RESOURCE PACK

CSS Primary Standard

ENGLISH
for

Class

 Division of Syllabus into three terms

 Teacher‘s Guide
 Fully Solved Exercises
 Model Papers

1
 1st Term
Week 1 Hazrat Muhammad (SAWW) Inexhaustible
Patience and Mercy
Week 2 Hazrat Muhammad (SAWW) Inexhaustible
Patience and Mercy + Revision
Week 3 Someone Who Understands
Week 4 Someone Who Understands + Revision
Week 5 The Mother Sparrow
Week 6 The Mother Sparrow + Revision
Week 7 8th October 2005
Week 8 8th October 2005 + Revision
Week 9 Revision of All Units
Week 10 Comprehensive Test
nd
2 Term
Week 1 The Rainbow
Week 2 Revision
Week 3 Trip to Sharda, Azad Kashmir
Week 4 Trip to Sharda, Azad Kashmir + Revision
Week 5 A Letter to Your Brother on Etiquettes for
Travellers
Week 6 Revision + Letter to the Newspaper Editor on
Cause and Effects of Pollution
Week 7 Impact of Increasing population
Week 8 Impact of Increasing population
Week 9 A Bird came down the walk + Revision
Week 10 Generate Cheap, Green Electricity from
Sunlight
Week 11 Generate Cheap, Green Electricity from
Sunlight + Revision
Week 12 Patriotism
Week 13 Revision of All Units
Week 14 Comprehensive Test
rd
3 Term
Week 1 Hamrful Effects of Smoking
Week 2 Harmful Effects of Smoking + Revision
Week 3 Miss Fatima Jinnah +Revision
Week 4 Traveling to Islamabad
Week 5 Revision
Week 6 Revision of All Terms
Week 7 Model Papers
Week 8 Comprehensive Test

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 First Term
Week 1…Day 1
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Analyze and compare various informal and formal letters to note the difference in conventions,
vocabulary, style, and tone.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Choose appropriate words and definitions and identify the part of speech of a word through
abbreviations used.
 Arrange the story in proper sequence and guess the story.
 Demonstrate use of common and proper noun.
 Differentiate between collective, countable and uncountable nouns.
 Recognize and demonstrate the use of nouns that are written in plural form but are in fact
singular e.g. scissors.
 Recognize and demonstrate the use of words that have an only plural form.
Concepts of English Grammar to Learn:
 Students will learn about Definite and indefinite articles.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of chart showing Definite and Indefinite Articles.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students on their first day of the school.
 After saying Aslam-o-Alaikum and welcoming the students, ask each student about their
names, hobbies and favourite subjects. After that introduce yourself.
Development: 15 Minutes
 Explain the concept of Articles (Definite and Indefinite) as given on page # 11 of the book.
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept:
https://www.youtube.com/watch?v=TSd0uByBoTo https://www.youtube.com/watch?v=Y_FMFtVf_FY
https://www.youtube.com/watch?v=kBrUgUpjMjU https://www.youtube.com/watch?v=NyAde007llM
https://www.youtube.com/watch?v=CvUovAi9eQU
Activity # 1: 15 Minutes
Ask the students to do the given activity as given on page # 11 of the book.
A. Choose the correct article for each of the following.
1. Hazrat Muhammad ‫ ﷺ‬was looked after by ______________ foster mother.
a  an  the  no article
2. Hazrat Muhammad ‫ ﷺ‬never told _______________ lie.
a  an  the  no article
3. Hazrat Muhammad ‫ ﷺ‬was kind to ________________ poor slave.
a  an  the  no article
4. Hazrat Muhammad ‫ ﷺ‬was ________________ grandson of Hazrat Abdul Muttalib.

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 a  an  the  no article
5. Hazrat Muhammad ‫ ﷺ‬treated the rich and ______________ poor alike.
a  an  the  no article
6. Hazrat Muhammad ‫ ﷺ‬was ______________ honest man.
a  an  the  no article
7. They usually spend their holidays in ______________ Mountains.
a  an  the  no article
8. Los Angeles has ________________ ideal climate.
a  an  the  no article
9. This is ______________ best Chinese restaurant in the country.
a  an  the  no article
10. I love living in this _______________ city.
a  an  the  no article
11. Someone call ______________ policeman!
a  an  the  no article
12. I don‘t like _________________ dogs, but I like my brother‘s dog.
a  an  the  no article
13. I haven‘t seen him in ______________ five years.
a  an  the  no article
14. My ____________________ teacher‘s name is Waseem.
a  an  the  no article
15. Bilal enjoys reading ________________ mystery novels.
a  an  the  no article
16. Do you remember _______________________ man that we saw last night?
a  an  the  no article
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 5. Tell them that we‗ll
read the first paragraph of this unit on page # 5 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 2
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for
generating and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Demonstrate use of common and proper noun.
Concepts of English Grammar to Learn:
 Students will learn about common and Proper.
Teaching Aids:

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  CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display a chart of common and proper nouns.
Vocabulary: born looked after foster-mother remained grave
passed away expired left under
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Revise the concept of ―common and proper noun‖.
 Ask the students to do the given activity (B: Choose the correct common or proper
noun) as given on page # 13 of the book.
1. Choose the correct common or proper noun.
1. Which is a common noun?
 Atif  boy  Aslam  Amir
2. Which is a common noun?
 Cricket  Monopoly  Tennis  game
3. Which is a common noun?
 book  Five Famous  Archie  Tarzan
4. Which is a proper noun?
 state  province  city  Lahore
5. Which is a proper noun?
 songs  story  Cinderella  cartoon
6. Which is a common noun?
 season  Spring  Summer  Winter
7. Which is a proper noun?
 mountain  K-2  hill  cliff
8. Which is a proper noun?
 flower  bush  Jasmine  plant
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 5
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 5.
 Ask the related questions from the students. You can ask the following questions from the students:
o What was the date of birth of Hazrat Muhammad (SAWW)?
o Who was Hazrat Abdullah (R.A)? o Who was Hazrat Abdul Muttalib?
o Who was Bibi Haleema?
o When Hazrat Amna (R.A) did take Hazrat Muhammad (SAWW) to Madina?
o Who was Hazrat Abu Talib?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (born, looked after, foster-mother,
remained, grave, passed away, expired, left, under). Also, write down the Vocabulary words
on the writing board. Ask the students to copy these words for dictation and make sentences.

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 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (father, birth, mother, grave, uncle)
 Ask the students to write the singular form of the following words. (months, years)
 Ask the students to look for any action word in the given text. (born, looked after, remained,
passed away, expired, left)
 Ask the students to look for any adjective in the given text. (foster)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (father,
mother, grandfather, uncle)
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (looked after, foster-
mother, passed away).
 Ask the students to look for any pronoun in the given text. (her, she, they, their, them)
Recap: 5 Min
To check the understanding of the students, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 5. Tell them that we‗ll read
the second and third paragraphs of this unit on page # 5 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
common and proper noun:
https://www.youtube.com/watch?v=bGz1acC3Wew https://www.youtube.com/watch?v=roEjPPifaR8
https://www.youtube.com/watch?v=gQsZr8yrsno https://www.youtube.com/watch?v=Uqoq_1hCS1o
https://www.youtube.com/watch?v=-g7Os65-9ro
Week 1…Day 3
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Identify the function of direct and indirect speech in simple texts.
 Differentiate between collective, countable and uncountable nouns.
Concepts of English Grammar to Learn:
 Students will learn about the collective, countable and uncountable nouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display chart of collective, countable and uncountable nouns.

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Vocabulary: received revelation preaching entrenched paganism
environment justice ordained creator whole
universe character model companionate treated
everyone foe young kindness respect
reacted extreme hatred enemies indeed
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 10 Minutes
 Revise the concept of countable and uncountable nouns.
 Ask the students to do the given activity (C: Choose whether the noun in bold is
countable or uncountable) as given on page # 13 of the book.
C: Choose whether the nouns in bold are countable or uncountable.
i. Drives must be careful on wet road.
 Countable noun  Uncountable noun
ii. Policemen caught the thieves.
 Countable noun  Uncountable noun
iii. I bought three bottles of water.
 Countable noun  Uncountable noun
iv. I‘d like same juice plesa!.
 Countable noun  Uncountable noun
v. Successful candidates will join the camp.
 Countable noun  Uncountable noun
vi. A rise in oil prices is certain.
 Countable noun  Uncountable noun
vii. The math exercise are interesting.
 Countable noun  Uncountable noun
viii. Babies must drink a lot of water.
 Countable noun  Uncountable noun
Main Lesson Reading: 20 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 5.
 Read the second and third paragraphs on page # 5.
 Ask the related questions from the students. Ask the following questions from the students as:
o When Hazrat Muhammad (SAWW) received the first revelations from Allah Almighty?
o What were the conditions of Arabs at the time, Hazrat Muhammad (SAWW) started
preaching of Islam?
o What was the message of Hazrat Muhammad (SAWW)?
o How Hazrat Muhammad (SAWW) treated with everyone?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (received, revelation, preaching,
entrenched, paganism, environment, justice, ordained, creator, whole, universe, character,
model, companionate, treated, everyone, foe, young, kindness, respect, reacted, extreme,
hatred, enemies, indeed). Also down the Vocabulary words on the writing board. Ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.

7
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to look for any countable and uncountable noun in the given text.
 Ask the students to look for any common and proper noun in the given text.
 Ask the students to look for any action word in the given text. (received, preaching,
entrenched, justice, ordained, treated, respect, reacted)
 Ask the students to look for any adjective in the given text. (whole, young, extreme, indeed)
 Ask students to mention any adverb in the given text. (indeed)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.
 Ask the students to look for any compound word in the given text. (everyone, kindness, indeed).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lecture in five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 6. Tell them that we‗ll read
the fourth and fifth paragraphs of this unit on page # 6 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
common and proper noun:
https://www.youtube.com/watch?v=1dXe6UnClog https://www.youtube.com/watch?v=WlkcFyeFsto
https://www.youtube.com/watch?v=1LjTa2Wvmm0 https://www.youtube.com/watch?v=Op2M9NAgE_k
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 4
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
Revision of Day 1, Day 2, Day 3
Week 1…Day 5
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Identify the function of direct and indirect speech in simple texts.
 Understand the concept of Number nouns (Singular and Plural nouns).
Concepts of English Grammar to Learn:
 Students will learn about Number nouns.

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Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of number nouns (singular and plural) in the classroom.
Vocabulary: exalted, mercy, patient, tolerant, incident, revenge, hardly, disgracing,
worshipped, collect, garbage, basket, shout, grinned
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of number noun as explained on page # 14 of the book.
 Ask the students to do the given activity (D: Choose the correct plural form for the
following and use the plural form in the sentence) as given on page # 14 of the book.
D: Choose the correct plural form for the following and use the plural form in sentences.
1. What is the plural form of a farmer?
 farmers  farmeres  farmeries  farmer‘s
2. What is the plural form of Window?
 windowes  windows  windowies  window‘s
3. What is the plural form of the bench?
 becnhs  benchies  bench‘s  benches
4. What is the plural form of cherry?
 cherys  cherries  cherryes  cherry‘s
5. What is the plural form of the match?
 matches  match  matchies  match‘s
6. What is the plural form of the fox?
 fox‘s  foxs  foxies  foxes
7. What is the plural form of potato?
 potatos  potatoes  potatoies  potato‘s
8. What is the plural form of the shelf?
 shelfs  shelfes  shelfies  shelve
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 6.
 Read the fourth and fifth paragraph of the unit as given on page # 6 of the book.
 Ask the related questions from the students. You can ask the following questions:
o Describe the mercy of Hazrat Muhammad (SAWW) according to the Holy Quran?
o Why did the old woman want to take revenge from Hazrat Muhammad (SAWW)?
o What was the planning of the old woman?
o What she was thinking while looking at the street?
o Why she was disappointed?
o What was the reaction of Hazrat Muhammad (SAWW)?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (exalted, mercy, patient, tolerant,
incident, revenge, hardly, disgracing, worshipped, collect, garbage, basket, shout, grinned).
Also, write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences.

9
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (patient, incident, revenge,
basket, shout)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (revenge, disgracing,
worshipped, collect, shout, grinned)
 Ask the students to look for any adjective in the given text. (exalted, patient, tolerant)
 Ask students to mention any adverb in the given text. (hardly)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any countable and uncountable noun.
 Ask the students to look for any Helping and Linking Verbs in the given text.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (disgracing, worshipped).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the students to think about the
given question carefully.
a. What is the importance of tolerance and patience in society?
Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 6. Tell them that we‗ll read
the fourth paragraph of this unit on page # 6 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 2…Day 1
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Recognize and demonstrate the use of nouns that are written in plural form but are in fact
singular e.g. scissors.
 Recognize and demonstrate the use of words that have an only plural form.
Concepts of English Grammar to Learn:
 Students will learn about the use of nouns that are written in plural form but are in fact
singular e.g. scissors.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.

