2024-2025

ENGLISH GRAMMARSCOTTISH
MASTERINTERNATIONAL
PLAN SCHOOL
PREPARED BY: SAIYAD LUBNA Z.
 SCOTTISH INTERNATIONAL SCHOOL, SHAMLI
CLASS-8 CURRICULUM (SESSION 2024-25)
Subjec UT-1 Class Test Half Yearly UT-2 Annual
t
ENG II Unseen passages Unseen Passages, Writing - Unseen passages Unseen passages Unseen passages
Writing: Letters-to an official, Notice, Diary Entry,letters-to Writing: Article writing, short Writing: Formal letters to Writing: Notice, Article, Story,
Notice writing, Diary writing the Principal stories, desctiptive paragraph, the editor, Debate letters-to official,
Grammar: Determiners, Grammar - Determiners, Grammar: Tenses-( present , writing, Notice writing Grammar : Modals , Voice,
Auxiliary Verbs,Present tense Tenses- Present tense(all) past), Tag questions, Subject- Grammar: Non-finites, Prepositions, Reported
(all) Activity - TED TALK verb agreement, voice, IGP, UT- tenses(all), Prepositions. speech, Conjunctions, IGP and
Activity- interview skills, 1, ASL Activity - GDs, art ASL
resume making Activity - Story Telling, integrated project Activity - Debate, conducting
Newspaper report a survey
CLASS-7 CURRICULUM (SESSION 2024-25)
Subjec UT-1 Class Test Half Yearly UT-2 Annual
t
ENG II Unseen Passages Unseen Passages Unseen Passages Unseen Passages Unseen Passages
Writing - Informal Letter,Notice Writing - Notice, Diary Entry Writing - Short Story, Speech, Writing - Email, Letter to Writing - Notice, Essay,
Grammar - Tenses- Present (all) Grammar - Formal Letter to Principal + UT Editor, Article Writing Debate, Letter to Editor
,Verbs Activity- interview skills, Determiners,Tenses- Present 1 Grammar - Preposition, Grammar - Conjunction,
Resume making tenses- (all) Grammar- Voice, Adjectives, Reported Speech, Clauses, Modals + UT 2, IGP +
Activity - TED TALK Adverbs, tenses-all past, IGP + Activity - GDs, Art ASL
UT 1, ASL integrated project Activity - Debate, Conducting
Activity- Story Telling, a survey
Newspaper Report
CLASS-6 CURRICULUM (SESSION 2024-25)
Subjec UT-1 Class Test Half Yearly UT-2 Annual
t
ENG II Unseen Passages Unseen Passages Unseen Passages Unseen Passages Unseen Passages
Writing- Formal & Informal Writing - Notice, Diary Entry Writing- Short Story, Speech + Writing- Descriptive Writing- Email, Article,
Letters. Grammar- Noun, UT 1 Paragraph, Email, Article Debate, Letter to the Principal
Grammar- Tenses- present Pronoun,Tenses- present simple Grammar- Adjectives, Articles, Grammar- Voices, Grammar- Clauses,
perfect, present perfect and continuous Tenses- Past tenses- (all), Preposition, Adverbs, Conjunctions, Modals + UT 2
continuous, Verbs, Nouns, Activity - GDs Reported Speech, IGP + ASL Future-(all) Activity- TED talk, debate
pronouns Activity - Newspaper report Activity- interview skills,
Activity - Chat Show art integrated project
 Monthly Curriculum 2024-25 (VIII)
April May July August September October November December January
Unseen passages Diary writing, Unseen Writing: Unseen Unseen Writing: debate Unseen Revision +
Writing: letters-to the present passages short passages passages writing, emails passages Practice tests,
principal, notice tenses- all Writing: Article stories, Writing: Writing: Grammar: Non Writing: letters Worksheets and
writing Activity- writing descriptiv informal letters, formal letters finites, modals, to an official, ASL, Activity -
Grammar: interview Grammar: e emails to the editor Activity - art Grammar :rep conducting a
Determiners, Auxiliary skills, resume Tenses- paragraph Grammar: Tag Grammar: integrated project orted speech, survey, TED TALK
Verbs, Activity - TED making ( present , Grammar: questions, Conjunctions, IGP
TALK past), voice, Subject- tenses- prepositions Activity -
Activity- verb complete, IGP Activity - debate
Newspaper agreemen Activity - ASL dialogue
report t delivery
Activity -
Extempor
e
Monthly Curriculum 2024-25 (VII)
April May July August Septembe October November December January
r
Unseen Passages Writing-Diary Unseen Unseen Formal Unseen Passages, Unseen Passages Unseen Revision +
Writing - Informal Entry, notice, Passages Passages Letter to Writing - Short Writing - Email, Passages Practice tests,
Letter, Notice Grammar- Grammar- Writing- Principal , Story, Voice, IGP, Letter to Editor, Writing - Worksheets and
Grammar -Tenses- all Tenses-all Verbs Speech tenses-all Activity - dialogue Article Writing Notice, Essay, ASL, Activity -
present, Determiners, present, Writing - Grammar - past, delivery Grammar - Debate, Letter conducting a
Activity- resume Activity- Informal Adjectives, Activity - Preposition, to Editor survey, TED TALK
making interview skills Letter,notic Adverbs, IGP, ASL Reported Speech, Grammar -
e Activity - Activity - GDs, art Conjunction,
Extempore integrated project Clauses,Modal
s
Activity-debate
Monthly Curriculum 2024-25 (VI)
April May July August Septembe October November December January
r
Unseen Passages Writing-Diary Unseen Writing- Unseen Writing - descriptive Unseen Passages Unseen Revision +
Writing - Informal Entry Passages speech, story Passages paragraph Voice, all Writing - Email, Passages Practice tests,
Letter, notice Grammar- Grammar- Grammar - writing- past, IGP, Activity - Article Writing - Worksheets and
 Grammar -Tenses- Tenses-all Verbs, tenses- past- notice dialogue delivery Grammar - Debate, Letter ASL, Activity -
present- simple, cont, present, nouns pronouns simple, cont Grammar - Preposition, adverbs, to principal conducting a
Determiners, Activity- Activity- group Writing - Adjectives, Speech future tense -all Grammar - survey, TED TALK
chat show disc formal Adverbs, IGP Activity - Activity - art Conjunction,
Letter,notic Activity - ASL integrated project Clauses,Modal
e Extempore s
Activity -
debate

