1

SCHEME OF STUDIES

Warm Regions
Session 2024 / 25

(National Curriculum 2022-23)

CLASS – V
(Mrs. Rifhat Bano, Principal)

Cell no. 03005194503

Email: [email protected]
FG Public High School CMT & SD GOLRA Rwp
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CURRICULUM DEVELOPMENT BOARD

Subject Developed by PTCL/Cell#/Email Address

English
Mrs. Sidra Yasin Awan, EST 0343-1552983 [email protected]

Urdu
Mrs. Kausar Hameed , TGT 0333- 5433988 [email protected]

Ms Mamuna Batool, TGT 0321-5020676 [email protected]

Social
Studies Mrs. Sumaira Hidayat, EST 0311-0901384 [email protected]

Mathematics Mrs. Syeda Zakia , EST 0340-0151809 [email protected]

Mrs Sana Talha, Cptr Instr 0332-5342934 [email protected]

Mrs. Aliya Parveen , TGT 0336-0552414 [email protected]

Gen Science
Mrs Nazia Zulfiqar, EST 0323-5498285 [email protected]

Islamiyat/Nazra
Mrs. Nighat , EST 0313-5454046 [email protected]
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Federal Government Educational Institutions (C/G)

Subject Wise Period Allocation per Week (2024 - 2025)
Class V

Period
Per Week
Subjects Double Periods
1+1+1+2+2
English 7 Double periods 2 days per
week
1+1+1+1+2
Urdu 6 Double periods 1 days per
week
1+1+1+1+2
Mathematics 6 Double periods1days per week
1+1+1+1+2
Islamiyat 6 (3 Tajweed +3 Isl) Double period 1 day per week
1+1+1+1+2
SocialStudies 6 Double period 1 day per week
1+1+1+1+2
Science 6 Double period 1 day per week
Personality Grooming 1

Sports 1

Total 39
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Federal Government Educational Institution (C/G)

Session 2024-2025
Class 5th, Subject English

Prescribed Textbooks:
English-5
Based on National Curricuum 2022-23
National Book Foundation as Federal
Textbook Board, Islamabad

Prescribed Notebook:
English Narrow- Lined large notebook
 5

General Instructions

The entire world has been facing Covid-19 related physical, social, emotional and financial problems; education too has also been in a state of
unpredict ability since 2020. The post Covid world would definitely rise from the rubble of uncertainty but the fragile shaken structures need to
be rebuilt with utmost care and advertency.
It is a well-established fact that educational curriculum plays a key role in nation building. Having a uniform curriculum across the country is a long-
standing aspiration of all segments of the society and the present government has declared it as its priority
The collective experiences of English language curriculum developer point at the need for prioritizing development of the following
competencies in learners:
• Oral Communication Skills (listening and speaking)
• Reading and Critical Thinking Skills
• Formal and Lexical Aspects of Language
• Writing Skills
• Appropriate Ethical and Social Development
At this level, the learners are introduced to the various forms and functions of language, equipping them with the skills requiredto handle knowledge
and information appropriate for their age. The learners acquire initial content knowledge and develop skills and understanding to build a foundation for
later studies.They also acquire a logical and critical approach to deal with varying ideas and abstractions for which the content material has to be well
structured.They deal with more challenging materialsin all four integrated language skills, widening their vocabulary and improving their
communication skills, grammar andcomprehension skills.
Students need to be acquainted with the importance of making sustainable lifestyle choices, acquiring greater environmental awareness, and being
aware of safety and security measures. Students need to appreciate and feel as enseofinte rconnectedness with their community and the world at large
and develop attributes such as tolerance, respect, appreciation of equality and gender equity in them which is the basic essence of Islam and all other
religions.
The teachers have a weekly overview of each lesson which may include:
◦ Avariety of text/ topics
◦ Assortment of activities and methodology to be used
◦ Teacher’s supplementary materials
◦ Quizzes or tests to check student progress of the given SLOs
In case of children with disabilities instructional strategies may be based on UDL.
 6

Instruction for English Teachers

Take the following steps before going to class with the help of the instruction manual for teachers in the book.
1. Complete the lesson preparation before you go.
2. Get the children mentally prepared according to the procedure outlined.
3. Make the teaching process effective through activity based
4. Instill thinking habits in students.
5. All three levels of Blooms Taxonomy (visual, dynamic, perceptual) should be considered during teaching.
6. The lessons in theTextbook should be taught through interesting examples and parables.
7. The process of teaching and learning must in corporate fun activities.
8. Encourage children's creative and critical abilities.
9. Cultural, religious and social issues should be harmonized with language skills.
10. Learning outcomes should be tested in technical manner..
12 Include questions in your lesson plan for children’s mental readiness
13 Students should be drawn to the lesson through brainstorming.
14. The main points of the lesson must be recapitulated.
15 The Guide to Teachers contains guidance on all skills and activities. In addition, teachers should make their teaching process effective in view of the
circumstances and available resources.
16. Teachers need to be acquainted with Theory of multiple intelligences
The theory of multiple intelligences proposes the differentiation of human intelligence into specific “modalities of intelligence”, rather than defining intelligence as a
Single, generalability.
By applying the theory of multiple intelligences in the classroom, educators take into consideration the different types of learners they might have in their class,
reinforce all types of intelligences in every student, and allow for an individual learning process that will ultimately enable each learner to utilize his or her
specificabilitiesanddemonstrate learning.
 7

Detail of Strands
Values Education: To inculcate Values Education as the moral precepts appear in the lessons. Values are moral issues of fairness, honesty, kindness,
responsibility, forgiveness, obedience, sharing and caring etc. These Values influence a person's behavior and attitude and motivate him/ her to act accordingly
in all situations.Itis responsibility of parents and teachers to consciously ensure correct values developmentin the children and help themmake judgments and
decisions about good and bad in life. Values education is integral part of covert and overt school curriculum. Whenever an opportunity arises during lessons,
the teachers need to capture these teachable moments and stress on the importance of the particular value which is directly or indirectly mentioned in the
lesson. The teacher will talk and discuss values and moral precepts in age appropriate manner and according to the situation. Teacher's willpose Moral
dilemmas for the students according to their ages and Value clarification will be done. The Value of the Week practiced in the school may be kept in mind.

 Patriotism

To develop sense of belonging and love for the Motherland was chosen as the Theme for Academic Session 2015-2016 by IGT&E. It will be a
permanent part of teaching and learning in FGEI.

 Sports

To inculcate the spirit of sportsmanship and develop healthy individuals.

 SayNotoDrugs

To develop awareness among students about the harmful effectsof drugs and ways to cope with it.
 8

21st Century Skills:

There are 21st Century LifeSkills essential for success/ performance in life. It is important to develop them through deliberate instructions and activities. The teachers
should focus on Group work, Peerwork, Class discussion etc.to enhance creativity collaboration problem solving skills.

 Critical thinking and Problem Solving

To develop intentional, reflective and lateral way of looking at things or circumstances whereas, problem solving enables students to find solutions to dificult
/complex issues.

 Collaboration

It is a joint effort to support multiple individuals or groups to accomplish at a skor project successfully. It develops students’ focused listening skill and
Promotes sharing of ideas/ thoughts and peer work. Both collaboration and communication are closely interlinked.

 Communication

To develop students’ spoken and written expression through the use of a mutually understood language.

 Creativity

To enable students to think innovatively and develop ‘out of box’ thinking and problem solving, and be able to express their individual thoughts and actions
skillfully in their work presentation.

 ICT

Integration of ICT in curriculum to prepare students for the challenges of 21st Century.
 9

 Stay Safe and Smile

To raise awareness about natural and man-made disaster and cope with them effectively and how to deal with it in effective
manner.These are the moments when feelings and emotions of students are stimulated due to some trauma according to situations or by
design.A teacher has to grasp such moments to make students identify and normalize the feelings & values. Voluntary sharing of
feelings and acceptance of fear or sorrow according to different situations helps to normalize things in day to day life. During the course
of study, a teacher experiences such moments quite often, especially when the students get moved.

 Life Skills

To enable students to deal effectively with the demands and challenges ofevery day life.

NOTE: Textbook of English is designed to follow all these skills and strands. To give them importance, English teacher can make
her/ his teaching more effective.
 10
Bloom’s Taxonomy

Bloom's taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The
three lists cover the learning objectives in cognitive, affective and sensory domains.
Assessment
Bloom's Taxonomy is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students use for active learning .......... one
Interesting method that can be used to make sure that all six levels are used is to create an assessment based entirely on the levels of Bloom's Taxonomy
Mnemonic
Bloom's taxonomy is remembered with the mnemonic ESAACK (E-Sack).Educators hope students achieve the ability to evaluate concepts and complex relationships,
but learning must start with basic knowledge.
Sequence
The frame work elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis,
Synthesis, and Evaluation.

Creating 6

Evaluating 5

Analyzing 4
Applying 3

Understanding 2

Remembering 1
AFocusonHigherlevelthinkingskills

Teachers must be able toPlanlessonsandactivitiesusingBloom'staxonomy

Purpose 11
The goals of using Bloom's taxonomy are to:

 Encourage higher-order thought inhis/ her students by building up from lower-level cognitive skills.
 Promote the development of anewskill, knowledge orattitude.
 Discuss and exchange learning and assessment methods.

1. Remember
Action verbs
Arrange, define, describe, identify, label, list, match, memorize, name, order, recognize, recall, select and state.
Purpose of the level
Recall or recognize information and ideas.
Questions prompts

 What doyou remember about…?

 What happened after...?
 Where is/are…?
 Who was/were…?
 When did…?
 What does it mean?
 How would you define…?
 Why did…?
 Which one…?
 How much…?
 How many…?

Sample activities

 Students name them in characters in the story.

 Students identify the irregular verbs in the paragraph.
 Student's list thesteps to use a blender.
 Students label the images.
 Students match the classic tales with the settings.

2. Understand
Actions verbs
Classify, compare, describe, discuss, distinguish, explain, give (examples), paraphrase, predict, recognize, summarize and translate.
Purpose of the level 12
Understand the main idea of material heard, viewed, or ead.Interpret or summarize the ideas in own words.
Questions prompts

 Can you give an example of…?

 Can you choose the best definition of…?
 What would happen if…?
 Canyou explain…?
 Can you read?
 What could have happened next?
 Can you clarify…?

Sample activities

 Students describe the characters in thestory.

 Students classify the listof words in to nouns, verbs and adjectives.
 Students give examples of natural disasters.
 Students compare their answers with others.
 Students predict what thestory may be about looking at the illustrations.

3. Apply
Actions verbs
Apply, change, choose, complete, demonstrate, dramatize, illustrate, interpret, modify, practice, produce, show, solve, use and write.
Purpose of the level
Provide opportunities to use ideas, theories, or problem-solving techniques and apply them to new situations.
Questions prompts

 Can you illustrate…?