10
Vocabulary: meanwhile, footsteps, announcing, finally, arrived, prey, clean, white,
picked, threw, disappointment, mischief, every day, oneness
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of Irregular nouns as given on page # 14 of the book.
 Ask the students to do the given activity (E: Choose the correct irregular plural form
for the following) as given on page # 15 of the book.
E: Choose the correct irregular plural form for the following.
1. What is the plural form of a child?
 childs  child‘s  children  childrens
2. What is the plural form of the mouse?
 mice  mices  micies  mouses
3. What is the plural form of a goose?
 gooses  geese  geeses  goose‘s
4. What is the plural form of man?
 mans  man‘s  mens  men
5. What is the plural form of foot?
 foots  feet  feets  footers
 Ask the students to do the given activity (F: Choose the correct irregular plural form
for the following) as given on page # 15 of the book.
F: Choose the correct irregular singular form for the following.
1. What is the singular form of women?
 female  lady  girl  woman
2. What is the singular form of people?
 man  woman  person  child
3. What is the singular form of teeth?
 tooth  teeths  tooths  toath
4. What is the singular form of men?
 boy  male  sir  man
5. What is the singular form of louse?
 lice  lace  lece  liuse
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 6.
 Read the sixth and seventh paragraphs of this unit on page # 6.
 Ask the related questions from the students. You can ask the following questions from the students as:
o What was she thinking when she heard the sound of footsteps?
o What was the dressing style of Hazrat Muhammad (SAWW)?
o What was the reaction of Hazrat Muhammad (SAWW) on the attempt of an old lady?
o Why did she decide to repeat the same mischief every day?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write its synonyms on a separate notebook. (meanwhile, footsteps, announcing, finally,
arrived, prey, clean, white, picked, threw, disappointment, mischief, every day, oneness)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (meanwhile, footsteps, announcing, finally, arrived,

11
 prey, clean, white, picked, threw, disappointment, mischief, every day, oneness)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (prey, mischief)
 Ask the students to write the singular form of the following words. (footsteps)
 Ask the students to look for any action word in the given text. (announcing, arrived, picked,
threw, mischief)
 Ask the students to look for any adjective in the given text. (clean, white, every day)
 Ask students to mention any adverb in the given text. (finally, everyday)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(from, for, on, with)
 Ask the students to look for any compound word in the given text. (meanwhile, footsteps,
disappointment, mischief, every day, oneness).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 6. Tell them that we‗ll read
the 8th and 9th paragraph of this unit on page 6 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Week 2…Day 2
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Identify the function and use of collective nouns.
Concepts of English Grammar to Learn:
 Students will learn about collective nouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of collective noun chart.
Vocabulary: gentleman, hated, disappoint, instead, alternate, recognize, worried,
something, knocked, feeble, permission, allowed, revenge
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of the last lecture in the first five minutes.

12
Development: 15 Minutes
 Explain the concept of collective nouns as given on page # 15 of the book.
 Ask the students to do the given activity (Choose the correct collective noun for the
following) as given on page # 16 of the book.
G: Choose the correct collective noun for the following:
1. A ………… of students.  class  herd  fleet  swarm
2. A ………… of soldiers.  band  army  flock  herd
3. A ………… of thieves.  hive  class  gang  litter
4. A ………… of players.  litter  army  crew  team
5. A ………… of ships.  group  class  fleet  herd
6. A ………… of bees.  swarm  herd  liter  pride
7. A ………… of sheep.  herd  pride  swarm  gang
8. A ………… of dancers.  class  band  team  crew
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 6.
 Read the 8th and 9th paragraph of this unit on page # 6.
 Ask the related questions from the students. You can ask the following questions from the students as:
o Why Hazrat Muhammad (SAWW) did not pick an alternate route?
o Why Hazrat Muhammad (SAWW) did become worried?
o What was the first thought that came into the mind of that old lady?
o Why did she give permission to enter the home?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (gentleman, hated, disappoint,
instead, alternate, recognize, worried, something, knocked, feeble, permission, allowed,
revenge). Also, write down the Vocabulary words on the writing board. Ask the students to
copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the singular and plural form of the words given in the text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (gentleman, disappoint,
alternate, recognize, something).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:

13
 Ask the students to open their CSS English for class 6 on page # 6. Tell them that we‗ll read
the 10th and 11th paragraph of this unit on page 6 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Week 2…Day 3
Hazrat Muhammad (SAWW) Inexhaustible Patience and Mercy
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: inquire, hypnotized, affectionate, forgot, apologized, forgave, attitude,
inspired, realization
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of the last lecture in the first five minutes.
Development: 15 Minutes
 Ask the students to do the given activity (A: Find meanings of the following words from
the dictionary and use them in the sentence of your own) as given on page # 9 of the
book.
A: Find the meaning of the following words from the dictionary and use them in
sentences of your own.
Words Meanings Sentences
mercy a kind or forgiving  They came on a mission of mercy to provide food
attitude towards and medical care to hungry children.
somebody
kindness the quality of being kind I can never repay your many kindnesses to me.
patient accept bad behaviour She's very patient with young children.
without becoming angry
thirst the feeling of needing a drink He satisfied his thirst with a drink of cold water.
treat behave in a particular way My parents treat me like a prince.
 Ask the students to do the given activity (B: Consult a thesaurus and choose the correct
part of speech of the word through the abbreviations used) as given on page # 9 of the book.
B. Consult a dictionary and choose the correct part of speech of the word through
abbreviation used.
i. mercy
 noun  verb  adjective  adverb
ii. kind
 noun  verb  adjective  adverb
iii. patiently
 noun  verb  adjective  adverb
iv. thristy
 noun  verb  adjective  adverb

14
v. treat
 noun  verb  adjective  adverb
 Ask the students to do the given activity (C: Consult a thesaurus and choose the correct
synonyms for the word through the abbreviations used) as given on page # 9 of the book.
C: Consult a thesaurus and choose the correct synonym of the following.
i. foe
 friend  enemy  pal  buddy
ii. poor
 noble  privileged  deprived  rich
iii. mischief
 damage  support  relief  comfort
iv. annoy
 please  irritate  delight  satisfy
v. affection
 dislike  hate  disgust  love
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 6.
 Read the 10th and 11th paragraph of this unit on page # 6.
 Ask the related questions from the students. You can ask the following questions from the students as:
o Why Hazrat Muhammad (SAWW) did not pick an alternate route?
o Why Hazrat Muhammad (SAWW) did become worried?
o What was the first thought that came into the mind of that old lady?
o Why did she give permission to enter the home?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (inquire, hypnotized, affectionate, forgot,
apologized, forgave, attitude, inspired, realization). Also, write down the Vocabulary words on
the writing board. Ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the singular and plural form of the words given in the text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (forgot, forgave).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:

15
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 7 of the book.
A. Read out the text and answer the following questions:
1. Why is Hazrat Muhammad ‫ ﷺ‬called Rehmatul-lil-Aalamin?
Hazrat Muhammad ‫ ﷺ‬is called Rehmatul-lil-Aalamin because the character of Prophet Muhammad ‫ﷺ‬
is the model of a compassionate person. He treated everyone, friends and foe, man and woman,
young and old, with kindness and respect. Even when the pagan Arabs reacted to the message of the
Prophet ‫ ﷺ‬with extreme hatred he showed love and kindness.
2. What was the impact of Hazrat Muhammad's ‫ ﷺ‬personality on people?
Prophet Muhammad‘s ‫ ﷺ‬personality made a positive impact on the people and the added value
to life. He taught love, peace, kindness, and compassion to the people, who were drenched in all
kinds of evils in society. People accepted the true religion of Islam because of the righteous
actions, honesty, and truthfulness of the Holy Prophet Muhammad ‫ﷺ‬.
3. What do you know about the early life of Hazrat Muhammad ‫?ﷺ‬
Hazrat Muhammad ‫ ﷺ‬was born on 12 Rabi-ul-Awal. His father, Abdullah died six months before his
birth. His grandfather named him Muhammad ‫ ﷺ‬but his mother called him Ahmad ‫ﷺ‬. He was
looked after by a foster-mother named Haleema, till he was five. When he was six years old, his mother
died. He now lived with his grandfather, after his grandfather‘s death he was left to the care of his
uncle, Abu Talib.
4. Describe an act of patience that you have performed recently?
The capacity to accept or tolerate delay, problems, or suffering without becoming annoyed or anxious
is called patience. Allah likes those who show patience and remain patient in difficult situations. One of
my class fellows always irritates me by calling bad/funny names. Sometimes I feel bad for what he says
and does but instead of fighting back I show patience, hoping someday he will realize his mistake.
OR
The capacity to accept or tolerate delay, problems, or suffering without becoming annoyed or
anxious is called patience. Allah likes those who show patience and remain patient in difficult
situations. There was a long queue outside the canteen, I was hungry and the time for lunch-
break was running out but instead of pushing others and making my way, I show patience and
wait for my turn.
5. How did Hazrat Muhammad ‫ ﷺ‬win the hearts of his enemies and friends?
The Holy Prophet ‫ ﷺ‬won the hearts of his friends and enemies by love, kindness, and mercy.
He treated everyone, friends and foe, man and woman, young and old, with kindness and respect.
Even when the pagan Arabs reacted to the message of the Holy Prophet ‫ ﷺ‬with extreme hatred
he showed love and kindness, and never took revenge on them.
6. How did Prophet Muhammad ‫ ﷺ‬react towards the old woman who used to throw
trash in his way?
The Prophet Muhammad ‫ ﷺ‬reacted towards the old woman, with mercy, kindness, and
patience. He not only forgave her for what she did to him but instead came to her house every
day to clean it, to feed her and to pray for her quick recovery, till she was on her feet again.
Prophet Muhammad ‫ ﷺ‬is the model of a compassionate person.

16
 Ask the students to do (2. Choose the correct option in each sentence) as given on page # 7.
B. Choose the correct option in each sentence.
i. Hazrat Muhammad ‫ ﷺ‬was looked after by a foster mother _______________.
 Bibi Sadia  Bibi Amina  Bibi Haleema  Bibi Nafeesa
ii. Hazrat Muhammad ‫ ﷺ‬is mercy to the _______________.
 jinns  humans  all worlds  animals
iii. Hazrat Muhammad ‫ ﷺ‬was the grandson of Hazrat ______________.
 Abdul Muttalib  Abu Talib  Abdullah  Abu Jahl
iv. The name Muhammad ‫ ﷺ‬was proposed by Hazrat _______________
 Abdul Muttalib  Abu Talib  Abdullah  Amina
v. Hazrat Muhammad ‫ ﷺ‬was born on _____________.
20th April, 571 (B.C)  20th April, 751 (A.D)
 20th April, 571 (A.D)  20th April, 751 (B.C)
vi. Hazrat Muhammad ‫ ﷺ‬won the hearts of his friends and enemies by _______.
 force and fighting  strength and power
 aggression and strength  love, kindness and mercy
vii. Hazrat Muhammad's ‫ ﷺ‬father passed away _______________.
 two months before his birth  three months before his birth
 five months before his birth  six months before his birth
viii. Who suggested the name ―Ahmed‖ for the Holy Prophet ‫?ﷺ‬
 Hazrat Abdul Muttalib  Hazrat Abdullah
 Hazrat Abu Talib  Hazrat Amina
ix. After recovering from illness, the old woman was on her feet again and _____________.
 took revenge from the Prophet ‫ﷺ‬  accepted the true religion, Islam
 went to her idols to worship  filled the basked with garbage
x. The old woman thought till midnight and finally decided how to take revenge on ________.
 the Holy Prophet Muhammad ‫ﷺ‬  the people of Arabia
 the idols she worshipped  the companions of the Holy Prophet ‫ﷺ‬
xi. What made the old woman feel guilty for being so cruel to the Holy Prophet ‫?ﷺ‬
 She was sick and too weak to fight or talk so cruel to the Holy Prophet ‫ﷺ‬
 She felt disappointed because her idols were not happy with her.
 Her idols asked her to be sorry for her attitude towards the Holy Prophet ‫ﷺ‬.
 The kind and forgiving attitude of the Holy Prophet ‫ ﷺ‬inspired her.
Now finish the class by saying ―Allah Hafiz‖.
Week 2…Day 4: Revision of Unit # 1
Week 2…Day 5: Comprehensive Test of Unit # 1
Fully Solved Exercise
Comprehension (Page 6-7 of the textbook)
Let’s Write (Page 9 of the textbook)
Read the following paragraph carefully.

17
Prophet Muhammad ‫ ﷺ‬started the message of Islam in Arabia at a time when human rights had
no meaning, might be right and the society was entrenched in paganism. In this environment,
Prophet Muhammad ‫ ﷺ‬taught the message of justice, peace, human rights, animal rights and
even environmental rights as ordained by Allah, the One True Creator of the whole universe.
Topic Sentence:
A topic sentence is a sentence, that states or suggests the main idea (or topic) of a paragraph.
Features of a topic sentence:
Specific words: particular words that reflect the main idea.
Vivid verbs: descriptive verbs that give detail to an idea.
Modifiers: an adjective or adverb that provides additional information.