LESSON PLANS, WORKSHEETS AND ACTIVITIES

Monthly Curriculum 2024-25 (VIII)

April May
Unseen passages Unseen passages
Writing: letters-to the principal, notice Writing: Diary writing,
writing Grammar: present tenses- all
Grammar: Determiners, Auxiliary Verbs, Activity- interview skills, resume
Activity - TED TALK making
Topic: Unseen passages
Objective: By the end of the lesson, students will be able to demonstrate improved reading comprehension skills by analyzing characters, identifying key plot elements, and
making inferences based on textual evidence.
Learning Outcome:By the end of the lesson, 8th-grade students will demonstrate improved reading comprehension skills by analyzing characters, identifying key plot
elements, and making inferences based on textual evidence from the excerpt of "The Secret Garden." Through the completion of the character analysis worksheet, students
will be able to describe character traits, motivations, and relationships, as well as analyze character development and significance within the context of the passage.
Additionally, students will engage in text-based discussions, providing evidence from the passage to support their interpretations and deepen their understanding of literary
elements and themes.
Materials Needed:
1. Excerpt from a grade-appropriate novel or short story
2. Whiteboard or chart paper
3. Markers
4. Character analysis worksheet
5. Text-based discussion questions
Duration: 50 minutes
Lesson Plan:
1. Introduction (5 minutes):
 Begin by discussing the importance of reading comprehension at an advanced level. Explain how understanding characters, plot elements, and making inferences
enriches their reading experience and critical thinking skills.
 Introduce the objectives of the lesson: to analyze characters, identify key plot elements, and make inferences based on textual evidence.

2. Pre-Reading Activity (10 minutes):

 Show the students the excerpt you have selected for the lesson.
 Engage the students by asking them to make predictions about the characters, setting, and possible conflicts based on the title and any other relevant information.
 Encourage students to share their predictions with the class.

