gear is called towhich force driving

gea drivin
is applied. The other gear is called _ ggear
which turns due to the movement of the
first
 gear.
4)- When the driving wheel is larger and the driven wheel is smaller, the
gear system is used to increase the -------
5)- When the driving wheel is smaller and the driven
wheel is larger, the gear system is used to increase the
• call the representatives from each group to presenttheirwork.
• reinforce the topic by explaining that how gears work as well as how one can
increase force and speedwith modification in gears.
• appreciate students for their correct responses and will provide feedback to
students whererequired.

RECAPITULATION 2 minutes

The teacher will:

• recap the lesson to students:

O A gear is also a modification of the wheel and axle.
o Gear wheel has teeth around it. The teeth of one gear usually fit into the
teeth of another gear.Gears are used to transfer the force from one wheel to
another.
o They can also increase or reduce the speed. Gears work in teams.
O When two or more gears work together, it is called a gear train or gear system.
• summarize that we can use a gear system in two ways:
o when the driving wheel is larger, and the driven wheel is smaller. The
gear system is used to increase the speed.
O when the driving wheel is smaller and the driven wheel is larger, the gear
system is used toincrease the force.

ASSESSMENT 5 minutes
 For assessment purpose, the teacher will ask the following questions:

• What is a driving gear?

• What is a driven gear?
• What is gear train?

HOME WORK 1 minute

Teacher will ask the students to write answers of following questions in their
notebooks and show it to the class when they come the next day.

How force and speed is increased by using gears?

Briefly explain the function of gears.

LESSON PLAN#: 5
BASIC INFORMATION

CLASS: 6TH , SUBJECT: G.SCIENCE

DURATION: 45 MINUTES,
TOPIC: USES OF GEARS
NUMBER OF STUDENTS: 30 Average age= 12 years

DATE: 30/08/2021

STUDENTS LEARNING OBJECTIVES

GENERAL OBJECTIVES:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
 SPECIFIC OBJECTIVES:
At the end of this lesson the students will be:

• Describe the function of pulley and gear system.

INFORMATION FOR TEACHER

• Gears usually make part of a more complicated machine. They transfer

energy from one wheelto the other to change the direction of force.
• A hand-drill consists of two mutually perpendicular gears. When its larger
gear is rotated in a
vertical plane, the smaller gear linked with it rotates very fast in the
horizontal plane. A hand-drill is used to make holes in wood.
• Bicycle moves with the help of gears . Two gears are linked with each other by a
chain.
• The chain makes it possible for the small gear to move in the same direction as
that of a big gear.
Gears are also used in motor vehicles, factory machines and many other instruments.

MATERIALS/ AUDIO VISUAL AIDS

Writing board, board marker, textbook, six activity sheets.

Assessing Previous Knowledge 5 minutes

The teacher will:

• show the following pictures or real objects (removed from a wall clock or toy
car etc.)
 • ask, what are these?
Expected response: these are toothed circles.

• ask the students, what are its functions?

Expected response: it is used in rotating the objects.

• ask, how does it work?

Expected response: a force is applied on the small gear which rotate the next
big gear.

• ask, where else have you seen this?

Expected response: in bicycles, motorbike engines, wall clock, toy cars etc.

• say, that this is called a gear and today we will learn about "gears and their
function".
Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The
teacher will write the topic on the White Board “USES OF GEARS
”

PRESENTATION 30 minutes

The teacher will:

• divide the class into six groups.

• distribute the following activity sheet among all the groups.
• ask them to complete the activity sheet after they have developed their
understanding about gears and theirfunction.
Activity Sheet

What is this? -----------

1t consists of two mutually perpendicular _ driving gear
When its larger gear is rotated in a plane, the
smaller gear linked with it rotates very fast in the _
plane Where we use this? _
dri
ven
gea
r
What is this? ----------
Where have you seen this? _ driving gear
Two gears are linked with each other by a _
The front gear is with teeth in which pedal is
fitted.The rear gear is a toothed wheel which is
present in the rear wheel of the bicycle. When you pedal
the bicycle, you turn the big gear.

driven gear
A wind-up clock consists of many gears. The minute wheel is
a
with a few teeth, while the
hourwheel is a bigger gear with many _ The
minute wheel rotates the minute hand and hour
wheel rotates the hour hand.
Look at this, where have you seen this? _ Gears are
also used in ,factory machines and many other instruments.

• call the representatives from each group to presenttheirwork.

• reinforce the topic and explain the different uses of gears.
• check students work and provide feedback where required.
 RECAPITULATION 2 minutes

• recap the lesson that gears are used in many ways in our daily life.
O A hand-drill consists of two mutually perpendicular gears. It is used to
make holes in wood.

O Bicycle moves with the help of gears.

O A wind-up clock consists of many gears.

O Gears are also used in motor vehicles, factory machines and many other
instruments.

ASSESSMENT 5 minutes

For assessment purpose, the teacher will ask the following questions:

• Where do we use hand drill?

• How many gears are present in a bicycle?
• Where else have you found gears?

HOME WORK 1 minute

The teacher will ask the students to write answers of the following questions
in their notebooks and show it to the class when they come the next day.

• Q.1. Write is the mechanism of a bicycle gears.

• Q.2. Briefly explain some uses of gears.
 Class: 7th Subject Science

LESSON PLAN# 6

BASIC INFORMATION

CLASS: 7TH , SUBJECT: G. SCIENCE

TOPIC: TRANSMISSION, ABSORPTION AND REFLECTION OF LIGHT

NUMBER OF STUDENTS: 35

Average age of students: 13 year

DURATION: 45 MINUTES,
DATE: 01/09/2021

STUDENTS’ LEARNING OBJECTIVES

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
 Recognize the importance of science and technology to solve every day problems.
Specific objectives:

At the end of this lesson the students will be able:

 Differentiate between transmission, absorption and reflection of light.

INFORMATION FOR TEACHER

At the end of this lesson the students will be able:

 To develop the vocabulary of the students.

 To use critical thinking to respond to the text (post reading) to:
 Class: 7th Subject Science

 apply world knowledge and own feelings/opinions to the text read.

 relate what is read to their own feelings and experiences.
 respond orally or in writing.

• Light is a form of energy which is given out by luminous objects. The Sun, bulb,
candle, etc. are luminous objects. Other objects which do not give out light are
called non-luminous.
• Light can pass through transparent materials. Glass, water, clear plastic and air
are transparent materials.
• Light cannot pass through translucent materials. A tracing paper, frosted glass and
waxed paper are translucent materials.

MATERIALS/ AV AIDS

Writing board, board marker, textbook, six activity sheets.

Assessing Previous Knowledge 5 minutes

The teacher will:

• ask, what do we get from the sun?

Expected response: light, heat, and energy.

• ask the st udents, how light produces energy?

Expected response: bodies or any other objects absorb light when it strikes on them.

• ask, have you ever observed the light falling on a mirror?

Expected response: yes, it reflects and cause the eyes to blink when it enters in eyes.

• ask, have you seen any other function of light?

Expected response: it warms bodies, warms the objects and causes the reflection.

• introduce the topic and will say that we will learn about" transmission,
absorption and reflection of light".
 Class: 7th Subject Science

•
Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “TRANSMISSION, ABSORPTION AND REFLECTION OF
LIGHT”

PRESENTATION 30 minutes

The teacher will:

• demonstrate the following activity in front of the class.

• throw some light from a torch onto a black surface and show its warmness to some
students.
• throw some light from a laser onto a transparent surface and show its
transmission to thestudents.
• throw some light from a laser onto a smooth surface and show its reflection to the
students.
• then divide the class into six groups.
• distribute the following activity sheet among all the groups.
• ask them to complete the activity sheet after they have discussed among
themselves anddeveloped their underst an ding.

Explain the transmission of light with the help of

diagramgiven in the side box.

Transparen
tsurface

Activity Sheet
 Class: 7th Subject Science

Explain the absorption of light with the help of

diagramgiven in the side box.

Smooth, shiny, opaque

surface

Explain the reflection of light with the help of diagram

given in the side box.

Black, rough, opaque surface

• call the representatives from each group to presenttheirwork.

• reinforce the concept and explain that how does the transmission, absorption
and reflection oflight take place.
• check students' responses and provide feedback where required.

RECAPITULATION (CONCLUSION) 2 minutes

The teacher will:

• recap the lesson, as light is a form of energy which is given out by luminous objects.
The Sun, bulb, candle, etc. are luminous objects. Other objects which do not give
out light are called non luminous.
• explain that light can pass through transparent materials. Glass, water, clear
plastic and air are transparent materials, light cannot pass through translucent
materials. A tracing paper, frosted glass and waxed paper are translucent
materials.
• remind the differentiation between reflection, absorption and transmission of
light.
 Class: 7th Subject Science

ASSESSMENT 5 minutes

For assessment purpose, the teacher will ask the following questions from the students.

• What are luminous objects?

• What are translucent objects?
• What is absorption of light?

HOME WORK 1 minute

The teacher will ask students to write answers of the following questions in their
notebooks and show to the class when they come the next day.

Write names of transparent, translucent and smooth objects.

Differentiate between reflection, absorption and transmission of light.

LESSON PLAN#: 7

BASIC INFORMATION

CLASS: 7TH SUBJECT: SCIENCE

DURATION/ Numbers of Period/s: 40 MINUTES /1 period

 Class: 7th Subject Science

TOPIC: IMAGES FORMATION BY PLAIN MIRROR

NUMBER OF STUDENTS: 35

DATE: 2/09/2021

STUDENTS LEARNING OBJECTIVES

General objectives:
 To develop power of thinking, reasoning and imagination among the students
 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
Specific objectives:
• Describe image formation by a plain mirror.

INFORMATION FOR TEACHER

• A shiny surface is called a mirror.

• A plane mirror has a smooth and flat surface.
• We see images in a plane mirror when light reflected by the mirror enters our
eyes.
• The plane mirror is used to see our faces.
• The image formed by a plane mirror is upright (straight upward).
• The image is equal in size to the object.
• The image is laterally inverted. It means your right becomes left in the image.
• The image in the plane mirror is virtual. It means the image disappears on
removing the object.
• The image is as far behind the mirror as the object is in front of it.

MATERIALS/ AV AIDS

Writing board, markers, four plan mirrors, four drawing sheets, drawing pins and a
drawing board
 Class: 7th Subject Science

Assessing Previous Knowledge 5 minutes

The teacher will:

• do you see mirror when you get ready for school or somewhere?
Expected response: Yes, we do.

• What is the surface of the plan mirror?

Expected response: It has smooth and flat surface.

• What is the position of an image formed by a plane mirror?

Expected response: We see our image straight upward.

• Is the size of your image same as you?

Expected response: Yes, the size of our image is equal.

• say, look at your right-side pocket in the mirror and tell on which does it look in the
mirror?
Expected response: we see it on our left side.

• students to think about the image which is laterally inverted. It means your right
becomes left in the image.
• students that today we will study the "image formation by a plain mirror".

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “MAGES FORMATION BY PLAIN MIRROR”

PRESENTATION 30 minutes

• the teacher will divide the class into four groups.

• he/she will provide a plan mirror, drawing sheet, drawing pins and a drawing board
to each group.
• students will work out on the image formation through a plan mirror following the
instructions.
• after completing the activity, the teacher will students to exchange their
 Class: 7th Subject Science

worksheets with eachother to see what others have done.

Activity Sheet

• take a sheet of white paper and fix it on a drawing board.

• draw a line MR on the sheet and put a plane mirror vertically along the line.
• now fix a pin 0, serving as the object before the mirror (Fig.10.7).
• usefollowingdiagramtodrawyourownray diagram.

• view the image "I" of pin O from left side of the object pin and fix two pins
P and Qin such away that both pins and image "I" lie in the straight line.
• now view the image from the right of the pin O and fix two pins Sand Tin the
same way.
• remove all the pins and put a cross (x) to mark each pin hole.
• draw lines PQ and ST beyond the mirror line MR till both lines intersect each other.
• draw a vertical line from Oto I which meets MR at N. Also, join Oto the
points A and B where lines PQ and ST meet the line MR. Measure ON and IN.
• oN is the distance of the object from the mirror and IN is the distance of
the image from themirror. Both will be equal.
• draw perpendiculars on A and B to prove the laws of reflection.
• at each point of incidence, the angle of incidence should be equal to the angle of
reflection.

RECAPITULATION 2 minutes

• A shiny surface is called a mirror which has a smooth and flat surface.
 Class: 7th Subject Science

• We see images in a plane mirror when light reflected by the mirror enters our
eyes.
• Straight upward image formed in plan mirror which is equal in size to the
object but laterallyinverted.

ASSESSMENT 5 minutes

The teacher will ask the following questions to assess students' learning.

• What is a mirror?
• What is the size of an image we see in a plan mirror?
• "The image in a plan mirror is virtual". What does it mean?
• The word "Ambulance" is often written laterally inverted on the front of
ambulances. Why?

HOME WORK 1 minute

Ask students to perform image formation activity on their notebooks (activity

10.2, page # 103 of textbook).

LESSON PLAN:#8

BASIC INFORMATION

CLASS: 7TH SUBJECT: ENGLISH

 Class: 7th Subject Science

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: TYPES OF REFLECTED SURFACES

NUMBER OF STUDENTS: 35

DATE:3/09/2021

STUDENTS’ LEARNING OBJECTIVES

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.
Specific objectives:

At the end of this lesson the students will be able:

• Demonstrate the difference between smooth, shiny, and rough surfaces.

INFORMATION FOR TEACHER

• Some surfaces reflect more light than the others.

• A reflecting surface may be smooth or rough.
• A plane surface is called a smooth sur face.
• When parallel light rays hit a smooth shiny surface, all the rays are reflected at
the same angle. It iscalled regular reflection of light.

• An uneven surface is called a rough surface.

• When parallel light rays hit a rough surface, all the rays are reflected at different
angles.
• It is called diffused reflection of light.

MATREIALS /AV AIDS

 Class: 7th Subject Science

Writing board, textbook, masking tape/ scotch tape, flash cards, charts, cardboard,
scissors, gum stick etc.

Assessing Previous Knowledge 5 minutes

The teacher will:

• say, we have learnt about reflection of light and laws of reflection in previous
lectures.
• ask the students, what is reflection?
Expected response: when a light ray strikes a shiny surface (mirror) and bounces
off, it is calledreflection.
• now ask the students, to tell the names of the surfaces which reflect the light.
Expected response: mirror, shiny surfaces like metal etc.

• ask, are all of the reflecting surfaces similar?

Expected response: no, there are different types of reflecting surfaces.

• introduce the topic and say, "today we will learn about types ofreflected surfaces".
Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “TYPES OF REFLECTED SURFACES”

PRESENTATION 30 minutes

Types of

Reflected

Surfaces

The teacher will:

• display the following chart on the writing board.

 Class: 7th Subject Science

Column A Column B

An uneven surface

Reflection from a smooth shiny surface

Reflection from a rough surface

A plane surface

• prepare following responses on flashcards.

Responses:
o Rough surface
o Diffu
sed
reflectio
nO
Smo
oth
surface
o Regular reflection
• call a student and ask to match an appropriate response from the flashcards for
the first statementwritten in column A.

• call three more students and repeat the same as above.

• appreciate the students fortheircorrect responses and provide feedback where
required.

RECAPITULATION 2 minutes

At the end of lesson, the teacher will summarize the topic as:
• Different shiny surfaces reflect light in different ways.
• A reflecting surface may be smooth or rough.
 Class: 7th Subject Science

• Reflection from a plane surface is called regular reflection of light.

• Reflection from a rough surface is called diffused reflection of light.

ASSESSMENT 5 minutes

The teacher will ask the following questions:

• Define a plan surface.
• What is diffused reflection of light?
• How can you define regular reflection?

HOME WORK 1 minute

The teacher will write the following questions on the board as homework and ask the
students to writetheir answers on their notebooks.

1. Differentiate between smooth and rough sur faces.

2. Differentiate between regular and diffused reflections .
 Class: 7th Subject Science

LESSON PLAN #:9

BASIC INFORMATION

CLASS: 7TH , SUBJECT: SCIENCE

DURATION: 45 MINUTES, TOPIC: HOW DOES REFLECTION OCCUR & LAWS OF REFLECTION
NUMBER OF STUDENTS: 35

DATE:4/09/2021

STUDENTS’ LEARNING OBJECTIVES

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.

Specific objectives:

At the end of this lesson the students will be able:

• Demonstrate laws of reflection.

INFORMATION FOR TEACHER

• Reflection occurs when a light ray strikes a shiny surface (mirror) and bounces off
(Fig. 10.3). page#101 of the textbook.
• The ray that strikes the shiny surface is called incident ray.
• The ray that bounces off is called reflected ray.
• The point at which incident ray strikes is called point of incidence.
• The line perpendicular on the point of incidence is called normal.
 Class: 7th Subject Science

• Incident ray forms angle of incidence with the normal. It is denoted by 'i'.
• The angle that reflected ray forms with the normal is called angle ofreflection.
• Angle ofreflection is denoted by 'r '.
• It has been found experimentally that reflection of light

obeys following laws:O The angle of incidence is equal to

the angle of reflection.

O The incident ray, the reflected ray and the normal at the point of incidence
all lie on the same plane. These are called the laws of reflection.

MATERIALS/AV AIDS
Charts, writing board, textbook, masking tape/ scotch tape, flash cards, cardboard,
scissors, gum stick, white paper, drawing board, drawing pins, a mirror strip fixed in a
stand, etc.

Assessing Previous Knowledge 5 minutes

The teacher will:

• ask the students, have you ever observed reflection of light?

Expected response: yes, we have observed many times.

• now ask the students to tell the names of the surfaces which reflect the light.
Expected response: mirror, shiny surfaces like metal etc.

introduce the topic and say, "today we will learn how does reflection occur and laws of
reflection".

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “HOW DOES REFLECTION OCCUR & LAWS OF REFLECTION”.
 Class: 7th Subject Science

PRESENTATION 30 minutes

How does reflection occur and laws of reflection.