 What factors would you change if…?
 Who do you think…?
 What was the main idea…?
 Why does…work?
 How would you solve…?

Sample activities

 Students illustrate the steps of the experiment.

  Students use theclues to complete the cross word puzzle. 13
 Students show a map of thecity.

4. Analyze
Actions verbs
Analyze, calculate, categorize, contrast, discriminate, examine, infer, model and test.
Purposeof the level
Examine concepts or ideas to break them down into basic parts.
Question sprompts

 What’s the relationship between…?

 What’s the main idea of…?
 Which events could not have happened?
 How is …similar to…?
 What are some of the problems of …?

Sample activities

 Students infer the meaning of compound words.

 Students categorize facts included in an argument.
 Students calculate the circumference of a variety of wheels.

5. Evaluate
Actions verbs
Argue, assess, onclude, criticize, debate, judge, justify, recommend, rate, support and evaluate.
Purpose of the level
Use standards and criteria to support opinions and views.
Questions prompts

 What is the most important…?

 What would you suggest…?
 What criteria would you use to assess…?
 What data was used to evaluate…?
 What choice would you have made…?
 How would you determine the facts…?
Sample activities 14

 Students debate pros and cons of the internet addiction.

 Students rate public services.
 Students recommend online resources for the topic.

6. Create
Actions verbs
Create, compose, construct, devise, design, generate, imagine, invent, plan, propose and write.
Purpose of the level
Assemble parts of knowledge into a whole using creative thinking and problem-solving.
Questions prompts

 What alternative would you suggest for…?

 What changes would you make to revise…?
 How wouldyou generate a plan to…?
 What could you invent…?
 How would you improve…?

Sample activities

 Students design the story board chart.

 Students write their own auto biography.
 Students create anew character and explain how that character would fit into the storyline.
 15

Teaching Methodology
Discussion: Group interactions help students develop their listening and speaking skills through exploring a diversity of views and investigating assumptions in
the light of different perspectives. Discussion can be helpful in developing reading and writing skills such as enhancing comprehension of complex ideas in
reading texts and generating ideas for writing argumentative essays.
Role-Play: A teachingstrategy in which students learn by acting and observing.It helps to develop language and social skills through problem solving and
communication. Role-play can be used beneficially at the post-reading stage for elaborating ideas gained from reading texts and for practice of dialogue
writing
LASACAWAC: ‘Look–say-cover–write–check’ is a positive strategy for teaching spelling. It is a technique that helps students to acquire and extend their
visual perception of words.It is recommended that teachers use this strategy regularly in their classrooms.
Concept Map: A concept map is a type of graphic organizer used to help students organize and represent knowledge of a subjecte.g. Word clouds, mind maps
and Venn diagram. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.
Think-Pair-share: This strategy canbeused fora wide variety of daily classroom activities such as concept reviews, discussion questions, partner reading,
brainstorming, quiz reviews, topic development, etc. Think-Pair-Share helps studentsdevelop conceptual understanding of a topic, develop the ability to filter
information and draw conclusions, and develop the ability to consider other points of view.
Jigsaw Reading: Jigsaw (also called ‘novice/expert’), for research and peerteaching. In jigsaw groups, children research and discuss as part of one group
(sometimes called anovice group) and then teach (the group is now called the expert group
Symbols for Notebook Checking/ Writing
Words left out
^D
on to understand ?
Wrong Word ww
Spelling error O
New paragraph Sp
Capital letter //
Grammar ^^
 16 and Students During the Class
Suggested Activities for Teachers
1. MATCHING PICTURES TO THE NUMBERS: Description, Teacher describes one of the pictures shown and asks them to guess the number of
pictures.Languagefocus/aims colors, adjectives, clothes, appearance, present continuous.
2. MEMORISING THE PICTURE DESCRIPTION: To shows a pictureforawhileandcover it up and read out True-Falsestatementspreparedbeforehand.So,
write or say T. Or F.
Languagefocus/aimshave/has, there is-are, numbers, prepositions, colors, how many.
3. PICTURE COVER UP: DESCRIPTION: Find a Picture, cover it up as a whole or part of it and let them guess the covered
part.Languagefocus/aims: Good forvisualstudents, practicingnewwords, wayofactivatingwords, have/has.
4. DOUBLE SIDED CHUNKS: DESCRIPTION: Write the phrasesonbothsidesofacardorpaperandshowthemonlyonesideandaskthemtoguessthebackside.
Languagefocus/aimspracticeandrevise phrases memorizing new vocabulary.
5. FEELING JAR: DESCRIPTION: Write some feeling adjectives on papers, put them in a jar or box, Ss. pulloutoneof them from the jar and mime
(actout),otherstryto guess theadjectives.
Languagefocus/aims: Revision of adjectives and learning new adjectives.
6. MIXED WORDS OR LETTERS: DESCRIPTION: Write crucial key words on the board with mixed letters ask them to guess or
correct.Languagefocus/aims fun, revision, memorization.
7. WHAT IS IN THE PICTURE: Description: To explain or describes the thing in picture before showing it and ask them to
guess.Languagefocus/aims revision, warmer, activate curiosity, name ofobjects..
8. What is in my hand? Description: Put something in your hand, let them ask questions to find the object in your
hand.Languagefocus/aims practice ofaskingquestions,activate curiosity.
9. REPEATED QUESTIONS: DESCRIPTION:To ask thesamequestions severaltimestogetdifferentanswers.(Why doyoulikeice-cream?)-Itiscool. Itis tasty...
etc.
Languagefocus/aims: Revisionofthetenselearnt.Groupworkactivity.Competitiontoseewhichgroupwillfindmorereasons.
10. EXPRESSING FEELING: DESCRIPTION: To give a sound for adjectives. (Shocked, tired, sad, happy, sleepy
etc.)Languagefocus/aims:Fun, positive learning environment, unconsciouslearningof adjectives.
11. SPEED UP (DICTIONARY ACT) : DESCRIPTION :To choose a passage two or one unit a head and tell them that the person who manages to write most
new words correctlyhe/shewillwinabarofchocolate. (Give 2 minutes).
Languagefocus/aims: Indirectstudyofnew vocabulary,and they will befamiliartothevocabularyinthat unit.
12. DICTO GLOSS: DESCRIPTION: You read a text and every student in group write different words and then they recollect the
text.Languagefocus/aims: Group workor pairworkactivityImprove listeningskill, pronunciation and writingskills.
13. CROSS-QUESTIONS:DESCRIPTION: Todivideclassintotwoparts.A askB answer,BaskA answer. Thenyouasksomestudentsindividuallyandgetthemto
dopairwork.
Languagefocus/aims:Availableformanytopics.Improveslisteningandspeakingabilityandhelpspronunciation.
14. ELICITING: DESCRIPTION:To show a picture and ask them to create adjectives best describe the
picture.Languagefocus/aims: Revisingorpracticingofadjectives.Might beusedingroupwork.(Socialawareness).
15. COLOURED WORDS: DESCRIPTION:Toassignacolorforeachfunctionofsentence,mixthewordsandaskthemtomakesentencesaccordingtocolorstheyhave.
Languagefocus/aims: Betterforvisual students.Helpthemacquirehowtoformasentence.
 17

Few ideas for active teaching/ learning in English class

1. Charades
This simple but classic game is a great way to encourage your student to get out of their seats and participate in the

lesson.Resources: a list of people, actions or conceptsrelatedto the subject you are teaching.

Game: Select a student to stand at the front of the room and act out a word from your list (no speaking allowed). The rest of the class must then guess what
thestudent is attempting to portray. Other students can shout out their guesses or put their hands up – depending on your teaching preference! Whoever guesses
correctlycanactoutthe next word.
Alternative: A more challenging version involves the student describing a subject-specific word but restricted by a list of forbidden words, e.g. describing
‘habitat’without usingthe words‘home’or ‘animals’.
2. Bingo
A quick and simple game which never fails to motivate students in their learning.

Resources: white boards and pen or paper and pen/pencils, plus a list of subject-specific terms or concepts e.g., phonics, key vocabulary
.
Game: Ask students to draw a 6 x 6 grid on their whiteboards or pieces of paper then select 6 words or images from the given list to draw/write in their grid.
Youmust then randomly select a word from the list to describe, and students must guess the word in order to cross it off on their grid (if present). Continue
describingdifferentwordsuntilonestudentsuccessfullycompletestheirgridandshouts‘bingo!’ (you can also award a prize to thefirst student who gets 3 in arow).
Alternative: Students can insert their own subject-related answers into the bingo grid, but this makes it more challenging for you due to extensive word choice
andambiguity.Also,if you have more time,then you could create your own bingo boards with specific vocabulary or concepts you are covering in that
lesson(reusable).
3. Draw swords
This quick fire game tests students’fine motorskills and promotes quick thinking, as well as generating some healthy competition.

Game: Split your class into small groups and choose a student from each group to start. The nominated student then places the dictionary or textbook under their
arm.You then say a word or image which the students must then race to find in their book (like drawing a sword from under their arm!). The first student to find
theword/imageis the winner.The game continues with different words/imagesuntileverystudenthashada turn.
Alternative: If you hav enough text books or dictionariesfor every student then the whole class can compete against each other.

4. Hotpotato
Thisfun classroomgame encourages students to thinkon their feet and draw onarangeofsubject knowledge.
Resources: a soft toy, object or item for each group to pass round e.g. bear or ball, plus a list of subject-specific themes e.g. numbers – prime, composite,
rational,fractions,decimals etc.
Game: Divide your class into small groups and hand out an object/soft toy to each18 group. The person with the object in each group will start. You name a title or
theme , it is then a race against time for the student to give 5 correct responses, e.g. 2, 3, 5, 7, 11, before the item/soft toy has been passed round everyone in
their small group andreturnedtothem.
Alternative: With small classes you could play in one large group, however shy students may find this intimidating because of the the pressure to give
correctanswers.