3. Reading the Excerpt (15 minutes):

  Distribute copies of the excerpt to each student or display it on a screen.
 Instruct students to read the excerpt silently to themselves.
 Encourage them to annotate the text, noting important details about the characters, setting, and plot elements.

4. Character Analysis Activity (10 minutes):

 Provide students with a character analysis worksheet or graphic organizer.
 Ask students to choose one main character from the excerpt and complete the worksheet by describing the character's traits, motivations, and actions.
 Encourage students to support their analysis with evidence from the text.

5. Text-Based Discussion (10 minutes):

 Write discussion questions related to character development, plot elements, and inferred meanings on the board or chart paper.
 Example questions might include:
 "How does the main character's background influence their decisions and actions?"
 "What conflicts or challenges does the character face in the excerpt?"
 "What can we infer about the theme or message of the text based on the characters' interactions?"
 Facilitate a class discussion, encouraging students to support their responses with evidence from the text.

6. Closure (5 minutes):
 Summarize the key points of the lesson: understanding characters, identifying plot elements, and making inferences enhance our comprehension and critical
thinking skills.
 Encourage students to continue practicing these skills in their independent reading and literary analysis.

Extension Activity (Optional):

 Assign students to write a short response or essay analyzing a different character from the excerpt, focusing on their development and contributions to the plot.
Assessment:
 Assess students' comprehension and critical thinking skills through their participation in discussions, completion of the character analysis worksheet, and quality of
responses to discussion questions.

Reading passage followed by a character analysis activity for 8th-grade students:

"The Secret Garden" (Excerpt)
Mary Lennox was born in India. She was a sour-faced, healthy, and self-centered child. She liked no one and no one liked her. When she was 9 years old, she was sent to
England to live with her uncle, Mr. Craven, after her parents died of cholera.
Arriving at her uncle's estate, Misselthwaite Manor, Mary found herself lonely and bored. She often wandered through the vast, empty rooms of the manor and the
neglected gardens surrounding it. One day, while exploring the grounds, she stumbled upon a hidden key and a locked door. Intrigued, Mary ventured through the door and
discovered a long-abandoned garden, hidden from view and overrun with weeds.
Despite the neglected state of the garden, Mary felt drawn to it. She began secretly visiting the garden every day, determined to bring it back to life. As she worked, Mary's
sour disposition gradually softened, and she found joy in the simple pleasures of gardening. Along the way, she made friends with Dickon, a local boy who had a special
connection with nature, and Colin, her sickly cousin who had been hidden away in the manor for years.
Together, Mary, Dickon, and Colin transformed the secret garden into a place of beauty and healing, symbolizing the renewal of life and the power of friendship.

Character Analysis Activity:

Choose one of the main characters from the passage (Mary Lennox, Dickon, or Colin) and complete the character analysis worksheet below. Use evidence from the
passage to support your analysis.
Character Analysis Worksheet:
Character's Name:
Traits: Describe the character's personality traits based on their actions, words, and interactions with others in the passage.

Motivations: What motivates the character to act the way they do? Consider their desires, fears, and past experiences mentioned in the passage.

Development: How does the character change or grow throughout the passage? Identify any significant transformations or realizations they experience.

Relationships: Describe the character's relationships with other characters in the passage. How do these relationships influence their actions and decisions?

Significance: What is the character's role or significance in the passage? How do they contribute to the development of the plot and themes?

Example Response:
Character's Name: Mary Lennox
Traits:
 At the beginning of the passage, Mary is described as sour-faced, healthy, and self-centered. She dislikes everyone and is disliked by others. However, as the
passage progresses, Mary's disposition softens, and she becomes more caring and compassionate, especially towards Dickon and Colin.
Motivations:
 Mary's motivation stems from her loneliness and boredom upon arriving at Misselthwaite Manor. She is drawn to the secret garden as a place of solace and escape
from her dreary surroundings. Her desire to bring the garden back to life reflects her newfound sense of purpose and connection with nature.
Development:
 Throughout the passage, Mary undergoes significant development as she transitions from a sour and self-centered child to a caring and compassionate friend. Her
interactions with Dickon and Colin, as well as her efforts to restore the garden, contribute to her personal growth and emotional transformation.
Relationships:
 Mary forms close relationships with Dickon and Colin, who play crucial roles in her journey of self-discovery. Dickon's deep connection with nature and Colin's
vulnerability help Mary recognize the beauty and healing power of friendship. These relationships enable Mary to overcome her loneliness and find happiness in
the company of others.
Significance:
 Mary is the protagonist of the passage, driving the plot forward through her exploration of the secret garden and her interactions with other characters. Her
transformation from a lonely and unhappy child to a joyful and compassionate friend illustrates the central themes of renewal, friendship, and the transformative
power of nature.