The teacher will:

• divide the class into five groups.

• perform an activity in the class and ask the students to observe it.
• fix a white paper on a drawing board using drawing pins.
• place a mirror strip AB (fixed in a stand) on the paper.
• fix two common pins Qand R before the mirror in a line as shown in figure given
below.

• see the images of the pins in a mirror and fix two more common pins S and
Tin such a way thatimages of pins Qand Rand pins Sand T lie on the same straight
line.
• join the points Q, R, S, and Twith the AB (strip) on point P.
• draw a perpendicular line on P. It is normal.
• observe the angle of incidence QPN that incident ray QR forms with the normal
and the angle ofreflection NPTthat reflected ray ST forms with the normal.
• ask students to observe as:
O the angle of incidence is equal to the angle of reflection.
O the incident ray, the reflected ray and the normal on the point of incidence
all lie on the sameplane.
• provide the required material to each group and ask them to repeat this activity.
• appreciate students for their correct responses and provide feedback where
 Class: 7th Subject Science

required.

RECAPITULATION 2 minutes

At the end of lesson, the teacher will summarize the topic as:

• Define reflection and explain the figure given at page# 101 of the textbook.
• Difference between incident ray and reflected ray.
• Explain point of incidence, and normal.
• Difference between angle of incidence and angle ofreflection.
• Explain laws of reflection.

ASSESSMENT 5 minutes

The teacher will write the following questions and ask students to share their
responses verbally bysaying yes or no.

• Reflection occurs when a light ray strikes a shiny surface (mirror) and bounces off?
• The ray that strikes the shiny surface is called reflected ray.
• The ray that bounces off is called incident ray.

HOME WORK 1 minute

The teacher will write the following questions on the board as homework and ask students to
write short answers on their notebooks.

1. What is reflection?

2. Define incident ray.

3. What is angle of reflection?

 Class: 7th Subject Science

LESSON PLAN#:10

BASIC INFORMATION

CLASS: 7TH SUBJECT: G. SCIENCE

DURATION/ Numbers of Period/s: 40 MINUTES /1 period

TOPIC: IMAGES FORMATION BY CONVEX MIRROR (CONCAVE MIRROR)

NUMBER OF STUDENTS: 35

DATE:05/09/2021

STUDENTS LEARNING OBJECTIVES

General objectives:

 To develop power of thinking, reasoning and imagination among the students

 To develop scientific attitude and interest among the students
 To provide an opportunity to develop scientific skill among the students.

Specific objectives:

At the end of this lesson the students will be able:

 Investigate the image formation by convex and concave m ir ror.

INFORMATION FOR TEACHER

• A curved mirror whose inner curved surface is reflecting is called a concave m ir

ror.
• It is like the inside of bowl of a spoon.
• A concave mirror forms a real upside down image on a screen.
• It forms an upright virtual and very big image if the object is very close to the
mirror.
• When light rays strike a concave mirror parallel to its principal axis, after
 Class: 7th Subject Science

reflection, they passthrough a common point in front of the mirror.

• This common point is called the principal focus. It is denoted by 'F'.

Fig. Reflection
of lightfrom a
concave mirror

• A concave mirror has an original principal focus 'F'. That is why it can form real
images on a screen.
• The characteristics of an image depend upon the distance between the object
and the mirror.
• If the object is beyond the principal focus (F), the image formed is real and upside
down.

Fig: Reflection of
lightfrom a
concave mirror

• If the object is very near to the concave mirror, the image forms behind the

mirror. It is virtual,upright and bigger in size.

MATERIALS/ AV AIDS

Writing board, markers, four prints of activity sheet.

 Class: 7th Subject Science

Assessing Previous Knowledge 5 minutes

The teacher will:

• say, you have learned different types of mirrors in the previous lessons. Can you
name these?
Expected response: Plan mirror, concave mirror and convex mirro r.

• ask, the surface of all mirrors is the same?

Expected response: No, they have different surfaces.

• ask, the image formed by these mirrors is the same?

Expected response: No

• say, you have also studied the uses of these lenses in our daily life. Can you
quote any use of concave mirror?
Expected response: a dentist's mirror, a cosmetic mirror, a headlight mirror, a
torch and search light mirror.

• say, today we will study how an image is formed by concave mirror.

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “MAGES FORMATION BY CONVEX MIRROR (CONCAVE
MIRROR)”

PRESENTATION 30 minutes

Instructions:

• Teacher will divide the class into four groups.

• Each group will be provided an activity sheet.
• Students will complete the given ray diagrams,
 Class: 7th Subject Science

Activity Sheet

Instructions:

• complete the following ray diagrams:

• after completing both the diagrams, each group will exchange their sheets
with one another to see what the others have done.

• the teacher will check their work and provide feedback as required.
• Diagram -1:

object

• C • F

concave mirror

• Diagram - 2:

concave mirror

• t - P
•
F
object

RECAPITULATION 2 minutes

• The concave mirror is curved whose inner surface is reflecting.

• This type of mirror forms a real upside down image on a screen.
• These types of mirrors form an upright virtual and very big image if the object is
very close to the mirror.
 Class: 7th Subject Science

ASSESSMENT 5 minutes

The teacher will ask the following questions from students to assess their learning.
• What is a concave mirror?
• What is principal focus in concave mirrors?
• What type of image is formed from a concave mirror?

HOME WORK 1 minute

Students will write a short note on concave mirror in their notebooks.

 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din Roll No. by468211

LESSON PLAN 1

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION: 45 MINUTES, TOPIC: CONTIUED RATIO

NUMBER OF STUDENTS: 35

DATE:16/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar
situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.
 Show appreciation in working with group activity

Specific objectives:

At the end of this lesson the students will be able to:

 Able to solve problem of continued ratio at the end of exercise.

 Solve real life problems (involving direct and inverse proportion using unitary method and
proportion method).

Information for Teachers

Teacher should have understanding of:

 A ratio is a numerical relation between two or more quantities.
 If the two ratios a:b and b:c are given for three quantities a, b and c, then a:b:cis called
continued ratio
 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din Roll No. by468211

Material / Audio Visual aids:

 Text book, writing board, marker, duster

Assessing Previous Knowledge 5 minutes

Students at this level know about the “ ratio” to some extent. Teacher will ask some questions to check their
previous knowledge.

The teacher will:

 Ask the students that ratio is comparison between two or more quantities of the same kind.

 Ask the students about continued ratio, given a:b and then b:c,a:b:c is called continued ratio.
 Teacher will ask the students about unitary method as a method which is used to calculate the
value of number of things by finding the value of one (unit) thing.
 20pens cost Rs. 400. Find the cost of 30 pens.

Cost of 20 pens = 400Rupees

400
Cost of 1 pen = Rupees
20

= 20 Rupees

Cost of 30 pens = 20×30

= 600Rupees

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the topic on the
White Board “CONTIUED RATIO”

PRESENTATION 30 minutes

The teacher will solve the problem on the writing board

• We have three quantities a,b and c such that a:b=1:2and b:c=2:3.b is common number, so

a : b : c
CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din Roll No. by468211

1 2

2 3
1×2 : 2×2 : 2×3
2 : 4 : 6
Dividing by2 1 : 2 : 3

a : b :c =1 : 2 : 3 This is continued ratio.

ACTIVITY 2:
 Students in groups will find a:b:c if a:b=3:5 and b:c=5:6
a : b : c

3 5

5 6
3×5 : 5×5 : 5×6
Dividing by 5 3 : 5 : 6
 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din

Roll No. by468211

a:b :c =1 : 2 : 3 This is continued ratio.

RECAPITUALATION 2 minutes

 We have learnt unitary method which is used to calculate the value

of number of things by finding the value of one thing.
 We have learnt to find continued ratio among three quantities a, b, c as a: b :c.
ASSESSMENT 5 minutes

Students with even Roll Numbers will find p:q :r when p:q=1:2andq:r=1:2

 Studentswithoddrollnumberswillfoundcontinuedratioofmarksobtaine
dbyZara,Mona and Komalin math test when:
Zara to Mona 4:5
Mona to Komal 4: 3
HOME WORK 1 minute

Ask students to solve:

 Exercise6.1, Q:4 AND Q. 6
 In a bakery, the ratio of sale of bread to eggs is2:3 and the sale of eggs to milk
is 3:1.Find continued ratio of bread, eggs and milk
 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din

Roll No. by468211

LESSON PLAN 2

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION: 45 MINUTES, TOPIC: PROPORTION

NUMBER OF STUDENTS: 35

DATE:16/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in

both familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those
in real-life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

At the end of this lesson the students will be able to:

 Solve real life problem related to time and work using proportion.
 Solve real life problems using mathematical formulae
.
 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din

Roll No. by468211

Information for Teachers

The teacher should revise the concepts of mentioned points:

· Ratio Continued Ratio
· Corresponding Elements Proportion
· Extrems Product of Means
· Unitary Method Common Member
· Direct Proportion Means Product of Extrems

MATERIAL / AV AIDS:

Text book, writing board, marker, duster

ASSESSING PREVIOUS KNOWLEDGE 5 minutes

The teacher will:

1.Divide the class in pairs and will ask each pair to take three examples of
proportion of two ratios that are equivalent to each other. Here is an example
5 20
=
7 28
2.Calla student to check, the both of the ratios like
5´4 20
==
7´4 28
3.Here we can see that a scale factor of 4 was used on both top and
bottom the same number was used to multiply both 5and7 in
proportion.
Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “PROPORTION”

PRESENTATION 30 minutes
 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din

Roll No. by468211

Teacher will solve a real life example to make students understand time and work
using proportion:
1.Take an example
 AhmedearnsRs.7000in2weeks.Whatamountwillheearnin2daysifheworks6d
aysaweek?
2.Callastu
denttowrit
eonthewri
tingboard.
1week = 7days
2weeks = 14days
Method-I:UnitaryMethod
Ahmadearnsin14days = 7000

7000
Ahmedearnsin1day =
14
= 500
Strategy Step-I:
Ahmed earn in 2days = 2×500
= Rs.1000

Total Amount = 7000

How many days he earns = 14days
 CLASS 7TH SUBJECT: MATHEMATICS

Teacher: Shahab ud din

Roll No. by468211
CLASS 7TH SUBJECT MATHEMATICS

Teacher: Shahab Ud din Roll NO.: by468211

7000
Step-II: 14

Amount earned in1days =

=Rs.500
Step-III
Required amount in 2days = Rs.500×2
= Rs.1000
Method-II:
Example, the cost of 5Kg of Rice is Rs.300.What will be the cost of 12Kg of rice?
Step-I

Always write unknown quantity on the right side of the page.

Here ,two quantities vary directly
Rice (Kg) Cost (Rs)
5 300
30 x

Here,we can seem or equantity so more cost. It is direct proportion. In this case direction of arrow
heads will be same. Now take tail as numerator and head as denominator.

30 x
=
5 300
Take cross multiplication

x´5=300´30
300´30
x=
5

By simplifying, we get
CLASS 7TH SUBJECT MATHEMATICS

Teacher: Shahab Ud din Roll NO.: by468211

x=Rs. 1800

Activity2

Take example: 10 masons completed a wall

in 4 days. In how many days will 20 masons
complete the same wall?
Solution:
The situation is an inverse proportion

Statement1shows10masonscompleteawallin4daysSu
pposethewall
Masons Day
10 4
20 x

But20masonscompletethesamewallinlessdaysnow.
Masons Day
10 4
20 x

Nowtaketailasnumeratorandheadasdenominator.

X 10
=
4 20

Now, 10´4
x=
20
 CLASS 7TH SUBJECT MATHEMATICS

Teacher: Shahab Ud din Roll NO.: by468211

x=2days

As number of per sons increased, time will decrease. So it is inverse proportion

RECAPITUALTION 2 minutes

We have learnt:
Real life problems related to direct proportion and inverse proportions.

ASSESSMENT 5 minutes

Ask students to:

Solve and find value of m
 13:3 = m:6
 1.1:m= 0.55:0.27

HOME WORK 1 minute

i. Find the value of

“m”9:m=54:42
Find mean proportional of 4and 16
 CLASS 7TH SUBJECT MATHEMATICS

Teacher: Shahab Ud din Roll NO.: by468211

LESSON PLAN #::3

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: TIME,WORKAND DISTANCE

NUMBER OF STUDENTS: 35

DATE:13/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar
situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.


Specific objectives:

Solve real life problems related to time and work using proportion.
Solve real life problems (involving direct and inverse proportion using unitary method and
proportion method).

TEACHER INFORMATION:

The teacher should revise the concepts of the following terms:

 Ratio · Continued Ratio · Common Member
 Corresponding Elements · Proportion Product · Means
 Extremes · of Means Direct · Product of Extremes
 Unitary Method · Proportion · Inverse Proportion
 Time, Work and Distance relation
  Note: Time is directly proportion to work. More work takes more time and less work takes less
time.
ASSESSING PREVIOUS KNOWLEDGE 5 minutes

The teacher will:

 ASK THE STUDENTS ABOUT THE FOLLOWING TERMS:
 Ratio
 Common Ratio
 Proportion
 Direct and Inverse Proportion
Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the topic
on the White Board “TIME, WORK AND DISTANCE USING PROPORTION “

PRESENTATION (DEVELOPMENT) 30 minutes

 Take an example from the text book

 If 36 men can build a wall in 21 days, then how many men can build the same wall in 14
days? Here, we can see
36 men build a wall in 21 days
X men build a wall in 14 days
The question shows number of days decrease but have same
work
Days Men
21 36

14 x

No. of days decrease, require more men to complete the task.

It is inverse proportion
3
21´36

142
 So,

x 21
= =
36 14
3´3618

x=
2
11
=3´18
=54
=54-36
=18 more men are required to complete the task.
So, total required men is 54

ACTIVITY 2:
 Take an example from the text book
 If the heart of a human being beats 72 times in 1 minute. Find, in what time will the heart
beat be in 204 times?
Solution:
Heart beating is directly proportional to the
time The situation can be written as:
Time Heartbeat
60 72

x 204 (1Minute=60Seconds)
x 204
=
60 72
204´60
x=
72
Hence, x=170 seconds or 2 minutes and 50 seconds
R ECAPITULATION 2 minutes

 The teacher will solve real life problems related to time and work using proportions.
ASSESSMENT 5 minutes

 Solve
 If a man can weave 450 m cloth in 6 hours,then how many metres of cloth can be weaved in
 14 hours?
HOMEWORK 1minute

Ask students to solve: Exercise6.3, Q:3andQ:4

LESSON PLAN #: 4
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: RELATION (I.E., SPEED) BETWEEN TIME AND DISTANCE

NUMBER OF STUDENTS: 35

DATE:17/09/2021

Student learning objectives

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both familiar and unfamiliar
situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

At the end of this lesson the students will be able to:

 Find relation (i.e.speed) between time and distance.

 Convert units of speed (kilometers per hour into metre per second and vice versa).

Information for Teachers

The teacher should revise the concepts of the following terms:

  An interval between two happening is called time.
 Second, minute and hour etc are its units
 The distance covered per unit time is called speed.
 distance
Speed=
time
 Speed is measured in different units that is kilometers per hour, metres per second.
 The units of speed are mutually convertible.
ASSESSING PREVIOUS KNOWLEDGE 5 minutes

The teacher will ask from the students:

Have you seen something moving in your surrounding?
Give some names of the objects which move,
Do these moving objects cover some distance?
Do these all moving things, cover the same distance in a certain time?
Announcement of the Topic 2 minutes:

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the topic on the
White Board “RELATION (i.e., SPEED) BETWEEN TIME AND DISTANCE”

PRESENTATION (DEVELOPMENT) 5 minutes

ACTIVITY 1:
The teacher will:
Ask the students if time is increased what is the effect on the distance?
Ask the students if time is decreased, what is the effect on the distance?
tell students distance is directly proportional to time. (A car with same speed will cover more
distance in more time as compare in less time)
tell students that in the same way distance covered is also directly proportional to the speed. (In
the same interval of time a car with higher speed will cover more distance as compared with low
speed car for same interval of time).
Tell students if the distance is same the time is inversely proportional to the
speed. This may be written as:
Distance=Speed×Time
Speed= distance
time
So ,the unit of speed is calculated by
dividing the unit of distance by the
unit of time.
ACTIVITY 2:
The teacher will ask:
How many metres are in a kilometres?
How many minutes are in an hour?
How many seconds are in aminute?

1km = 1000m
1hour = 60minutes
1minute = 60seconds

ACTIVITY 3:
The teacher will:
Tell that the units of distance are km & mand the units of time are hour,min and second.
Speed Distance
time
= Unit of
distance
Unit of Speed = Unit of time

The units of speed are mutually convertible.

Q:1. Convert the unit of speed into metre per

second 360km/hour
Solution:
Speed = 360km/hour
Distance = 360km (As we know 1km=1000m)
= 360×1000m
Time = 1Hour (As we know 1hour=60min,1min=60sec)
360´1000
=
Speed = 60´60
60 ×60seconds
 360000
=
3600
= 100metre/second

Q:2. Convert the 20m/sec into kilometers per

hour.
Solution:
Speed = 20m/sec
Distance = 20metres
=
20 1
km
000
Time = 1sec
=
136
00 hours (3600seconds=1hour)
distance
Speed =
time
20
= 1000
1 3600
3600´
20
=
1000 1
= 72 km/hour

RECAPITULATION (Conclusion/Sum Up) 2 minutes)

The unit of speed may be converted from km/hour to metre/sec by putting1km=1000mand 1

hour=3600 second.
1
The unit of speed may be converted from metre/sec to km/hour by putting 1metre= km
1 1000
And 1second=
3600hours
An interval between two happening is time

The distance covered per unit time is called

speed.

Assessment 5 minutes

The teacher will ask to solve:

Convert 360km/hours into metre/per second.