5. Pictionary
An old classic but also a reat way for students to visualize their understanding in a fun team game.

Resources: white boards and pens or pieces of paper and pencils/pens, plus a list of subject-specific concepts.
Game: Students work in small groups. One student from each group is chosen to start and they must draw the subject-related concept you state, within a given time
(30 seconds – 2 minutes). The rest of the group must then guess what he/she is drawing. The first group to correctly guess the word wins. The game repeats until
every student has had a turn/there are no more words on your list.
Alternative:Students could model concepts using play dough for their peers to guess.
 19

BLOCK SYLLABUS (TERM WISE)

FEDERAL GOVERNMENT EDUCATIONAL INSTITUTIONS (C/G)
Class: V
Subject: English

Term Unit #and Title Pages(From/ To)

Unit #1(Patience) 1-12
First Term Unit #2(Be Grateful) 13-26
Unit #3 (Women as Role Models) 27-34
Unit#4(Unforgettable Moments of My Life) 35-46
Second Term Unit #5 (Amazing Planet) 47-56
Unit #6 (A Fit and Healthy Life) 57-67
Unit#7(What Goes Around Comes Around) 68-76
Unit #8 (Do What’s Right) 77-86
Unit#9(Patriotism) 87-98
Final Term Unit#10(Eid –ul- Azha) 99-109
Unit#11(Let’s Be Helpful) 110-119
Unit#12(The National Animal) 120-128
Unit #13(When Something Went Wrong) 129-140
Unit#14(Together We Live) 141-151
 20

EDERAL GOVERNMENT EDUCATIONAL INSTITUTIONS (C/G)

SYLLABUS BREAK UP (Warm Region) 2024-2025
Class -V
Subject:English
Use of
Weekly Topic and Objectives/ Oral Reading Skills Life
Grammar Creative Writing Techno
Division Learning Outcomes Communication /Comprehension Skills/Activiti logy
es
Week 01 Unit # 1 Patience Silent Letters and Reading Text  Patience Read any
15-19Apr Students will be able to: Dialogue Page#(2-3)Use pre-  Cooperation incident
2024  Use Pre-readings (Page # reading,  Sympathy from
strategies to: 4)Productive While- reading and internet
predict the content and receptive post-reading .https://ww
of a text from  Display strategies. w.linkeddi
topic/picture, flashcards  Read model text n.com
title/heading etc.; with different with correct >pulse
by using prior silent letter. pronunciation and
knowledge.  Ask students to intonation.
 Use critical pronounce  Discuss the
thinking to respond silent letter importance of
to the text using words from the tolerance with
intensive reading given students.
strategies (while sentences.  Relate the lesson
reading) to  Encourage to real life
locate/scan specific students to say experiences.
information to more words Q/A(Page#4)
answer short with silent  Ask them to
question. letters. answer the given
 use critical thinking  Present a questions to note
to respond to the dialogue their responses.
text(post reading) conversation
 pronounce and through
practice more Multimedia.
words with silent  Divide students
letter such as ”t” in
 21

Switch ”g” sound In pair’s and

In high. practice the
 develop students dialogue, act as
speaking skills at in real life
introductory level situation.

Unit # 1 Patience Digraph and Paragraph (page #5, Naming, Action and (Page #5)  Confidence
Students will be able to: Silent Letters 11) Write the Describing Words Ask students to  Tolerance
(page#4) Write paragraph by Page# 7 write Incident
 Articulate, some digraph differentiating with Explain it from the about patience on
practice& syllabify sound word on coloring topic given text Naming, their notebook.
words containing board by coloring sentence and Action and Describing
digraph and silent digraph & silent supporting sentence Words.
letters. letters. in a joined up  Display an
 The main idea in a  Ask students handwritting. advertisement.
paragraph is carried to identify  Ask student’s  Ask students to
out in a sentence digraph & to read the read it carefully
called topic silent letters given text and and find out
sentence. other and notice the use naming, action
Sentences in the pronounce of the topic and describing
paragraph the topic their sounds. sentence& words
sentence.  Ask them to supporting Encourage the
 Learn share some details. students to share more
pronunciation and examples of  Explain the examples and use
enhance their digraphs, concept more them in their own
vocabulary. and silent examples. sentences
Classify into different letters. Fill in Blanks
categories, use more (Page#5)
naming, action Read the text again
anddescribing words silently and fill in the
frompicture blanks.
Vocabulary
Building
Page # 7
 Write some
vocabulary on
board and
pronounce
 22

them with
their meanings.
 Student’s will
imitate the
words and
comprehend
their meanings.
 Teach the
spelling with
 LASACAWAC
Technique.
(Look-Say –Cover-
Write-Check)
Unit # 1 Patience .(Common and Creative Writing  Language https://
Students will be able Proper Page# 12 development gramm
Week 02 to: Nouns)Page# 6 ictionar
22-26 April,  Recall and  Guide the students  Self- y.com/
2024 demonstrate the use to differentiate the awareness parts-
of more common/ naming words Good  Gratitude of-
proper nouns, either common or qualities  Affection speech/
countable/uncounta proper noun.  Blessing of nouns/
ble nouns, and  Share some Allah commo
collective nouns common nouns to n-and-
from the students and ask  Guide the proper-
environment. them to change student’s to noun-
 Apply the rules into proper nouns. write the worksh
for the use of “A”  Ask to write the paragraph by eets.ht
and “An”. nouns in their mind map. ml
 classify adjectives appropriate  Students will
of quantity, quality, columns write the
size, shapes, color, Countable, main idea of
and origin Uncountable, and paragraph in
 Write multi- Collective Nouns. their own
syllable words with Page# 8 words using
correct spelling.  Show some correct
countable and capitalization
uncountable , punctuation,
material to clarify and spelling.
the concept of
 23

Organizing students
principles of  .Read the passage
paragraph writing from text and ask
students to
underline the
countable nouns
and circle the
uncountable
nouns.
 Explain the
collective nouns
by picture of
family,
 picture of animals
to clarify the
concept of
 Collective nouns.
Articles (A,
An,)Pages # 9
 Read passage
aloud for highlight
the articles and
explain the
starting vowel
sounds words and
starting consonant
sound words for
how to use “A”
and “An”.
Adjective
Page# 10
 Describe the
adjective by the
examples from
real life situation
* Ask students to add a
word before noun words
to describe the adjective.
*Map activity will be
 24

Used to differentiate
the different types of
adjectives.
* Ask students to put
the adjectives in the
relevant column.
Syllable practice
Page# 11
 Write some words
on the board.
 .Number of
syllables is written
with each word.
 Ask them to clap
with each syllable
as you say these
Words.
Unit # 2 (Be Grateful) Poem Reading Vowel sound Regular and Irregular Vowel sound  Friendship
Oh, Allah Loveme! Page # 15  Page# 18,19 Nouns. Page# 18,19  Forgiveness https://w
Week 03 Studentswill be able to: Use pre-reading,  Ask students Page# 21  Ask the  Communicati ww.famil
29 Apr- Recite poems with actions. while- reading tounderline Make the nouns words Students to on yfriendpo
03May Express opinion about and post-reading thewords that list by brainstorming the write ten  Politeness ems.com
2024 them strategies begin with prior knowledge. words that  Ambition >.
Students will be able to:  Sing the poem vowel sounds  Tell the rules for begin with ..
 apply critical with from the regular and vowel sounds
thinking to interact actions,intonati givensentences irregular nouns. in your
with text using on,express Q/A(page #16)  Drill wordpairs notebook.
intensive reading opinionon  Encourage  Make sentence Story (page #
strategies (while verses students by with wordpairs. 17) By picture
reading) to locate Give some examples using silent  Write the description
/scan specific of how to be thankful reading Underlined  Ask to
information to to Allah by describing strategies word in the writea story
answer short his blessing to convey such as correct columns. in your
questions. its theme. skimming, Definite Article notebook.
 Classify more Vowel sound scanning, (the) page# 22 (Page # 18)
words that begin Page # 18, 19 inferring, and  Recall the use of  Encourage
with vowel sounds.  Display the predicting to indefinite articles. them to write
 use appropriate index chart answer the  Explain the few lines on
expressions in a with beginning questions. students the Allah‘s
conversation to vowel sounds Story(Page#17)
express and words
 25

respond to an  Communicates Narrate the story by concept of the Blessing that

Opinion. them verbally Sample story map: article (the) and its mentioned
 Describe a series and non-  Setting rules in detail by the poem
of events or verbally / way  Characters giving more  Guideto
sequence in a to do standard  Time examples. Write a
picture, an pronunciation.  Problem  Explain their use short poem
illustration, or a  Ask students to  Events with mute on
diagram. share more  Resolution consonant letters Friendship.
 Create a short words that Fill in the blanks
poem using begin with (Page # 18)
rhyming words on vowel sounds.  Use silent
a given topic. Dialogue reading
 Use appropriate Page #19, 20 strategy:
expression in Provide some  Re-read the
conversation to introductory lesson and fill
express and Chunks of in the blank
respond to opinion sentences in with accurate
and to offer accept dialogue form. words.
apology.  Distribute Vocabulary
 Change the number students into Building(page# 20)
of regular and pairs and  Steps:
irregular nouns. practice the  Present the new
 Choose dialogue to words
between“or an” express  Using visual
before words that their opinions and images
start with mute respond to others’  Using gestures
constant letters. opinion politely. and actions
 Recall, identify  Show lexical
and use the relations.
definite article  Words in
‘the’.Differentiate context
between the use of  Predict the
definite and meaning.
indefinite articles.
 26

Week 04 Unit # 2 (Be Grateful)  Write (The Degrees of Regular (Page # 23) https://ed
06-10May Oh, Allah Loveme! Memorable Adjectives  Guide ucationw
2024 Students will be able: Incident) .(Page #23) students to ithfun.co
 Articulate, topic on the  Recall the write the m/course
identify and use board. concept of degree of the /view.ph
degrees of regular  Write the Regular and regular adj.in p?id=27
adjectives. brain Irregular Verb their &section
 Classify items Storming  Divide notebook and =4
(e.g., vocabulary) vocabulary students use them in
required for a given related to the in three their own
task/topic. topic. Categories. sentences.
 Write a paragraph  Ask students  Explain the  Ask the
to describe /show to fill in the degree of Students to
sequence in a mind map on Adjective for one write
picture/series of their own. person, between sentences
pictures. two persons. using
 Analyze and use  Compare one conjunction
conjunctions, e.g. person to the words.)
and, but, or many students. (Page#25)
because, Conjunctions and  Encourage
transitional words, Transitional words the students
e.g. for example, Page# 25 to make
for instance,  Tell students the sentences
therefore and concept of using
sequence markers, conjunction and transitional
e.g. first (ly), transitional words words.
second (ly), then, are the words that  Guide
next, etc. provide students
connection through
between ideas, writing a
sentences, and procedure of
paragraphs. card making.
 Ask them to share
some more
examples.
 27