TEST

Reading Passage 1:
Title: "The Lost Key"
Sophie had been searching for her house key for what felt like hours. She checked her pockets, her backpack, and even under the couch cushions, but the key was
nowhere to be found. With a sinking feeling in her stomach, Sophie realized she must have dropped it somewhere on her way home from school. Panicked, she
retraced her steps, scanning the sidewalk and the path through the park. Finally, just as she was about to give up hope, Sophie spotted a glint of metal in the grass. With
a sigh of relief, she bent down and picked up her lost key, grateful to have found it before it got dark.
Comprehension Questions:
1. What was Sophie searching for in the passage?
2. Where did Sophie think she might have dropped her key?
3. How did Sophie feel when she found her key?
4. Why was Sophie relieved to find her key before it got dark?
5. Lost key is to Sophie as __________ is to someone stranded in the desert.
6. What does the word "panicked" mean in the passage?

Reading Passage 2:
Title: "The Mysterious Note"
As Sarah opened her locker, a small piece of paper fluttered to the ground. Puzzled, she picked it up and unfolded it to reveal a handwritten message: "Meet me at the
old oak tree after school - I have something important to tell you." Sarah's heart raced with excitement and curiosity. Who could have left her this mysterious note, and
what could they possibly want to tell her? Unable to concentrate on her classes, Sarah eagerly awaited the end of the school day, eager to unravel the mystery waiting
for her at the old oak tree.
Comprehension Questions:
1. What did Sarah find in her locker at the beginning of the passage?
2. What did the note say?
3. How did Sarah feel after reading the note?
4. Why was Sarah unable to concentrate on her classes?
5. Mysterious note is to Sarah as __________ is to a detective finding a clue.
6. What does the word "puzzled" mean in the passage?

TOPIC: Formal Letter to the Principal

Objective: By the end of the lesson, students will be able to compose a formal letter to the principal effectively addressing a concern or making a request.
Learning Outcome: Improved written communication, critical thinking, problem-solving, respect, advocacy, responsibility, and feedback.
Materials Needed:
Sample formal letter to the principal, Whiteboard or chart paper, Markers Writing paper or notebooks for students, Pens or pencils
Duration: 50 minutes
1. Introduction (5 minutes):
Start the lesson by explaining to students the purpose of writing formal letters and why it's important to know how to write them effectively, particularly when
addressing authority figures like the principal.
Discuss the significance of using a formal tone, clear language, and proper structure in formal letter writing.

2. Explanation of Letter Structure (10 minutes):

Using the whiteboard or chart paper, outline the basic structure of a formal letter, including:
Sender's address (optional)
Date
Principal's name and title
School's address
Salutation (e.g., "Principal Tyagi/ Ma’am,")
Body paragraphs (introduction, main message, closing remarks)
Closing (e.g., "Sincerely,")
Signature
Explain the purpose of each component and how they contribute to the overall effectiveness of the letter.

3. Analysis of Sample Letter (10 minutes):

Provide students with a sample formal letter addressed to the principal.
Read the letter aloud as a class, pointing out the structure, tone, and language used.
Discuss the content of the letter, focusing on the reason for writing, supporting details, and closing remarks.
Encourage students to identify elements of the letter that make it effective and suitable for the principal.

4. Brainstorming Activity (10 minutes):

Divide the class into small groups. Provide each group with a scenario or prompt for writing a letter to the principal (e.g., proposing a new school event, addressing a
safety concern, suggesting improvements to school facilities). In their groups, students brainstorm ideas for their letters, considering the main message, supporting
arguments or reasons, and appropriate language and tone.
5. Independent Writing (10 minutes):
Instruct students to individually write their own letters to the principal based on the scenario or prompt provided.
Encourage them to use the sample letter and the brainstorming activity as guides, focusing on clarity, coherence, and formal language.
Circulate around the classroom to provide support and guidance as needed.