Topic sentence for the paragraph above could be Prophet Muhammad ‫ ﷺ‬started the message
of Islam in Arabia at a time when human rights had no meaning. Prophet Muhammad ‫ﷺ‬,
justice, peace, human rights, animal rights and environmental rights are specific words which
describe the main idea of the paragraph. Similarly entrenched is a vivid verb.
A. Complete the mind map and summarize the lesson with the help of the mind map.
Summary of the lesson
Hazrat Muhammad ‫ ﷺ‬was born on 12 Rabi-ul-Awal. Hazrat Muhammad ‫ ﷺ‬is called Rehmatul-
lil-Aalamin because the character of Prophet Muhammad ‫ ﷺ‬is the model of a compassionate
person. He treated everyone, friends and foe, man and woman, young and old, with kindness and
respect. There were a lot of enemies of Holy Prophet ‫ ﷺ‬who spent their entire life in creating
problem and miseries in his way of teaching Islam. The Holy Prophet ‫ ﷺ‬tolerated all the miseries
which were given by his enemies during the teachings of Islam but he ‫ ﷺ‬never took revenge
from them and forgave them all. He taught love, kindness, and compassion to the people. People
accepted the true religion of Islam because of the righteous actions of Prophet Muhammad ‫ﷺ‬.

mercy patience

Noun (Pages 12-15 of the textbook)

Common and Proper Noun
Do you remember
 Common nouns are general names, thus they are not capitalized.

18
  Proper nouns are specific names, they do require capitalization.
Countable and Uncountable Nouns
 Countable nouns are individual people, animals, places, things, or idea which can be counted.
 Uncountable nouns are not individual objects, so they cannot be counted.
Singular and Plural Nouns
Do you remember?
Add on ―s‖ to make most nouns plural If the noun ends in ch, s, z, sh or x, add ―es‖
Apple  apples Glass  glasses Beach  beaches
Brake  brakes Quiz  quizzes Attach  attaches
Hamster  hamsters Box  boxes Flourish  flourishes
If the noun ends in f or fe, change the f or fe to If the noun ends in consonant + y, change y to
―v‖ and add ―es‖ ―i‖ and add ―es‖
Half  halves Sky  skies
Life  lives Butterfly  butterflies
Knife  knives Dry  dries
If the nouns end in a vowel + y or a vowel + o, If the nouns end in a consonant + o, add ―es‖
add ―s‖ Tomato  tomatoes
Monkey  monkeys Echo  echoes
Stereo  stereos Torpedo  torpedoes
Kangaroo  kanngaroos
Irregular Nouns:
Do you remember?
An Irregular plural noun is an irregular noun in the plural form. An irregular noun is a noun
that becomes plural by changing its spelling in other ways than adding on ―s‖ or ―es‖ to the end
of the world.
Let’s Listen and Speak
Practice the dialogue with the nouns that are written in plural but are singular
Trousers/shoes/sunglasses/jeans/scissors.
Some nouns are used only in the plural: Trousers, spectacles, measles, mumps, riches, tidings, drawers,
scissors.
Instead of pair of shoes use other nouns that are written in plural form.

19
 ‫یبنارکؾﷺ اکالزواؽربصاوررتمح‬
‫رضحتدمحمﷺ ‪ 21‬رعیباالوؽ‪12،‬ارپلی‪( 172،‬اے ڈی)وکدیپاوہے‪.‬اؿےکوادل‪،‬دبعاہلل‪،‬اؿیکدیپاشئ ےسھچامہ لبقوافتپاےکچےھت ‪.‬اؿےکدادا‪،‬دبعالمطلب‪،‬‬
‫ک‬
‫ےن اؿاکپاؾ دمحمﷺ راھک‪ .‬اؿیکوادلہ اںیہن ادمحﷺ ہہک رک البپا دنسپ رکیت ںیھت‪ .‬رضحت دمحمﷺ یک دھکیاھبؽ یبیب حلیماا ےنیک‪.‬وہ پاچن اسؽ ت اؿےکاسھت رےہ‪.‬‬
‫جوہھچاسؽےکےھت‪،‬وتاسیکوادلہدمحمﷺ وکدمہنیاؿےکوادلیکربقرپےلںیئگ‪.‬اسیکوادلہوایسپےکرفسںیمںیموافتپاںیئگ‪.‬رضحتدمحمﷺ اسےکدعباےنپ‬
‫دادا‪،‬دبعالمطلبےکاسھترےنہےگل‪،‬وجدلجیہوافتپاگۓ‪.‬اؿ ےک دعب رضحت دمحم ﷺ یکدھکیاھبؽیکذہمداریاؿےکاچچ‪،‬اوباطلےنادایک‪.‬‬
‫ک ک‬
‫ج آپﷺ یک رمع اچسیل اسؽ یک یھت وت آپ ﷺ رپ یلہپ ویح پازؽ وہیئ۔یبن ارکؾ یلص اہلل ہیلع وملس ےن رعب ںیم االسؾ اک اغیپؾ ات اےسی وق ںیم رشوع ایک ج‬
‫ک‬ ‫ک‬
‫اجپاوراعمرشہاہجلاورےبراہرویاکاکشراھت‪.‬اساموحؽںیمیبنیلصاہللہیلعوملسےناہلللاع ییکفرػےسررقررکدہ‬ ‫اناینوقحؼےکوکیئینعمںیہنےھت‪،‬امدلاروکحیحصاھجمس ا‬
‫اتبپہکوجھچکاکانئتںیمےہاؿساکاتیقیقح قےہےہ۔‬
‫ااصنػ‪،‬انم‪،‬اناینوقحؼ‪،‬اجونروںےکوقحؼاوراموحایلیتوقحؼاکاغیپؾاھکسپااور ا‬
‫ک‬ ‫ک‬
‫یبنارکؾﷺ رمحد یاوررہمپایناکرتہبنیومنہنںیہ‪.‬اوہنںےندوس‪،‬دنمش‪،‬رمد‪،‬وعرت‪،‬ونوجاؿ‪،‬وبڑےھ‪،‬رغضہراتےسرمحاورارتحاؾاکولسکایک‪.‬اہیںتہکجدورۓ‬
‫اجتیلہ ےک رعوبںےنااہتنیئرفنتےسیبنیلصاہللہیلعوملسےکاغیپؾرپردلمعایک‪،‬اوہنںےنتبحماوررمحاکااہظرایک‪.‬وضحریلصاہللہیلعوآہلوملسےناےنپدووتسںاوردونمشںےک‬
‫ک‬ ‫ک ک‬
‫دؽوکایپراوررمحےکزرےعیاتیجپاہکاطقےکذرےعی‪.‬اؿاکرمحسےکےئلاھت‪.‬درتقیقح‪،‬وہرحمتہاعللنیملےھت‪.‬اؿرپالسؾوہ‬
‫ک‬ ‫ک‬
‫رامپ‬
‫قرآؿرکمیںیم‪،‬وسرۃالا‪،‬آی‪221‬ںیم‪،‬اہلللاع یےنیبنیلصاہللہیلعوملسےسق ا‬
‫اور(اےدمحمﷺ) مہےنمتوکامتؾاہجونںےکےئلرتمح(انبرک) اجیھےہ۔‬
‫ک‬
‫مہروسؽ اہلل یلص اہلل ہیلعوآہلوملسیکرواداریےک ولہپوک اتایسیریغملسم وعرتےکواےعق ںیم دھکیتکس ںیہ وجوضحریلص اہلل ہیلعوملسیکراہ ںیمردییتکنیھپیھت‪.‬وبڑیھ‬
‫وعرتےناسریراتہیوساچہکاسیکوپاجیکیئگوتبںیکدبپایمرکےنرپاسےسدبہلےسیکایلاجےئ۔ حبصوسیرے‪،‬اسےناانپرھگاصػایکاوراتوٹرکیںیمرچکاعمجایک۔ وہ‬
‫اےستھچرپےلیئگاوروںیہااظتنررکےنیگل۔‬
‫ایساانثء‪،‬اسےنداھکیہکاتآدیماصػ‪،‬دیفسابلسںیموبلمساسفرحآراہےہ۔‪.‬اسےناےنپاہوھتںںیموٹرکیااھٹیئاوراؿرپامتؾردیکنیھپدی‪.‬وعرتوکدشیداموییسوہیئج‬
‫اوہنںےنھچکیھبںیہناہکاوراےنپراےتسرپرواںرےہ ‪.‬‬
‫اےلگدؿیھبوبڑیھوعرت ےنح یتکد دوہرایئ اوروساچہکاب ںیماسصخشوکہصغدالےنںیماکایمبوہاجوںیگ‪،‬رگموہاےنترشفیاسفنلےھتہکوہاسوعرترپےخیچیھب‬
‫ک‬ ‫ک‬
‫ںیہن۔ اسےنہرروزایساسفدوکدہراےناکہلصیفایکپاہکاےساہللیکودحانیکغیلبتےسروک ےکس۔‬
‫وہرشفیآدیم‪،‬نجےکاسھتاسوعرتےنتہبیراولسکایک‪،‬وہرضحتدمحمﷺےھت‪،‬وجاہلللاع یےکآخرییبنںیہ۔وہاسوعرتوکامویسںیہنرکپااچےتہےھتاوروکیئابتمدؽراہتس‬
‫اایتخررکےنےکاجبےئہرروزایسڑسکرپےتلچاوراسوعرتےکقحیماچسیئاجؿےنیلیکداعقرامےت‪.‬‬
‫ک‬
‫اتدؿ‪،‬یبنیلصاہللہیلعوملسےناسیکوٹرکیےکاسھتوعرتوکاےنپرھگیکتھچرپںیہنپاپا‪.‬اسپاتےناںیہنرپاشیؿایک‪،‬اوراسیکریخیدرپاتفرکےنےکےیلاس‬
‫ےکدروازےرپدکتسدی‪ .‬رھگںیمدالخوہےنیکااجزتاسدقررنؾآوازںیم ییئگہکاس وعرتےناؿوکادنرآےندپا۔‬
‫گ‬
‫رضحتدمحمﷺےنرھگںیم ھسرکوعرتوکاتبپاہکوہاسیکتحصےکپارےںیمدرپاتفرکپااچےتہںیہ۔ہیاجےننےکدعب ہک وہ امیبر یھت‪ ،‬آپﷺےنآہتسہےس‬
‫وپاھچ ہک ارگ اےسیسک دمدیک رضورت ےہ‪ .‬رضحتدمحمﷺیک ابمرک آواز ںیمایپرواےلےجہل ےس اتمیر وہ رک ‪،‬وہ اانپ اسرا وخػ وھبؽںیئگ اور وھتڑااسپایناماگن۔ آپﷺ‬
‫ےناؿوکوھتڑااسپاینالپپااوراؿیکتحصےکےیل ُداعامیگن۔‬
‫ہروزاساکرھگاصػرکےت‪،‬اےساھکپاالھکےتاوراس‬
‫اسوعرتےنامیضںیماؿےکاسھتاظاملہنوہےنےکےئلاؿےساعمیفامیگناوردمحمﷺ ےناےساعمػرکدپااور ر‬
‫ےکےئلداعرکےت‪.‬رضحتدمحمﷺےکنسحولسکےناےستہباتمیرایک‪،‬اوراسےنیقیقحےچسذمہاالسؾوکوبقؽرکایل۔‬
‫‪Week 3…Day 1‬‬ ‫‪Someone who understand‬‬
‫‪SLO’s:‬‬ ‫‪After studying this unit, students will be able to:‬‬
‫‪ Write a clear topic sentence using specific words, vivid verbs, modifiers etc.‬‬

‫‪20‬‬
 Analyze and compare various informal and formal letters to note the difference in conventions,
vocabulary, style, and tone.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Choose appropriate words and definitions and identify the part of speech of a word through
abbreviations used.
 Arrange the story in proper sequence and guess the story.
 Demonstrate use of common and proper noun.
 Differentiate between collective, countable and uncountable nouns.
 Recognize and demonstrate the use of nouns that are written in plural form but are in fact singular
e.g. scissors.
 Recognize and demonstrate the use of words that have an only plural form.
 Use a variety of pre-writing strategies like brainstorming.
 Change the gender of the noun.
 Differentiate between and demonstrate the use of the possessive form of animate and
inanimate nouns.
 Locate synonyms of the following words in children‘s thesaurus and use the words below in
sentence of your own.
Concepts of English Grammar to Learn:
 Students will learn about Vocabulary (Pronunciation Key).
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of chart showing Pronunciation keys as given on page # 22 of the book.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students on their first day of the
school.
 Revise the lesson learned in the previous unit.
Development: 15 Minutes
 Explain the concept of Pronunciation keys as it is given on page # 22 of the book.
Activity Time: 15 Minutes
Ask the students to do the given activity (A: Give pronunciation of the following words with
the help of the pronunciation key in your dictionary.) as given on page # 22 of the book.
A. Give pronunciation of the following words with the help of pronunciation key in your dictionary.
Words Pronunciation
sympathy /ˈsɪmpəθi/
communication /kəˌmjuːnɪˈkeɪʃn/
valuable /ˈvæljuəbl/
create /kriˈeɪt/
silence /ˈsaɪləns/
Ask the students to do the given activity (B. Locate synonyms of the following words in
children's thesaurus and use the words below in sentences of your own.) as given on page # 21
of the book.
B: Locate synonyms of the following words in children's thesaurus and use the words
below in sentences of your own.
Words Synonyms
dedicate bestow, offer, donate
discovery finding, uncovering

21
 create build, make
experience incident, encounter
feeling awareness, sensation
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 18. Tell them that we‗ll
read the first two paragraphs of this unit on page # 18 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 2 Someone who understands
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Demonstrate the use of Masculine and Feminine Nouns.
Concepts of English Grammar to Learn:
 Students will learn about Masculine and Feminine Nouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display chart of Masculine and Feminine Nouns.
Vocabulary: farmer, small, village, priceless, considered, himself, bright, enthusiastic,
puppies, breed, himself, advertising, innocent, purpose
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Revise the concept of ―Masculine and Feminine noun‖.
 Ask the students to do the given activity (B: Choose the correct Masculine and feminine
noun for the following) as given on page # 24 of the book.
A. Choose the correct masculine or feminine noun for the following.
1. What is the masculine of a niece?
 nephew  son  cousin  man
2. What is the masculine of the queen?
 prince  royal  king  ruler
3. What is the feminine of the prince?
 queen  duchess  leader  princess
4. What is the feminine of the husband?
 spouse  mate  wife  partner
5. What is the masculine of bride?
 bridegroom  husband  spouse  fiancé
6. What is the feminine of the tiger?