Unit #3 Women as Role Short and long Lesson Reading  Language

Model Vowel Page #27,28,29 Competency.
Students will be able to: SoundsPage# Use pre-reading,  Hard work
 use pre-reading 31 while- reading and always
strategies to predict  Write some post-reading payoff
the content of a text short and long strategies  Success
from topic vowel sound  Ask students to Based on skill
/pictures, title/ words on board predict the and education.
headings etc., by in boxes. content of the
using prior  Ask different lesson by
knowledge. students to read looking at the
Apply critical aloud the short picture of cover
Thinking to and long vowel page or reading
interact with the sound words the title only.
text using intensive given in box.  Read the text
reading strategies  Repeat them with
(while reading) to with correct expressions and
locate/ scan pronunciation intonation.
specific and intonation  Tell students
information to that hard work
answer short always
questions. paysoff.
 Use critical  Explain them
thinking to respond importance of
to the text female
(postreading): education.
relate their feelings
and experiences to
what is read.
Pronounce and
practice long and
short vowels as
they occur as
practice items and
sentences in
reading lessons and
in speech.
 28

Week 05 Unit #3 Women as Role Dialogue Q/Apage #30 Grammar Page # 31 Ask students for https://w
13–17 Model Page #33  Encourage Noun With no Change  Encourage one mint speech on ww.educ
May 2024 Students will be able. Roleplay: students by Page# 32 the students their favourite ation.co
 Apply critical  Distribute the using silent Activity Based to write the personality and tell m/game/l
thinking to interact students into reading  Display the picture short the class why they ong-
with the text using pairs and strategies such of nouns with no paragraph like that short-
intensive reading practice the as skimming, change in number. using the personality? vowel-
strategies (While dialogue to use scanning, Ask the student's transitional sort/
reading) to locate/ appropriate inferring, and to clarify the device.
scan specific expressions in predicting to concept by Page # 31
information to conversation to answer the A.vaids.  Guide
answer short offer and accept question. Action students to
questions. an apology. Paragraph Reading wordsPage Write the
Use appropriate (page# 30) # 33 five
expressions in  Recall the  Ask them to recall benefits
conversation to transitional The action words of female
offer and accept an devices Tell them to read education.
apology.  Ask students to thegiven text and Page # 34
 identify and notice notice the action  Encourage
recognize the transitional words (past tense). students to
function o devices by write a
fpronouns and skimming the biography of
transitional paragraph their
devices: Positionwords favourite
(therefore, page # 31 personality in
however,  Have students notebooks.
forexample) recall the
 Show relationship concept of
between sentences position words
in a paragraph and  Make thei
between rconcept clear
paragraphs. by explaining
 Explain position the positions of
and direction on different
allustration or a objects in
map. classroom.
 29

 Skim a simple text Vocabulary

for specific Building
information. Page # 30
 Use appropriate in  Write the word
conversation to structure.
request and respond  Define in
to requests. Give your own
and respond to words.
simple instructions  synonyms
and directions.  Use word in
 Recognize nouns the sentence.
with no change in  Ask them to
number. add more new
 Recognize and use words in their
more action verbs dictionary.
from an extended
Environment
including other
academic subjects
in speech and
writing.
 write short texts in
speech bubbles and
cartoon strips using
vocabulary, tone,
style of expression
appropriate to the
communicativepur
pose and
Context.
 30

Week 06 Unit # 4 Capitalisati Text Reading Gender Nouns  Ask https://w

20-24 May (Unforgettable on Page # Page #35-37 Page #41, 42 students ww.many
2024 Moments of My Life) 43 Pre Reading- Picture description to write things.or
Students will be able: Write the given Activity page # 39 Activity and g/anagra
 recognize and sentences by  Engage  By presenting the describe ms/body.
describe briefly usingcorrect Student's to picture of unforgetta html
story elements: capitalisation share their masculine nouns ble
Tell when and  Share them views on cover and feminine Moment
where the story is the use of page or study nouns, of their
set. correct the title. differentiate life.
 describe the capitalization  Read the text The gender  Ask
characters in a story and also aloud and ask classification. students
 Pronounce and share rules students to  Show the Index to write
spell diphthongs as with them of repeat and chart for learning key points
occurs as practice using it. comprehend as the masculine and about the
items and Dialogue well to feminine. topic first
sentences. Page # 44 response while  Classify the given and then
 Students will be Pair Activity reading and gender nouns and write your
able to show the This is also a form of post reading write them in paragraph
expressions dialogue. Students question. their respective by
confidently in via may be asked to play  Persuade them columns. supportin
discussion to different roles in the to share their Vocabulary g detail.
answer short form of drama, speak views if they Building  Write
questions such as in real life have ever Page# 38 about
 Recognize situation and share visited any hill Ask them to find your
alphabetical some instructions station. out meaning of experienc
arrangement of and information from these words and e of
Words in a a tourists guide. pronounce those taking
glossary or a words and zipline.
dictionary. describing How did
pattern. you felt
AnagramsP and how
age # 41 much you
 Recall the enjoyed
concept of it?
anagrams and
share more
examples.
 31

Unit # 4
Week 07 (Unforgettable
27-31 May Moments of My Life) Q/A(page # 38) Sentence Structures
2024 + Revision Group Discussion Page # 42 Capitalisation
Students will be able: Activity Define the noun as Page# 43
 Ask students to subject and noun as  Ask
 Locate an entry discuss in object studentsto
word in a glossary groups about  Use the action make three
of a dictionary. text and answer word /verb in sentences
 Classify and the questions in sentence to form using the
change the gender their own sentence names of
(masculine, words structures stories and
feminine, neuter) of  Describe S-V-Of books in your
more nouns from ormula structure notebook to
immediate and to display chart capitalize
extended Positions and by differentiating properly.
environment Direction (page # 39) S-V-O by
(masculine, PictureDescription different colors. Dialogue
feminine, neuter).  Ask students to  Describe SVO – Page # 46
 Recall and practice look the Pattern sentences Explain the
those sentences pictures and with direct and concept of
comprise of Subject share some indirect objects speech bubbles
+ Predicate sentences of  Clarify the in dialogue
 Practice and use their own by concept of form.
simple SVO pattern using position dir./ indir objects  Guide
sentences. and direction. by giving the students in
 Demonstrate the  Engage book from filling the
use of subject-verb Students to onestudents to Speech
agreement point out other,book is bubbles
according to person position and direct andstd is
and number. direction of indirectobject.
STRUCTURE things in a Capitalization
 Recognize and classroom. Page # 43
apply capitalizati Fill in the blanks. White Board
onto the initial (Page # 40) ActivityWrite different
letter of the key  Ask student's titles bycapitalization to
words in the titles to scan the text theinitial letters of
of stories and to fill in the thekeywords.
books. blanks.
 32

03June – 04
Aug 2024 SUMMER VACATIONS
Week 08
5 – 9 Aug
REVISION
2024
05 days
12 -21Aug
2024 FIRSTTERM EXAM 2023
10 days
Week 09 Unit # 5 Amazing Planet Picture Description I amthe Earth  Knowledge http://ww
22 – 30 I am the Earth Q/A (Page #48) TextReading about global w.clytyal
Aug 2024 Students will be able to:  Engage Page# 49 warming and e.org/blo
 Apply while Student's in  Read the model climate g/2019/1
reading strategies to conversation to text with change 2/17/clim
interact with text practice oral correct  Rhyming ate-
to: communication pronunciation words. change-
 skim common skills. and Poem writing skill poetry-
graphical features Consonant Clusters interrogation. year-7/
such as pictures, Page# 51 Ask students
tables, Chart Description while pre-
illustrations, maps, Activity reading and
and graphs  Display a chart post reading to
etc. in texts to with consonant make it
increase cluster by comprehensive
understanding coloring in reading.
 use appropriate initial position  Tell them that
expression in and in final the theme of
conversation to position. the poem is that
request and respond  Pronounce and the poet wants
to requests practice with to show some
skim and scan reasonable information
specific accuracy about global
information to common three warming and
answer short consonant climate change.
questions clusters  Ask students to
ininitial and explain some
fina lposition. ways to protect
 Ask students to our
sort out the environment
words that Q/APage # 50
begin and end Think-pair-share
with three –  Ask students
consonant think and share
 33

clusters. E .g with peer after

strange, fonts skimming
DialoguePage#55 / scanning the
PairActivity text and answer
This is also a form of the questions in
dialogue .Students their words.
may be asked to play Affixes Page#52
different roles in the DescriptiveMethod
form of drama, speak  Define the
such as in real life Affix with its
situation. classification
 Use appropriate  Read the
expressions in prefixes and
conversationto suffixes from
request and respond to page # 52.
requests Give some base
words to students to
add an affix to make
new words.
Fill in blanks
(Page # 51)
 Ask students
to skim and
scan the text
again to fill
in blanks.

31 August, PTM of Ist Term Exams, 2024

2024
 34

Week 10 Unit # 5 Amazing Planet Vocabulary . Grammar:Common Page # 51Encourage Ask students to https://gr
02– 06 I amthe Earth Building Page#52 and ProperNoun students to pick out make a chart of ammar.y
Sep 2024 Students will be able to:  Write the word Page# 53 synonyms/ Gender Nouns. ourdictio
 Recognize structure. Ask students to think- antonyms from the nary.com
specific parts of  Define in your pair-share for common/ text and write in /parts-of-
words including own words. proper noun or go for a their notebook. speech/n
affixes.  Synonyms KWL activity for recap. Page# 56 ouns/com
 Recognize  Use words in Common Gender Guide students to mon-and-
ealphabetical the sentences. Nounpage # 54 write some proper-
arrangement of  Ask them to  Describe the sentences by noun-
words in a glossary add more new common Gender adding correct workshee
or a dictionary words in their Nouns that refer punctuation and ts.html
 Recognize own dictionary to male and capitalization. In
alphabetical Synonyms and female. their notebook.
arrangement of Antonyms  Ask student's to  Assist
words in a glossary Page# 52 make a column in students in
or a dictionary  Help students their notebook to writing a
 Classify more to recall the differentiate the paragraph the
nouns as common concept of gender nouns. “Importance
and proper nouns synonyms and Punctuation and of Natural
(names of people, Antonyms capitalization Environment”
pets, places,  Read the given Page# 53 by using
mountains, lakes, words with  Help students to Joined Up
rivers, etc.) their hand writing.
 Recognize and synonyms and .
identify the antonyms.
 35
Common gender  Memorize the Recall the rules  Make a
used for both synonyms and of previously mindmap on
males and females antonyms both learnt your
 Recall the rules of side cards are punctuation favourite
punctuation learnt prepared. Show marks and season and
earlier. one side and capitalization. then write
 Select and use ask guess.What few sentences
some strategies. is written on on it with
Brain storming, other side? help of
mind mapping or Jumbledletters supporting
making outlines, (page# 51) detail
etc. together and Write some jumbled collected
organize ideas for letters and ask through mind
their own writing students to make map
words  Ask students
Unit # 6 (A Fit and Text Reading to write on
Healthy Life) Page # 58,59 the topic
Students will be able to. Use the pre –while- climate
 Reads silently for post reading change with
comprehension. strategies help of mind
 Read the model map and also
text with give further
correct information
pronunciation to them about
and intonation. this topic to
 Explain to enhance their
students how information.
we can keep
ourselves safe
from viral
diseases.
 Ask them to
share some
more
information
about how to
keep personal
Hygiene.
Week 11
9-13 Sept, Institution level Co- Curricular Activities
2024
 36