Convert the speed of 20m/sec into kilometers

per hour

HOMEWORK 1 minute

Ask students to solve:

Exercise6.4, Q:3.(iv),Q:4.(vi)
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

LESSON PLAN # : 5
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: RELATION BETWEEN TIME AND DISTANCE

NUMBER OF STUDENTS: 35

DATE:18/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.


Specific objectives:

At the end of this lesson the students will be able to:

 Solve variation related problems involving time and distance.

For teacher information:

An interval between two happening is called time.

Second, minute and hour etc are its units.

The distance covered per unit time is called speed

Speed = distance

Time
Speed is measured in different units that is kilometres per hour, metres per second

The units of speed are mutually convertible.

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

ASSESSING THE PREVIOUS KNOWLEDGE 5 minutes

The teacher will ask from the students:

what is relationship between distance, speed and time?

what are the units of speed

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “RELATION BETWEEN TIME AND DISTANCE” .

RESENTATION 30 minutes

ACTIVITY 1:

distance = Speed × Time

time may be written as:

Distance
Speed =

Time

TIME=DISTANCE/SPEED

by this formula, we can solve real life problems about time and distance.

The teacher will write a question on the writing board.

Question: A bus leaves Islamabad at 11:00 A.M and reaches Lahore at 03:00 PM. If the distance
between Lahore, Islamabad is 380 km. Find the speed of the bus.

The teacher will solve the problem with the help of students.

The teacher will ask /tell

What we have to find? For speed, distance and time be known

The distance is given. So we have to find time first

Leaving and reaching time are given

Calculate time
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

Bus leaves Islamabad = 11:00 A.M.

Bus reaches Lahore = 03:00 P.M.

Time of travelling = 03:00 P.M – 11:00 A.M

= 4 hours

Distance = 380 Km

distance

Speed =

me

380

= 95 km/h

RECAPITUATLION (Conclusion/Sum Up ) 2 minutes

The unit of speed may be converted from km / hour to metre/sec by putting 1km = 1000 m and
1 hour = 3600 seconds.

The unit of speed may be converted from metre/sec to km/hour by putting 1 metre = km

1000

and 1 second = hours.

3600

An interval between two happening is time.

The distance covered per unit time is called speed.

ASSESSMENT 5 minutes

The teacher will ask that:

solve the world problem on your notebook.

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

A bus leaves Peshawar at 10:30 AM and reaches Lahore at 5:00 PM. If the distance
between Peshawar and Lahore is 450 km. Find the speed of the bus.

Homework 1 minute

Ask students to solve:

 Exercise 6.4 , Q : 8
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

LESSON PLAN #:6

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: TAX
NUMBER OF STUDENTS: 35

DATE:20/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

At the end of this lesson the students will be able to:

 Solve tax related problems.

TEACHER INFORMATION:

Tax: Government needs money to run a state. For this purpose, government collects an amount
from the public and provides them facilities like security, hospitals, education, defense, roads,
parks etc. This amount is called tax. There are several kinds of taxes like property tax, General
Sales Tax, Income Tax and Wealth Tax etc.
Property Tax: The tax which is received on property is called property tax.

General Sales Tax: General Sales Tax is imposed by government on the percentage of selling
prices of things. In Pakistan its varies from 0% to 25%, depending upon exemptions and types of
industry.
TESTING PREVIOUS KNOWLEDGE 5 minutes

The teacher will:

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

 ask the students what they remember about percentage.

 ask students to solve problems from daily life,

Akram got 825 marks out of 1100 marks, what is the percentage of marks Akram has
achieved?

Ahmed has 200 ruppees, he bought candies for Rs. 50, what percent of his money he spent
on candies?

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “ TAX”

PRESENTATION 30 minutes
ACTIVITY 1:

The teacher will explain the definitions and concept of tax and property tax as given below. The
teacher will tell the students that we calculate tax by using percentage formulae

Tax: Government needs money to run a state. For this purpose, government collects an amount
from the public and provides them facilities like security, hospitals, education, defense, roads,
parks etc. This amount is called tax. Two types of taxes are as follows:

1. Property Tax 2. General Sales Tax

Property Tax: The tax which is received on property is called property tax. The person who buys
the property is liable to pay tax against property value at the rate according to government tax
rules.

Teacher will solve question on writing board. Find the property tax on a property worth Rs.
6,200,000 at rate of 0.8%

Solution:

Worth of the property = Rs. 6,200,000

Tax Rate = 0.8%

Property Tax = ?

Property Tax = 0.8% × 6,200,000

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

= 0 0 ´ 6, 200, 000

10

8 1

= ´ ´ 6, 200, 000

10 100

= ´ 6, 200, 000

1000

Rs. 49600

The teacher will explain to the students, Haris paid the property tax of Rs. 2068 at the rate of
0.8%. Find the worth of property

Solution:

Property Tax = Rs. 2,068

Tax = 0.8%

Worth of Property = ?

By using the unitary method

0.8% of the worth of property = Rs. 2,068

2068

1% of the worth of property =

0.8

2068´10 ´100

100% of the worth of property =

The worth of Haris's property is = Rs. 258,500

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

ACTIVITY 2: The teacher will explain the concept of General Sales Tax.

General Sales Tax: General Sales Tax is imposed by government on the percentage of selling
prices of things. In Pakistan, its rate varies from 0% to 25%, depending on exemptions and types
of industry
The teacher will ask the students to solve the question. Saleem bought a car for Rs. 875,000 and
paid 17% as GST. How much tax did he pay?

Solution:

Price of the Car = Rs. 875,000

Tax = 17%

General Sales Tax = ?

General Sales Tax = 17% of Rs. 875,000

17

= ´875, 000

100

= Rs. 148,750

RECAPITULATION (Conclusion/Sum Up) 2 minutes

The teacher will summarize the lesson by revision of definition of Tax, Property Tax and General Sales
Tax.
Assessment 5 minutes

Ask students to find property tax on property worth Rs. 948,000 at the rate 1.5%.

Assess students at random and guide where required.

Home work 1 minute

Ask students to solve:

 Exercise 7.1 , Q : 1 (i)

 Exercise 7.1 , Q : 8
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

LESSON PLAN #: 7
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: PROFIT AND MARKUP OF PROFIT/ MARKUP PER ANUM

NUMBER OF STUDENTS: 35

DATE:21/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 Solve real life problems (involving profit/markup annum).

 use appropriate mathematical concepts and skills to solve problems in both
familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

At the end of this lesson the students will be able to:

 Find the rate of profit/markup per annum
 Able to solve problem at the end of exercise.

INFORMATION FOR TEACHER:

Gain: Generally goods are bought at certain price and sold at a higher price the difference of
sale price and cost is called gain

i.e., Sale Price – Cost = Gain

Profit: A profit means what we have earned after selling a thing. It is calculated as a percentage
of
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

the cost as shown below:

Gain
Profit % = ´100

Cost Price

Markup: “A markup is an amount added to cost to calculate the sale price”.

Suppose “P” is principal, “T” is the time period and “R” is the markup rate

RPT

Markup amount = 100

Markup Rate: The percentage of the actual amount paid extra as markup for a thing is called
markup rate.

Principal: Actual amount excluding markup is called principal and denoted by “P'.

MATERIALS/ AV AIDS:

Textbook, writing board, marker, chart, paper chits having examples of profit and markup written
before s

TESTING OF PRVIOUS KNOWLEDGE 5 minutes

The teacher will:

 tell the students that we have already talked about percentage

 ask the students what they remember about percentage
 tell students a problem in daily life

Aslam bought a book worth Rs. 70 and sold it for Rs. 85, what amount did Aslam get more? As we know
that Aslam get Rs. 15 more than his purchase price so Rs. 15 is the Gain class.
Announcement of the Topic 2minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “Parts of Computer”

PRESENTATION 30 minutes

The teacher will explain the following concepts to the students:

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

ACTIVITY 1: Gain: Generally goods are bought at certain price and sold at a higher price, the
difference between sale price and cost is called gain.

i.e., Sale Price – Cost = Gain

e.g. A shopkeeper buys a uniform for Rs. 200 and sale it for Rs. 250. Find his gain. Cost =
200, Sale Price = 250

Gain = Sale Price – Cost

Gain = 250 – 200 = Rs. 50 (Rs. 50 is the Gain)

Profit: A profit means what we have earned after selling a thing. It is calculated as a percentage
of the cost as shown below

Profit % = Gain ´ 100

Cost

Putting values from above example

50

Profit % = ´ 100 = 25%

Markup: “A markup is an amount added to cost to calculate the sale

price”. Suppose “P” is principal, “T” is the time period and “R” is the
markup rate
RPT
Markup amount =

100

Let us understand it by an example

ACTIVITY 2: Aleem bought a television for Rs. 15000 on 3 years installments at the markup rate of 12%
per annum. Find the markup amount

12×1500×3
Markup amount =

100

Rs. 5400 (Rs. 5400 is the markup amount)

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

Markup Rate: The percentage of the actual amount paid extra as markup for a thing is called
markup rate
R = Markup amount ´ 100

PT

Putting values from above example

5400 ´ 100

R= = 12% (Markup rate is 12%)

15000 ´ 3

Principal: Paid amount itself is called principal and denoted by “P'

Suppose “P” is principal, “T” is the time period and “R” is the markup rate

= Markup ´100
RT

Putting values from above example

5400 ´100

P= (Principal amount is Rs. 15000)

12´3

Activity 2 10 minutes

ACTIVITY 3: The teacher will solve the following question on writing board:

Abid brought a jewelry set for Rs. 84,000 and sold for Rs. 85,500. Find the percentage of
profit.

Solution: Cost (C.P) = Rs. 84,000

Sale Price (S.P) = Rs. 85,500

Gain = Sale Price – Cost

= 85,500 – 84,000

= Rs. 1,500
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

Gain

% Profit = ´100

Cost Price

æ 1500 Ö

= ç ×100 ÷

è 84000 Ø

= 1.79% (The percentage of profit is 1.79%)

Activity 3 5 minutes

ACTIVITY 4: The teacher will solve the following question on the writing board:

Find the markup on a thing whose price is Rs. 45,000 for 73 days at the rate of 10% per
annum

Solution:

Principal (P) = Rs. 45,000

Markup Rate (R) = 10%

73 1

Time Period = 73 days = year = Year

365 5
RPT

Markup =

100

10 × 45,000 ×

= 5

100

= 10 × 45,000 × 1
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

100×5

= Rs. 900 (Markup is Rs. 900)

Activity 4 5 minutes

The teacher will solve the following question on writing board:

The markup on a principal amount is Rs. 820 for 6 months at the rate of 12.5% per annum.
Calculate the principal.

Solution:

Markup = Rs. 820

Markup Rate (R) = 12.5%

6 1

Time Period = 6 months = year = Year

12 2

RPT

Markup =

100

12.5×

820 = 2

×P

100

820×100×2

Principal =

12.5×1

Rs. 13,120(Principal amount is Rs. 13,120)

 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

RECAPITULATION2 minutes

The teacher will summarize the lesson and will explain the definition of Gain, Profit, markup,
Markup Rate and Principal.
ASSESSMENT 5 minutes

Ask the students to solve the question, if 16% profit on a mobile set is Rs. 832. Find the cost

Assess students at random and guide where required

HOME WORK 1 minute

Ask students to solve:

 Exercise 7.2 , Q : 1 (i), (iv)

LESSON PLAN #: 7
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: ZAKAT
NUMBER OF STUDENTS: 35

DATE:22/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.


Specific objectives:
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

At the end of this lesson the students will be able to:

 Able to solve problem regarding zakat.

 Solve real life problems (involving zakat).

INFORMATION FOR TEACHER:

Zakat: Zakat is one of the five pillars of Islam ordered by Almighty ALLAH which is paid on the
wealth which remains with a person for a whole year. Islam has fixed its rate at 2.5% of wealth.

Nisab: Minimum limit of wealth that attracts liability of zakat is called Nisab in case of gold
Nisab is 7.5 tolas and in case of silver nisab is 52.5 tolas.

AV AIDS:
Textbook, writing board, marker, chart, paper chits having examples related to Zakat
written before class.
PREVIOUS KNOWLEDGE 5 minutes

The teacher will:

 tell the students that we have already talked about the percentage.

 tell students a problem in daily life.

 Ali bought a bicycle for Rs. 4,000 and sold for Rs. 5,000 Find the percentage of profit.
Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “ZAKAT” 10 minutes

PRESENTATION 30 minutes

ACTIVITY 1:

The teacher will explain the following concepts to the students:

The teacher will solve the following question on the writing board to make students understand
the calculation of zakat.
Usman has saved Rs. 2050000. This amount remains with Usman for a whole year. What is
payable amount of zakat for Usman?
 CLASS 7TH SUBJECT MATHEMATICS

Teacher Shahab ud din Roll No.: by468211

Solution:

Total amount saved for a whole year = 2050000

Zakat rate = 2.5%

Payable zakat amount = 2.5% of 2050000

2.5

= ×2050000

100

25
×2050000
1000

25 × 2050

Rs. 51250

The payable amount of zakat for Usman is Rs. 51250.

 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

ACTIVITY 2:
The teacher will calculate zakat for the following case:

Salma has 15 tola of gold. This gold remained with her for a whole year. Rate of gold is Rs.
70000/tola. Find payable zakat for Salma.
Solution:

Weight of gold = 15 tola

Rate of gold = 70000 per tola

Price of gold = 15 × 70000

= Rs. 1050000

Zakat rate = 2.5%

Payable zakat amount = 2.5% of 1050000

2.5

= ´ 1050000

100

25

= ´ 1050000

1000

= 25 × 1050

= Rs. 26250

The payable zakat for Salma is Rs. 262250

ACTIVITY 4:Activity 3 10 minutes

The teacher will calculate zakat for the following case:

Salma has 15 tola of gold. This gold remained with her for a whole year. Rate of gold is Rs.
70000/tola. Find payable zakat for Salma.
Solution:

Weight of gold = 15 tola

Rate of gold = 70000 per tola

Price of gold = 15 × 70000

= Rs. 1050000

Zakat rate = 2.5%

 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

Payable zakat amount = 2.5% of 1050000

2.5

= ´ 1050000

100

25

= ´ 1050000

1000

= 25 × 1050

= Rs. 26250

The payable zakat for Salma is Rs. 262250

Recapitulation (Conclusion/Sum Up) 2 minutes

The teacher will summarize the definition of zakat, nisab and how to find zakat amount.

Assessment 5 minutes

Ask the students to solve the question, an amount of Rs. 62,48000 remained with Nosheen for
complete year. How much zakat will she pay?
Assess students at random and guide where required.

Homework 1 minutes

Ask students to solve:

 Exercise 7.3, Q : 6, 7,9

 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

LESSON PLAN #: 9

BASIC INFORMATION
CLASS: 7TH , SUBJECT: MATHEMATICS
DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: ALGEBRAIC EXPRESSIONS

NUMBER OF STUDENTS: 35
DATE:23/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.
 Solve real life problems USING ALGEBRA.

Specific objectives:

 Define a constant as symbol having a fixed numerical value.

 Recall variable as a quantity, which can take various numerical values.
 Recall literal as an unknown number represented by alphabet.
 Recall algebraic expressions as combination of constant and variables connected
by the signs of fundamental operations

INFORMATION FOR TEACHER:

Teacher will know about algebra, algebraic expressions, literals, constant, variable and algebraic
terms.

Constant: A symbol having a fixed numerical value is called a constant. For example 2, 7, 11, etc

Variable: A symbol represented by literal and take various numerical values is called a variable
i.e. in x + 1, x is variable and 1 constant.
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

Literals: The letters or alphabets that we use to represent unknowns are called literal numbers
for example, area of rectangle can be calculated by multiplying its length and breadth i.e.,

Area = l × b where, l = length and b = breath

Clearly l and b represent the unknowns. So, these are called literal number.

Algebraic Expression: A combination of constant and varibles connected by sign of fundamental

operations (+, –, ÷, ×) is called an algebraic expression i.e., 4x + y, x2 + y2 , a2 – 22ab + b2 etc.,

Material/Resources Required

Textbook, Writing Board, Marker, Chart, Paper chits having examples of polynomial with respect to one
variable written before class.

PREVIOUS KNOWLEDGE 5 minutes

The teacher will:

tell the students that we have already talked about the terms, constant and variable.

ask the students what they remember about constant and variable.

define and give examples of the following terms:

Constant: A symbol having a fixed numerical value is called a constant. For example 2, 7, 11,
etc.
Variable: A symbol represented by literal and take various numerical values is called a
variable i.e. in x + 1, x is variable and 1 constant.

Literals: The letters or alphabets that we use to represent unknowns are called literal
numbers for example, area of rectangle can be calculated by multiplying its length and
breadth i.e.
Area = l × b where, l = length and b = breath

Clearly l and b represent the unknowns. So, these are called literal number.

Algebraic Expression: A combination of constant and varibles connected by sign of

fundamental operations (+, –, ÷, ×) is called an algebraic expression i.e.,

4x + y, x2 + y2 , a2 – 22ab + b2 etc.,
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

Announcement of the Topic:

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “ ALGEBRAIC EXPRESSIONS”

PRESENTATION (DEVELOPMENT):

The teacher will discuss the following statements for clarity of the students:

Add the terms to write an algebraic expression 2ab, 3bc, ca

Solution:

2ab + 3bc + ca.

Write constants and variable used in each

expression. x + 3
Solution:

x is variable and 3 is constant.

Teacher will ask students to write at least 3 algebraic expressions and will check and guide
students to know algebraic expressions.

ACTIVITY 2:The teacher will ask the students to respond the following statement:

Write constants and variable used in the expression, 2x2 – 1.

Solution:

Variable = x

Constant = –1 and 2

The teacher will write algebraic expressions and will ask students randomly about variables and
constants.

5y + 4m

37q – 76p

64n + 9m
Conclusion/Sum Up 10 minutes
The teacher will summarize the lesson with recap of constant, variable, algebraic expressions.
Assessment 4 minutes
Ask the students to solve the question:
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

Add the terms to write an algebraic expression:

5xyz, 2yz, –8xy

Assess students at random and guide where required.