22
  tigeress  tigress  tigers  tigerss
7. What is the masculine of cow?
 bull  bully  cowess  cowes
8. What is the masculine of madam?
 headmaster  master  chief  sir
9. What is the feminine of a steward?
 stewardess  guardian  keeper  warden
10. What is the feminine of uncle
 lady  madam  aunty  queen
B: Make a table in your notebook with headings masculine, feminine, common gender
and neuter and write each word in the box under its correct heading.
Masculine Feminine Neuter Common
king Witch sun children
boy Mother lamp teacher
father Queen file doctor
wizard Girl leaf dancer
son fish
ram
rooster
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 18
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 18.
 Ask the related questions from the students. You can ask the following questions from the students:
o What was the name of the bitch? o Why did the farmer think himself lucky?
o Why did the farmer want to sell the puppies?
o What was his basic requirement to sell the puppies?
o What was the apparent look of the boy?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (farmer, small, village, priceless,
considered, himself, bright, enthusiastic, puppies, breed, himself, advertising, innocent,
purpose). Also, write down the Vocabulary words on the writing board. Ask the students to
copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (farmer, village, breed, purpose)
 Ask the students to write the singular form of the following words. (puppies)
 Ask the students to look for any action word in the given text. (considered, advertising)
 Ask the students to look for any adjective in the given text. (small, priceless, bright,
enthusiastic, innocent)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (farmer, bitch,

23
 puppies, boy)
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (priceless, himself, himself).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the text in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 18. Tell them that we‗ll read
the third and fourth paragraph of this unit on page # 18 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 3 Someone who understands
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Identify the function of direct and indirect speech in simple texts.
 Differentiate between animate and inanimate nouns.
Concepts of English Grammar to Learn:
 Students will learn about animate and inanimate nouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display a chart of animate and inanimate nouns.
Vocabulary: rubbed, sweat, expensive, dropped, moment, pocket, enough
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 10 Minutes
 Revise the concept of the animate and inanimate noun.
 Ask the students to do the given activity (A: Choose the correct animate or inanimate
noun in the following sentences) as given on page # 25 of the book.
A: Choose the correct animate or inanimate noun in the following sentences.
1. Which of the following is an animate noun?
 tree  book  shelf  table
2. Which of the following is an inanimate noun?
 lizard  bird  lamp  spider
3. Which of the following is not an animate noun?
 bird  horse  tiger  ship
4. Which of the following is not on inanimate noun?
 fish  table  lamp  door
5. Which of the following is an animate noun?

24
  rabbit  burrow  carrot  reddish
6. Which of the following is an inanimate noun?
 lizard  bird  lamp  ant
7. Which of the following is not an animate noun?
 lizard  bird  lamp  poon
8. Which of the following is not an inanimate noun?
 elephant  zoo  trunk  fence
9. Which of the following is an animate noun?
 man  car  school  office
10. Which of the following is an inanimate noun?
 apple  baby  lizard  bird
Main Lesson Reading: 20 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 18.
 Read the third and fourth paragraph on page # 18.
 Ask the related questions from the students. Ask the following questions from the students as:
o What was the plan of the boy?
o How did the farmer refuse to sell puppies to the boy?
o Why did the boy drop his head? o How much money, he got in his pocket?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (rubbed, sweat, expensive, dropped,
moment, pocket, enough). Also down the Vocabulary words on the writing board. Ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to look for any countable and uncountable noun in the given text.
 Ask the students to look for any common and proper noun in the given text.
 Ask the students to look for any action word in the given text. (rubbed, dropped)
 Ask the students to look for any adjective in the given text. (expensive, enough)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lecture in five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 18 and 19. Tell them that
we‗ll read the fifth and sixth paragraphs of this unit on pages # 18 and 19 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the

25
 writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
common and proper noun:
https://www.youtube.com/watch?v=w600W4BxSyI https://www.youtube.com/watch?v=qtq5mKYXOGM
https://www.youtube.com/watch?v=TLuoWjLQU4w https://www.youtube.com/watch?v=MZ2HcIWoCx4
https://www.youtube.com/watch?v=W2m2_zg_4P0
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 4 Someone who understands
Revision of Day 1, Day 2, Day 3
Week 3…Day 5 Someone who understands
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Identify the function of direct and indirect speech in simple texts.
 Understand the concept of the possessive form of animate and inanimate nouns.
Concepts of English Grammar to Learn:
 Students will learn about the possessive form of animate and inanimate nouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of possessive form of animate and inanimate nouns in the classroom.
Vocabulary: whistle, hearing, amazed, tiny, pressed, delight, danced, stirring, appeared,
noticeably, somewhat, awkward, manner, hobbling
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of possessive form of the animate and inanimate noun as explained
on page # 25 of the book.
 Ask the students to do the given activity (D: Choose the correct possessive nouns,
keeping in view animate and inanimate nouns) as given on page # 26 of the book.
A. Choose the correct possessive nouns, keeping in view animate and inanimate nouns.
1. The ……………. house is big.
 dogs  dog‘s  dog is  dog
2. I really like my ……………. Cooking.
 mother‘s  mother  mothers  mother is
3. The ……………… eggs are blue.
 bird  birds  bird‘s  bird is
4. The ……………… is broken.
 chairs leg  chair leg  leg of the chair  chair‘s leg
5. The ……………… tools are clean.

26
  carpentes  carpenter  carpenter is  carpenter‘s
6. The ……………… is beautiful.
 flowers smell  flower‘s smell  smell of the flowers  smell‘s of the
flower
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 18 and 19.
 Read the fifth and sixth paragraph of the unit as given on pages # 18 and 19 of the book.
 Ask the related questions from the students. You can ask the following questions:
o What was the other demand of the boy? o Why the little boy was amazed?
o What thing was noticed by the little boy?
o Why did the little pup begin hobbling towards the others?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (whistle, hearing, amazed, tiny,
pressed, delight, danced, stirring, appeared, noticeably, somewhat, awkward, manner,
hobbling). Also, write down the Vocabulary words on the writing board. Ask the students to
copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. ((if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any countable and uncountable noun.
 Ask the students to look for any Helping and Linking Verbs in the given text.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the students to think about
the given question carefully.
b. What is the general perception in the first six paragraphs of the story?
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 19. Tell them that we‗ll read
the seventh and eighth paragraphs of this unit on page # 19 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.

27
Week 4…Day 1 Someone who understands
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Recognize and demonstrate the use of nouns that are written in plural form but are in fact
singular e.g. scissors.
 Recognize and demonstrate the use of words that have an only plural form.
Concepts of English Grammar to Learn:
 Students will revise the concepts of English grammar learned in this unit.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: smallest, knelt, hearing, stepped, fence, rolling, revealed, attaching,
especially, someone, understand
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes

 Ask the students to do the given activity as given on page # 23 of the book.

Main Lesson Reading: 15 Minutes

 After the pre-reading activities, ask the students to open CSS English for class 6, page # 19.
 Read the 7th and 8th paragraph of this unit on page # 5.
 Ask the related questions from the students. You can ask the following questions from the students as:
o Why the little boy was so insistent to buy the disabled dog?

28
 o What is the theme of these two paragraphs?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (smallest, knelt, hearing, stepped,
fence, rolling, revealed, attaching, especially, someone, understand)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (smallest, knelt, hearing, stepped, fence, rolling,
revealed, attaching, especially, someone, understand)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (fence, someone)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (knelt, hearing, stepped,
revealed, attaching, understand)
 Ask the students to look for any adjective in the given text. (smallest)
 Ask students to mention any adverb in the given text. (specially)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any animate and inanimate noun.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (someone, understand).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 19. Tell them that we‗ll read
the 9th and 10th paragraphs of this unit on page 19 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Week 4…Day 2 Someone who understands
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Recognize and demonstrate the use of nouns that are written in plural form but are in fact
singular e.g. scissors.
 Recognize and demonstrate the use of words that have an only plural form.
Concepts of English Grammar to Learn:
 Students will revise the concepts of English grammar learned in this unit.
Teaching Aids:
 CSS English for class 6.

29
  The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: delicate, holding, carefully, handed, priceless, therefore, ourselves, sensitive,
conscious, feelings, accepting, respectful
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Revise all the concepts of English grammar learned in this unit.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 19.
 Read the 9th and 10th paragraph of this unit on page # 19.
 Ask the related questions from the students. You can ask the following questions from the students as:
o How that situation was delicate to the farmer? o What was the price of that little puppy?
o What is the message in this part of the story?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (delicate, holding, carefully, handed,
priceless, therefore, ourselves, sensitive, conscious, feelings, accepting, respectful). Also,
write down the Vocabulary words on the writing board. Ask the students to copy these words
for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the singular and plural form of the words given in the text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (carefully, priceless,
therefore, ourselves, respectful).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 20 of the book.
A. Read out the text and answer the following questions:
1. Have you ever helped your pet to make it happier? How?
Yes, I have helped my pet to make it happier by taking it to long walks. It loves to walk, walk
and walk. I take it to the grocery store with me. I take it to the neighbour's house when I go to
play with my friend.

30
2. Do you think people notice when you do kind things for them?
Yes, people notice when you do kind things for them. My mother appreciates when I help her in the kitchen.
My friend values when I help him/her with homework. My father is pleased when I polish his shoes.
3. What do you feel when you see a child who can't find anyone to play with?
I feel bad when I see a child who can't find anyone to play with because being alone could be
saddening. Everybody needs friends/siblings/ pets to play with and spend time together.
4. Describe your feelings when you see an animal being hurt.
I feel very sorry and have empathy when I see an animal being hurt because I know that animals
certainly feel physical pain. I can put myself ―in their shoes‖ and understand, to some extent, what they
are feeling.
 Ask the students to do (B. Choose the correct option from the following) as given on page
# 21 of the book.
B. Choose the correct option from the following.
1. How did the farmer try to sell the pups?
 He took them to the market  He painted a signboard advertising them
 He took them home  He took them to a shop
2. Why did the farmer want to sell the puppies?
 He was poor  He did not like them  He had no feed for them
 He wanted to bring other ones
3. What did the boy want from the farmer?
 He wanted to shake hand with the farmer  He wanted to sleep
 He wanted to buy the puppy  He wanted to give money to the farmer
4. Why did the farmer want to sell the puppies to rich people?
 He did not like the puppies  He wanted to feed them
 The farmer was poor  There was no one to look after them
5. How many rupees did the boy offer to have the look at puppies?
 Thirty nine  Thirty six  Thirty four  Thirty
6. Who comes out from the doghouse at the whistle of the farmer?
 Dolly with puppies  The farmer  The boy  puppies
7. Which puppy does the boy want to get?
 The black one  The smallest one  The white one  The red one
8. Who says, ―Someone who understands.‖?.
 Dolly  The boy  The farmer  Both the farmer
and the boy
9. Whose eyes were filled with tears?
 boy  farmer  Dolly‘s  puppy‘s
10. At what cost does the boy get the puppies?
 at no cost  fifty rupees  thirty nine rupees  one hundred
rupees
Now finish the class by saying ―Allah Hafiz‖.
Week 4…Day 4: Revision of Unit # 2
Week 4…Day 5: Comprehensive Test of Unit # 2
Fully Solved Exercise
Vocabulary (Page 21 of the textbook)
The British pronunciations given are those for younger speakers of General British. This includes
RP (Received Pronunciation) and a range of similar accents that are not strongly regional. The
American pronunciation chosen is also as far a possible the most general (not associated with

31
any particular region). If there is a difference between British and American pronunciations of a
word, the British one is given first, with the name before the American pronunciation.