6. Sharing and Reflection (5 minutes):

Invite volunteers to share excerpts from their letters with the class.
Lead a brief discussion on the writing process, asking students to reflect on any challenges they faced and how they overcame them.
Emphasize the importance of revising and editing their letters before submission.

Extension Activity (Optional): As homework, have students revise and finalize their letters to the principal, incorporating any feedback received during the sharing and
reflection session.

Practice questions:
1. Imagine you're a student concerned about the lack of recycling bins in your school. Write a letter to the principal explaining the importance of recycling and
requesting the installation of more bins.
2. You're a member of the student council and have noticed that the cafeteria food quality has been declining. Write a letter to the principal outlining specific
examples of issues with the food and suggesting possible solutions.
3. As a student, you've observed instances of bullying on campus. Write a letter to the principal expressing your concerns and suggesting strategies for addressing
bullying effectively.
4. You're a student athlete who feels that sports facilities are inadequate and in need of improvement. Write a letter to the principal detailing the shortcomings of the
current facilities and proposing upgrades or renovations.
5. After attending a seminar on mental health awareness, you feel inspired to initiate a mental health support group at your school. Write a letter to the principal
outlining the importance of mental health education and advocating for the establishment of a student-led support group.
6. You've noticed that there's a lack of representation of diverse cultures and perspectives in the curriculum and school events. Write a letter to the principal
suggesting ways to incorporate more diversity and inclusivity into the school's educational programs and activities.
7. After attending a seminar on mental health awareness, you feel inspired to initiate a mental health support group at your school. Write a letter to the principal
outlining the importance of mental health education and advocating for the establishment of a student-led support group.
8. You've noticed that there's a lack of representation of diverse cultures and perspectives in the curriculum and school events. Write a letter to the principal
suggesting ways to incorporate more diversity and inclusivity into the school's educational programs and activities.

Lesson Plan: Notice Writing

Duration: 45 minutes
Objectives:
1. Students will understand the purpose and components of a notice.
2. Students will learn the format and structure of writing a notice.
3. Students will practice drafting notices for various school-related events or announcements.
4. Students will demonstrate effective written communication skills through the creation of clear and concise notices.
Materials:
1. Whiteboard and markers
2. Sample notices for analysis
3. Blank paper or notebooks
4. Pens or pencils
Procedure:
Introduction (5 minutes):
1. Begin by asking students if they have ever seen or read notices in school or their community. Discuss examples and their purposes briefly.
2. Explain that notices are written or printed announcements used to inform people about events, meetings, or important information.
Instruction (10 minutes):
1. Outline the format of a notice:
 Heading: Name of the event or organization
 Date: Date of issuing the notice
 Body: Brief message providing details about the event or announcement
 Signature: Name or designation of the person issuing the notice
2. Discuss the importance of including essential information such as date, time, venue, and purpose in a notice.
Practice (25 minutes):
1. Divide the class into pairs or small groups.
2. Provide each group with a scenario or event (e.g., a school assembly, a club recruitment drive, a talent show).
3. Instruct students to work together to draft a notice for the given scenario, following the format discussed.
4. Encourage creativity and clarity in their notices, emphasizing the importance of keeping the message concise and easy to understand.
5. Circulate among the groups to offer guidance and support as needed.
Conclusion (5 minutes):
1. Have each group share their drafted notices with the class.
2. Discuss the effectiveness of each notice in conveying the necessary information.
3. Summarize the key points of notice writing, highlighting the importance of clarity, brevity, and relevance.
4. Assign students to write a notice individually as homework, applying the skills and knowledge gained in the lesson.
Practice questions:
1. Your school is organizing a "Fantasy Fiction Day" event where students can dress up as their favourite fantasy characters and participate in themed activities. Write a
notice to inform all students about the event, including details such as date, time, venue, and costume guidelines.
2. The school's environmental club is planning a tree-planting activity to celebrate Earth Day. Write a notice inviting students, teachers, and parents to participate in the
event, highlighting the importance of environmental conservation and providing information about meeting location and required materials.
3. The drama club is hosting auditions for its upcoming production of a classic Shakespearean play. Write a notice announcing the audition dates, audition
requirements, and rehearsal schedule, encouraging all interested students to try out for roles.
4. The school's science fair committee is seeking volunteers to help set up and coordinate the annual science fair. Write a notice calling for student volunteers, outlining
the tasks involved, and expressing appreciation for their contributions to the success of the event.
5. The school's student newspaper is looking for talented writers, photographers, and editors to join its team. Write a notice calling for student applicants interested in
contributing to the newspaper, detailing the application process, and highlighting the benefits of getting involved in student journalism.