Homework 1 minute

Ask students to solve:

 Exercise 7.4, Q : 1, 2

LESSON PLAN #: 10
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: POLYNOMIALS
NUMBER OF STUDENTS: 35

DATE:24/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

 Identify a monomial, a binomial and a trinomial

Information for Teachers

 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

Teacher will know about the polynomial, monomial, binomial and trinomial as one term, two
terms and three terms algebraic expressions respectively.
Polynomial: Normally, the word poly is used for more than one thing but in algebra, polynomial
represents an algebraic expression containing a single term as well as two or more than two
terms.
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

For example a, 3x, x2 + 2, x3 + 2x + 1 etc., are polynomials.

1
æ
x–2 + x 2 + 3x + 2 is not a polynomial because the exponent ç –2,
è

AV AIDS

Textbook, Writing Board, Marker, Chart, Paper chits having examples of polynomial, monomial,
binomial, trinomial one term, two term, and three term respectively written before class.

TESTING OF THE PREVIOUS KNOWLEDGE:

The teacher will:

tell the students that we have already talked about the algebraic expressions.

ask the students what they remember about algebraic expressions.

separate constants and variables in expression

¦ 6l2 + 7m2 + 9n2

Announcement of the Topic:

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “POLYNOMIALS”
PRESENTATION:

ACTIVITY 1: The teacher will explain the following terms to the students:

Polynomial: “An algebraic expression in which the exponents of variable are all whole numbers
is called a polynomial.
Identifications: Identification of a monomial, binomial and trinomial.

Monomial: A polynomial having one term is called a monomial i.e., 5, 3x, 2ab etc.

Binomial: A polynomial having two terms is called a binomial i.e., 6a + a, a – 3b, etc.

Trinomial: A polynomial having three terms is called a trinomial i.e., x2 + 3x + 5, 2a + 3b + c

etc are trinomials
Teacher will ask the students to identify, monomial, binomial and trinomial

Example 1:
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

x+y–z

–6l

2m2 – 3n2

Solution:

x + y – z is a trinomial

–6l is a monomial

2m2 – 3n2 is a binomial

Example 2:

5m

3p2 + 6q2

9x2 + 10y2 – 8

Solution:

5m is a monomial

3p2 + 6q2 is a binomial

9x2 + 10y2 – 8 is a trinomialActivity 3 10 minutes

The teacher will ask the students to identify monomial, binomial and trinomial and write answers
against their number;

Example 1: Trinomial

Binomial
(–a)3

lm + mn + nl

7a2 – b2

Solution:

Mononomial
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

Example 2:

z4

4m 2 – 11n3

5a5 + 3b2 – 9c6

Solution:

Monomial

Binomial

Trinomial
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

RECAPITUALTION (Conclusion/Sum Up)

The teacher will summarize the lesson by recapping monomial, binomial and trinomial as one term, two
terms and three terms algebraic expressions respectively

Assessment

Ask the students to find monomial, binomial and trinomial

3x

3x – 4y

4x2 + 3x + 1

Assess students at random and guide where required.

Homework

Ask students to solve:

 Exercise 8.1, Q : 3. (i), (vi)

 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

LESSON PLAN #: 11
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: OPERATIONS WITH POLYNOMIALS (ADDITION)

NUMBER OF STUDENTS: 35

DATE:25/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

 Add two or more polynomials

INFORMATION FOR TEACHER:

Polynomials method for Addition:

We can arrange the polynomials in any order but we usually arrange terms in descending
order and write the like terms vertically in a single column for adding

Add the polynomials

2x4 y2 + x3 y + x2 y – 5, 2 x2 y – x4 y2 + x3 y + 1, 2 – x4 y2 + x3 y – 7 x2 y

Solution

Arrange the polynomial in descending order and write as like terms in a single column
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by 468211

2x4 y2 + x3 y + x2 y - 5

– x4 y2 + x3 y + 2 x2 y + 1

– x4 y2 + x3 y - 7 x2 y + 2

0 x4 y2 + 3 x3 y - 4 x2 y - 2

Thus, 3x3y – 4x2y – 2 is the required polynomial

Material/Resources Required/AV AIDS

Textbook, Writing Board, Marker, Chart, Duster, Paper chits having examples of addition two or more
polynomials written before class

ASSESSING PREVIOUS KNOWLEDGE (Introduction)

The teacher will:

tell the students that we have already discussed and understood polynomials and we have
learnt to identify monomial, binomial and trinomial

ask students to give examples of monomial, binomial and trinomial

tell the students that now we will learn about addition of polynomials

Polynomials' Method of Addition: We use the method for adding polynomials by adding like
terms individually which is given below.

We can arrange the polynomials in any order but usually we arrange them in descending
order and write the like terms vertically in a single column for adding

Teacher will add the following polynomials as an example:

x3 + 3 x2 y – 2 xy2 + y3 , 2 x3 – 5 x2 y – 3 xy2 – 2 y3

Solution:
2 + y3
3 2
x + 3x y - 2xy
2
- 2 y3
2x3 - 5x2 y - 3xy
 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by

468211

3x3 - 2x2 y - 5xy2 - y3

Thus, 3x3 – 2x2y – 5xy2 – y3 is the required sum.

Announcement of the Topic:

After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “ OPERATIONS WITH POLYNOMIALS (ADDITION)”

PRESENTATION:
ACTIVITY 1:
The teacher will add the given polynomials on writing board for students as revision of
addition of polynomials:
2x4 y – 4x3 y2 + 3x2 y3 – 7xy4 , x4 y – 4x3 y2 – 3x2 y3 + 8xy4

Solution:

2x4 y - 4x3 y2 + 3x2 y3 - 7xy4

x4 y - 4x3 y2 - 3x2 y3 + 8xy4

3x4 y - 8x3 y2 + 0x2 y3 + xy4

Thus, 3x4y – 8x3y2 + xy4 is the required sum.

RECAPITULATION (Conclusion/Sum Up) 2 minutes

The teacher will summarize the lesson by briefly discussing the steps for adding polynomials, i.
e., arranging terms in descending order, writing like terms in the same column and actual
addition of like terms
Assessment 2 minutes

Ask the students to add the polynomial

 Class 7th Subject: Mathematics

Teacher: Shahab ud Din Roll No.: by

468211

x2 + y2 + 2 xy

y2 + z2 + 2xy

2x2 + 3 y2 + z2

(iv) z2 – 2xy – 2 yz

Assess students at random and guide where required

Homework 1 minute

Ask students to solve:

Exercise 8.2, Q : 1. (i), (v)

 Class 7th Subject: Mathematics

LESSON PLAN#: 12
BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: OPERATIONS WITH POLYNOMIALS (SUBTRACTION)

NUMBER OF STUDENTS: 35

DATE:27/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 Identify the step in Evaluating algebraic expressions

 use appropriate mathematical concepts and skills to solve problems in both
familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 Apply the step in evaluating algebraic expressions

Specific objectives:

At the end of this lesson the students will be able to:

 Subtract a polynomial from another polynomial
 Able to solve problem at the end of exercise.

INFORMATION FOR TEACHER:

Polynomials Method for Subtraction

We just need to change the sign of terms of the polynomial which are to be subtracted and
simply add them. Given A and B, we have to subtract B from A.

A = x – 2y + z

B = –2x + y + z

Solution:

Subtract B from A i.e., A – B

A = x – 2y +Z

±B = m 2x ± y ± Z

A–B= 3x – 3y + 0z
 Class 7th Subject: Mathematics

Hence, A – B = 3x – 3y

Material/Resources Required/AV AIDS

Textbook, writing board, marker, chart, duster, paper chits having examples of subtraction from one
polynomial to another polynomial

ASSESSING KNOWLEDGE (Introduction) 5 minutes

The teacher will:

 ask the students what they remember about the addition of polynomials.
 ask the students to add the given below polynomials.

3x2 + 4y2 + 3z2, 4x2 – 2y2 – 2z2

Announcement of the Topic 2 minutes:

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “ OPERATIONS WITH POLYNOMIALS (SUBTRACTION)”

PRESENTATION (Development) 30 minutes

Teacher will solve the question on board as an example:

What must be added to x7 – x6 + x5 – x4 + x3 – x2+ x + 1 to get x7 + x5 + x3 – 1?

Solution:

Arrange the polynomial in descending order

First Polynomial = x7 + x 5 + x 3 – 1

Second Polynomial = x7 – x6 + x 5 – x4 + x3 – x 2 + x + 1

If we subtract the second polynomial from first polynomial, we can get the required polynomial:

x7 + 0x6 + x5 + 0x4 + x3 + 0 x2 + 0x - 1

± x7 m x6 ± x5 m x4 ± x3 M x2 ± x ± 1
 Class 7th Subject: Mathematics

0x7 + x6 + 0x5 + x4 + 0x3 + x2 - x - 2

Thus, x6 + x4 + x2 – x – 2 is the required polynomial.

Activity 2 15 minutes

ACTIVITY 2: The teacher will solve another example:

What must be subtracted from 5x5y5 – 3x3y3 + 10xy – 9 to get 3x5y5 – 7x3y3 – 11xy + 19?

Solution:

First Polynomial = 5x5y5 – 3x3y3 + 10xy – 9

Second Polynomial = 3x5y5 – 7x3y3 – 11xy + 19

If we subtract the second polynomial from first polynomial, we can get the required
polynomials

5x5 y5 - 3x3 y3 + 10xy - 9

± 3x5 y5 m 7x3 y3 M 11xy ± 19

2x5 y5 + 4 x3 y3 + 21xy - 28

Thus, 2x5 y5 + 4x3y3 + 21xy – 28 is the required polynomial.

Conclusion/Sum UP 2 minutes

The teacher will summarize the lesson by elaborating subtraction of polynomials.

Assessment 5 minutes

Ask the students subtract the second polynomial from first polynomial

3x + 5y + 6z, 2x + 3y – 4z

Assess students at random and guide where required.

Homework 1 minute

Ask students to solve:

 Class 7th Subject: Mathematics

 Exercise 8.2, Q : 2. (iv), Q : 4.

LESSON PLAN #: 13

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: MULTIPLICATION OF POLYNOMIAL

NUMBER OF STUDENTS: 35

DATE:28/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

At the end the students will be able to:

 Able to solve problem at the end of exercise.
 Find the product of

 Monomial with monomial

 Monomial with binomial / trinomial

 Binomial with trinomial

TEACHER INFORMATION:

While multiplying two Polynomials we add exponents of like terms and take the product of
constant terms that can be seen in the given example. Find the product of 4a2 and 5a3.

Solution:
 Class 7th Subject: Mathematics

4a2 × 5a3 = (4 × 5) (a2 × a3) By Product Law am × an = am + n

(20) (a2 + 3)

20a5
Material/Audio Visual Aids:

Textbook, writing board, marker, chart, duster, paper chits having examples of multiplications of
polynomial written before the class

ASSESSING PREVIOUS KNOWLEDGE (Introduction) 5 minutes

The teacher will:

 tell the students that we have already talked about the addition and subtraction of a
polynomial
 ask the students what they remember about the addition of polynomials
 add the polynomials

3x2 + 4y2 + 3z2, 4x2 – 2y2 – 2z2

 Ask students that we will learn in this lesson how to multiply polynomials

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “ MULTIPLICATION OF POLYNOMIAL”
PRESENTATION 30 minutes:

ACTIVITY 1:
Teacher will solve the question on the writing board to make students understand multiplication of
polynomials (monomial with monomial).

Find product of given monomial

5x2 and 3y2

Solution:

5x2 × 3y2 = (5 × 3) (x2 × y2)

 (15) (x2y2)

 15x2y2
 Class 7th Subject: Mathematics

Explain to the students that if there is no like term in the polynomials to be multiplied, then we
write the terms in their actual form as in the above example.

ACTIVITY 2:

Activity 2 10 minutes

Multiply monomial with binomial/trinomial

examples: Simplify 3x2(x2 + y2)

Solution:

3x2(x2 + y2) = (3x2 × x2) + (3x2 × y2)

3(x2 + 2) + 3(x2 × y2)

3x4 + 3x2y2

Simplify 2l2m2n2 ( 3lm – 2mn + 5nl)

Solution:

2l2 m2 n2 (3lm – 2mn + 5nl) = (2l2 m2 n2 ´ 3lm) – (2l2 m2 n2 ´ 2mn) + (2l2 m2 n2 ´ 5nl)

= (2 ´ 3)(l2 m2 n2 ´ lm) – (2 ´ 2)(l2 m2 n2 ´ mn) + (2 ´ 5)(l2 m2 n2 ´ nl)

6(l2 + 1m2 + 1n2 ) – (4)(l2 m2+1n2+1 ) + 10(l2+1m2 n2+1 )

6l3m3n2 – 4l2 m3n3 + 10l3m2 n3

ACTIVITY 3:
Multiply binomial with binomial / trinomial examples:
(x + 3) (x – 1)
Solution:

x + 3

 x - 1

x2 + 3x

- x - 3
 Class 7th Subject: Mathematics

x2 + 2x - 3

Thus, (x + 3) (x – 1) = x2 + 2x – 3

Conclusion/Sum Up 2 minutes

The teacher will summarize the lesson by explaining the product of:

 Monomial with monomial

 Monomial with binomial / trinomial

 Binomial with binomial / trinomial .

Assessment 5 minutes

Ask the students to solve the question.

3x2 × 9x3

Assess students at random and guide where required.

Homework 1 minute

Ask students to solve:

Exercise 8.3, Q : 1 and Q : 2. (i) to (ix)

LESSON PLAN #:14

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: MULTIPLICATION OF BINOMIAL WITH BINOMIAL / TRINOMIAL

NUMBER OF STUDENTS: 35

DATE:29/09/2021
 Class 7th Subject: Mathematics

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.

Specific objectives:

At the end of this lesson the students will be able to:

 Find the product of binomial with binomial / trinomial

INFORMATION FOR TEACHER:

Binomial: A polynomial having two terms is called a binomial i.e., bx + a, a – 3b etc.

Trinomial: A polynomial having three terms is called a trinomial i.e., x2 + 3x + 5, 2a + 3b + c etc.

Also know operations on polynomials

Material/Resources Required

Textbook, writing board, marker, chart, duster

ASSESSING THE PREVIOUS KNOWLEDGE (Introduction) 5 minutes

The teacher will:

 tell the students that we have already talked about product of monomials with monomials,
monomials with binomials / trinomials.


ask the students what they remember about product of monomials with monomials,
monomials with binomial / trinomial.
Announcement of the Topic:

 After testing the previous knowledge, the teacher will announce the topic. The teacher will
write the topic on the White Board “MULTIPLICATION OF BINOMIAL WITH BINOMIAL /
TRINOMIAL”

PRESENTATION (Development) 30 minutes

 Class 7th Subject: Mathematics

The teacher will solve the below question on the writing board:

Multiplying binomial with binomial / trinomial ¦

Multiply (a + b) (a – b)
Multiply ( p – q)( p2 + pq + q2 )
Solution:
Solution:

a + b
p2 + pq + q2

a – b a2 ´ p - q
+ ab
p3 + p2 q + pq2
– ab – b2 - p2 q - pq2 - q3

a2 – b2 p3 - q3

Thus, ( p – q)( p2 + pq + q2 ) = p3 – q3
Thus, (a + b)(a - b) = a2 - b2
 Class 7th Subject: Mathematics

ACTIVITY 2:Teacher will solve the given question:

Multiply (1 – 2c)(1 + 2c)

Solution

1 - 2c

 1 + 2c

1 - 2c

+ 2c - 4c2

1 - 4c 2

Thus, (1 – 2c)(1 + 2c) = 1 – 4c2

ACTIVITY 3: The teacher will solve the given question:

Multiply binomial with binomial / trinomial

(2x -1)(4x2 + 2x +1)

Solution:

4x2 + 2x + 1

´ 2x - 1

8x3 + 4x2 + 2x

- 4x2 - 2x - 1

8x3 - 1

Thus, (2x -1)(4x2 + 2x +1) = 8x3 -1

 Class 7th Subject: Mathematics

RECAPITULATION 2 minutes:

The teacher will summarize lesson by brief summary of multiplication of

binomial with binomial / trinomial

Assessment 5 minutes

Ask the students to

solve the question:
Multiply (3x + 4) (5x +
6)
Assess students at random and guide where required

Homework 1 minute

Ask students to solve:

Exercise 8.4, Q : 1. (ii) and (xii)

 Class 7th Subject: Mathematics

LESSON PLAN #:15

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: OPERATIONS WITH POLYNOMIALS(SUBTRACTION)

NUMBER OF STUDENTS: 35

DATE:30/09/2021

Student learning objectives:

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve

problems in both familiar and unfamiliar situations
including those in real-life contexts
 select and apply general rules correctly to solve problems
including those in real-life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general
rules.

Specific objectives:

At the end of the lesson the students will be able to:

 Subtract a polynomial from another polynomial

INFORMATION FOR TEACHER:

Polynomials Method for Subtraction

 Class 7th Subject: Mathematics

We just need to change the sign of terms of the polynomial which are to be subtracted and simply add
them. Given A and B, we have to subtract B from A.

A = x – 2y + z
B = –2x + y + z

Solution:

Subtract B from A i.e., A – B

A = x – 2y + z
±B = m 2x ± y ± z

A – B = 3x – 3y + 0z

Hence, A – B = 3x – 3y

Material/Resources Required/AV AIDS

Textbook, writing board, marker, chart, duster, paper chits having examples of subtraction from one
polynomial to another polynomial

ASSESSING PREVIOUS KNOWLEDGE (Introduction) 5 minutes

The teacher will:

tell the students that we have already talked about the addition of polynomials.

ask the students what they remember about the addition of polynomials.

ask the students to add the given below polynomials.

3x2 + 4y2 + 3z2, 4x2 – 2y2 – 2z2

Announcement of the Topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “ SUBTRACTION OF POLYNOMIAL”

PRESENTATION (DEVELOPMENT) 30 minutes:

Teacher will solve the question on board as an example:

What must be added to x7 – x6 + x5 – x4 + x3 – x2+ x + 1 to get x7 + x5 + x3 – 1?