Week 12 Unit # 6 (A Fit and Consonant clusters Consonant Clusters PronounPage #65 Page # 59  Personal https://w
16-20 Sept Healthy Life) page # 62 Page# 62  Ask students to Persuade students, Hygienic ww.allthi
2024 Students will be able to.  Write any  Ask student's to introduce self-e.g. surfthe  Awareness ngsgram
about health mar.com/
 reads silently for consonant cluster read the given My name is Internet/ library/
 Knowledge possessiv
comprehension on the board,e.g., sentences and Maria. I read in newspaper, read, development e-
–rst and ask underline the grade five. andwrite some about viral pronouns
 Apply critical  Tell students, details (how sports
students to say words with diseases. .html
thinking to interact Maria is a noun. keep us healthy) in
the sounds of consonant
with the text using In 2nd sentence their notebook.
individual letters. clusters and write
intensive reading Maria used “I” in
 Ask them to them in their Page#65
strategy (while place of her  Ask students
blend these columns.
reading) to identify name. to use two
letters together Q/A page # 60
an opinion in the text  Then define subj, obj and
and read the Think-pair-share
(as indicated through pronoun are possessive
whole word. Ask students think
these words; think,
 Ask them to and share with peer words used in pronouns each
feel, believe, etc.) place of noun for in their
share more after skimming
 classify words that examples of / scanning the text e.g., l, you, we, sentences and
begin or end with the consonant and answer the they etc. write them in
same consonant clusters. question in their  Ask students to notebook.
cluster Dialogue words. read the text and
Page # 66 InflectionalEnding circle any five
 demonstrate PairActivity pronouns and use
Page# 58
conventions and them in
This is also a form of  Write
dynamics of oral dialogue, students sentences.
somesentences
interaction in a group may be asked to play onboard that
to introduce different roles in the haveinflectiona
themselves and others form of drama, speak Pronouns as
lending letters.
and engage subject,object, and
such as in real life  Underline/ color
inconversation situation. possessive
the inflectional
ending letters. Page# 62
 37

Compound words
 Point that letters
Page# 60
 Recognize specific are added to the
Tell students; let us
parts of words end of 1st to  Make the chart
combine two words
including common change its form. ofpronouns.
to make a new
inflectional endings  Ask students to
word. subj obj possessive
and compound make more words
 Clarify
I Me Mine

words. with adding you you yours

their He Him His
(…-s),(.-es)
concept by She Her Hers
We Us Ours
classroom (…-ing), (. -ed) They Them Theirs
objects,e.g., It It Its

Whiteboard,
timetable etc.  Ask students to
 Encourage them recall it and
to make more read the given
compound words. sentence and
 Present a chart notice the
for memorizing
more
compound
words.
 Match the given
column to make
compound words.
 38

Week 13 Unit # 6 (A Fit and Fill in the blanks. Different kinds

23-27 Sept, Encourage students to of pronouns.
Healthy Life) fill in the blanks by
2024 skimming and Subj-verb agreement
Students will be able to. scanning the text Page#65
again with correct Here are three steps to
words.
 locate, identity, Vocabulary help in perception.
differentiate between, Building  Recognize a
Page# 64 singular or plural
and use some simple  Write the word subj.
pairs of word structure.  Recognize a
including  Define in your singular or plural
homophones own words. verb.
 Synonyms  Check that the
 illustrated the use of  Use word in the verb matches the
pronouns learnt sentence. subj. The form
earlier  Ask them to of a verb
add more new
 demonstrate the use words in their changes with the
own dictionary number and
of subject word Homophones person of the
agreement according Page# 63
 Describe the subj.
to person and number  Present some
word homo
 identify narrative means same, sentences to
phones mean highlight the
paragraph to note sound .so
Homophones subj –verb
differences
means the agreement.
 Use appropriate words have
vocabulary and tenses same sound.
to write a simple  Share some
examples of
paragraph by Homophones
narrating an activity
from the immediate
surroundings.
 39

and ask Page#67 Ask students

students to  Encourage tospeech for
keep it up….
 Ask them to use students to write oneminute howsports
these words in a narrative keep ushealthyandfit
sentences. paragraph about
Fill in the blanks
Page# 63 any memorable
Ask students to incident of their
comprehend the school life.
sentences and fill it  Write a
with right
homophones. paragraph on
Spelling Learning how they spent
Page # 64 their time at
Unscramble th words home during the
and learn their
Spellings. corona virus
Narrative lock down.
Paragraph Mention any
Page# 67 new skill you
 Tell students a learn during
Narrative lock down.
paragraph, retell Page#67
an event that has Write a
a beginning narrative
paragraph
middle and
about the most
ending.
memorable
 Read the journey of their
narrative life.
paragraph from
the book for
clarifying thei
concepts.

Week 14 Vowels and TextReading

30 Sept- Unit # 7 (What Goes Consonants Page # 69, 70 .
04Oct Around Comes Around) Page#73  Discuss
2024 Students will be able to:  Ask students to studentsthat this
recall and share text is a fable.
 apply critical
more words  A fable is ashort
thinking to interact
with vowels Story, it is
with a text using
and consonants involving
intensive reading
sounds.
 40

strategies (while  Ask student's animals’ Page#69

reading) to guess to read the characters that  Ask students to
meaning of difficult given sentences represent people. write five words
Words from context. and notice the  It teaches us starting with
 Use critical use of words amoral lesson. consonant and
thinking to respond starting with Use pre- vowel sound
to the text (post consonant and reading,while- identified in
reading); applying vowel sounds. reading and post- their note book.
world knowledge Dialogue reading strategies Page# 71
and their's own Page #76  Ask students to Ask students
opinion to the text Drills or predict the reread the story
read. Linguistically content of the and interwoven
 Identify and Structured lesson by with thinking
practice the use of Activities: A looking at the and summarize
words starting with Teacher provides picture of cover the storyin their
consonants and particular structure, page or reading note book.
vowel sounds. and students practice the title only.
 Demonstrate it by repeating it. For Read the text
conventions and Example, Student withexpression
dynamics of oral 1to Student 2 act as and intonation
interactions in a hen and mouse in Q/A Page #71
group to engage in real life situation. Think-pair-share
conversations Ask students think
 Recognize and and share with peer
briefly describe
after skimming
story element.
/ scanning the text
 tell when
and answer the
andwhere the
story is set questions in their
 describe character words.
in a story and Elements of Fable
express preferences Page# 71
about them  Tell students to
 retell a story write fable
briefly but structure based
sequentially on some
elements.
 Summarize a short
Character
folk tell through
gapped summary
exercise.
 41

 Setting
 Plot
 Conflict
 Resolution
Fill in the blanks
Page#72
Read the given story
and fill in the blanks
with correct words
given below:
Fill inthe blanks
Page#72
 Ask students
skim and scan the
text to fill in the
blanks with
correct option.
Week 15 Unit # 7 (What Goes Vocabulary Interrogative Sentence Page#74 https://w
7 – 4 Oct Around Comes Building Of ‘Be’ and ‘Do’. Ask students make ww.thoug
2024 Around) Page# 75 Page#75 some homonyms htco.com/
Students will be able to:  Write the word Beforms and use in their practice-
 use common structure. present Past sentences in-
compound words in  Define in your Is Was Page#75 forming-
their own speech own words. Are Were  Ask student interrogat
and writing, e.g.,  Synonyms Am - to write ive-
milkshake, airport  Use word in the Doforms interrogative sentences
 join some words to sentence. present Past sentences of -1690983
make common  Ask them to Do Did the form of
compounds words add more new ’Be and Do’
words in their Does -
and use them in own dictionary  Put these verbs at in your
speech and writing CompoundWords the beginning to notebook.
 locate, identify, Page# 73 make  Encourage
differentiate  Recall the interrogative students by
between, and use concept o sentences. following the
some pairs of words compound  Read the given elements
including words. interrogative write a fable
homophones About your
 42

 recognize and use  Read the given Sentences and Favorit

the personal compound notice the use of e
pronoun myself, words. different form of animal.
yourself,  Ask students to Be and Do.  Ask students
himself, herself, make to write a
ourselves, compound fable with
themselves, and words by moral “a
itself combining the friend in need
 recognize and use words form the is a friend
be and do to make word bank and indeed”
interrogative use them in
sentences their sentences.
 recall rules of Homonyms
punctuation learnt Page# 74
earlier  Tell students
 identify the element homonyms are
of a story; plot words that
beginning, middle haves ame
and the end of a sounds and
story with conflict same spellings
and resolution; but different
human imaginary meaning.
characters and their  It can only be
roles; setting differentiated
 right a guided story by readings
using the elements sentences.
of story writing  Ask students to
read the given
homonyms and
Their uses.
 43

Week 16 Unit #8 (Do What’s Long and Short TextReading Page # 80 Moral values
14– 18 Oct Right) Vowel Sounds page # 78, 79 Ask the  Truthfulne
2024 Students will be able to: Page# 82 Use pre-reading, while- Students to ss
 use pre-reading Ask the students to reading and post-reading write synonyms  Lies and
strategies to predict recall the concept of strategies to the given Greedy
the content of a text long and short vowels  Ask student's to words in their behavior
from the topic/ sounds. predict the content notebook. has the
pictures, little/  Read the given of the lesson by Paired bad
headings etc., by words with looking at the Adjectives impact in
using prior long and short picture of cover Page# 83 personalit
knowledge vowel sounds page or reading the  Persuade y
 apply critical thinking with correct title only. Them to  Gratitude
to interact with a text pronunciation  Read the text with write
using intensive and intonation. expression and sentences
reading strategies  Ask them to intonation using
(while reading) to pick up the  Encourage students given
follow instructions in long and short to recite the text, adjectives.
maps and short public vowels from discuss the theme of
notices or signs the sentences. the story.
 use critical thinking Dialogue page #85 Q/A page # 80
respond to the text PairActivity Think-pair-share
(post reading); This is also a form of Ask the students think and
applying world dialogue, students share with peer after
knowledge and own may be asked to play skimming / scanning the
opinion to the text different roles in the text and answer the
read form of drama, speak question in their words
 relate their feeling such as in real life Dictionary Arrangement.
and experiences what situation. Page #80
is read  Make a group Guide the students, in
 identify in practices of four students alphabetical order to locate
pronouncing long and and conduct words in a dictionary.
short vowel sounds in arole play  If two or more
different words (a, activity on how words begin with the
e,i, o,u) to take turns same letter,we
demonstrate using thewords arrange the
conventions and first, next, later, according to the
 44

dynamics of oral etc. Second letter.