Lesson Plan: Understanding Articles

Duration: 50 minutes
Objective: Students will understand the function and usage of articles (definite and indefinite) in sentences.
Introduction (10 minutes): Define articles as determiners used before nouns to specify or indicate the noun.
Provide examples of definite (the) and indefinite (a, an) articles.
Discuss rules for when to use each type.
Activity (20 minutes): Show examples of sentences with missing articles.
Have students identify the appropriate article (definite or indefinite) to fill in the blanks.
Discuss the reasons for choosing a particular article in each context.
Practice (15 minutes): Distribute worksheets with sentences containing blanks for articles.
Ask students to complete the sentences with the correct articles.
Review the answers as a class and discuss any questions or challenges encountered.
Conclusion (5 minutes): Summarize key points about articles and their usage in sentences.
Encourage students to pay attention to articles in their writing and speech to ensure clarity and specificity.
Homework: Assign a writing task where students have to write sentences incorporating articles correctly.

Lesson Plan: Exploring Demonstratives

Objective: Students will understand the function and usage of demonstrative determiners (this, that, these, those) in sentences.
Introduction (10 minutes):
Define demonstrative determiners as words used to point out specific nouns. Provide examples of demonstratives and discuss their usage.
Activity (20 minutes): Show examples of sentences with missing demonstratives. Have students identify the appropriate demonstrative to fill in the blanks. Discuss the
distance-based rules for using demonstratives (this/that, these/those).
Practice (15 minutes): Distribute worksheets with sentences containing blanks for demonstratives. Ask students to complete the sentences with the correct
demonstratives. Review the answers as a class and discuss any questions or challenges encountered.
Conclusion (5 minutes): Summarize key points about demonstratives and their usage in sentences. Encourage students to use demonstratives effectively to indicate
specific nouns in their writing and speech.
Homework: Assign a writing task where students have to write sentences incorporating demonstrative determiners correctly.

Lesson Plan: Exploring Possessives

Objective: Students will understand the function and usage of possessive determiners (my, your, his, her, its, our, their) in sentences.
Introduction (10 minutes): Define possessive determiners as words that show ownership or possession.
Provide examples of possessive determiners and discuss their usage.
Activity (20 minutes): Show examples of sentences with missing possessive determiners.
Have students identify the appropriate possessive determiner to fill in the blanks.
Discuss the rules for using possessive determiners.
Practice (15 minutes): Distribute worksheets with sentences containing blanks for possessive determiners. Ask students to complete the sentences with the correct
possessive determiners.
Review the answers as a class and discuss any questions or challenges encountered.
Conclusion (5 minutes): Summarize key points about possessive determiners and their usage in sentences.
Encourage students to use possessive determiners effectively to indicate ownership in their writing and speech.
Homework: Assign a writing task where students have to write sentences incorporating possessive determiners correctly.

Lesson Plan: Understanding Quantifiers

Objective: Students will understand the function and usage of quantifying determiners (some, any, many, few, several, all, both, each, every) in sentences.
Introduction (10 minutes): Define quantifying determiners as words that indicate quantity or amount. Provide examples of quantifiers and discuss their usage.
Activity (20 minutes): Show examples of sentences with missing quantifying determiners. Have students identify the appropriate quantifier to fill in the blanks.
Discuss the rules for using quantifying determiners.
Practice (15 minutes): Distribute worksheets with sentences containing blanks for quantifying determiners. Ask students to complete the sentences with the correct
quantifying determiners. Review the answers as a class and discuss any questions or challenges encountered.
Conclusion (5 minutes): Summarize key points about quantifying determiners and their usage in sentences.
Encourage students to use quantifying determiners effectively to indicate quantity or amount in their writing and speech.
Homework: Assign a writing task where students have to write sentences incorporating quantifying determiners correctly.