 Class 7th Subject: Mathematics

Solution:

Arrange the polynomial in descending order

First Polynomial = x7 + x5 + x3 – 1

Second Polynomial = x7 – x6 + x5 – x4 + x3 – x2 + x + 1

If we subtract the second polynomial from first polynomial, we can get the required polynomial:

x7 + 0x6 + x5 + 0x4 + x3 + 0 x2 + 0x - 1

± x7 m x6 ± x5 m x4 ± x3 M x2 ± x ± 1

0x7 + x6 + 0x5 + x4 + 0x3 + x2 - x - 2

Thus, x6 + x4 + x2 – x – 2 is the required polynomial.

ACTIVITY 1
The teacher will solve another example:

What must be subtracted from 5x5y5 – 3x3y3 + 10xy – 9 to get 3x5y5 – 7x3y3 – 11xy + 19?

Solution:

First Polynomial = 5x5y5 – 3x3y3 + 10xy – 9

Second Polynomial = 3x5 y5 – 7x3y3 – 11xy + 19

If we subtract the second polynomial from first polynomial, we can get the required polynomials

5x5 y5 - 3x3 y3 + 10xy - 9

± 3x5 y5 m 7x3 y3 m 11xy ± 19

2x5 y5 + 4 x3 y3 + 21xy - 28

Thus, 2x5 y5 + 4x3y3 + 21xy – 28 is the required polynomial.

Conclusion/Sum Up 2 minutes

The teacher will summarize the lesson by elaborating subtraction of polynomials.

 Class 7th Subject: Mathematics

Assessment 5 minutes

Ask the students subtract the second polynomial from first polynomial

3x + 5y + 6z, 2x + 3y – 4z

Assess students at random and guide where required

Homework 1 minute

Ask students to solve:

 Exercise 8.2, Q : 2. (iv), Q : 4.

LESSON PLAN 16

BASIC INFORMATION

CLASS: 7TH , SUBJECT: MATHEMATICS

DURATION: 45 MINUTES,

TOPIC: MULTIPLICATION OF BINOMIAL WITH BINOMIAL / TRINOMIAL

NUMBER OF STUDENTS: 35

DATE:1/10/2021

Student Learning Outcomes

At the end of this lesson the following objectives will be met:

General objectives:

 use appropriate mathematical concepts and skills to solve problems in both

familiar and unfamiliar situations including those in real-life contexts
 select and apply general rules correctly to solve problems including those in real-
life contexts.
 draw conclusions consistent with findings
 justify or prove mathematical relationships and general rules.
 Class 7th Subject: Mathematics

Specific objectives:

At the end of this lesson the students will be able to:
 Find the product of binomial with binomial / trinomial
information for teacher:

Binomial: A polynomial having two terms is called a binomial i.e., bx + a, a – 3b etc.


Trinomial: A polynomial having three terms is called a trinomial i.e., x2 + 3x + 5, 2a + 3b + c etc.

 Also know operations on polynomials

Material/Resources Required

Textbook, writing board, marker, chart, duster

Testing of previous knowledge 5 minutes

The teacher will:

 ask the students what they remember about product of monomials with
monomials, monomials with binomial / trinomial. 

PRESENTATION 30 minutes:
10 minutes

The teacher will solve the below question on the writing board:

a2 – b2
Multiplying binomial with binomial / trinomial
¦ Multiply (a + b) (a – b)
Thus, (a + b)(a - b) = a2 - b2
Solution:

a + b

a – b a2
+ ab

– ab – b2
 Class 7th Subject: Mathematics

Multiply ( p – q)( p2 + pq + q2 )

Solution:

p2 + pq + q2
´ p - q

p3 + p2 q + pq2

- p2 q - pq2 - q3

p3 - q3

Thus, ( p – q)( p2 + pq + q2 ) = p3 – q3
 Class 7th Subject: Mathematics

Teacher will solve the given question:

Multiply (1 – 2c)(1 + 2c)


Solution

1 - 2c

 1 + 2c

1 - 2c

+ 2c - 4c2

1 - 4c 2

Thus, (1 – 2c)(1 + 2c) = 1 – 4c2

Activity 3

The teacher will solve the given question:

Multiply binomial with binomial / trinomial


(2x -1)(4x2 + 2x +1)

Solution:

4x2 + 2x + 1
 Class 7th Subject: Mathematics

´ 2x - 1

8x3 + 4x2 + 2x

- 4x2 - 2x - 1

8x3 - 1

Thus, (2x -1)(4x2 + 2x +1) = 8x3 -1

RECAPITULATION (Conclusion/Sum Up) 2 munites2

The teacher will summarize lesson by brief summary of multiplication of binomial with binomial
/ trinomial

Assessment 5 minutes

 Ask the students to

solve the question: Multiply (3x
+ 4) (5x + 6)
Assess students at random and guide where required
Homework 1 minute

Ask students to solve:

Exercise 8.4, Q : 1. (ii) and (xii)

 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

LESSON PLAN #:1

BASIC INFORMATION

CLASS: 6TH SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: TRAVELLING ETIQUTTES (READING AND COMPREHENSION)

NUMBER OF STUDENTS: 30

DATE:31/08/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable the element to read the lesson with correct pronunciation.
 To develop the vocabulary of the students
Specific objectives:

At the end of this lesson the students will be able:

 To develop the vocabulary of the students.

 To use critical thinking to respond to the text (post reading) to:
 apply world knowledge and own feelings/opinions to the text read.
 relate what is read to their own feelings and experiences.
 respond orally or in writing.

INFORMATION FOR TEACHER

 Please carefully read the explanation of 'reading & thinking strategies,' given on page vii in thechapter titled
'Introduction,' given on page 43 of the Grade 6 Textbook.

MATERIAL AND AV AIDS:

Chalk/marker, white/black board, textbook
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

TEACHER GREETING 1minute:

The teacher will:

 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.

Assessing Previous Knowledge 4minutes

 mine
ask them to recall the pre and while reading exercise done on 'Travelling Etiquettes'.
 invite 2-3 students to share their homework i.e make a plan of visit to Islamabad. Write 10 thingsthey will do or
avoid on the road.

Announcing the topic 2 minutes

After testing the previous knowledge, the teacher will announce the topic. The teacher will write the
topic on the White Board “TRAVELLING ETIQUTTES (READING AND COMPREHENSION)

PRESENTATION (DEVELOPMENT 30 minutes

PRESENTATION (DEVELOPMENT)

Activity 1 15 minutes

The teacher will:

 write the first question “What are the Travelling Etiquettes?' taken from exercise 'A' of 'Reading
for Comprehension' page 53 on the whiteboard.
 involve the whole class to give their input i.e key words to answer this question.
 help the class to frame an agreed answer to the question No. 1.
 let the students copy it.
 write question No. 2 “What things you should do while waiting for the bus or van?''
 get individual responses/views from students.
 consolidate the answer with the help of students.
 let them note it down and give proper feedback.
 ask students to open their books at page 53 and go to exercise B.
 assign the task 'Look at the given road signs and write the correct message under each sign from
the given list at Page 53-54
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

 share one correct answer by yourself and let the students solve the remaining one.
 invite 8 students to share one point each about these road signs.
 involve the whole class to verify and explain these road signs and their messages.
 generate a proper response with the help of these points.
 ask students if they have ever visited big cities like Lahore, Islamabad etc.
 if yes, ask them to share how traffic is controlled in these big cities.
 if the response is no, share yourself the ways how the traffic is controlled in these cities e.g
Traffic police, Traffic/Road signs, Traffic lights etc.
 ask, “what should the driver do when there are road signs?”
 the response should be “The driver must follow these signs.''

Activity 2 10 minutes

The teacher will:

 select two students from the class.
 give them the following situation “Suppose you are the owner and driver of a car. You are to
travel from Lahore to Islamabad on Motorway. What care would you take while you are driving
on Motorway (Do’s). What would you not do (Don'ts) while you are driving on Motorway?”
 assign Do's to one driver and Don'ts to the other one.
 ask them to make a list on the whiteboard.
 ask all students to make strong commitment to follow all these rules when they will be on roads.
(as a token of commitment, they are to put their signatures (All students) on the chart of rules.)
 paste the chart in the classroom.
 have a big applause for all students.

Recapitulation 2 minutes

The teacher will:

 sum up the lesson with your own sharing regarding the value of travelling etiquettes and thebehaviour of
civilized nations regarding this.

Assessment 5 minutes

The teacher will:

 select 7 students and ask to describe one travelling etiquette each.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

HOME WORK 1minute

The teacher will:

 ask students to write ten (10) travelling etiquettes they would like to follow while on road.

LESSON PLAN#: 2

BASIC INFORMATION

CLASS: 6TH , SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: TRAVELLING ETIQUTTES (READING AND COMPREHENSION)

NUMBER OF STUDENTS: 30

DATE:2/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable to communicate in English.
Specific objectives:

At the end of this lesson, the student will be able to:

 Build and use appropriate vocabulary and correct spelling for effective communication to illustratethe use of
dictionary for finding appropriate meaning and correct spellings.
 Locate, provide, connect and use words similar and opposite in meaning.
PERIOD 1:
 Build and use appropriate vocabulary and correct spelling for effective communication:
 illustrate the use of dictionary for finding appropriate meaning and correct spellings.

INFORMATION FOR TEACHER

 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

 Definitions/meanings of words enable us to have a common understanding of a word or subject;they allow us

all to be on the same page when discussing or reading an issue.
 Alphabetical order comes in handy for dictionary skills and also for making sequential order onlist/items as
in attendance register.
 The selection of words for the use of dictionary should be from the students' reading range offamiliar
words.

MATERIAL /AV AIDS

Chalk/marker, white/black board, textbook, dictionary if available

Greeting

The teacher will:

 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa-Alaikumussalam / Good morning”.

Assessing Previous Knowledg 5 minutes

 ask the students, what kind of information they can find in a dictionary.
 tell students how a dictionary can help to improve our vocabulary.
 tell students that today they are going to learn how to find definitions/meanings of words in thedictionary.
 ask the students, what kind of information they can find in a dictionary.

Announcing the topic 2 minutes

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read an interesting story named, “TRAVELLING ETIQUETTES

Reading & Thinking Skills”.

PRESENTATION 30 minutes

The teacher delivers the lesson to the students with the active participation of the students.

Activity 1
The teacher will:
 write following words on the board.
 ask students to arrange the words alphabetically.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

1. offer 2. expose 3. safely 4. responsible

5. danger 6. edge 7. follow 8. behaviour

Expected answers:

1. behavior 2. danger 3. edge 4. expose

5. follow 6. offer 7. responsible 8. safely

 now draw another table on the board and ask the students to copy the table in their notebooks.

Entry word Meaning Parts of Speech

 ask students to take out dictionaries of their own if they have any.
 provide dictionary in the class in case students don't have any.
 write the entry word behaviour in the table and ask students to look up the word behaviour in thedictionary.
 take students' responses and note their responses in the table on the board.

Entry word Meaning Parts of Speech

Behavior 1. the way that somebody behaves, especially towards Noun

other people

 write the entry word danger and ask students to look up the word danger in the dictionary.
 ask students to look up the definition/meaning and check of the parts of speech of the word danger.
 take students' responses and note their responses in the table on the board.
 move around the classroom to monitor how the students are working.
 take students' responses and note their responses in the table on the board.

Entry word Meaning Parts of Speech

behaviour 1. the way that somebody behaves, especially towards Noun

other people

danger 1. the possibility of something happening that will Noun

injure, harm or kill somebody, or damage or destroy
something
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

edge 3. the outside limit of an object, a surface or an area; Noun

the part furthest from the centre
2. the sharp part of a knife, blade or sword that is used
for cutting

 write the entry word expose and ask students to look up the word expose in the dictionary.
 ask students to look up the definition/meaning and part of speech of the word expose.
 take students' responses and note those responses in the table on the board.

Entry word Meaning Parts of Speech

Behavior 1. the way that somebody behaves, especially towards Noun

other people

Danger 1. the possibility of something happening that will Noun

injure, harm or kill somebody, or damage or destroy
something

Edge 3. the outside limit of an object, a surface or an area; Noun

the part furthest from the centre
2. the sharp part of a knife, blade or sword that is used
for cutting

Expose 1. to show something that is usually hidden Verb

2. to tell the true facts about a person or a situation,
and show them/it to be dishonest, illegal
3. to put somebody/something in a place or situation
where they are not protected from something harmful
or unpleasant
4. to let somebody find out about something by giving
them experience of it or showing them what it is like

ask students to copy meanings of all the words from the table in their notebook.

Recapitulation 2 minutes

The teacher will:

 tell the students, “Today we have learnt that no one is expected to know the meaning, parts of speech and
pronunciation of every word; and to find the meaning, parts of speech and pronunciation we consult dictionary
when required”.

Assessment 4 minutes

The teacher will:

 assess students' responses during activities to know how much they have learnt.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

Home 1 minutes

The teacher will:

 ask the students to look up the definition/meaning and check parts of speech of the remaining fourwords (follow,
offer, responsible, safely) in the dictionary.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

LESSON PLAN#: 3

BASIC INFORMATION

CLASS: 6TH , SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: TRAVELLING ETIQUETTES Writing Skills

NUMBER OF STUDENTS: 30

DATE:4/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable the students to communicate in English.
Specific objectives:

At the end of this lesson, the students will be able to:

 Build and use appropriate vocabulary and correct spelling for effective communication to illustratethe use of
dictionary for finding appropriate meaning and correct spellings.
 Locate, provide, connect and use words similar and opposite in meaning.
PERIOD 2:

 Locate, provide, connect and use words similar and opposite in meaning

INFORMATION FOR TEACHER

 Synonyms are words that are similar, or have a related meaning, to another word.
Examples: start – begin, back– behind
 A word that has exact opposite meaning of another word is its antonym.
Examples: start – stop, back– front
 Synonyms and antonyms enhance our vocabulary of English language.
 The more the vocabulary, the more the confidence.
 Knowledge of synonyms and antonyms makes us good speakers and writers.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

MATERIAL /AV AIDS

Chalk/marker, white/black board, textbook, dictionary if available

GREETING 1 minutes

The teacher will:

 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.

Assessing Previous Knowledge 5minutes

 ask students to get in pairs and think of five adjectives, then ask them to write those adjectives intheir
notebooks.
Expected Answers:
 pretty, wise, foolish, fat, smart. assess the students by moving around the classroom to ensure participation of
each student.
 assess how well the students communicate with their partner and how well they follow directions.
 tell students that there are many words that mean the same to these adjectives.
 ask students that thesaurus is used to locate synonyms.

Announcing the topic 2 minutes

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read an interesting topic “TRAVELLING ETIQUETTES Writing Skills”.

PRESENTATION 30minutes

The teacher will:

 write some sentences on the writing board.
 ask students to underline adjective given in each sentence. o
It is a good idea.
Activity 1
o It is a dark place.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

o You should be careful.

o It is very hard job.
o You should be helpful.
Expected Answers:
 It is a good idea.
 It is a dark place.

 You should be careful.

 It is very hard job.

 You should be helpful.

 remind students that words that have similar meanings are called synonyms.
 write definition of synonym on the board. (Synonyms are words that are similar, or have a relatedmeaning to
another word.)

Activity 2 15 minutes

The teacher will:

 ask students to change underlined words with opposite words.
Expected Answers:
 It is a bad idea.
 It is a lighted place.
 You should be careless.
 It is very easy job.
 You should be non-cooperative.

Recapitulation 2 minutes

The teacher will:

 tell the students that today they have learnt that synonyms are words that are similar, or have arelated meaning,
to another word. For example: Industrious – hardworking
 tell that they have also learnt that a word that has the exact opposite meaning of another word is itsantonym. For
example: solid – soft

Assessment 4 minutes

The teacher will:

 assess students' learning and understanding through activities during development stage of thelesson as how
much they have learnt.

Home 1 minutes
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

The teacher will:

Look up the synonyms and antonyms of the following five words in the dictionary and write them inthe tables: alert, destination,
sensible, transport, vehicle.

LESSON PLAN#: 4
BASIC INFORMATION

CLASS: 6TH , SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: TRAVELLING ETIQUETTES Oral Communication Skills

NUMBER OF STUDENTS: 30

DATE:5/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable to communicate in English.
Specific objectives:

At the end of this lesson the students will be able:

 Build and use appropriate vocabulary and correct spelling for effective communication to illustratethe use of
dictionary for finding appropriate meaning and correct spellings.
 Locate, provide, connect and use words similar and opposite in meaning.
 Use conventions and dynamics of group discussion and interaction to ask and restate directions.
 Use various functions to give and follow directions/ instructions.

Information for teacher

 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

 In this process of two-way conversation, both the speaker and the listener play vital role to
acquireor produce desired results.
 At times, one character (speaker) delivers some instructions/directions to be carried out
or to befulfilled to infer or acquire the appropriate or proper outcomes.
 On the other hand, the listener has to be very attentive, alert, careful and responsible to
follow andderive the ultimate possible conclusions or results.
 Our instructions should be based on very clear and easily understandable directions, so
that thelistener may follow without any problem to produce the ultimately required and
desired results.
 Make sure that if the listener is failed to respond correctly, please restate the
directions orinstructions.

 Some social settings require more formal ways to communicate and pass on
instructions/directionswith elders, teachers, family friends and strangers.

MATERIAL AND AV AIDS:

Chalk/marker, white/black board, textbook

The teacher will:

 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam / Good morning”.

Assessing Previous Knowledge 5 minutes

 tell the students that there are some expressions that we use to show ourselves very cautious.However,
give them multiple options to respond.
 Example: what do you think that…
o To be alert/vigilant and honest while travelling is…………
o Should we be helpful to others?
• tell them never to get engaged in petty disputes while getting off or on the bus or any other vehicle.
• direct the students to ask or request the driver/conductor or bus hostess to restate if any
instruction is missed in a polite manner.
• tell the students that there is a wide range of formulaic expressions to express opinion/ reason and to show
actionagainst a certain direction/instruction or situation.