interaction in a group  If two or more
to take turn words begin with the
 use alphabetical order same two letters, we
to locate words in a arrange them
dictionary for an according to the
increase in third letter.
vocabulary and aid  Give them some
comprehension of words to arrange in
text alphabetical order.
 recognize meaning of Fillinthe blanks.
common adjective page # 81
and verbs in relations Encourage students to fill
to each other in the blanks with correct
words by skimming and
 demonstrate the use scanning the text again
of be, do, - ing and Vocabulary Building
have along with their Page# 82
negative form as  Write the word
main or helping structure.
words in sentences  Define in your own
 words in verbal and
non-verbalways.
 Synonyms
 Use words in the
sentence.
 Ask them to add
more new words in
their own dictionary
PairedAdjectives
Page# 83
 Tell students when
two adjs are used
together to describe
the noun, they are
sometimes called
paired adjs .e.
ghuge-big, tiny-
small.
 Ask them to read the
given sentences and
note the use of
paired adjs.
 45
SpellingLearning
Page# 82
Ask students to arrange the
jumbled words to learn
their spellings.
Week 17 Unit #8 (DoWhat’s Relative Pronoun preposition of Page # 82  Loyalty https://gram
21– 25 Right) Page # 84. position and time Encourage the  Patriotism mar.yourdict
Oct 2024 Students will be able to: Ask student to recognize page # 82 students to use  Bravity ionary.com/
 demonstrate the use the use of relative  Tell the prepositions of  Hardwo parts-of-
of preposition pronouns in given students position and rking speech/prep
showing position of sentences then try to preposition of time in ositions/pre
time make your own position sentences and position-
 identify and use Show the position write in their worksheets.
sentences by using the
adverbs of manner of the noun in notebook. html
given relative pronouns.
and time sentences, e. g Page # 85,86
 recall the rules of Transitive or infront of, behind, Guide students
punctuation learnt Intransitive Verb next to. to write a short
earlier Page # 84  preposition of invitation to
 read short notes Give the definition of time their friend to
written for different transitive or intransitive Show the time attend birth
purpose to write short verb to the student, Share of an action in day party
note of their own to with them examples to sentence. using template
friends and family clarify their  explain some given in text in
members understanding. examples joined up
 write short informal Ask student to gather the from handwritting.
invitation for a examples of these from surrounding  Write
variety of purposes to the text and also try to environment short note
demonstrate the use make sentences by their Adverb of Manner on
of convention of short own and recognize page # 83 accepting
invitations Tell students adverb the
weather the verb used in
 write replies of of manner is used to invitation.
it is transitive verb or
accepting or tell us the way or Page # 83
intransitive verb. how some things are
declining the Encourage the
invitation done. students to write
 Understand the Ask students to an incident in
concept of transitive or underline the adverb which he/she felt
Intransitive verb of manner from the disappointed by
 Recognize the use of text. using joined up
relative pronoun. handwriting.
 46

Week 18 Unit#9 (Patriotism) A -ed’ Sounds Text Reading Pronoun- Page # 93  Nation https://www
28 Oct- 01 Nation’s Strength Page# 93 page #89 Antecedent Encourage the Building .dawn.com/ne
Nov, 2024 Students will be able to: Pronounce them with Use pre-reading, while- Agreement students to read  Patriotism ws/885502/po
Recognize and  Correct reading and post- Page#95 the biography of  Bravery et-s-corner
practice that end has intonation reading strategies. A pronoun must the Quaid –e-  Heroism
three sounds,i.e.,/d/, pattern. Ask  Ask student's to agree with its Azam and list
/t/, /id/ through students to recite the poem antecedent in down his five
context underline the with correct number and gender. qualities in their
 Demonstrate words with the intonation patterns.  Clarify their book.
conventions and –ed ending and write  Discuss with concept by Page# 94
dynamics of oral them in their them how we can given  Write a
interactions in a relevant columns. serve our sentences in Poem on
group to use polite Dialogue page # 97 country. the book. the topic
expressions to seek PairActivity Q/A Page#90  Explain the “MyCount
attention This is also a Think-pair-share concept of ry” with
 recite poem with form of Ask students to think and pronoun- the help of
actions and express dialogue share with peer after antecedent the given
opinion about students may skimming / scanning the text agreement by rhyming
themuse textual aids be asked to and answer the questions in writing more words.
such as table of play different their words sentences on Page# 93
content and glossary roles in the Glossary the board. Ask students to
for greater form of drama, page # 91  Ask students write two
 show the students
comprehension of speak such as glossaries and table to fill in the sentences with
texts in real life of contents in blank. cannot, may not,
 read simple keys/ situation. different books. Entry word each.
legends on maps  Clarify the concept page # 94
Page# 96
Legend Map of glossary at the explain the concept
 read tables and charts page # 92 end of a book of entry word in a Askthestudents
in text books tell the students, map, includes words with dictionary to use the given
 recognize and use and explain the in tha tbook that are  Words are adverbs of place
symbols and tell what either newly arranged in
card in all introduced or alphabetical Adverbs of
each symbol stands
direction for e.g. tree shows a uncommon. order. Time and
 create a short poem forest, blue colour is  Ask students to  Part of speech place.
using rhyming words for sea, river etc. take any ten words  syllables Explain the adverb
from textbook and  pronunciation
on a given topics make their own  mea of time and place.
Spelling learning
 recognize the page # 94 glossary. ning these Ask them to select
alphabetical Fill the missing letters are given from the examples
tocompletethe words. Cardinal Direction in from the text
arrangement of words page # 92 Sequence in a row
in a glossary or a four main points of a to form an entry
dictionary word.
locate an entry word
in a glossary or
 47

dictionary page # 96 compass Correct with full stops in Dialogue

 recognize that Ask students to share  north Page # 97
 south pronouns. notebook.
pronounce agree with sentences using these  east Be, Do and have Page # 98 Conduct a
their nouns in gender models.  west as Helping verbs Encourage the dialogue session in
and numbers  Encourage Guide students to (Negative Form) students to write class on "Benefits
 illustrate the use of them to write answer the questions page # 95 of Reading"
from the legend map the central idea
can / cannot and, two sentences given in thebook. in their own Motivate them to
may/ may not to using these Fill in the blanks. words. speak in English
express permission, models. page #92
Encourage students to fill be do have In their sentence.
prohibition, and in the blanks by skimming isn doe hasnot Reciprocal
doubt and scanning the text ot s
Page# 96
 identify and use againwith correct words. not Askthestudents Pronoun
simple adverbs of vocabularybuilding are do havenot To write five Page # 97
page # 94 not not more
place
 Write the was did hadnot Give the students the
 List rhyming word
not not Abbreviation
words and write a Read the given Page # 98 Concept of
structure.
poem based on the sentences to Encourage reciprocal
 Define in your own
same central idea. words in verbal and comprehend the thestudents to pronoun. Share
 Conduct a concept. write how they with them the
non-verbal way.
dialogue to Use of can, cannot, can serve their examples on each
 synonyms
improve their  Use word in may and may not country by other and one
speaking skills. . using joined up another. Ask them
the sentence.
 Give them the  ask them to add handwriting. to make sentences
concept of more new words in on it by their own.
reciprocal their own dictionary
pronoun. 

Week 19
4 – 08 Nov REVISION OF FIRST & SECOND TERM SYLLABUS
2024
09 Nov
2024 IQBAL DAY

11 – 20 Nov
2024 SECOND TERM EXAM 2024
10 days
 48

Week 20 Unit # 10 (Eid–ul-Azha) Syllables Text Reading Page # 104  Religion

21- 29 Nov Students will be able to: page # 104 page #100,101 Persuade Knowledge
2024 you will be able to. Tell students that Use pre-reading, while- students to  Devotion
 apply critical thinking syllables are part of a reading and post-reading compare their  Sacrifice
to interact with the word, strategies Eid with  Obedience
text using intensive  A word can  Ask students' to Suleman and
reading strategy have one or predict the content note down the
(while reading) to more syllables. of the lesson by differences and
distinguish fact from  Persuade them looking at the similarities.
opinion to read the picture of cover
 find out how many given words page or reading the
syllables a word has with their title only.
 demonstrateconventi syllable  Read the text with
on and dynamics of division and expressions and
oral interaction in a write thei intonation
group to agree / rnumber of  Tell them that Eid is
disagree politely syllables. our religion festival
 apply strategy to Dialogue Have students discuss
comprehend question page # 108 the theme of the text.
for appropriate  Ask students to Q/A
response by making Practice the page # 102
key words, verbs, and dialogue by Think-pair-share
tenses in a variety of Role play. Ask students to think and
following question  Arrange a share with peer after
types, opinion skimming / scanning the
classroom text and answer the
discussion about questions in their own
how they words
celebrate their Environment
religious Friendliness
Page # 103
festivals. Persuade students to read
the given chart to keep
environment safe and
clean.
and measure their
responsibility.
Fill inthe blanks
page # 104
Encourage students to fill
in the blanks with correct
words by skimming and
Scanning the text again
 49

30 Nov
2024 PTM of SECOND TERM EXAMS, 2024

Week 21 Unit # 10 (Eid–ul-Azha) Pair Activity Vocabulary Building Pointing Words Page#105 Ask students https://www
02-06Dec Students will be able to: This is also a form of Page # 102 Page # 106 Ask students to share your .gingersoftw
dialogue students  Write the word Tell students Write synonyms feelings about a are.com/con
2024
 Irregular verbs may be asked to play structure. Pointing words are and antonyms of good day with tent/gramma
 Use appropriate different roles in the  Define in your own used to point to the given words. your family. r-
vocabulary and tenses form of drama, speak words in verbal and people and things. Page # 105 rules/adverb
to write a simple such as in real life non-verbalway.  This (singular) Guide students /adverbs-
paragraph by situation.  Synonyms and these to write the frequency/
explaining a process  Use words in the (plural) to meaning and
or procedure sentence. refer to things sentences of
 Ask them to add
Revise writing works more new words in that are near Homonyms in
for correct spelling and their own dictionary and that note book.
punctuation, pronoun- Synonyms and Antonyms (singular) and Page # 107
antecedent agreement, Page # 105
Recall the concept of those (plural) Ask students to
subject verb agreement synonyms and antonyms to refer to write two
and tenses by giving examples. things that are sentences using”
 Illustrate the use of Homophones far. should “and”
should / should not/ page # 105 Fill in the
blanks with homophones  Pointing words shouldnot“each
to express obligation Compound Words are called
 Recognize and use Page # 106 demonstrative
the apostrophe with Have students recall the pronouns
contractions concept of compound
words.
 Identify and use  Choose the correct
adverbs of words from the
frequencies given word bank and
make compound
words.
SpellingLearning
Page # 106
Fill in the missing letters to
complete the words.
 50