Let’s Write (Page 22 of the textbook)

A. General Statement and Specific statement
Helping others is a way to help ourselves. Helping a friend, family, a neighbour, or even a stranger
does not necessarily mean fixing their car or buying them lunch. Helping someone could be as simple as
waving or smiling when walking past them. Helping a person could be a small thing such as listening to
their problems, offering support and advice, and walking them through an otherwise hard time.
General statement
Helping others is a way to help ourselves.
Specific statement
A simple act of care and kindness can make the world we live in a better place.
B. After brainstorming and developing ideas, write a simple and unified paragraph on
friendship.
A friend in need is a friend indeed! A true friend will be one who will stay by your side at all
times. A real friend stays by you through thick and thin. A true friend should be cherished and
his friendship should be safeguarded. Losing a true friend is like losing a treasure. And you may

32
‫‪never recover the wealth you lose. A true friend is difficult to come by. So value the friendship‬‬
‫‪of such a friend. Most of all, reciprocate the love your friend has for you. And give your friend a‬‬
‫‪special place in your heart.‬‬

‫وکیئوجےھجمس‬
‫ک‬
‫رکپاھت‪،‬ڈو یےکاسھتاساکقلعتاومنؽاھت‪.‬اسکؿاےنپآپوکتہبوخش‬
‫اتوھچپاےساگؤںںیم‪،‬اتاسکؿراتہاھت‪.‬اسےکپاسڈو یپاؾیکاتایتکیھت‪.‬وہاسےستہبایپر ا‬
‫تمسقاتھجمساھتویکہکنوہڈو ییسیجریغومعم یاوررپوجشایتکاکامکلاھت۔‬
‫ک‬ ‫ک‬
‫ڈو یےنھچکوچبں(ولپں)وکمنجدپا‪،‬اسکؿرغیاھتلدااےسوچبںوکقروجرکےناکوساچاوروچہکنےتکایھچلسنےکےھتوتاےساےھچےسیپس تکسےھتو نکوہےتکےکوچبںےئلاےسی‬
‫ک‬
‫انبپاوراےساےنپنحصےکانکرےرپےنباتےبمھکےسٹلاےناگلایھبوہآخریلیکوھٹکیہراہ‬‫رکپاھت‪.‬اسےناتااہتشر ا‬ ‫امکلاچاتہاھتوجاؿےستبحمرکںیاسیجہکوہوخدڈو یےس ا‬
‫ک‬
‫اھتہکاسےناینپ میزررپاھچکؤوسحمسایک‪.‬اتوھچپااس‪،‬وصعمؾڑلاکاسےکاسےنمڑھکااھت‪.‬اسکؿےنڑلےکیکآوھکنںںیمداھکیاوراسےکآےناکدصقموپاھچ‬
‫"رتحمؾ‪"،‬اسےناہک‪"،‬ںیمآپاکاتاتکخریدپااچاتہوہں"‪.‬‬
‫" کیھٹےہ‪"،‬اسکؿےناہک‪،‬اسےناینپرگدؿےکےھچیپےسہنیسپوپاچن‪"،‬ہیےتکتہبایلعلسنےکںیہاسےیلتہبےگنہمںیہ‪.‬ےھجمںیہناتگلآپاتاتکخریدےگ ںم ‪.‬ںیمہی‬
‫ک‬
‫ےتکاریمولوگںوکقروجرکپااچاتہوہں‪،‬وجاؿوتکںیکایھچدھکیاھبؽرکےگ ں"‪.‬‬
‫ڑلےکےناتےحملےکےئلاانپرساکھجدپا‪.‬اسےکدعباینپجںیماہھتڈاالاوریھٹمرھبےسیپاکنؽرکاسکؿیکفرػیراھءاوروبال‪"،‬ریمےپاساوسیتنروےپںیہ‪،‬ایکہیےتکاک‬
‫اتالپخریدےنےکےئلاکیفےہ؟‬
‫"ںیہن‪،‬ریمےایپرےےچبہیرمقےتکخریدےنےکےئلاکیفںیہنےہ‪،‬اسکؿےناہک‪.‬‬
‫اداسرہچےےسڑلےکےناہک‪،‬اؿوسیپںےسںیمےتکخریدںیہناتکسرپایکہیےسیپےتکےکولپںوکاترظندےنھکیےکےیلاکیفںیہ؟‬
‫"رضور‪"،‬اسکؿےناہکاوریٹیساجبئ‪".‬اہیںآؤ‪،‬ڈو ی!"اسےناہک۔اےنپامکلیکیٹیس نرک‪،‬ڈو یرھگےسپاہرلکنآیئاوراسےکےھچیپاسےکاچرقرےکدنیگےسیجےچباھبم ‪.‬‬
‫ک‬
‫وھچپاڑلاکڈو یاوراسےکوچبںوکدےنھکیےکےئلےبنیچاھت‪.‬جاسےنوھچےٹوتکںوکےتلیھکداھکیوتاس ےکرہچےرپوخیشلیھپیئگ‪.‬وھچےٹڑلےکےناانپرہچہپاڑےک رق ی‬
‫رکدپا‪.‬اسیکآںیھکنوخیشےسرصقرکےنںیگل۔‬
‫ک‬
‫ےسیجیہاچروںےلپپاڑےک رق یےچنہپ‪،‬ڑلےکےنوسحمسایکہکوتکںےکرھگےکادنروکیئےشلہریہےہ۔اتاورالپوجہکپایقولپںےسدقرےوھچپااھت‪،‬آیگتسہےسپاہرالکن۔‬
‫ک‬
‫رپمیےسالسھپ۔رھپھچکبیجعفرح‪،‬وہوھچپااسالپڑگنلاےتوہۓ‪ ،‬پایق ولپں ےک رق ی ےنچنہپ یک وکشش رکےن اگل۔‬
‫ک‬
‫" ہی ےھجم اچےیہ‪ ،‬آپ اس ےتک وک ینتک تمیق ںیم ق روج رکرےہ ںیہ؟ ںیم رھگ اج رک اےنپ وادل ےس ےسیپ امن ولں اگ"‪ ،‬وھچےٹ ڑلےک ےن س ےس وھچےٹ ےلپ یک‬
‫فرػ اش ارہ رکےت وہ ۓ اہک۔‬
‫ک‬
‫اسکؿڑلےکےک رق یاھٹیباوروبال‪"،‬اٹیب‪،‬آپوکہیاتکںیہناچےیہوہاگ‪.‬وہیھبکیھبدورسےوتکںیکفرحآپےکاسھتدوڑےناورےنلیھکےکاقبںیہنوہاتکس‬
‫اسکؿیکپاتنسےکدعبوھچپاہچبپاڑےسےھچیپہایگ‪،‬ےچیناکھج‪،‬اوراےنپولتپؿاکاتپائاومڑےناگل‪.‬اسےکااسیرکےنرپالیٹسیکونصمیعپانامنپاںوہیئوجاسےکریپ‬
‫ےک دوونں افراػ ےس ات قص وطررپ انبےئ ےئگ وجےت ےس کلسنم اھت‪ .‬اسکؿ یک فرػ دھکی رک‪ ،‬اس ےن اہک‪" ،‬آپ ےن داھکی انجب‪ ،‬ںیم وخد یھب تہب‬
‫ایھچ فرح ےس ںیہن لچ اتکس‪ ،‬اور اےس یسکاےسییہصخشیکرضورتوہیگوجاےسےھجمس۔‬
‫ہیپازکوصراحتؽدھکیرکاسکؿیکآوھکنںںیمآوسنآےئگ‪ ،‬اسکؿ ےچین اکھج اور وھچےٹ ےتک وک ااھٹپا‪ .‬اےس اایتحط ےس ڑکپےت وہۓ‪ ،‬ڑلےک وک دپا‪ .‬اسکؿ اجاتن اھت ہک وکیئ‬
‫ک‬
‫یھب اس ڑلےک ےس ذپادہ وھچےٹ ےتک ےس تبحم ںیہن رکاتکس‪ .‬ارگہچ اسکؿولپںوکاریمولوگںوکقروجرکپااچاتہاھت‪،‬و نکوچہکنتبحماورہدردیاومنؽےہلداڑلاکےتکےکےئل‬
‫رتہبنیخریداراھت‪.‬‬
‫"ینتکتمیقوہیئ؟"وھچےٹڑلےکےنوپاھچ‪.‬‬
‫"وکیئتمیقںیہن"‪،‬اسکؿےنوجابدپا‪".‬تبحمیکوکیئتمیقںیہنےہ‪".‬‬

‫‪33‬‬
 ‫ک‬
‫ ارگ مہ‬. ‫ارگمہ وخد وکدورسے یکہگج رھک رکوسںیچ وتمہ اسپاتاکزپادہ ااسحس رک تکس ںیہ ہک وہ صخش سک رجتےب ےس کرر راہ ےہ اور مہ اؿوکگنت پارپاشیؿ ںیہن رکںی م‬
‫ک‬
.‫مہاتزپادہاقبوبقؽاوررپارتحاؾاعمرشےلیکشتدےتکسںیہ‬،‫دورسےولوگںےکجدپاتےسزپادہاجدبناررںیہوت‬
:‫وموضع‬
‫اےسہاری‬،‫وتمہہدردیاظہررکےتںیہو نکتقیقحںیم‬،‫جمہیسکذعمورصخشوکدےتھکیںیہ‬.‫ارثکذعموراقرادوکاہسرادےنیےکےئلاتاسحسدنمویمکیٹنیکرضورتوہیتیہ‬
‫ک‬ ‫ک‬
‫ارگمہوصخیصاقرادیکدیپسچلیکانشجرکںیاوراؿیکامحیاوروحہلصازفایئرکںیوتتہبھچک‬.‫اںیہنہارےمہااسحسوہےنیکرضورتوہیتےہ‬،‫ہدردییکرضورتںیہنےہ‬
‫ک‬
.‫اکایمایبںاحلصرکتکسںیہ‬
Week 5…Day 1 The Mother Sparrow
SLO’s: After studying this unit, students will be able to:
 Give the main idea of the poem.  Identify line and stanza.
 Read the poem and give orally or in writing.  Use paraphrasing skills to paraphrasing stanzas.
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Analyze how the poet uses language to appeal to the senses through the use of figurative language.
 Recognize literacy techniques such as personification.
 Describe the objects being personified.
 Deduce meanings of difficult words from context.
 Use conventions and dynamics of group discussions and interaction to engage in conversation.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use possessive and reflexive pronouns.
 Demonstrate the use of question words.  Use a few indefinite pronouns.
 Demonstrate the use of pronoun-antecedent agreement recognizing their relationship.
Concepts of English Grammar to Learn:
 Understand the concept of Personal Pronoun.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of personal pronoun chart in the classroom.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Personal Pronouns‖.
Development: 30 Minutes
 Explain the concept of Personal Pronoun as it is given on page # 32 of the book.
 Explain the concept of proouns.
 Explain the concept of subject and object with respect to pronoun as given on page # 32 of
the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correct personal pronoun) as
given on page # 32 of the book.
A: Choose the correct personal pronoun.
1. _______________ am sitting on the sofa.
 She  he I  they
2. The woman gave sweets to the children, but they did not thank _______________
 him  her  them  us

34
3. _______________ are playing football.
 they  it  he  she
4. They boys were late so the teacher scolded _______________
 they  him  us  them
5. Are _______________ from Lahore?
 you  he  her  she
6. _______________ is a wonderful day today.
I  they  it  he
7. _______________ are swimming in the pool.
 he  he I  we
8. Have _______________ got a computer, Maria?
 She  you  it  them
9. Zafar is in the cricket team, _______________ is going to the playground.
 She  it  they  he
10. This book has many interesting stories. I like _______________ very much.
 it  them  they  me
11. _______________ are the fastest runner in the team and we are depending on you.
 it  hem  you  me
12. Arif and Zara talked to _______________ about the new novel I wrote.
 it  hem  they  me
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
personal pronoun in a better way:
https://www.youtube.com/watch?v=YPlDZ3MR2Ss https://www.youtube.com/watch?v=W-Udqmg6nCU
https://www.youtube.com/watch?v=gJrMkcWmt5g https://www.youtube.com/watch?v=CYXDr_vHiik
https://www.youtube.com/watch?v=Gf7UgGyvDCA https://www.youtube.com/watch?v=2kWbwsRwDG4
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 28. Tell them that we‗ll read
the 1st stanza of the poem on page # 28 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, tell them to copy these words for dictation and make sentences.
 Ask the students to write ten on the profession of their choice.
Recap: 5 Min
1. To check the understanding of the students about the text, ask the related questions.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 2 The Mother Sparrow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use possessive pronouns.
Concepts of English Grammar to Learn:
 Understand the concept of Possessive Pronouns.
Teaching Aids:

35
  CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of possessive pronoun chart in the classroom.
Vocabulary: flies, mother, roam, narrow, forests
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Possessive Pronouns‖.
Development: 15 Minutes
 Explain the concept Possessive Pronoun as it is given on pages # 33 and 34 of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correct possessive pronoun into
the gap in the second sentence in each question to give it the same meaning as the
sentence before it) as given on page # 33 of the book.
A: Write the correct possessive pronoun into the gap in the second sentence in each
question to give it the same meaning as the sentence before it.
1. I didn‘t have my umbrella so Maria lent me her umbrella. I didn‘t have my umbrella so Maria
so Maria lent me _________________.
 mine  hers  his  yours
2. Her car is faster than my car. Her car is faster than _________________.
 ours  theirs  mine  his
3. That‘s Afzal‘s car and this is my car. That‘s Afzal‘s car and this is ________________.
 hers  its  yours  mine
4. That food is cat‘s food and not their food. That food is cat‘s food and not ________________.
 his  hers  theirs  our
5. His car is out of order and needs repair. The car that is out of order and needs repair is
_______________.
 hers  his  mine  theirs
6. This house is my property and that is their property. This is my property and that is ____________.
 his  hers  theirs  ours
7. Do we have to study at my house or your house? Do we have to study at my house or ____________.
 yours  hers  their  ours
8. Their cat is running down the street. The cat running down the street is _______________.
 his  hers  theirs  ours
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 28
and have a look at the given picture.
 Ask some brief questions about the picture.
 After that read the title of the poem loudly.
 Read the 1st stanza of the poem.
 Pause at places and ask simple questions to check comprehension.
 Introduce the concept of rhyming words while reading a poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (flies, mother, roam, narrow,
forests). Also, ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.