Announcing the topic 2 minutes

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read an interesting TOPIC, “ORAL COMMUNICATION SKILL”
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

PRESENTATION 30 minutes

Activity 1 8 minutes
The teacher will:
• call a student to come in front of the class for a role-play.
• say “Good morning” to the student.
• ensure that the student responds by saying “Good morning”.
• say to the student “Do you think we should abide by the rules of travelling”? The student responds by saying “Yes
of course, we should be well aware and follow the rules, it is very necessary for our and others' safety. Further, it is
our moral duty.”
• say to the student “Excellent! Very nice. I am proud of you to think wisely or for reasonable answer,or to behave
nicely.
• guide to make eye contact with the people while greeting and encourage the student to look at theteacher
directly while replying.
• Provide an opportunity that all the students should get a chance to ask and answer in the group forimparting
and following the instructions or directions.

Directions or instructions while travelling Different ways or expressions to follow the

Directions or instructions while travelling

Please fasten your seat belts. Sure! Here it is.

Book the ticket or seat well in time. Yes, of course.
Stay well back until the bus or van has All right / certainly/ surely
stopped.

Get on / off sensibly without pushing Absolutely okay.

anyone.
Put school bags in your laps. Definitely fine.

• emphasize that we need to respect each other's opinion and way of giving or following directions.
• reinforce that we should give clear, complete instructions.
• explicate that if the listener is failed to respond correctly, please restate the directions orinstructions.
• highlight to listen carefully and keenly to follow the given directions or instructions.

Activity 2 9 minutes

The teacher will:

• ask the students to turn to page 61 of their textbooks.
• read the dialogue twice in front of the class and ask the students to focus.
• invite a pair of students in front of the class for a role-play.
• direct the students to follow the situation shown in the text book, where one student needs his/ herclass mates'
directions to find out some placesin the school.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

• ask one student to play the role of Ali and the other of Saeed.
• allow the students to read from the textbook by taking turns.
Ali: Excuse me. Could you help me to find a few places in the school?
Saeed: Sure!

Ali: Where's the library? Saeed:

it's next to the staff room. Ali:
And, is that the staff room?
Saeed: No, it isn't. It's the principal's office. Are you a new student?
Ali: yes, I'm. My name is Ali. What's yours?
Saeed: I'm Saeed. Nice to meet you, Ali.
Ali: Same here!

Recapitulation 2 minutes

The teacher will:

• tell the students that today they have learnt how to give and follow certain directions and
instructions by taking turns.
• remind the students that when you talk to someone, it is good to pay full attention/ to listen
carefully and to make eye contact with him/her to understand clearly and easily his/her directions
or instructions.

Assessment 5 minutes

The teacher will:

• assess informally student's ability and understanding during activities.

Home 1 minutes

The teacher will:

• ask students to practice dialogue on page 61 of the textbook with their siblings/friends at home.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

LESSON PLAN#: 5
BASIC INFORMATION

CLASS: 6TH , SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: TRAVELING ETIQUETTE (Formal & Lexical Aspects of Language)

NUMBER OF STUDENTS: 30

DATE:6/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

• To enable the students to speak and write English correctly.

• To enable the students to communicate in English.

Specific objectives:

At the end of the this lesson, the students will be able to:

• Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive
and reflexive pronouns.
• Use few indefinite pronouns.
• Illustrate use of prepositions of position, time, movement and direction.
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

PERIOD 1:
• Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive
and reflexive pronouns.

IFORMATION FOR TEACHER

• A subjective pronoun acts as subject of a sentence because it always comes in the beginning of a
sentence and it performs action.
• Subjective pronouns are seven in number i.e. I, we, you, they, he, she and it.
• In some sentences there are only subjective pronouns but in many sentences there come both
subject and object pronouns.
Example:

 He offers prayers regularly.

 They help the poor.
 You take exercise in the morning.
 We get admission in a school.

 She bought apples from the market.

• An objective pronoun acts as the object of a sentence because it receives action on it.
• These objective pronouns are me, us, you, them, him, her, it.
• These are also seven in number.
• The objective pronouns always come at the end of a sentence, sometimes alone and sometimes
with an object (noun)
Example:
 She wished me best of luck.
 We helped them during flood.
 He plucked flowers for you.
 We bought a doll and looked after it.
 He offered us a cup of tea.

Types of Pronouns

Subjective Pronouns Objective Pronouns

I Me
You You
Singular
He Him

She Her

It It
Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

We Us
Plural
You You

They Them
 Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

MATERIAL/ AUDIO VISUAL AIDS

Chalk, marker, white/black board, textbook, chart of subjective and objective pronouns.

Greeting 1 minutes:

The teacher will:

• Begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
• Wait for students to reply with “Wa Alaikumussalam/ Good morning”.
Assessing Previous Knowledge 4 minutes

• ask students, "What is a pronoun?"

• ask students to give examples of pronoun.
Expected answer:
 A pronoun is a word that takes the place of a noun.
 I, he, she, it, they, we, you
• tell students that today they will learn two specific types of pronoun called objective pronoun and
subjective pronoun.

Announcing the topic 2 minutes

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read “Formal & Lexical Aspects of Language”

PRESENTATION 30 minutes

Activity 1 13 minutes

The teacher will:

• write a sentence with subjective pronoun on the board.
 She goes to office at 7:00 am.
• ask students where is the subject of the sentence and what is it.
Expected answer:
 The subject of the sentence is she and it is in the beginning of the sentence.
• call another student to the board and ask why it is called subject pronoun.
Expected answer:
Class 6th SUBJECT ENGLISH

Teacher: Shahab Ud Din Roll No.: by 468211

 The objective pronoun is us and it is called objective pronoun because it comes near the object
(story).
 • explain:
 A subjective pronoun acts as the subject of a sentence. It performs action of the verb.
 The subjective pronouns are: I, we, you, they, he, she, it.
 An objective pronoun acts as the object of a sentence. It receives action of the verb. The
objective pronouns are her: him, it, me, them, us and you.
• write some more sentences on the board.
 They are swimming with me.
 She taught me a lesson.
 They gave her a precious gift.
 We told him a news.
 You are walking with me.
• underline all the subjective and objective pronouns with the help of students.
Expected answers:
 They are swimming with me.
 She taught me a lesson.
 They gave her a precious gift.
 We told him a news.
 You could write me a letter.
 She is preparing lunch for them.
 .
• make a table on the board with column A (subjective pronouns) and column B (objective pronouns).
ACTIVITY 2:
The teacher will
 ask students to copy these sentences in their notebooks and fill in the blanks with suitable
subjective and objective pronouns.
 is playing with a ball.
 are not reading a book.
 I was giving his bottle.
 She is sewing dress.
 are catching a fish.
 is waiting for her bus.
 are not learning their lesson.
 I am not giving his pen.
 She is on way to home.
31
  are buying a cup of tea.

 You gave.
Selected from the lesson “Travelling Etiquettes”.
Expected answers:
 She/he is playing with a ball.
 You are not reading a book.
 I was giving him his bottle.
 She is sewing her dress.
 We/you/they are catching a fish.
 She is waiting for her bus.
 They are not learning their lesson.
 I am not giving him his pen.
 She is on her way to home.
 We/you/they are buying a cup of tea.
 He is writing with his father's pen.
• take a few responses and fill in the blanks on the board.

Recapitulation 2 minutes

The teacher will:

• say the students “Today we have learnt about subjective and objective pronouns”.
• revise the lesson quickly by telling students difference between subjective and objective pronouns
and their place and function in a sentence.
• ask students to tell some sentences with subjective and objective pronouns.

Assessment 4 minutes

The teacher will:

• assess students' learning and understanding through different activities performed in class,
--during development stage of the lesson.

32
 Home 1 minutes

The teacher will:

 ask the students to select some subjective and objective pronouns used in lesson “Travelling
Etiquettes” of their textbook at page 34.
 ask the students to write sentences in their notebook using subjective and objective pronouns

33
 CLASS 6TH SUBJECT ENGLISH

Teacher Shahab ud Din Roll No.: by468211

LESSON PLAN #:6

BASIC INFORMATION

CLASS: 6TH ,

SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: use possessiveand reflexive pronouns”.

NUMBER OF STUDENTS: 30

DATE:7/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable THE STUDENTS to communicate in English.
Specific objectives:

At the end of this lesson, the students will be able:

 Demonstrate use of pronouns as subject and object. 

 Recognize function of, and use possessiveand reflexive pronouns.

 Use few indefinite pronouns.
 Illustrate use of prepositions of position, time, movement and direction.
Period 2:

 Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive
and reflexive pronouns.

INFORMATION FOR TEACHER

 CLASS 6TH SUBJECT ENGLISH

Teacher Shahab ud Din Roll No.: by468211

 Possessive pronouns in English are used to avoid repetition of common or proper nouns in some
written or oral text.
 There are seven subjective pronouns in English. These seven subjective pronouns have 12
possessive pronouns.

Types of Pronouns

Subjective Pronouns Objective Pronouns Possessive Pronouns

I me My mine

You you Your yours

Singular He him His his

She her Her hers

It it Its its

We us Our ours

Plural You you Your yours

They them Their theirs

 The first category of possessive pronouns (my, our, your, their, his, her, its) shows simple possessive
mood. 
Examples:
 It is her home.
 That is their table.
 He is my cousin.
 The second category of possessive pronouns (mine, ours, yours, theirs and hers) shows emphasis in
possession or strong possession.
Examples:
 This is your ball. This is yours.
 That is my eraser. That is mine.
 That is her purse. That is hers.
 CLASS 6TH SUBJECT ENGLISH

Teacher Shahab ud Din Roll No.: by468211

 This is his pencil. This is his.

 That is your desk. That is yours.
 That is our house. That is ours.

 Strong or emphatic possession doesn't take a noun after it rather it takes a noun before it

MATERIAL AND AV AIDS:

Chalk, marker, white/black board, textbook, chart of possessive pronouns.

Greeting 1 minute

The teacher will:

 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.

Assessing Previous Knowledge 4 minutes

 display a chart with subjective, objective and possessive pronouns written on it.
 say, “Today we are going to reinforce our learning of possessive pronouns through some interesting
activities”.

Types of Pronouns

Subjective Pronouns Objective Pronouns Possessive Pronouns

I me My mine
You you Your yours

Singular He him His his

She her Her hers

It it Its its

We us Our ours
 CLASS 6TH SUBJECT ENGLISH

Teacher Shahab ud Din Roll No.: by468211

You you Your yours

Plural
They them Their theirs


Announcing the topic 2 minutes

 Finding the students previous knowledge the teacher will announce the topic saying “well
students, Today we, well read “Demonstrate use of pronouns as subject and object. Recognize
function of, and use possessiveand reflexive pronouns”.

PRESENTATION 30 minutes

Activity 1

The teacher will:

 explain that possessive pronouns in English are used to avoid repetition of common or proper
nouns in some written or oral text.
 tell that there are seven subjective pronouns in English and these seven subjective pronouns
have 12 possessive pronouns.
 point at the chart of pronouns and explain the seven objective pronouns and 12 possessive
pronouns.
 write some sentences with possessive pronouns on the board.
 ask students to copy the sentences in their notebooks and underline possessive pronouns.
 It is his bat.
 That is your glass.
 Those are their dogs.
 She is my sister.
 He is our teacher.
Expected answers:
 It is his bat.
 That is your glass.
 Those are their dogs.
 She is my sister.
 CLASS 6TH SUBJECT ENGLISH

Teacher Shahab ud Din Roll No.: by468211

 He is our teacher.
 explain that strong or emphatic possession is used for confirmation of some information or
statement and it does not take a noun after it, like simple possession does.
 write some sentences with strong possession on the board and ask the students underline
strong/emphatic pronouns.
 It is your plough. It is yours.
 That is my pen. That is mine.
 It is his cow. It is his.

 ask the students to underline strong/emphatic pronouns.

Expected answers:
 It is your plough. It is yours.
 That is my pen. That is mine.
 It is his cow. It is his.
 Those are their bags. Those are theirs.
 These are our kites. These are ours.

Activity 2 12 minutes

The teacher will:

 write following sentences on the board and ask students to note down those sentences in their
notebooks.
 ask students to fill in the blanks with suitable possessive pronouns: mine, ours, his, hers, yours,
theirs.
 I bought this book so it is .
 She made this tea so it is .
 We brought this chair so it is .
 You won this prize so it is .
 He found this shell so it is .
Expected answers:
 I bought this book so it is mine.
 She made this tea so it is hers.
 We brought this chair so it is ours.
 You won this prize so it is yours.
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Teacher Shahab ud Din Roll No.: by468211

 Pick any one of these desserts. The choice is yours.

 The Mathematics book belongs to Rabia, it is hers.

 move in the class to help students.

 write following sentences on the board and ask students to note down those sentences in their
notebooks.
 ask students to remove simple possession from the sentences and make sentences with strong
possession.
 It is your coat.
 That is our football.
 Those are their video games.
Expected answers:
 It is yours.
 That is ours.
 Those are theirs.

Recapitulation 2 minutes

The teacher will:

 say the students “Today we have learnt possessive pronouns with simple and strong possession”.
 revise the lesson quickly by saying that a simple possessive pronoun always takes a noun after it
whereas strong possessive pronoun does not do so.

Assessment 5 minutes

The teacher will:

 assess students' learning and understanding through different activities performed in class,
during development stage of the lesson.

Home 1 minute

The teacher will:

 ask students to write fifteen (15) sentences showing simple and strong possession.
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Teacher Shahab ud Din Roll No.: by468211

LESSON PLAN#: 7
BASIC INFORMATION

CLASS: 6TH , SUBJECT: ENGLISH

DURATION: 45 MINUTES

TOPIC: Reflexive pronouns

NUMBER OF STUDENTS: 30

DATE:08/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable to communicate in English.
Specific objectives:

AT THE END OF THE LESSON, THE STUDENTS WILL BE ABLE TO:

 Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive
and reflexive pronouns.
 Illustrate use of prepositions of position, time, movement and direction.

PERIOD 3:

 Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive
and reflexive pronouns.

INFORMATION FOR TEACHER

· Pronouns are words that are used both for common and proper nouns.
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Teacher Shahab ud Din Roll No.: by468211

· A reflexive pronoun is usually used when the object of a sentence is the same as the subject.
· We use reflexive pronoun when the subject and object of a sentence are the same person or non-
person/thing.
· The reflexive pronouns can also be used to emphasize action of the subject.
Example:
 I saved myself against danger.
 He injured himself.
 She washed clothes herself.
 They looked at themselves in the mirror.
· Each personal pronoun such as I, we, they, you, he, she, it has its own reflexive pronoun. Reflexive
pronouns end on "self" when they are singular.
· They end on -selves" when they are plural. There are eight reflexive pronouns:

Personal Pronouns Reflexive Pronouns

I myself – first person singular

We ourselves – first person plural
you (singular) yourself – second person singular
you (plural) yourselves – second person plural
He himself – third person singular
She herself – third person singular
It Itself – third person singular
They themselves – third person plural

MATERIAL AND AV AIDS:

Board, chalk/marker, textbook, duster.

GREETING 1 minute
The teacher will:
 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
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Teacher Shahab ud Din Roll No.: by468211

 wait for students to reply with “Wa Alaikumussalam/ Good morning”.


Assessing
 Previous Knowledge 4 minutes
 ask the students:
 What is a pronoun?
 What is subjective pronoun?
 What is objective pronoun?
 What is possessive pronoun?
 Give examples of possessive pronoun.
Expected answers:
 A pronoun is a word that takes the place of a noun.
 A pronoun that comes in the beginning of sentence and performs the action is called a
subjective pronoun.
 A pronouns that acts as the object of a sentence and receives the action of the verb is called an
objective pronoun.

Announcing the topic 2 minutes



 Finding the students previous knowledge the teacher will announce the topic saying “well
students, Today we, well read “Demonstrate use of pronouns as subject and object. Recognize
function of, and use possessiveand reflexive pronouns.


PRESENTATION 30 minutes

The teacher will:

Activity 1
write the topic 'Reflexive Pronouns' on the board.
write definition of reflexive pronouns on the board, “Reflexive pronoun is used when the subject
and object of a sentence refer the same person or thing”.
· tell the students that there are eight reflexive pronouns.

Personal Pronouns Reflexive Pronouns

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Teacher Shahab ud Din Roll No.: by468211

I myself – first person singular

We ourselves – first person plural
you (singular) yourself – second person singular
you (plural) yourselves – second person plural
He himself – third person singular
She herself – third person singular
It Itself – third person singular
They themselves – third person plural

· write a few sentences on the board.

 I wash my hands.
 You check your accounts.
 He reads his book.
 She knits her gloves.
 Cat catches its prey.
· ask students to underline possessive pronouns in those sentences.
Expected answers:
 I wash my hands.
 You check your accounts.
 He reads his book.
 She knits her gloves.
 Cat catches its prey.
· tell students that these possessive pronouns can be used to make reflexive pronouns.
· tell students reflexives pronouns are the words which end on -self/-selves
· explain, reflexive pronouns are used, when the subject and the object of the sentence are the
same.

Example:
 I prepare food myself.
 You wash clothes yourself/yourselves.
· tell students that I, we, they, you, he, she, it are personal pronouns.
· explain that each personal pronoun such as I, we, they, you, he, she, it has its own reflexive
pronoun.
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· tell, reflexive pronouns end on "self" when they are singular and they end on -selves" when they
are plural.
· tell students that there are eight reflexive pronouns:
myself, ourselves, yourself, yourselves, himself, herself, itself, themselves
· write some sentences on the board.
 We save ourselves against dangers.
 You take care of your luggage yourself.
 She learnt traffic rules herself.
· ask students to underline reflexive pronouns in the sentence.
Expected answers:
 We save ourselves against dangers.
 You take care of your luggage yourself.
 She learnt traffic rules herself.
 They made food themselves.
 You will write an essay on traffic rules yourselves.
· help students where necessary.
ACTIVITY:

The teacher will:

· write some sentences on the board.
· ask students to copy the sentences in their notebooks.
· ask students to fill in the blanks with correct reflexive pronoun according to subject of each
sentence.