Lesson Plan: Exploring Distributives

Objective: Students will understand the function and usage of distributive determiners (each, every, either, neither) in sentences.
Introduction (10 minutes):
 Define distributive determiners as words that refer to individual items within a group.
 Provide examples of distributive determiners and discuss their usage.
Activity (20 minutes):
 Show examples of sentences with missing distributive determiners.
 Have students identify the appropriate distributive determiner to fill in the blanks.
 Discuss the rules for using distributive determiners.
Practice (15 minutes):
 Distribute worksheets with sentences containing blanks for distributive determiners.
 Ask students to complete the sentences with the correct distributive determiners.
 Review the answers as a class and discuss any questions or challenges encountered.
Conclusion (5 minutes):
 Summarize key points about distributive determiners and their usage in sentences.
 Encourage students to use distributive determiners effectively to refer to individual items within a group in their writing and speech.
Homework: Assign a writing task where students have to write sentences incorporating distributive determiners correctly.

Lesson Plan: Review and Application

Objective: Students will review and apply their understanding of determiners through various activities.
Introduction (10 minutes):
 Review the different types of determiners covered in previous lessons: articles, demonstratives, possessives, quantifiers, and distributives.
 Clarify any lingering questions or misconceptions.
Activity (30 minutes):
 Divide the class into small groups.
 Provide a set of sentences containing blanks for determiners.
 Have each group work together to identify the appropriate determiners for each sentence and fill in the blanks.
 Circulate among the groups to provide guidance and support as needed.
Conclusion (10 minutes):
 Have each group share their completed sentences with the class.
 Facilitate a brief discussion on the challenges encountered and strategies used to identify and use determiners effectively.
 Reinforce the importance of determiners in providing specificity and clarity in writing and speech.
Homework: Assign a reflective writing task where students have to discuss how they have improved their understanding and usage of determiners throughout the
lessons.
Worksheet 1: Articles 7. an, a
Instructions: Fill in the blanks with the appropriate article (a, an, the). 8. an, the
1. I want to buy ___________ new car. 9. an
2. She has ___________ appointment with ___________ doctor tomorrow. 10. a, the
3. We went to ___________ beach last weekend. 11. an, a
4. He is ___________ excellent student. 12. a
5. Can you pass me ___________ salt, please? 13. The, the
6. ___________ dog chased ___________ cat up ___________ tree. 14. a, the
7. She bought ___________ apple from ___________ fruit vendor. 15. An, the
8. They live in ___________ old house on ___________ corner. Worksheet 2: Demonstratives
9. We saw ___________ interesting movie last night. Instructions: Fill in the blanks with the appropriate demonstrative (this, that,
10. She bought ___________ red dress for ___________ party. these, those).
11. He works as ___________ engineer in ___________ multinational 1. ___________ is my favourite song.
company. 2. Can you pass ___________ book on ___________ table?
12. Can you please hand me ___________ glass of water? 3. ___________ cupcakes are delicious!
13. ___________ sun is shining brightly in ___________ sky. 4. ___________ is the house we visited last week.
14. Please bring ___________ chair from ___________ living room. 5. I want to buy ___________ shoes.
15. ___________ elephant is ___________ largest land animal. 6. Look at ___________ beautiful sunset!
Answers: 7. ___________ are the flowers I picked from ___________ garden.
1. a 8. Have you seen ___________ movie "Jurassic Park"?
2. an, the 9. ___________ is ___________ book I was talking about.
3. the 10. Can you hand me ___________ pen?
4. an 11. Look at ___________ bird on ___________ tree branch.
5. the 12. She loves ___________ necklace you gave her.
6. The, a, the 13. Can you please pass ___________ sugar?
 14. ___________ dress she wore to the party was stunning. 7. These, the