36
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (mother)
 Ask the students to write the singular form of the following words. (flies, forests)
 Ask the students to look for any action word in the given text. (roam)
 Ask the students to look for any adjective in the given text. (narrow)
 Ask the students to look for any rhyming words given in the first three lines of the
poem.(sparrow, narrow)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem.(mother)
Recap: 5 Min
1. To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 28. Tell them that we‗ll read
the second stanza of the poem on page # 28 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a separate
notebook. Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
personal pronoun in a better way:
https://www.youtube.com/watch?v=Zoh8XpfcF-c https://www.youtube.com/watch?v=8uwzL0MpXfg
https://www.youtube.com/watch?v=8JJtU4Ia5JA https://www.youtube.com/watch?v=wNWrGAzwmK8
Week 5…Day 3` The Mother Sparrow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use Reflexive pronouns.
Concepts of English Grammar to Learn:
 Understand the concept of Reflexive Pronouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of a Reflexive pronoun chart in the classroom.
Vocabulary: little, feed, fulfills, need
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Reflexive Pronouns‖.
Development: 15 Minutes
 Explain the concept Reflexive Pronoun as it is given on page # 34 of the book.
 Explain the given concept with the help of supporting examples.
Ask the students to do the given activity (A: Choose the correct reflexive pronoun to complete
each sentence) as given on page # 34 of the book.
A. Choose the correct reflexive pronouns to complete each sentence.

37
1. We don‘t have to go out; we can fix dinner __________________.
 Themselves  ourselves  herself  itslef
2. She wanted to impress her firend, so he baked a cake __________________.
 yourself  ourselves  herself  himself
3. You‘re going to have to drive __________________ to school today.
 themselves  himself  yourself  herself
4. They are too young to go out by __________________.
 myself  herself  ourselves  themselves
5. Dad and I painted the trailer __________________.
 itself  ourselves  myself  herself
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 28
and have a look at the given picture.
 Read the 2nd stanza of the poem.  Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (little, feed, fulfills, need). Also as
the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (need)
 Ask the students to look for any action word in the given text. (feed, fulfills)
 Ask the students to look for any adjective in the given text. (little)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(feed,
need)
 Ask the students to look for any pronoun in the given text. (she, their)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 28. Tell them that we‗ll read
the third stanza of the poem on page # 28 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the writing
board. Ask the students to copy all these words and write their synonyms on a separate notebook.
Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 4 The Mother Sparrow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use Indefinite pronouns.
Concepts of English Grammar to Learn:

38
  Understand the concept of Indefinite Pronouns.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of Indefinite pronoun chart in the classroom.
Vocabulary: along, caring, ray
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Indefinite Pronouns‖.
Development: 15 Minutes
 Explain the concept Indefinite Pronoun as it is given on page # 35 of the book.
 Explain the given concept with the help of supporting examples.
Ask the students to do the given activity (A: Choose the correct Indefinite pronoun to
complete each sentence) as given on page # 35 of the book.
A: Choose the correct indefinite pronouns to complete each sentence.
1. __________________ can play the game as long as they follow the rules.
 everybody  anyone  something  nothing
2. __________________ one came forward to admit the crime, so the whole class was punished.
 anything  somebody  no one  nothing
3. Although it could have happened to __________________, it happened to me.
 everything  nothing  everybody  anyone
4. __________________ walked past the window and shouted.
 someone  anything  everything  no one
5. I really just needed some time away from __________________.
 something  anyone  everyone  something
6. If __________________ cared about her, they certainly had on add way of showing it.
 something  anyone  everyone  something
7. I was told not to worry and that __________________ would be taken care of.
 everything  nothing  everybody  anyone
8. Is __________________ available to babysit for me on Tuesday?
 something  anyone  everyone  something
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 28.
 Read the third stanza of the poem.  Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (along, caring, ray). Also ask the
students to copy these words for dictation and make sentences.
 Ask the students to write the plural form of the following words. (ray)
 Ask the students to look for any adjective in the given text. (caring)
 Ask the students to look for any rhyming words given in the first three lines of the poem.
(ray, day)
 Ask the students to mention any proposition in the given text. (along)
Recap: 5 Min

39
1. To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 28. Tell them that we‗ll read
the last paragraph of the poem as given on page # 28 tomorrow.
 Ask the students to read the pronoun-antecedent agreement in advance for a better
understanding of the concept, the next day.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 5 The Mother Sparrow
Revision of Day 1, 2, 3, 4
Week 6…Day 1 The Mother Sparrow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use the Pronoun Antecedent Agreement.
Concepts of English Grammar to Learn:
 Understand the concept of the Pronoun Antecedent Agreement.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of the Pronoun Antecedent Agreement chart in the classroom.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about the ―Pronoun Antecedent Agreement‖.
Development: 30 Minutes
 Explain the concept of the Pronoun Antecedent Agreement as it is given on page # 36 of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the pronoun that agrees with its
antecedent) as given on page # 36 of the book.
A: Choose the pronoun that agrees with its antecedent.
1. When computer crashes, ______________ needs to be fixed immediately.
 him  her  you  it
2. If you need help with your grammar, ___________ may want to take advantage of this online writing lab.
 they  them  you  him
3. Jamal is really popular among his colleagues. __________________ like and respect him.
 her  it  they  their
4. Before students take a test, _______________ should prepare adequately.
 she  they  we  he
5. Since the doctor went to medical school, _____________ should know what treatment you
need.
 he  she  it I
6. Sadaf and Asim said that it is raining cats and dogs, _____________ cannot go.
 him  her  it  we
 Ask the students to do the given activity.

40
  Let’s Listen and Speak
 Useful phrases to engage in conversation.
Informal/friendly Friendly/business How to begin a When meeting someone
greetings greetings formal conversation? after a while?
Hello1 Good morning! How do you do? Good to see you again.
Hi Good afternoon! How are you?
Good evening! It‘s been a long time.
Introducing When meeting for the Response:
yourself: first time: Very well!
I would like to Please to meet you.
introduce myself Nice to see you. Response:
I am…… Glad to meet you. Fine, thank you
It‘s a pleasure meeting you.
Let’s Write (Page 31 of the textbook)
My favourite profession
I would like to become a doctor. I would like to be a doctor because I want to help people around
me. I want to serve them and take care of them. I want to do good for all of mankind. I want to
help poor people that do not receive any medical care. I want to give medical care to helpless
people that are rather discarded from receiving any help for their health.
Vocabulary (Page 29 of the textbook)
word rhyming words
Effort desert – expert – alert
Last fast – cast – vast
Bind hind – find – mind
Make take – lake – fake
Create gate – mate – fate
Sit lit – kit – fit
Suffer buffer – duffer – tougher
Wait bait – gait – hate
Man fan – can – ran
Strong song – wrong – throng
Home Assignment:
 Ask the students to do (A. Answer the following questions) as given on page # 139.
A. Read out the text and answer the following questions:
1. Who flies to the sky?
The mother sparrow flies to the sky.
2. Why does the mother sparrow roam about?
The mother sparrow roam about to collect food for the little ones at home.
3. What does the mother sparrow do day and night?
Te mother sparrow is busy to find the food for the young ones.
4. How does the mother sparrow fulfill the needs of her little ones.
The mother sparrow works laboriously to fulfill the needs of her little ones.
5. Did anyone help the mother sparrow?
No one helped the mother sparrow.
 Ask the students to do (B. Read out the text and express your opinion and personal
preferences) as given on page # 29.

41
B. Read out the text and express your opinion and personal preferences. (multiple choice
question).
1. Up the sky, flies a ………………..
 little sparrow  mother sparrow
 daughter sparrow  father sparrow
2. The little ones at home she has to ……………….
In this line of the poem ―he‖ refers to ______________
 lead  bring  feed  support
3. Why does the sparrow mother fly and roam through the forests?
In this line of the poem ―him‖ refers to ________________
 to enjoy the flight  to make the little ones fly
 in search of food  to get together with sparrows
4. Why is the mother sparrow so labourious?
 she has to feed her children  She is responsible
 She has to win the race  She wanted to earn money
5. How does the mother sparrow do her works and find the food?
 She depends on others  She depends on her children
 she does everything on her own  She depends on no body
C. Gapped Summary: Fill in the gaps with suitable words from the poem.
A mother sparrow fly above the sky. She moves through the forests and valleys to feed her little
ones at home. Either it is a day or night, she fulfills the need of her little ones (children). In cold
or hot weather, she persistently do her struggle. She is all alone in her struggle, depending on no
one.

‫امںخرپا‬
‫ک‬
‫امںخر اپاڑایتےہ‬،‫آامسؿت‬
‫گنتالگنجتںیموھگےنماوروھگےنمےکےیل‬
‫رھگںیموھچےٹوچبںوکاےساھکپاالھکپاےہ۔‬
‫دؿراتتنحمےساینپرضورپاتوپریرکیتںیہ‬
‫وہرصػہیسرکیتےہ۔‬
‫ارگوکیئرکؿہنوہوتیھبرپواہںیہنرکین‬
‫وہیھبکیھبیسکےسیھبتنمںیہنرکیتےہ‬
Week 7…Day 1 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Analyze and compare various informal and formal letters to note the difference in
conventions, vocabulary, style, and tone.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Choose appropriate words and definitions and identify the part of speech of a word through
abbreviations used.
 Arrange the story in proper sequence and guess the story.
 Identify and pronounce in minimal pairs common problem consonants.
 Demonstrate use of be, have, do and need as main or helping verb in sentences.

42
 Recognize and demonstrate function and use of modal verb can / cannot, may / may not and should
/ should not to express ability, inability, permission, prohibition, doubt, and obligation, etc.
 Demonstrate and recognize the use of linking verbs.
 Recognize and demonstrate the function of could, might, shall, must and ought in
affirmative, negative and interrogative sentences.
 Illustrate the use of transitive and intransitive verbs.
Concepts of English Grammar to Learn:
 Students will identify and pronounce in minimal pairs common problem consonants.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students on their first day of the
school.
Development: 20 Minutes
 Explain the concept of Minimal Pairs as given on pages # 44 and 45 of the book.
Activity: 10 Minutes
 Ask the students to do the given activity (Choose the correct words to build a minimal
pair of /l/ and /r/ for the following) as given on page # 45 of the book.
A: Choose the correct words to build minimal pairs of/I/and/r/for the following.
1. What is the minimal pair of load?
 pray  road  lorry  brush
2. What is the minimal pair of glass?
 grass  grape  rock  miss
3. What is the minimal pair of lead?
 road  pray  read  rock
4. What is the minimal pair of rock?
 play  blush  brush  lock
5. What is the minimal pair of pray?
 prey  praise  play  hay
6. What is the minimal pair of blush?
 grass  lorry  lock  brush
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 39. Tell them that we‗ll
read the first paragraph of this unit on page # 39 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 7…Day 2 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Demonstrate use of be, have, do and need as main or helping verb in sentences.

43
Concepts of English Grammar to Learn:
 Students will learn about the Verb.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display a chart of the use of be, have, do and need as main or helping verb in sentences.
 Recognize and demonstrate function and use of modal verb can / cannot, may / may not
and should / should not to express ability, inability, permission, prohibition, doubt, and
obligation, etc.
Vocabulary: earthquake, shaking, sudden, release, inside, weak, violent, destroy, sleeping,
beneath, merciless, jolts, eventually, tossed
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 25 Minutes
 Revise the concept of ―verb‖ as it is given on page # 46 of the book.
 Ask the students to do the given activity (A: Read the following sentences carefully and
choose the helping verbs) as given on page # 47 of the book.
A: Read the following sentences carefully and choose the helping verbs.
1. Jameela is studying for her science test right now.
 now  studying  is  for
2. Aleena will be studying French next year.
 will  studying  be  next
3. Fareed can go to the movies tonight.
 go  to the movies  can  tonight
4. Anila must have had enough money for the ticket.
 had  have  for the  must
5. Rasheed should have known about the test on Friday.
 should  do  known  about
6. Fayaz has broken six-city records in track and field so far.
 so  broken  far  has
 Ask the students to do the given activity (B: Read the following sentences carefully and
choose the main verbs) as given on page # 47 of the book.
B: Read the following sentences carefully and choose the main verbs.
1. They are very good teachers.
 they  are  good  very
2. Have you done the washing up yet?
 have  done  yet  up
3. I have two brothers and a sister.
 and  two a  have
4. I do homework every night.
I  have  every  night
5. We don‘t have a new guitar.
 we  don‘t  have  new
6. They won‘t have spoken to Peter.
 they  won‘t  spoken  have
Main Lesson Reading: 10 Minutes

44
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 39
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 39.
 Ask the related questions from the students. You can ask the following questions from the students:
o What is an Earthquake? o What is the main cause of an earthquake?
o Who was Asad Khan?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (earthquake, shaking, sudden,
release, inside, weak, violent, destroy, sleeping, beneath, merciless, jolts, eventually, tossed).
Also, write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (jolts)
 Ask the students to look for any action word in the given text. (shaking, release, destroy,
sleeping, tossed)
 Ask the students to look for any adjective in the given text. (sudden, weak, violent, merciless)
 Ask students to mention any adverb in the given text. (eventually, inside)
 Ask the students to look for any masculine or feminine noun in the given text. (father,
mother, grandfather, uncle)
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (earthquake, inside, merciless).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 39. Tell them that we‗ll read
the second paragraph of this unit on page # 39 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 7…Day 3 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Demonstrate and recognize the use of linking verbs.
Concepts of English Grammar to Learn:
 Students will learn about the use of linking verbs.
Teaching Aids:

45
  CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display chart of the use of linking verbs.
Vocabulary: managed, rise, everything, engulfed, mountain, across, completely,
blemished, visibility, anything, survivors, rushed, buried, fallen, buildings, rubbles, residents,
wounded, injured, next-door, fatalities, particularly, neighbourhood
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Revise the concept of Linking Verbs.
 Ask the students to do the given activity (A: Read the following sentences carefully and
choose the linking verbs) as given on page # 48 of the book.
A. Read the following sentences carefully and choose the linking verbs.
1. He is the best soccer player in the world.
 is  best  player  world
2. She grew into a fine young woman.
 she  grew  young  world
3. He became the first man on the moon.
 first  man  moon  became
4. A snake will go for anything near it.
 will  go  nearing  anything
5. The girl looked great in the red dress.
 looked  great  the  red
6. He grew tired of all the negative talk.
 tired  negative  grew  talk

Main Lesson Reading: 15 Minutes

 After the pre-reading activities, ask the students to open CSS English for class 6, page # 39.
 Read the second paragraph on page # 39.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (managed, rise, everything,
engulfed, mountain, across, completely, blemished, visibility, anything, survivors, rushed,
buried, fallen, buildings, rubbles, residents, wounded, injured, next-door, fatalities,
particularly, neighbourhood). Also down the Vocabulary words on the writing board. Ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)

46
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lecture in five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 40. Tell them that we‗ll read
the third, fourth and fifth paragraphs of this unit on page # 40 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 7…Day 4 8th October 2005
Revision of Day 1, Day 2, Day 3
Week 7…Day 5 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Display chart of the use of Modal verbs.
Concepts of English Grammar to Learn:
 Students will learn about the use of Modal verbs.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of the chart of the use of Modal verbs in the classroom.
Vocabulary: family, younger, brother, sister, studies, destruction, everywhere, trapped,
under, everyone, desperately, rescue, tools, screaming, nobody, concrete, retrieved, nephews,
guarantees, safety, significantly, reduce, property, damage
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of modal verbs as explained on page # 48 of the book.
 Ask the students to do the given activity (A: Read the following sentences carefully and
choose the correct modal verbs) as given on page # 49 of the book.
A. Read the following sentences carefully and choose the correct modal verbs.
1. There are plenty of tomatoes in the fridge. You ______________ buy any.
 may not  may  can  should not
2. It‘s a hospital. You ___________ smoke.
 can  should not  should  may not
3. I ______________ speak Arabic.

47
  may  should  should not  can
4. ______________ you stand on your head for more than a minute?
 can  should  may  may not
5. ______________ I ask a question?
 should  may  may not  should not
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 40.
 Read the third, fourth and fifth paragraphs of the unit as given on page # 40 of the book.
 Ask the related questions from the students. You can ask the following questions:
o Why the survivors of Asad‘s family rushed towards the school?
o How many people were trapped under the rubble?
o What everyone was desperately trying to rescues?
o How many bodies were retrieved by the evening of October 9th?
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (family, younger, brother, sister,
studies, destruction, everywhere, trapped, under, everyone, desperately, rescue, tools,
screaming, nobody, concrete, retrieved, nephews, guarantees, safety, significantly, reduce,
property, damage). Also, write down the Vocabulary words on the writing board. Ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (family, brother, sister,
destruction, screaming, property, damage)
 Ask the students to write the singular form of the following words. (studies, tools, nephews)
 Ask the students to look for any action word in the given text. (trapped, rescue, screaming,
retrieved, guarantees, reduce)
 Ask the students to look for any adjective in the given text. (younger)
 Ask students to mention any adverb in the given text. (desperately)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to look for any Helping and Linking Verbs in the given text.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (everywhere, everyone, nobody).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the students to think about the
given question carefully.
c. What is the importance of taking safety measures to avoid the dangers of a natural hazard?
Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 40. Tell them that we‗ll read
the sixth paragraph of this unit on page # 40 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the

48
 writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 8…Day 1 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Recognize and demonstrate the use of semi modal verbs.
Concepts of English Grammar to Learn:
 Students will learn about the use of semi modal verbs.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display chart of semi modal verbs in the classroom.
Vocabulary: extinguisher, battery-powered, flashlight, heavy, shelves, furniture,
cupboards, appliances
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of semi modal verbs as given on page # 50 of the book.
 Ask the students to do the given activity (A: Read the following sentences carefully and
choose the correct semi modal verbs) as given on page # 51 of the book.
A: Read the following sentences carefully and choose the correct semi-modal verbs.
1. You ______________ read in such dim light.
 shall  ought not to  could  might
2. Someone ______________ have already told his father.
 might  ought to  must  shall
3. He failed in the exam. He ______________ be disappointed.
 could  ought to  must  shall
4. I ______________ swim when I was seven.
 shall  ought to  must not  could
5. If you invite him he ______________ come.
 might  ought not to  shall  could
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 40.
 Read the sixth paragraph of this unit on page # 40.
 Ask the related questions from the students. You can ask the following questions from the students as:
o Why we should have a fire extinguisher?
o What is the importance of keeping a first aid box in the home?
o Why do we need a flashlight and extra batteries at home?
o Why we should not leave heavy objects on shelves?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (extinguisher, battery-powered,

49
 flashlight, heavy, shelves, furniture, cupboards, appliances)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (extinguisher, battery-powered, flashlight, heavy,
shelves, furniture, cupboards, appliances)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (flashlight, furniture)
 Ask the students to write the singular form of the following words. (shelves, cupboards, appliances)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(from, for, on, with)
 Ask the students to look for any compound word in the given text. (battery-powered,
flashlight, cupboards).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 40. Tell them that we‗ll read
the 7th paragraph of this unit on page 40 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Week 8…Day 2 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
 Identify the function and use of transitive and intransitive verbs.
Concepts of English Grammar to Learn:
 Students will learn about the use of transitive and intransitive verbs.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of use of transitive and intransitive verbs chart.
Vocabulary: outdoor, anything, outside, indoor, doorway, crawl, heavy, protecting,
pillow, bookcase
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.

50
  Revise the concepts of the last lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of transitive and intransitive verbs as given on page # 52 of the book.
 Ask the students to do the given activity (A: In each of the following sentences, choose
whether the bolded verb is transitive or intransitive) as given on page # 51 of the book.
A. In each of the following sentences, choose whether the bolded verb is transitive or
intransitive.
1. I worked all night.  transitive  intransitive
2. He gave the book to the teacher.  transitive  intransitive
3. They laughed at the joke.  transitive  intransitive
4. She slept for eight hours.  transitive  intransitive
5. We lived in Mexico for two years.  transitive  intransitive
6. He always keeps his money in a wallet.  transitive  intransitive
7. We clean our room every day.  transitive  intransitive
8. My brother moved to another city.  transitive  intransitive
9. My brother stirred his car.  transitive  intransitive
10. Those people painted their house blue.  transitive  intransitive
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 40.
 Read the 7th paragraph of this unit on page # 40.
 Ask the related questions from the students. You can ask the following questions from the students as:
o What safety measures, we should take during an earthquake?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (outdoor, anything, outside, indoor, doorway,
crawl, heavy, protecting, pillow, bookcase). Also, write down the Vocabulary words on the
writing board. Ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the singular and plural form of the words given in the text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (outdoor, anything,
outside, indoor, doorway, bookcase).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:

51
 Ask the students to open their CSS English for class 6 on page # 40. Tell them that we‗ll read
the 8th paragraph of this unit on page 40 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Week 8…Day 3 8th October 2005
SLO’s: After studying this unit, students will be able to:
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Analyze features of an effective topic sentence i.e. a specific word, vivid verbs, and modifiers.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: yourself, careful
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of the last lecture in the first five minutes.
Development: 15 Minutes
 Ask the students to do the given activity (B: Read the text and express your opinion and
personal preferences) as given on page # 42 of the book.
B. Read out the text and express your opinion and personal preferences. (Multiple choice
questions).
1. What do you think is the level of risk for an earthquake in your city?
 high  medium  low  zero
2. Why should we stay away from the buildings during earthquake?
 to avoid accident  to save our life  to go home  to go to park
3. After an earthquake if water, gas and electric lines are damaged _____________.
 shut off the valves  wear boots or sturdy shoes
 provide first aid  turn on the power buttons
4. How many bodies did Asad and others retrieve on October 9?
 80  70  65  48
5. Why should be there no heavy objects on the shelves?
 because they are heavy  because they will save us
 because they will fall on us  because they are easy to lift
6. If you are outdoors when an earthquake hits, ______________:
 run around for help  stay away from buildings and utility wires
 stay under a tree  stay near a wall
7. If you‘re indoors, ______________:
 stand-in a doorway or crawl under heavy furniture
 stand in a doorway or crawl over heavy furniture
 stand up the stairs or crawl under heavy furniture
 stand near a wall or crawl over heavy furniture
8. What do you do if you‘re in a stairwell during an earthquake?
 Go up the stairs until you get to the top floor  Go down the stairs and get out of the building
 Stay where you are, get low and wait  Run down the staircase
Main Lesson Reading: 15 Minutes

52
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 40.
 Read the 8th paragraph of this unit on page # 40.
 Ask the related questions from the students. You can ask the following questions from the students as:
o What to do after an earthquake?
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (yourself, careful). Also, write down
the Vocabulary words on the writing board. Ask the students to copy these words for dictation
and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the singular and plural form of the words given in the text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (yourself, careful).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 40 of the book.
A. Read out the text and answer the following questions:
1. Do you think earthquakes are scary?
The destructive power of the earthquakes makes than scary. It shakes the earth upside down and
destroys all that comes in its way in minutes.
2. Why is a doorway safe place during an earthquake?
During an earthquake, it has been observed that mostly the whole house collapses with the door frame as the
only standing part. From this comes our belief that a doorway is the safest place to be during an earthquake.
3. What are some other safe places during an earthquake?
The safe places to hide during an earthquake are
 Desk, table, bench or against an inside wall.
 Door Frame (use a doorway for shelter only if it is in close proximity to you and if
you know it is a strongly supported, load-bearing doorway).
 Interior of a room.  Closet.  Open area.
4. What is the main idea of the lesson?
Earthquake is a natural disaster and although there are no guarantees of safety during an earthquake,
advance planning can save lives and significantly reduce injuries and property damage.
5. What should you do if you are on a bus trip during an earthquake?

53
If you are in a moving vehicle such as a car or bus, stay be inside but stop driving as soon as you
are safely able to. During an earthquake, vehicles should never be parked or stope under or near
trees, utility wires, overpasses, bridges or gas stations.
6. What are the measures that we should take after an earthquake?
 Check yourself and others for injuries. Provide first aid to anyone who needs it.
 Check water, gas, and electric lines for damage. If any are damaged, thin off the valves.
 Stay out of damaged buildings.
 Be careful around broken glass and debris. Wear boots or sturdy shoes to keep from cutting your feet.
7. Have you ever come across an earthquake? Share your experience.
Yes, I have been in an earthquake. I was out of bed before I knew it and managed to stumble my
way into a door frame. The shaking continued for another 20 seconds, which felt like a really
long time in an earthquake.
Week 8…Day 4: Revision of Unit # 4
Week 8…Day 5: Comprehensive Test of Unit # 4
Fully Solved Exercise
Vocabulary (Page 42 of the textbook)

Words Meaning Part of Speech

Caved to fall down Verb
Wounded injured by a weapon, for example in a war Adjective
Range the limits between which something varies Noun
screaming to give a loud, high cry Verb
Safety the state of being safe and protected from danger or harm Noun
Note: Different dictionaries have different guide words.
B. Use dictionary to identify correct spelling. The first one has been done.
Peaceful peecefull Peaseful
Promise promice Promese
Wolcano Volcano Volkano
Brite Britte Bright
Hangry Hungry hangary
Speek Speak Speke
5002،‫اوتکیر‬8
،‫ءیکحبصمضفررآپادںیمرتسہاسہلادس قؿرحسیرکےنےکدعباےنپپاغںیماچپایئرپوسراہاھتجااچتاچرپایئےکےچینزنیمےنلہیگل‬1221‫اوتکیر‬1
‫گ ِایگہکبجاُساکرھگزنیموبسوہایگ۔‬
‫وخانفکوکٹھجںےکاسھتزوردارآوازوگیجناوروہزنیمرپ ر‬
‫ادسجڑھکاوہےنےکاقبوہاوتدوھؽےکپادؽںیمہرےشجدبوہیکچیھت واہںرگدےکپادؽےھتاورولگاؿےکاسےنمھچکیھبدےنھکیےساقرص‬
‫ےھت۔۔دوھؽےنمھتےکدعبزدنہچباجےنواےلولگاےنپدھسنےوہےئایپروںوکرگیوہیئامعروتںےکےچینالتشرکےنےکےیلدوڑے۔رفظمآپادںیم‬
‫ک‬
‫رقتابیًامتؾامعرںیتیٹماکڈریھوہ ُُچںیھتسجےکےجیتنںیمواہںےکراہیشئپاوتزیمخاحلںیمےھتپاالہک۔‬
‫ادس قؿاکونرمعاھباجنالہکوہاکچاھتہکبجرھگےکادنروموجداقرادزیمخےھتو نکڑپوسںیمرمےنواولںیکدعتادزپادہیھتوصخاصًواہںرپوموجداوکسؽںیم۔‬
‫ک‬
‫یوکششیکاجریہںیھتو نک‬ ‫وکسؽںیموموجدارثکےچبنجںیمادسےکوھچےٹنہباھبیئیھبوموجدےھتےبلمےلتدےبوہےئےھت۔وچبںوکناچےنیکامتؾ ر‬
‫ک‬
‫اؿےکپاسآالتوموجدںیہنےھت۔ےچباورااسیدہدمدےکےیلاکپررےہےھتو نکوکیئیھباؿیکدمدںیہنرکپاراہاھت۔‬
‫ک‬
‫الوشںوکےبلمےلتاکنؽایلسجںیمادسےکاےنپنہباھبیئاورپاچناھبےجنشاس ےھت۔‬12ً‫اوتکیروکشاؾتادساورپایقاقرادےنرقتابی‬9