 Ali made this table .

 Salma cooked chicken .
 I composed this essay .
 She injured with a knife.
 They collected all the coins .
 A tiger can defend .
 Has Naz written this poem ?
 We enjoyed a lot.
 Ali and Adnan you should look after your bags .
 Did they stitch clothes ?
Expected answers:
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Teacher Shahab ud Din Roll No.: by468211

 Ali made this table himself.

 Salma cooked chicken herself.
 I composed this essay myself.
 She injured herself with a knife.
 They collected all the coins themselves.
 A tiger can defend itself.
 Has Naz written this poem herself?
 We enjoyed ourselves a lot.

Recapitulation 2 minutes

The teacher will:

· give students a quick recap by reinforcing the definition of reflexive pronouns.
· ask how many reflexive pronouns are there?

Assessment 5 minutes

The teacher will:

 assess students' learning and understanding through different activities performed in class,
during development stage of the lesson.

Home 1 minutes

The teacher will:

ask students to attempt exercise A on page 55 of their textbook.
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Teacher Shahab ud Din Roll No.: by468211

LESSON PLAN#: 8

BASIC INFORMATION

CLASS: 6TH

SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: Use few indefinite pronouns.

NUMBER OF STUDENTS: 30

DATE:10/10/2021

STUDENTS’ LEARNING OBJECTIVES:

At the end of this lesson the following objectives will be met:

General objectives:

 To enable the students to speak and write English correctly.

 To enable to communicate in English.

Specific objectives:

 Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive
and reflexive pronouns.
 Use few indefinite pronouns.
 Illustrate use of prepositions of position, time, movement and direction.
PERIODS 4:

· Use few indefinite pronouns.

INFORMATION FOR TEACHER

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Teacher Shahab ud Din Roll No.: by468211

· A pronoun that does not refer to any specific person, place, amount or thing is called indefinite
pronoun. We use indefinite pronouns to refer to people or things without saying exactly who or
what they are. We use pronouns ending in -body or -one for people, and pronouns ending in -thing
for things:
Example:
 Everybody enjoyed the match.
 I opened the door but there was no one at home.
 It was a very clear day. We could see everything.
 The mouse went somewhere behind the food cartons.
 Somebody came to meet me but I was not at home.
 Nothing was there to eat in the kitchen.
· Most indefinite pronouns are either singular or plural. However, some of them can be

Indefinite Pronouns Chart

Singular Plural Singular OR Plural

everybody Another Both all
Everyone Each Few most
everything Either Many any
anybody neither Several none
anything nobody some
somebody no one
Someone Nothing
something One

· singular in one context and plural in another.

· We use a singular verb after an indefinite pronoun:
Examples:
 Everybody loves seema.

 Everything was ready for the party.

· Indefinite pronouns can represent either count nouns or non-count nouns.

Examples:
 I would like to go to Murree this Summer.
I would like to go somewhere this
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Teacher Shahab ud Din Roll No.: by468211

Summer.
 Ali gave me this pen.
Someone gave me this pen.

 I will not tell your story to Hassan.

I will not tell your story to
anyone.
 I bought mangoes from the market.
I bought something from the
market.
 I took two milk packs from the refrigerator.
I took some milk from the refrigerator.

MATERIAL AND AV AIDS:

Board, chalk/marker, textbook, duster.

GREETING 1 minute

The teacher will:



· begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.

· wait for students to reply with “Wa Alaikumussalam/ Good morning”.

Assessing Previous Knowledge 4 minutes


· ask the students:

 What is a pronoun?
 What is subjective pronoun?
 What is objective pronoun?
 What is possessive pronoun?
 Give examples of possessive pronoun.
 What is a reflexive pronoun?
Expected answers:
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Teacher Shahab ud Din Roll No.: by468211

 A pronoun is a word that takes the place of a noun.

 A pronoun that comes in the beginning of sentence and performs the action is called a
subjective pronoun.

Announcing the topic

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, will read about “use of indefinite pronoun”. 

PRESENTATION 30 minutes


Activity 1 15 minutes
· write definition of indefinite pronouns on the board, “Indefinite pronouns are those referring to
one or more unspecified objects, beings, or places”.
· explain by pointing at the topic written on board, “they are called “indefinite pronouns” simply
because they do not indicate the exact object, being, or place to which they refer. Pronouns
ending in -body or -one are used for people, and pronouns ending in -thing for things”.

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Teacher Shahab ud Din Roll No.: by468211

some no any every

body
any

some
thing Indefinite Pronouns
no

every
one

some no any every

· explain that indefinite pronouns can either be singular or plural, depending on how they are
used in a sentence.
· write indefinite pronouns on board and tell the students that some of the indefinite pronouns in
English are:

INDEFINITIVE PRONOUNS

SINGULAR
anybody/ somebody/
another anything each other
anyone someone
Enough everybody/ everything something one
either
everone
nobody/
less Little much neither nothing
no one
PLURAL

both Few fewer many others several

BOTH SINGULAR & PLURAL

all Any more/most none such some

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· explain, “If you use an indefinite pronoun as a subject, then your verb must agree to it”. 

Everybody thinks about the story.

singular indefinite pronoun singular verb

Everything was for the party.

singular indefinite pronoun singular verb

Several people were waiting for the bus.

plural indefinite pronoun plural verb

Some of the money is needed by Asif.

Singular and plural both singular singular verb

(depending upon usage) uncountable noun

Some of the children are creating loud noise.

Singular and plural both plural countable plural verb

(depending upon usage) noun
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Teacher Shahab ud Din Roll No.: by468211

Examples:
· explain, “we can add 's to an indefinite pronoun to make a possessive”.
Activity 2

· write some sentences on the board.

· ask students to copy the sentences in their notebooks.
· ask students to fill in the blanks with correct indefinite pronoun according to
subject of the eachsentence.

 I pressed the call bell several times but answered.

 You look tired and hungry. Would you have to eat?
 If there is you need, please let me know.
  saw him entering the bank.
 It is a huge loss and must share it.
 I don't think has the courage to condemn him openly.
 Could of you accompany me to the market?
  could have answered these questions .they are so easy.
 These facts are known to . There is nothing secret at all.
 All the doors were closed. So I heard absolutely .
  has left a mobile phone on the table.
  has been eaten. All the dishes were empty.
Expected answers:
 I pressed the call bell several times but nobody answered.
 You look tired and hungry. Would you have anything to eat?
 If there is anything you need, please let me know.
 Nobody saw him entering the bank.
 It is a huge loss and someone must share it.
 I don't think anyone has the courage to condemn 0him openly.
 Could anyone of you accompany me to the market?
 Anyone could have answered these questions .they are so easy.
· help students where necessary.
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Teacher Shahab ud Din Roll No.: by468211

Recapitulation 2 minutes

The teacher will:

· give students a quick recap by reinforcing the definition of indefinite pronouns.
· ask to give examples of singular and plural indefinite pronouns.

Assessment 5 minutes

The teacher will:

· assess students' learning and understanding through different activities
performed in class,during development stage of the lesson.

Home 1 minute

The teacher will:

· ask students to attempt exercise B and C on page 56 of textbook.
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Teacher Shahab ud Din Roll No.: by468211

LESSON PLAN #: 9

BASIC INFORMATION

CLASS: 6TH ,

SUBJECT: ENGISH

DURATION/ Numbers of Period/s: 45 MINUTES /2 period

TOPIC: Prepositions of position, time, movement and direction.

NUMBER OF STUDENTS: 30

DATE:11/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable to communicate in English.
Specific objectives:

AT THE END OF THIS LESSON, THE STUDENTS WILL BE ABLE TO

 Illustrate use of prepositions of position, time, movement and direction.

PERIOD 5:

 Illustrate use of prepositions of position, time, movement and direction.

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Teacher Shahab ud Din Roll No.: by468211

INFORMATION FOR TEACHER

 Preposition tells the position of a noun.

 It shows relationship between a noun or pronoun and other words within a sentence.
Examples: in, on, at, with, for, from, of, into, under, behind, between, after,
among, above, up,down etc.
 I have a book in my bag.
 I write with a pen.
 A cat is sitting under a table.
 I reach school on time.
 Preposition tells us more about its relationship between a noun or pronoun by
showing position,time, movement and direction of a noun or pronoun.
 Preposition of time may indicate timing by using definite or indefinite states of time in a
sentence.
Examples:
 I was born in Lahore.
 I will see you on Sunday.
 Prepositions of place describe the position of a person or thing in relation to
another person orthing.
Examples:
 There is a cup on the table.
 The cat is under the table.
Prepositions of movement show movement of a person/thing from one place to
another. Theseprepositions always describe movement and we usually use them
with verbs of motion. The most common preposition of movement is the
preposition to, which describes movement in thedirection of something.
Examples:
 How do you go to work?
 He went to college.
 We are going to Murree.
 We walked from the farm to the beach.
 Prepositions of direction are used to indicate direction. Direction prepositions are
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Teacher Shahab ud Din Roll No.: by468211

special becausethey show some type of movement.

MATERIALS/AV AIDS

Chalk, marker, white/black board, textbook

GREETING 1 minute

The teacher will:

 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.

TESTING PREVIOUS KNOWLEDGE 5 minutes
 recall the usage of prepositions of time, direction and place through brainstorming.
Expected answers:
 Preposition of time may indicate timing by using definite or indefinite
states of time in asentence.
 Prepositions of place describe the position of a person or thing in relation to
another personor thing. Prepositions of direction are used to indicate
direction. Direction prepositions are specialbecause they show some type
of movement.
 write a few sentences and ask students to add prepositions of time to it.
 We take rest noon summer.
 They go to school early the morning.
 He will come here Friday.
 The school starts 8 o'clock.
 They will play a match the morning.
Expected answer:
 We take rest at noon in summer.
 They go to school early in the morning.
 He will come here on Friday.
 The school starts at 8 o'clock.
 They will play a match in the morning.
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Teacher Shahab ud Din Roll No.: by468211

Announcing the topic 2 minutes


Finding the students previous knowledge the teacher will announce the topic saying “well
students, Today we, will read about “Illustrate use of prepositions of position, time, movement
and direction.”. 

PRESENTATION 30 minutes

Activity 1
The teacher will:
 tell students, “Today we will learn more about prepositions of place and direction”.
 revise: 
 Prepositions of place show the relationship of place between the nouns to the
other parts of a sentence. Common prepositions of places & direction are on, at,
in, by, from, to, towards, up, down, across, between, among, through, in front of,
behind, above, over, under, below, etc.
 write the following examples on the board and reinforce the usage of prepositions
of place anddirection.
Examples:
 I go to school by bus.
 The phone is on the table.
 The sky is above my head.
 ask students to copy the sentences in their notebooks.

Activity 2

The teacher will:

 write some sentences on the board.
 ask students to underline prepositions of place and direction given in sentences.
 There are clouds over the hills.
 Take the bridge across the river and then turn left.
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Teacher Shahab ud Din Roll No.: by468211

 ask students to copy the sentences in their notebooks.
 ask students to underline prepositions of place and direction given in sentences.
Expected answers:
 There are clouds over the hills.
 Take the bridge across the river and then turn left.

RECAPITULATION 2 minutes

The teacher will:

sum up by asking the students about the prepositions of place and direction.
 ask the students to give some examples.

ASSESSMENT 4 minutes

The teacher will:

 assess students' learning and understanding through different activities performed in
class, duringdevelopment stage of the lesson.

HOME WORK 1 minute

The teacher will:

 ask students to attempt exercise D on page 57 of textbooK
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Teacher : Shahab ud Din Roll No.: by468211

LESSON PLAN #:10

BASIC INFORMATION

CLASS: 6TH

SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

 TOPIC: Use of Simple Present, Present Continuous, 

NUMBER OF STUDENTS: 30

DATE:13/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable the element to write the easy with correct tense use.
Specific objectives:

At the end of this lesson the students will be able:

 To use simple present tense in sentences

 To use simple past tense
 To use simple future tense in sentences

PERIOD 6:

 Recognize the form and various functions; and illustrate use of Simple Present, Present Continuous,
Simple Past, Past Continuous and Future Simple tenses.

INFORMATION FOR TEACHER

 Simple past is a verb tense that is used to talk about things that happened or existed before now.
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Teacher : Shahab ud Din Roll No.: by468211

Examples:
 I visited Saudi Arabia last year.
 Our team won the match yesterday.
 Past tense is used for describing complete activity in the near past.

 Formula in affirmative sentence:

Subject + second form of the verb + object
Example: He passed his test.
 Formula in negative sentence:
Subject + did not + first form of the verb + object
Example: He did not pass his test.

 Formula in interrogative sentence:

Did + subject + first form of the verb + object+?
Example: Did he pass his test?

 Formula in negative interrogative sentence:

Did + Subject + not + first form of the verb + object+?
Example: Did he not pass his test?

 The teacher should refer to some common and familiar objects to make this lesson more interesting
and realistic.
 To ensure maximum participation of students, they should not be discouraged if they answer or
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Teacher : Shahab ud Din Roll No.: by468211

name the things in Urdu.

 While teaching lesson, the teacher should also consult textbook at all steps where and when
applicable (taking examples of simple past).

MATERIALS/AV AIDS

Chalk, marker, white/black board, textbook

GREETING 1 minute
The teacher will:
 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.


Assessing Previous Knowledge 5 minutes

 say, “I went to the park yesterday. I saw many beautiful birds.”

 ask the students, “What did you do after school yesterday?”
 write students' responses on the board.
 write some sentences on the board.
 The birds flew in the air.
 The hunter caught a deer.
 I went to Lahore yesterday.
 We helped the needy.
 underline the verbs and tell the students that past form (2nd form) of the verb is used in simple past
tense e.g. went, saw.
 The birds flew in the air.
 The hunter caught a deer.
 I went to Lahore yesterday.
 We helped the needy.
 tell the students “Today we are going to learn simple past tense”.

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Teacher : Shahab ud Din Roll No.: by468211

Announcing the topic 2 minutes


Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read about “simple tense”.

PRESENTATION 30 minutes

Activity 1
The teacher will:
 explain that the simple past tense is used to tell or talk about things that happened or existed in the
near past.
Examples:

 I see a match  I saw a match

 We eat bananas  We ate bananas
She sings a song. She sang a song.
 
I say my prayer. I said my prayer.
 
 explain that we follow certain patterns for forming affirmative, negative, interrogative and negative
interrogative sentences of simple past tense for regular and irregular verbs.

Affirmative

Subject + verb + ed

We Jumped.

Negative

Subject + did not + verb

We didn't Jump.

Interrogative

Did + subject + verb + ?

Did We jump?
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Teacher : Shahab ud Din Roll No.: by468211

Interrogative negative

Did + subject + not + verb + ?

Didn't we not jump?

 explain that an affirmative sentence in past simple is usually formed by adding -d, -ed, or -ied to the
base form of the verb e.g. attacked, listened, dried, heard. 
 explain, to create a negative sentence in the past simple, use didn't (did not) + the base form of the
verb. 
 explain, to create an interrogative sentence in the past simple, start the question with did, then add a
subject (the person or thing that does the action) followed by the base form of the verb and a
question mark at the end. 
 take a few responses from students and write on the board.
Expected Answers:
 I washed the clothes.
 He wrote a novel.
 ask students to write a negative sentence with the help of the pattern explained..
 take a few responses from students and write on the board.
Expected Answers:
 I did not wash the clothes.
 He did not write a novel.
 now ask the students to write an interrogative and a negative interrogative sentence with the help of
the pattern explained. 
 take a few responses from students and write on the board.
Expected Answers:
 Did I wash the clothes?
 Did I not wash the clothes?
 move around the class and make sure that students are responding correctly. In case of any difficulty,
help students until they understand and complete the activity. 
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

RECAPITULATION 2 minutes

The teacher will:

 tell the students “Today we have learnt about simple past tense and the patterns for forming simple
past tense with regular and irregular verbs”.

ASSESSMENT 4 minutes

The teacher will:

 write some sentences on the board and ask students to change them into simple past tense.
 We play Tennis.
 A lion catches a deer.
 She reads the newspaper.
 I do not tell a lie.
 She speaks truth.
 She does not cheat anyone.
Expected Answers:
 We played Tennis.
 A lion caught a deer.
 She read the newspaper.
 I did not tell a lie.
 he spoke truth.
 She did not cheat anyone.

HOME WORK 1 minute

The teacher will:
 ask students to write fifteen sentences (five affirmative, five negative, five interrogative) in simple
past tense in their notebooks.
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211


LESSON PLAN #:11

BASIC INFORMATION

CLASS: 6TH SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: TRAVELLING ETIQUTTES (READING AND COMPREHENSION)

NUMBER OF STUDENTS: 30

DATE:14/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable the element to read the lesson with correct pronunciation.
Specific objectives:

At the end of this lesson the students will be able:

 To use simple present tense in sentences

 To use simple past tense
 To use simple future tense in sentences

PERIOD 7:

 Recognize the form and various functions; and illustrate use of Simple Present, Present Continuous,
Simple Past, Past Continuous and Future Simple tenses.

INFORMATION FOR TEACHER

 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

 Simple present is a verb tense that is used to express a habitual action or routine work.
Examples:
 We run a race daily.
 Do you know me?
 She drives her car.
 He does not buy a new bike?
 Present tense is used for describing complete activity at present.
 Formula in affirmative sentence:
Subject + 1st form of the verb + object
Example: He writes a letter.
Subject + 1st form of Verb + s/es + object
Example: She likes bananas.

 The teacher should refer to some common and familiar objects to make this lesson more interesting
and realistic.

Ensure maximum participation of students, they should not be discouraged if they answer or name
the things in Urdu.
 While teaching the lesson, the teacher should also consult textbook at all steps where and when
applicable.

MATERIALS/AV AIDS.