Adverbs of . in their
Frequency  Fill the blanks notebook.
Page # 107 with correct Page # 105
Explain them it tells us demonstrative Make
how often or frequently pronouns. contractions of
something happens.  Ask them to the given words
 Read the given share more using apostrophe
sentences examples of correctly in their
/paragraph for demonstrative notebook.
notice the adverb of pronouns. Page # 106
Frequency. Should,Should not Encourage
Adverb Phrases page # 107 students to find
Page # 108 Tell students the recipe of
Give them the concept
of phrase then share “Should” is used for their favorite
with them about adverb obligation and to do dish on internet
phrase also tell them important and write it
about the rules to something. intheir
identify the adverb
phrase in a sentence.  Should not notebook by
Share with them the isused to using joined up
examples. advise against handwriting
Ask them to extend the to do. Page # 106
adverb into adverb
phrase.  Read the Help them to
Find the adverb from the given write a
text and change into sentences for paragraph on “A
adverb phrase. reception Good Day with
Use of Apostrophe my Family” in
page # 107 notebook.
(’) to mark the Page#108
omitted letters in Ask students to
contraction. write the fable
 When we on the topic “A
combine two Lion and the
words Mouse” with the
, we omit Moral. By using
some letters. joined up
handwriting
 51

Week 22 Unit # 11(Let’s Be Use of Dictionary Text Reading Fill in the blanks Page#114  Sympathy https://www
09- 13 Helpful) page # 142 Page #111, 112 Encourage students Ask students to  Kindness .k5learning.
to fill in the blanks
Dec 2024 Students will be able to: Distribute some Use pre-reading, while- with correct words find the given  Cooperative com/free-
 use pre-reading photocopies of reading and post-reading by skimming and words in a  Compassion grammar-
strategies to guess the dictionary pages strategies scanning the text dictionary and worksheets/t
meanings of unfamiliar  Ask students to predict again hird-grade-
and tell them how Encourage students write meaning
words in the given words are divided tthe content of the to fill in the blanks along with 3/parts-
context into syllables. lesson by looking at with correct words number of speech
 apply critical thinking Dialogue the picture of cover by skimming and syllables. Then
scanning the text
to interact with the text page # 118 page or reading the again use words in
using intensive reading Practice the dialogue title only. Vocabulary sentences of
strategies (while by Role play activity  Read the text with Building their own in
reading) to use context in classroom to share expressions and Page # 115 notebook.
to infer missing words some ways to save intonation  Write Page # 113
 use critical thinking to pocket money and  Share some ways to the word Encourage
respond to a text (post help to others. help the others. structure students to write
reading) to express Q/A Page # 113  Define in main idea of the
understanding of a Parts of Speech Think-pair-share your own given paragraph
story through a role Page #115 Ask students to think and words in in notebook.
Have students to share with peer after verbal and
play recall the parts of skimming /scanning the
use a dictionary to find speech. non-verbal
text and answer the
out how words are  Reread the Questions in their words ways.
dividedintosyllables text again and Paragraph Reading  Synonyms
find them out Page # 113  Use words
 Demonstrate to fill in the Ask students to read the
conventions and given boxes. in the
paragraph such as
dynamics of group oral skimming, scanning, sentences.
interaction to lead and inferring, predicting, and  Ask them to
summarizing to it in 2- add more new
follow. 3sentences.
 Apply strategies to Fill inblanks words in their
comprehend questions page#115 Encourage own dictionary
studentsto page # 115
for an appropriate Fill in the missing
fill in the blanks with
response by making correct words by letters to complete
key words, verbs, and skimming and scanning the words and
tenses in a variety of the text again Learn their spellings.
the following question
type: personal response.
 52

Unit # 11 (Let’Be QuestionWords Page#116 using the given grammar-

Helpful) Page# 115 Ask students to prepositions Speak five worksheets/t
Students will be able Recall the concept make sentences Page#116 sentences on your hird-grade-
to: strategies of question words Ask students to favorite animal 3/parts-
 Illustrate the use of  Ask students to predict and encourage them Change the speech
question words learnt the content of the to share more given sentences
earlier. Identify and lesson by looking at questions by using into negative https://www
use question words the picture of cover the given question and .k5learning.
‘why’ and ‘how often’, page or reading the words. interrogative com/free-
etc. title only.  Persuade them sentences and
 Demonstrate the use  Read the text with to read the given write them in
of words showing expressions and sentences and their notebook.
movement and intonation explain the Page # 117
direction.  Tell them some more teacher the Persuade them
 Illustrate the use of facts about the question words to write five
simple present tense. Markhor. for asking for. words using
 Recognize and use a  Ask students to share  MCQs are given hyphens with
hyphen to join two more information to choose numbers and
words that act as one about it correct word fractions in their
unit. Prepositions of notebook.
 Select and use some Simple PresentTense Movement and Page # 119
strategies to organize Page # 116 Direction Encourage
ideas for writing, such Ask students to read the Page # 116 students to write
as simple mind maps, given sentences to Tell them, it shows “Qualities of
etc. understand the sentence movement and aGood Person”
 Use the reading texts structure. direction to or from by the given
as models for their a place. mind map.
own writing. e.g. toward, across Page#119
 Write a short passage, etc. Ask students
anecdote, fable, etc. for  Clear the to
pleasure and creativity. Concept by Write some
 Revise written work for reading given ways to save
correct spelling and sentence money and how
punctuation, pronoun- they can use it
antecedent agreement, by using joined
subject-verb agreement. up handwriting.
 53

Week 23 Unit # 12 (The National Weak forms of Q/Apage # 123 Joining Words https://en.isl
16-20Dec Animal) “willnot’’ and Think-pair-share Page # 125 Page#125 collective.co
Ask students
2024 Students will be ableto: “Shallnot” Ask students to think Tell them, the words to make two m/english-
 use pre-reading page # 125 and share with peer after which join other sentences using esl-
skimming / scanning the the weakforms
strategies to guess the Tell them the weak text and answer the words, phrases, and worksheets/
forms of will not is of “willnot” and
meanings of unfamiliar questions in their words sentences are called | grammar/qu
words in the given context “won’t” and shall  Ask students to look at joining words. “Shallnot” estions-
 Pronounce the week not is “shan’t”. the given calendar and  Read the given Page # 126 interrogative
form of will/shall and Read the given text to response their sentences to notice Encourage /questions-
answers. students to write
not incontractions. notice the weak the joining words. five statements words/3496
 Demonstrate forms.  Help them to read the  The correct and questions in
conventions and Dialogue calendar by asking MCQs are given note book.
dynamics of oral page # 128 different questions. to choose words. Page#126
Ask to make
interactions in a Ask students to read  Tell them about a Statements and questions by
group to express and practice the given piechart is a type of Questions using the
needs, feelings and dialogue in pairs with graph in which a circle Page # 124 question words
ideas, express joy, correct pronunciation is divided into Statements are given in note
book.
sadness, and and intonation. sections. simple sentences. Page # 126
danger.  Help them to read the They give Ask to write six
 Locate specific pie chart by asking information or sentences using
information in a different questions. Negate something. the present
continuous tense
calendar, a class  Help them to read the
timetable, and a
report card.
 read to compare
information given in
a
 54

Pie chart and a Calendar by asking  Questions are in their

bargraph. different questions. used to ask notebook.
Vocabulary Building Page #1266
 Apply strategies to different Ask to rewrite
comprehend Page # 125 things. the given
questions for an  Write the word  Ask students paragraph in
structure. Notebook using
appropriate response to read the capitalization
by marking key  Define in your own sentences and and punctuation
words, verbs, and words in verbal and write “S” for a Page # 128
tenses in a variety of non-verbal ways. statement and Encourage
the following  Synonyms “Q” for a
students to write
 Use words in the a paragraph on
question types: question. the ‘National
factual. sentence. Wh Question Bird of
 Ask them to add Pakistan’ in
 Spell words studied more new words in words note book by
in class. their own dictionary Page # 126 using joined up
 Demonstrate the Recall the concept handwriting.
Spelling Learning
useof joining words Page # 125 of Wh- question
learnt earlier. Fill in the missing letters words by sharing
 Identify and write to complete the words. examples.
sentences that  Encourage
state/ negate them to make
something or ask a more sentences to
question. use question-
 Recognize the words.
function of wh forms Present Continuous
used in questions. Tense
 Respond to and ask Page # 127
more wh questions. The present
 Illustrate the use of Continuous tense
present continuous is used to express
tense in speech and an on going action.
writing.  Explain the
 Use appropriate structure of the
vocabulary and tense present continuous
to write a simple tense to students,
paragraph by writing write on board.
an expository
paragraph explaining
a process and
procedure.
 55

Week 24 Unit # 13 (When Intonation Text Reading Page#134  Corresponde

23-27Dec Something Went Wrong) page #133 page#130, 131 Ask students to nce
2024 Students will be able to: Tell students about Use pre-reading, while- write three  Express of
 Use pre-reading intonation is the way reading and post-reading examples of views
strategies to: predict a person‘s voice rises strategies regular and  Difference
the content of a text and falls depending  Ask students to irregular verbs between
from topic/ pictures, on what they are predict the content in their note formal and
title/ headings etc. talking about. of the lesson by book. informal
by using prior  Read the given looking at the letters
knowledge. sentences aloud picture of cover
 apply critical thinking and ask page or reading the
to interact with a text students to title only.
using intensive notice the use  Read the text with
reading strategies of intonation. expressions and
(while-reading) to  Then ask intonation
identify facts in the students to  Discuss with
text (as indicated Imitate a teacher. students that they
Through these words; are reading the
day, date, place, etc.). Formal letters.
 use critical thinking  Tell them about
to respond to the text formal and informal
(post reading): letters.
applying world  Explain the
knowledge and own important parts of
opinion to the text letters in detail.
read and relate their Important Parts
feelings and  Left side,Writer’s
experiences to what is address
read  Receiver’s address
 Use pre-reading  Date
strategies to: predict  Subj + body
the content of a text  Salutation
from topic /pictures,  Signature
title/ headings etc. Q/A page # 132
by casing prior Think-pair-share
knowledge.  Ask students to
 Apply critical think and share with
thinking to interact peer after skimming
with a text using / scanning the
intensive reading text and answer
strategies (while- the questions in
 56

reading) to identify their words

facts in the text (as Fill in the blanks
indicated through page #132
these words; day, Reread the text silently
date, place, etc.). and fill in the blanks with
 use critical thinking correct options.
to respond to the text Vocabulary Building
(post reading): Page # 135
applying world  Write the word
knowledge and own structure.
opinion to the text  Define in your own
read and relate their words in verbal and
feelings and non-verbalways.
experiences to what is  Synonyms
read. Use words in the sentences.
 Ask them to add
 Listen and responds more new words in
appropriately to the their own dictionary
sentences with rising Regular and Irregular
and falling intonation Nouns page#134
Have students recall the
patterns. regular and Irregular
 Demonstrate plural Nouns.
convention and  Explain the rules for
regular and Irregular
dynamics of oral plural nouns by
interactions in a giving more
group to make polite examples.
requests for personal Regular and Irregular
Verb Forms
reasons, take leave. Page#134
 Apply strategies to Differentiate the regular
comprehend and Irregular Verbs by
questions for an giving examples.
 Learn students
appropriate response regular form of
by marking key verbs and irregular
words, verbs, and forms.
Spelling Learning
tenses in a variety of Page # 135
the following Fill in the missing letters to
question type: complete the words.
interpretive.
 57