15. I want to buy ___________ laptop for ___________ school. 8. the
Answers: 9. That, the
1. This 10. a
2. that, the 11. that, the
3. These 12. the
4. That 13. the
5. those 14. The
6. that 15. a, the
Worksheet 3: Possessives 14. Can you please hand me ___________ phone?
Instructions: Fill in the blanks with the appropriate possessive determiner
(my, your, his, her, its, our, their). Answers:
1. ___________ cat is sleeping on ___________ couch. 1. Their, the
2. Have you seen ___________ new phone? 2. your
3. ___________ parents are coming to visit us tomorrow. 3. Our
4. She forgot to bring ___________ umbrella. 4. her
5. ___________ dog loves to play fetch. 5. Their
6. They lost ___________ keys somewhere in ___________ park. 6. their, the
7. ___________ sister is an excellent chef. 7. Her
8. Can you pass me ___________ book from ___________ shelf? 8. a, the
9. ___________ teacher is ___________ favorite. 9. Our, the
10. He loves to play with ___________ dog in ___________ backyard. 10. his, the
11. We are going to ___________ friend's house for dinner. 11. our
12. ___________ cat is hiding under ___________ bed. 12. The, the
13. ___________ family went on ___________ vacation to ___________ 13. Our, a, the
beach. 14. me
Worksheet 4: Quantifiers 6. ___________ day is a new beginning.
Instructions: Fill in the blanks with the appropriate quantifier (some, any, many, 7. She has read ___________ books on the subject.
few, several, all, both, each, every). 8. Please bring ___________ chairs from the other room.
1. Can you give me ___________ information about the project? 9. He has visited that museum ___________ times.
2. ___________ of the students passed the exam. 10. ___________ member of the team contributed to the project.
3. I don't have ___________ money in my wallet. 11. There are ___________ flowers in the vase.
4. Have you invited ___________ of your friends to the party? 12. We need to buy ___________ groceries from the store.
5. ___________ books on the shelf are science fiction novels. 13. ___________ person in the room was impressed by her speech.
 14. Can you please pass ___________ salt? 3. ___________ book on the shelf has its own story.
15. They have traveled to ___________ countries in Europe. 4. ___________ day brings new opportunities.
Answers: 5. She couldn't decide on ___________ of the dresses.
1. some 6. ___________ child in the class received a gift.
2. Many 7. ___________ boy and girl was given a balloon.
3. any 8. They were told that ___________ of the paths led to the same
4. Several destination.
5. All 9. We can choose ___________ route to get to the destination.
6. Every 10.___________ of the cakes looks delicious.
7. Several
8. some Answers:
9. several 1. Every
10. Every 2. Either
11. few 3. Each
12. some 4. Every
13. Every 5. Either
14. some 6. Every
15. several 7. Each
8. Either
9. Each
Worksheet 5: Distributives 10. Neither
Instructions: Fill in the blanks with the appropriate distributive determiner (each,
every, either, neither).
1. ___________ student must submit their assignment by Friday.
2. ___________ of the two options is acceptable.
Instructions: Choose the correct determiner for 2. ___________ students in our class are  C) the
each sentence from the options provided. going on a field trip.  D) any
1. I need ___________ new laptop for my  A) These
work.  B) The 4. She forgot to bring ___________ umbrella.
 A) a  C) Every  A) his
 B) an  D) Some  B) her
 C) the 3. Can you pass me ___________ salt, please?  C) our
 D) some  A) a  D) their
 B) an
 5. ___________ flowers in the garden are 7. ___________ dog chased ___________ cat 9. ___________ apples in the basket are ripe
blooming beautifully. up ___________ tree. and ready to eat.
 A) Some  A) Some, some, some  A) Each
 B) This  B) The, a, the  B) Every
 C) Each  C) A, the, a  C) Some
 D) Many  D) That, that, that  D) That
6. ___________ is the book I was telling you 8. We need to buy ___________ milk from the 10. He gave me ___________ interesting article
about. store. to read.
 A) These  A) an  A) an
 B) That  B) some  B) some
 C) All  C) the  C) the
 D) Each  D) any  D) any
Answers:
1. A) a
2. B) The
3. D) any
4. B) her
5. A) Some
6. B) That
7. B) The, a, the
8. B) some
9. B) Every
10. A) an