Chalk, marker, white/black board, textbook

GREETING 1 minute
The teacher will:
 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.



 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211


Assessing Previous Knowledge 4 minutes

 say, “I go to the park daily. I see many beautiful birds there.”

 ask the students, “What do you do after school every day?”
 write students' responses on the board.
 ask students to underline the verbs and tell students that present form of the verb is used in present
tense e.g. play, teach, make, visit, help etc.
 I go to school daily.
 We see stars at night.
 He reads a story book.
 .
Expected answers:
 I go to school daily.
 We see stars at night.
 He reads a story book.
 tell the students “Today we are going to learn simple present tense”.

Announcing the topic 2 minutes

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read “USES OF TENSES”.

PRESENTATION 30 minutes

Activity 1

The teacher will:

 explain that the simple present tense is used to tell or talk about things that happen or exist in the
present situation or in routine.
Example:
 I take exercise in the evening.
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

 I eat fruits daily.

 explain that we follow certain patterns for forming affirmative, negative, interrogative and negative
interrogative sentences of simple present tense for regular and irregular verbs.

Affirmative Sentences

Subject + verb ( 1st form)

We run.

Subject + verb + s/es

He/ She/It/ singular name runs.

Negative Sentences

Subject + do not + verb

I/We/You/They do not run.

He/She/It/singular name does not go

Interrogative Sentences

Do + subject + verb

Do they/I/we/you + verb

Does he/she/it/singular name run?

Negative Interrogative Sentences

Do + subject + not + verb + ?

Do I/we/you/they not run?

Does +subject + not +verb + ?

Does he/she/it/singular name + run?

not

 explain, to create a negative sentence in the present simple, use don't/ does not + base form of the
verb.
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

 explain, to create an interrogative sentence in the present simple, start the question with do/does,
then add a subject (the person or thing that does the action) followed by the base form of the verb
and question mark at the end.
 ask students to take out their notebooks and write an affirmative sentence with the help of pattern
explained.
 take a few responses from students and write on the board.
Expected answers:
 I like flowers.
 We cook food.
 She sweeps the floor.
 ask students to write a negative sentence with the help of the pattern explained..
 take a few responses from students and write on the board.
Expected answers:
 I do not like flowers..
 now ask the students to write an interrogative and a negative interrogative sentence with the help of
the pattern explained.
 take a few responses from students and write on the board.
Expected answers:
 Do l like flowers?
 Do I not like flowers?
 move around the class and make sure that students are responding correctly. In case of any
difficulty, help students until they understand and complete the activity.

RECAPITULATION 2 minutes

The teacher will:

 tell students “Today we have learnt about simple present tense and its negative and interrogative
sentences following the formulas given above/told before”.

ASSESSMENT 5 minutes
The teacher will:
 write some sentences on the board and ask them to change the sentences into negative and
interrogative sentences.
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

 I help my friends.
 The farmer ploughs in the fields.
Expected answers:

Negative Sentences Interrogative Sentences

 I do not help my friends  Do I help my friends?
 The farmer does not plough in the field.  Does the farmer plough in the field?
 She does not water the plant.  Does She water the plant?
 I do not give him my book.  Do I give him my book?

HOME WORK 1 minute

The teacher will:

 ask the students to write fifteen sentences (five affirmative, five negative, five
interrogative) insimple present tense in their notebooks
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

LESSON PLAN #:12

BASIC INFORMATION

CLASS: 6TH SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: use of Simple Present, Present Continuous,Simple Past, Past Continuous and Future Simple tenses.

NUMBER OF STUDENTS: 30

DATE:15/10/2021

Students’ learning objectives

General objectives:

 To enable the students to speak and write English correctly.

 To enable the element to write the technical report with correct tense use.
Specific objectives:

At the end of this lesson the students will be able:

 To use simple present continuous tense in sentences

 To use simple past continuous tense
 To use simple future tense in sentences

Period 8:

 Recognize the form and various functions; and illustrate use of Simple Present, Present Continuous,
Simple Past, Past Continuous and Future Simple tenses.

INFORMATION FOR TEACHER

 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

 The present continuous tense is used for describing actions and activities being done/taking place
at the time of speaking.
 1st form of verb adding ''ing'' to it makes progressive form of the tense that is used to express an
action or routine work being done at the time of information or statement being given.
 To show the work or action happening at the moment, some auxiliary/helping verbs are used to
perform their role along with the main verb.
 Auxiliaries or helping verbs are used keeping in mind the subject and auxiliary verb agreement e.g.
singular or plural form of the subject or doer.
Examples:
Is He, she, it or any singular name

Are We, you /anything/name that is plural in form

Am I only being the indefinite subject

 Simple formula to make sentences for this progressive form of tense is as follows:
Subject + is/am/are + 1st form of the verb/main verb +ing + object.
Examples:
 The players are playing in the ground.
 Am I singing a sweet song?
 She is knitting a sweater.
 You are helping the poor.
 Present continuous tense is used for describing the activity being performed at present.
 Formula for affirmative sentence:
Subject + 1st form of the verb + ing+ object
Example:

 She is reading a novel.

 Formula for negative sentence:
Subject + is not/am not/are not+ first form of the verb with ''íng'' + object
Example:
 She is not reading a novel.
 Formula for interrogative sentence:
 CLASS 6TH SUBJECT ENGLISH

Teacher : Shahab ud Din Roll No.: by468211

Is/am/are + subject + first form of the verb with íng + object + ?

Example:

 Is she reading a novel?

 The teacher should refer to some common and familiar activities happening in class routine during
teaching/learning process to make this lesson more interesting and realistic.
 To ensure maximum participation of students, they should not be discouraged if they try to answer
or make the sentences in Urdu.
 While teaching the lesson, teacher should also consult textbook at all steps where and when
applicable.


MATERIALS/ AV AIDS

Chalk, marker, white/black board, textbook

GREETING 1 minute
The teacher will:
 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.

  Previous Knowledge 4 minutes
Assessing

 ask the students, “What are you doing at the moment?”

 write students' responses on the board, that may be '' we are listening to you / we are looking at you.
 tell students that present continuous tense is used to describe the actions that are happening or
taking place when a speaker is speaking/stating or informing about the current action or situation
  ask students that the teacher and the students will be acting/expressing an action without speaking
by taking turns and both the teacher and students(randomly) will response using the
progressive/continuous tense.
 write some of the actions/doing words on the board showing different situations. (write, read, teach,
study)
Expected answers:
 I am writing a letter.
 She is reading newspaper.
 You are teaching your brother.
 He is studying his books.
 ask students to underline the auxiliary and main verbs from the given sentences.
 I am writing a letter.
 She is reading newspaper.
 You are teaching your brother.
 He is studying his books.

Announcing the topic 2 minutes


Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read “USE OF PRESENT CONTINUOUS AND PAST CONTINUOUS”.

PRESENTATION 30 minutes

Activity 1

The teacher will:

 explain that as the present continuous tense is used to tell or talk about things that are happening or
existing in the present situation, therefore the formation requires the use of ''ing'' with the 1st form
of main verb
 ask the students to fill in the gaps after writing the following sentences on the board.
Example:
 Sania is tea.. (take)
 I am not food. (eat)

16
  Are we a lie? (tell)
 Is he not a song? (sing)
 Our teacher is --------------- us. (teach)
Expected answers:
 Sania is taking tea.
 I am not eating food.
 Are we telling a lie?
 Is he not singing a song?
 Our teacher is teaching us.
 explain that we follow certain patterns for forming affirmative, negative, interrogative and negative
interrogative sentences of present continuous tense.
Sentence formation patern for present continuous tense Model sentences

Affirmative Subject + helping/auxiliary verb + 1st She is cooking food.

form of main verb with ''ing'' + object

Negative subject, is not/ am not/ are not + 1st I am not cooking food.
form of main verb with ''ing'' + object He /She is not cooking food.
You/they/We are not
cooking food.

Interrogative Is/am/are in the start of the sentence, Are we/they/you cooking

subject + 1st form of main verb with food?
‘'ing'' + object + ? Is he/she cooking food?

Negative Is /am /are in the start of the sentence + Are we not cooking food?
Interrogative subject+ not+ 1st form of main verb with
‘'ing'' + object + ?

 ask students to take out their notebooks and write an affirmative sentence with the help of the
pattern explained using the action word ''write''.
 take a few responses from students and write on the board.
Expected Answers:
 I am writing a letter.
 He is writing a letter.

17
  We are writing a letter.
 ask the students to write a negative sentence with the help of the pattern explained.
 take a few responses from students and write on the board.

 I am looking at the board.

 A dog is chasing a cat.
 She is reading a book.
 We are taking exercise in the park.
 The students are working hard.
 My mother is praying for me.
Expected answers:

Negative Sentences Interrogative Sentences

 I am not looking at the board.  Am I looking at the board?
 A dog is not chasing a cat.  Is a dog chasing a cat?
 She is not reading a book.  Is She reading a book?
 We are not taking exercise in the park.  Are we taking exercise in the park?
 The students are not working hard.  Are the students working hard?
 My mother is not praying for me.  Is my mother praying for me?

HOME WORK

The teacher will:

ask students to write 15 sentences (five affirmative, five negative, five interrogative) in presentcontinuous
tense.

18
 LESSON PLAN #:14

BASIC INFORMATION

CLASS: 6TH SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: SPORTS AND SPORTSMANSHIP Reading & Comprehension (Pre-Reading Strategy)

NUMBER OF STUDENTS: 30

DATE:17/10/2021

STUDENTS’ LEARNING OBJECTIVES

General objectives:

 To enable the students to speak and write English correctly.

 To enable the element to write the technical report with correct tense use.
Specific objectives:

At the end of this lesson the students will be able:

 Use pre-reading strategies to

 predict the content of a text from topic / picture, title / headings etc. by using prior knowledge,
asking questions and contextual clues
 guess the meaning of difficult words through contextual clues.

INFORMATION FOR TEACHER

19
  There are three stages in reading skills:
 Pre-reading
 While-reading
 Post-reading
 Pre-reading section introduces students to the subject matter under discussion and gives them an
opportunity to express their own experiences, views and understanding of it. This activity
centralizes language as a vehicle for communication, prompting students to share their opinions
with others, leading them to accept and understand different points of view. It also allows students
to explore the topic further by getting new information or to consolidate established information.
 This activity will also help the teacher to evaluate the level of oral competency each student has
gained.
 At pre-reading stage, students try to guess the actual text. It sparks students' interest and gives
students an opportunity to begin thinking about or anticipating the story while making
connections.

MATERIALS/AV AIDS

Chalk/marker, white/black board, textbook

GREETING 1 minute

The teacher will:

 begin the class by greeting the students with “Assalam-o-Alaikum/Good morning”.
 wait for students to reply as “Wa Alaikumussalam/ Good morning”.
 

ASSESSING PREVIOUS KNOWLEDGE 4 minutes



20
 Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read an interesting story named, ….

 instruct the students to open their books at page 75.

 ask the students to look at the pictures given on page 75.
 ask, “Can you identify the sports items?”
Expected answers:

racket and hockey and ball bat and ball football racket and ball
shuttercock

carrom-board ludo-board baseball bat and golf club and golf ball
soft ball

 ask, “Which game the above mentioned sports items relate to?”

Badminton Hockey Cricket Football Tennis

Carrom Ludo Baseball Golf

 get the individual responses.

 ask students, “Which game they like to play?”
Expected answers:
Badminton Hockey Cricket Football Hopscotch
Carrom Ludo Gilli Danda Kabaddi Dots and Boxes
Tag (Touch and Run...statue Cat and Mouse Pile the 7 Tiles (hitter Hide and Seek
Go) Chase and seekers)
Tug of war Table Tennis Checkers Marble game Kho-Kho
(Draughts)

Note: If students name the games in Urdu or in local language, don't snub them, give them the English
name for the game.

Announcing the topic 2 minutes

Finding the students previous knowledge the teacher will announce the topic saying “well students,
Today we, well read an interesting TOPIC “SPORTS AND SPORTSMANSHIP ( Reading & Comprehension )“

21
 PRESENTATION 30 minutes

The teacher will:

Activity 1

 ask the students to read only the title of the lesson.

 write the title of the story on the board.
 ask the students to tell what is meant by “sportsmanship”.
 brainstorm and build a concept map on the board.

no cheating
accept a loss
don’t be quiter
without whining

practice self-
control have a positive
aEtude

Sportsmanship

fair play respect for game

rules

no yelling at team give your best

mates

 ask the students 'Have you ever shown yourself sportsmanship?'

 if the response is yes' ask the student/s to share which trait of sportsmanship has/have been

22
 displayed by him/her.
 appreciate the trait shared.
 ask students 'What is the importance of Sportsmanship?’
Expected answers:
 sportsmanship develops courage, open heartedness, harmony, peace and acceptability.
 point at the pictures of the lesson and will say that by looking at the pictures of the lesson we can
predict that the lesson is about sports.

Activity 2
The teacher will:
 read the lesson “Sports and Sportsmanship” on pages 76 and 77 of the textbook.
 ask a few students to read.
 help students with pronunciation of difficult words.
 ask the students to underline the words they are not familar with.
 write a few difficult words from the lesson (identified by students) on the board.

Cheat Nurture participate permission

Quitter Striving yelling sense

 let the students predict and guess the meanings of these words from contextual clues.
 ask students to share their guessed meaning with their class fellows.
 write predicted answers on the board.

word predicted meanings

cheat to deceive, to trick, to betray

nurture to develop, to support, to cherish, to encourage

participate to take part

permission ask for approval, ask for agreement

quitter someone who gives up, someone who leaves off

striving struggling, trying, making every effort, doing all you can, try hard

23
 yelling to shout, to scream

sense to make judgement

 ask the students to tally their meanings to the glossary on page 84 of the textbook or a dictionary.

RECAPITULATION 2 minute

The teacher will:

 sum up the session by saying, “Today we learnt to predict the content of a lesson from title, pictures
and contextual clues”.
 say, “We also learnt that context clues are words in the same sentence or passage that give you
clues about what an unfamiliar word means. These clues will help you to understand the meaning of
the unknown word in a story or passage”.

ASSESSMENT 4 minutes

The teacher will:

 assess informally students' ability and understanding during activities while/through the
development stage of lesson.

HOME WORK 1 minute

The teacher will:

 ask students to discuss their favourite sports with their siblings.

24
 LESSON PLAN #:15

BASIC INFORMATION

CLASS: 6TH

SUBJECT: ENGLISH

DURATION/ Numbers of Period/s: 45 MINUTES /1 period

TOPIC: SPORTS AND SPORTSMANSHIP Reading & Comprehension (While-Reading Strategy

NUMBER OF STUDENTS: 30

DATE:18/10/2021

STUDENTS’ LEARNING OBJECTIVES:

General objectives:

 To enable the students to speak and write English correctly.

 To enable the element to read the lesson with correct pronunciation.
Specific objectives:

At the end of this lesson the students will be able:

 To develop the vocabulary of the students. 

 To use critical thinking to respond to the text (post reading) to:

 apply world knowledge and own feelings/opinions to the text read.
 relate what is read to their own feelings and experiences.
 respond orally or in writing.

INFORMATION FOR TEACHER

 Being an active reader is a crucial part of being a lifelong learner; therefore, a number of active
reading strategies through while reading activities are designed. This section helps in recognizing

25
 the pattern of text organization through skimming, scanning, making inferences, deducing meaning
from context, inferring meaning, and generating questions to understand text. While reading
questions are designed to predict, connect, visualize, evaluate, respond and interact with the text.

MATERIALS/AV AIDS

Chalk/marker, white/black board, textbook

GREETING 1 minute
The teacher will:
 begin the class by greeting the students with “Assalam-o-Aliakum/Good morning”.
 wait for students to reply with “Wa Alaikumussalam/ Good morning”.

TESTING THE PREVIOUS KNOWLEDGE 4 minutes

 invite 3 students to share their homework assigned the previous day (write one paragraph on 'My
favourite Sports').
Announcing the topic

 announce the title of the lesson No 7 “Sports and Sportsmanship” and ask the students to open
their textbooks at page 76.

PRESENTATION 30 minutes

The teacher will:

Activity 1

 allot 5 minutes for silent reading of complete lesson (Sports and Sportsmanship) Page 76-77.
 monitor the class to ensure students are on task.
 ask students to encircle/highlight these words: cheat, finalize, nurture, official, participate, quitter,

26
 striving, yelling, permission, sense.
 pronounce these words and ask students to follow him/her.
 Invite 5 volunteers for role play with supposed names (Riaz, Qasim, Jamila, Faheem, Muneeba).
 direct the remaining students to play their roles given in the lesson with the title (Students).
 ask these students to play their roles uttering the dialogue included in the lesson.
 direct these students to read their relevant portion/s for two minutes to be familiarized with the
content.
 direct the whole class to be attentive and observe the dialogue delivery keenly.
Activity 2
The teacher will:
 instruct the selected students to stand up with their books opened.
 start delivery of his/her own part in proper dialogue form (Teacher: Do you know………preparation
for it?).
 let the students utter their part of the delivery.
 utter the next part of the dialogue.
 let Riaz speak his part.
 ”ask Qasim to play his part and after Qasim, Jamal will perform his part”.
 teacher will utter his third delivery (That's nice………what is sportsmanship?).
 let this process resume.
 make sure, it is an active and lively lesson delivery involving the whole class actively.
 After the 5th delivery by the teacher, take a short pause, after the 5th delivery and put this question
(What is your idea of sportsmanship?).
 let at least 5-6 students to share one to two-word responses.
 consolidate this discussion.
 carry on the process of reading by letting the students play their relevant roles.
 discuss and explain the chart of sports week with the whole class at the end of the lesson.
 ask students to respond the question “Which sports will you like to play in the sports week?”

27
 RECAPITULATION 2 minutes

The teacher will:

 sum up the lesson by sharing examples of sports being played and promoted at national and
international level.

HOME WORK 1 minute

The teacher will:

 select 8 students to name 4 indoor games and 4 outdoor games.

28