30 Dec- 12
Jan, 2025 WINTER VACATIONS
Week 25 Unit # 13 (When Past ContinuousTense Simple Past Tense Page# 135 https://langu
13-17 Something Went Wrong) Page # 136 Page # 135 Ask students to ageonschool
Jan 2025 Students will be able to: Explain to make three s.com/blog/e
 Explain to students students simple sentences of nglish-
 Illustrate the use of past continuous tense past tense each tense irregular-
simple past, expresses actions that expresses an mentioned in verbs-list/
continuous and were in progress at a action that this unit and
past perfect tense particular time in the happened in the write in their
in speech writing. past. past. note book.
 Recognize the Page # 136
function of more  Give some  Give some Encourage them
joining words such examples to clear examples to to write two
as for example, for their concept. clear their sentences using
instance. concept. transitional
 Identify and practice  Make the device
making simple Structure on  Make the Page#137
sentences to show board. Structure Ask students to
instructions, Present Perfect Tense on board. write three
commands, requests, Page # 138 sentences of
 Ask them to
and strong feelings. each kind
 Explain to students make sentence
 Use of conventions Discussed in
of letter writing: past perfect tense used sto follow the this unit in note
address, date, for action happened or structure book.
salutation, body and completed in the past  Ask them to Page # 138
closing. make sentences Encourage
 write an informal  Give some students to write
letter and formal examples to clear a letter to the
letter of application their concept. editor of any
 write a reply to a children’s
 Make the magazine about
short informal letter
from friends and Structure on pollution in his/
board. her area using
family members
 Ask them joined up
 Revise written handwriting.
work for layout, to write
legibility, examples
vocabulary. by their
own.
 58

Week 26 Unit # 14 (Together We Rhythm, Stress and Text Reading Page#144  Avoid
20-24 Live) Intonation page #143 Ask students to fighting.
Jan, 2025 Students will be able to: page #145 Use pre-reading, while- read the poem  Unity
 Recite poems Rhythm: is a sound reading and post- carefully and
with actions. pattern. readingstrategies answer the
 Relate their Stress: is the force  Ask student's Questions,
feelings and used to pronounce topredict the write answers
experiences to words contentof the in their
what is read. Intonation: is the poem bylooking at notebook.
 Produce in speech waya person‘s voice thepicture of Page # 145
and practice rises and fall in coverpage or Encourage
appropriate patterns speech. reading students to read
of rhythm, stress, and Ask students to read thetitleonly. any poem about
intonation in the the poem with  Read the text their favorite
English language by rhythm, stress, and withexpressions animal from
listening to stories intonation andintonation internet /library
and poems read aloud Dialogue  Tell them that and write it
in class. page # 150 whenwe fight with down in their
 Demonstrate PairActivity others, we often notebook using
convections and This is also a form of harmourselvestoo. joined up
dynamics of oral dialogue students Q/A page # 144 handwriting.
interactions in a may be asked to play Think-pair-share
group to use polite different roles in the Ask students to think
expression to seek form of drama, speak andshare with peer
attention. such as in real life afterskimming /scanning
 Practice and use an situation. thetext and answer
appropriate tone and Non-VerbalCues thequestions in their
non verbal cues for page # 150 words.
different Tell them to Summary of the Poem
communicative Communicate Page # 145
functions. without speaking by Ask students to share
 apply strategies to facial expressions thesummary of this
comprehend and body gestures. poem intheirown words.
questions for an  Read the given Fill inthe blank.
appropriate response non-verbal cues Page # 145
by making key to enhance Reread the poem and fill
words, Their skills. in the blanks with correct
verbs, and tenses in a Options.
variety of the
 59

Following Tone
question type: page # 1150
inferential. Ask students to read
 Create a short poem the expressions with
using rhyming words the given tones.
on a given topic.
.
Week 27 Unit # 14 (Together We Vocabulary Building Simple Future Page#146 Language
27 – 31 Live) Page # 144 Tense Ask students to competency
Jan, 2025 Students will be able to: Tell students to learn the Page#148 write a poem http://www.
 Analyse and use words with their meaning Explain to On the topic primaryreso
some analogies and to enhance their student's simple ‘My Pet cat’ urces.co.uk/
more similes in vocabulary. future tense with the given
speech and writing Analogy expresses an action rhyming words
using “like” and “as”. page # 146 which has not in their note
 Illustrate the use of  Explain to occurred yet and book
smile future tense in students an will occur in the Page#147 Ask
speech and writing. analogy is a future. students to
 Respond to and comparison of two  Tell some circle the similes
ask simple pairs of words to Examples in the poem and
questions starting show their of tense. use them in
with be, do and similarities by  Make sentences of
have. writing their structure on their own in
 Write the central examples on the board. their note book.
ideas of a given poem board.  Ask them Page# 148
in simple language.  Ask students to to make Ask students to
 List rhyming read aloud the sentences to write five
words and write a given sentences to follow the sentences in
poem based on the get in concepts. structure simple future
same central idea.  MCQS are given to  Read the tense in
 Teach narrations choose correct given notebook.
to them by options. examples from Page # 149
clarifying their book aloud. Encourage
concept about it. students to write
two question
susing ‘be ‘do’
and ‘have ‘each
in their
notebook.
 60

Direct and Indirect Page # 151

Speech Be ‘Do ’Have Ask students
Page # 147 forms Question read poem and
Guide the students about Page # 149 write its central
direct speech and Explain to students idea in note
indirect speech different forms of book.
differences. ‘be ’do ’and have‘’ Page # 151
Share with them the are used at the start Encourage
rules when tense change, of sentences to students to write
what changes it brings in askquestions three pairs of
reported speech same in  Read the given rhyming words
case of change in modal question to about “Rain
verbs. notice them. bow and write a
Share with them poem in
examples in case of notebook.
tense change and modal Page#151
verb change then how Ask students to
reported speech will write a
change according to paragraph on
rules. ‘How we should
Give them many take care of our
examples of direct pet animals". By
speech and ask them to using joined up
change it into indirect handwriting.
for their better practice.
page # 149
Guide the students when
we change direct speech
into indirect speech then
then how words relate
time and place change
awith rules accordingly.
Forexample now change
into then, today into that
day etc.
 61

Week 28
3-11 Feb RevisionofFullSyllabus
2025

12 – 21 Feb
2025 Test Series

24 Feb – 05
March 2025 Scholarship Exam/FinalTerm Exam 2025
28
March PTM/ResultofScholarshipExam/Final TermExam2025
2025
29
March-
Spring Break 2025
06 April
2025
7 April
2025 Commencement Of New Session
 62

Friendly Letter Writing

Heading:-
 On the left side first line–House Number
 Second Line: Street No
 Third Line: Cityor Town
 Fourth Line:The Date(i-e Sept 2,2021)
Salutation:-
Dear so or so,(remember your comma)
a. Introduction:-
The reason for writing
b. Body:-
Main part of the letter
 Change paragraph each time you change the topic.
 This is the longest part of the letter

Conclusion:-
Wrap it all up; convey your feelings or prayers
Closing:-
Choose an appropriate closing.Sign your name.Make sure these lines up with the heading.(Only the first word is capitalized)e.g.yours lovingly.Signature

FormalLetterWriting
 Sender’s address set out inopen punctuation.(Left side)
 Date Dec24. 2021
 Recipient’s/ Receiver’s address (in open punctuation)
 Salutation: Dear sir/ Respected sir
 Aimof the letter inbold letter(Subject)
 Body of the letter divided into paragraphs and setout in fullblock (left sidewithout leaving finger space,leave oneline after each paragraph)
 Complementary close(i-e yours sincerely)
 Sender’s Signature
 Sender’s full name
 63

Letter Pattern
Examination
Hall,CityA.B.C.
May11, 2015.

DearMother,
....................................................................................................................................(Body)
………………………………………………………………………………………………………………………………………

Yours
affectionately,X.Y.Z
.

Application Pattern
ThePrincipal
Name of the school,
City.
Subject:
Respected Sir/ Madam,
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-----------------

Yours obediently,
Roll No /X.Y.Z
.Class and
sectionDate:
 64

Essay Writing
 Introduction
 BodyoftheEssay
 Conclusion

1. Introduction: Must be brief.

 Should always be arresting and pertinent to the subject. It may consist of a definition, a quotation or general remark leading up to
thesubject.
2. The body of the Essay.
 Consists of series of paragraphs.
 Topic sentence to describe each paragraph.
 Paragraphs should be wel lconstructed.
 Frame clear and forceful sentences.
 Separate idea should be discussed in the new paragraph.
 Avoid using redundantexpressions and useless repetitions.
3. The Conclusion:
 A good conclusion may consist of :- (a) a summing up of the arguments of the essay. (b) Final conclusion drawn from the
subjectmatter.(c)A suitable quotation. (d)A sentencethat strikinglyexpress themain point.
 65

Paragraph writing
Write paragraph by mind map

pollution

Loss of fresh Climate

water deforestation
change
resources

Rising temperature
 66

StoryWriting
Introduction
 Characters,Setting
 Time , Place
Middle Part
 Problems Climax
Conclusion
 Resolution
 Moral
 Where possible introduce dialogue.
 Story should be written in the past tense.
 There must be a clear sequence of events.
 The main character, object or incident of the story may be chosen as title (e.g“The---) or a proverb or quotation that suits the story canal so be a title.
 The conclusion is important.The whole story should be made to lead upto it naturally.

Story writing
Write the story by describing the picture:
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 67

Summary Writing
A summary should have
 Main idea
 Major supporting details
 Author’s Conclusion

It should be:-
 Approximately1/3 the length of the original text.
 In your own words.
 Events should be in sequence.

A summary should not

 Include your opinion.
 Be copied from thetext.
 Be what you think the author should have said.
 Have a series of quotes from the text.