54
 ‫ک‬
‫ادسےنوسحمسایکہکارگہچززلےلےکدوراؿافحتظیکوکیئامضیںیہنےہو نکاسےکپاووجدیگشیپوصنمہبدنبیےساجںینچبیتکسںیہاورزویمخںاور‬
‫االمکوکوہےنواےلاصقنؿںیمامنپاںیمکواعقوہیتکسےہ۔‬
‫‪:‬ززلےلےسےلہپیکاجےنوا یاایتحیطدتاریب‬
‫اسپاتوکینیقیانبںیئہکآپےکپاسآگاھجبےنواالآہلےہ۔‪(1‬‬
‫اسپاتوکینیقیانبںیئہکآپےکپاسادتبایئیبطادماد‪،‬رٹیبیےسےنلچواالریدوی‪،‬زیتروینشدےنیوا یپارچاورااضیفرٹیبپاںوموجدںیہ۔‪(2‬‬
‫سیگ‪،‬پایناوریلجبےکآالتدنبرکپاانھکیسوہاگ۔‪(3‬‬
‫ک‬
‫ااملرویںےکاورپاھبریاسامؿرےنھکےسرگیررکںی‪،‬ززلےلےکدوراؿہیاسامؿےچینرگاجپاےہ۔‪(4‬‬
‫اھبریاسامؿ‪،‬ااملرپاںاورآالتوکدویاروںاورقرشےساگلرکرںیھک۔‪(5‬‬
‫‪:‬ززلےلےکدوراؿیکاجےنوا یاایتحیطدتاریب‬
‫ک‬
‫ارگآپپاہرںیہوتیلجبیکپاروںپاہررگےنوا یےشےسدورںیہ۔‪(1‬‬
‫امعروتںےسدرورںیہ‪،‬امعروتںےسہبلمرگاتکسےہپاامعرتوخدآپرپرگیتکسےہ۔ڑھکویکںاوردروازوںےسدوررںیہ۔‪(2‬‬
‫ارگآپامعرتےکادنرںیہوتدروازےیکوچھٹکےکےچینڑھکےوہاجںیئپارھپوبضمطاسامؿےکےچیناج اجںیئ۔‪(3‬‬
‫ارگآپرتسبںیمںیہوتےیکتےساانپرسوفحمظرںیھکاوروںیہرںیہ۔‪(4‬‬
‫اتکںیبرےنھکوا یااملریپاآاسینےسرگاجےنواےلاسامؿےسدوررںیہ۔‪(5‬‬
‫‪:‬ززلےلےکدعبیکاجےنوا یاایتحیطدتاریب‬
‫لی‬
‫رضورتدنموںاورزویمخںوکادتبایئیبطادمادایہمےیجیک۔اےنپاوردورسوںےکزومخںاکاجیرہ جنئے۔‪(1‬‬
‫پاین‪،‬یلجباورسیگیکالونئںوکوہےنواےلیسکیھباصقنؿاکاجیرہےیجیل‪،‬اصقنؿیکوصرتںیمواولوکدنبرکدےیجی۔‪(3‬‬
‫اصقنؿےنچنہپوا یامعروتںےسپاہررےیہ۔ ‪(4‬‬
‫وٹےٹوہےئےشیشاورےبلمےکاردرگداتحمطرںیہ۔ اےنپریپوںوکوچٹاچنہپےنےسےنچبےکےئلوجےتپاوبضمطوجےتںینہپ۔‪(5‬‬
‫‪First Term Model Paper‬‬
‫‪Model Paper # 1‬‬
‫‪Instructions:‬‬
‫‪ Every question has four possible answers but one is correct.‬‬
‫‪ Choose the correct answer and fill the circle.‬‬
‫‪ Only use a black or blue pen to fill the circle.‬‬
‫‪ Filling more than one circle will be considered as the wrong answer.‬‬
‫”‪Section “A‬‬
‫‪Time allowed: 45 Minutes‬‬ ‫‪Total marks: 30‬‬
‫?‪1. Can you please go to _________ grocery store to buy milk‬‬
‫‪oa‬‬ ‫‪o an‬‬ ‫‪o the‬‬ ‫‪o no article‬‬
‫‪2. Please meet me at the train station in ________ hour.‬‬
‫‪oa‬‬ ‫‪o an‬‬ ‫‪o the‬‬ ‫‪o no article‬‬
‫)?‪3. The crowd was on the main street. (Which word is a collective noun‬‬

‫‪55‬‬
o crowd o main o on o street
4. They looked across the valley. (Which word is a common noun?)
o across olooked othey o
valley
5. Kiran’s performance was not good in the test. (Which word is a proper noun?)
o test o good o
Kiran‘s o performance
6. What a great idea! He cried. (Which word is an adjective?)
o great o what o cried o idea
7. Quaid-e-Azam is an example of a/an ________________.
o common noun o proper noun
o countable noun o uncountable noun
8. The plural of father-in-law is _____________.
o fathers-in-law o father-ins-law
o father-in-laws o fathers-ins-laws
9. Cities is an example of a ___________________.
o singular noun o plural noun
o collective noun o uncountable noun
10. Boys is an example of a _________________.
o singular noun o plural noun
o collective noun o uncountable noun
11. Which noun below is a collective noun?
o women o duck o
class o
children
12. These nouns are used to name a SPECIFIC person, place or thing. This noun begins
with a capital letter.
o common noun o proper noun
o countable noun o uncountable noun
13. My family lives in that house. The word 'family' is what type of nouns?
o collective noun o proper noun
o countable noun o uncountable noun
14. A teacher must have patience. The word 'teacher' is what type of nouns?
o collective noun o proper noun
o common noun o uncountable noun
15. There________________ two __________ in the barn.
o is/ horses o are/horse
o are/horses o is/horse
16. Choose the irregular plural.
o wives o mice o shelves o books
17. Choose the incorrect response.
o shoe - shoes o police – polices

56
 o child – children o person – people
18. What is the plural form of ox?
o oxs o oxen o oxies o oxes
19. Which gender do ''scientists'' belong?
o masculine o
feminine o
common o neuter
20. Gul Khan mother asked _______ to clean the garage.
o Him o her o them o their
21. A student should always be on ______ best behavior.
o His o him o their o my
22. Neither Maria nor _____ knew why the store was closed.
o His o I otheir o my
23. I have not thought about it. The word “have” is a ________.
o helping verb o main verb o modal verb o linking verb
24. This bus goes to the zoo. The word “goes” is a ________.
o helping verb o main verb o modal verb o linking verb
25. They decided to buy the house because ______ location would allow _____ to get to
work very easily.
o they / us o it / themselves o theirs / them o its / them
26. Some of these clothes are ______, and the rest of ____ belong to Zahid.
o yours / it o my / them o
me / they o mine / them
27. The word “beautiful” has ________________.
o 1 syllable o2 syllables o
3 syllables o 4 syllables
28. The word “complete” is ______________________.
o an absolute adjective o not an absolute adjective
o a comparative adjective o a superlative adjective
29. The children were happily painting colourful pictures. (Which word is an adjective?)
o happily o colourful o painting o pictures
30. Brittany was glad to finish the difficult test. (Which word is an adjective?)
o finish o test o difficult o the
Section “B”
Time allowed: 75 Minutes Total marks: 45
Q1. Read the stanza and answer the questions given below: 4 marks
Surrounded by various profession
Business, medicine, soldiership, and education
It's heaven-sent and planned for Him to labour
To work manually with strength and effort
True hardships; entails a great man of honour
i. Write two rhyming words from the stanza above. 1 mark
ii. Write the main idea of the stanza. 3 marks
Q2. Read the story and answer the questions given below: 6 marks

57
Hazrat Muhammad ‫ ﷺ‬was born on 12 Rabi-ul-Awal, 20th April, 571 (A.D). His father,
Abdullah died six months before his birth. His grandfather, Hazrat Abdul Muttalib, named him
Muhammad ‫ﷺ‬. His mother loved to call him Ahmad. ‫ ﷺ‬Hazrat Muhammad ‫ ﷺ‬was looked
after by a foster-mother named Bibi Haleema, he remained with her till he was five. When he
was six years old, his mother took Hazrat Muhammad ‫ ﷺ‬to the grave of his father in Madina.
His mother died on the way back. Hazrat Muhammad ‫ ﷺ‬now had to live with his grandfather,
Hazrat Abdul Muttalib who also died soon afterward. Hazrat Muhammad ‫ ﷺ‬was left to the care
of his uncle, Hazrat Abu Talib.
i. When was Hazrat Muhammad ‫ ﷺ‬born? 1 mark
ii. Who looked after Hazrat Muhammad ‫ ﷺ‬little age of five? 1 mark
iii. With whom did Hazrat Muhammad ‫ ﷺ‬live after his mother‘s death? 2 marks
iv. Identify topic sentence for this paragraph. 2 marks
Q3. Do as directed. 10 marks
i. ____________ am sitting on the sofa. (insert personal pronoun)
ii. Their cat is running down the street. The cat running down the street is ______. (insert
possessive pronoun)
iii. Hazrat Muhammad ‫ ﷺ‬never told ______________ lie.(insert correct article)
iv. Someone called __________ police. (insert correct article)
v. The glass is full of water. (write minimal pair of glass)
vi. She ___________ preparing dinner for us. (insert helping verb)
vii. ____________ speak Arabic. (insert modal verb)
viii. The girl has a ___________ voice. (insert adjectives of quality)
ix. I have told you ____________ times already. (insert adjectives of quality)
x. I like to visit my uncle. (insert feminine of uncle in the sentence)
Q4. Write a simple and unified paragraph on friendship. 10 marks
Q5. Write the meaning of the following words and use these 10 marks
in sentences of your own.
1. effort 2. kindness 3. empathy 4. harmony 5. equality
6. labour 7. craft 8. build 9. heaven 10. far
Model Paper # 2
Instructions:
 Every question has four answers but one is correct.
 Choose the correct answer and fill the circle.
 Only use a black or blue pen to fill the circle.
 Filling more than one circle will be considered as the wrong answer.
Section “A”
Time allowed: 45 Minutes Total marks: 30
1. I like to watch tennis on television. It is _________ very good game.
oa o
an o
the o
no article
2. My brother won an award for being _______ best student in our school.
oa o an o the o no article
3. Heroes lay down their lives words. (Which word is a plural noun?)

58
o never o heroes o lay down o words
4. The moon shines at night. (Which word is a proper noun?)
o moon onight o
shines ato
5. Can you give me some advice? (Which word is an uncountable noun?)
o some o give you o o
advice
6. Children broke the window pane. (Which word is a plural noun?)
o broke o window o children o the
7. Where was Sara? Did you see her? (Which word is a proper noun?)
o was o where o Sara o see
8. School is an example of a/an _______________.
o common noun o proper noun o countable noun o uncountable noun
9. Band is an example of a _____________.
o collective noun o proper noun o countable noun o uncountable noun
10. Peshawar is an example of a/an ________________.
o common noun o proper noun o countable noun o uncountable noun
11. The plural of mother-in-law is _____________.
o mothers-in-law o mother-ins-law o
mother-in-law‘s o mothers-ins-laws
12. Brushes is an example of a ___________________.
o singular noun o plural noun o
collective noun o uncountable noun
13. Girls is an example of a _________________.
o singular noun o plural noun o collective noun o uncountable noun
14. Which noun below is a collective noun?
o women o duck o her o children
15. There________________ a __________ in the barn.
o is/ cows o are/cows o are/cows o is/cows
16. Choose the noun that is always singular.
o advice o money o fox o homework
17. Choose the incorrect response.
o person - people o lady - ladies o man - men o photo – photoes
18. What is the plural form of the wolf?
o wolfies o wolfes o wolves o wolfs
19. Which of the following is in the common gender?
o steward o airplane o
woman o teacher
20. Everyone at the table has eaten _______ lunch earlier.
o him o her o
them o their
21. A student should always be on ______ best behavior.
o his o him o their o my
22. My nephew was crying and needed ______ diaper changed.
o his oI o their o my
23. Javeria will not watch horror movies. The word “watch” is a ________.

59
 o helping verb o main verb o modal verb o linking verb
24. The worm might eat the whole apple. The word “might” is a ________.
o helping verb omain verb o
modal verb o
linking verb
25. Some of these clothes are ______, and the rest of ____ belong to Zahid.
o yours / it omy / them o
me / they o mine / them
26. As for _____, I prefer to let people make up ________ minds.
o myself / each other's o I / his own o me / their own o my / theirs
27. The word “peaceful” has ________________.
o 1 syllable o 2 syllables o 3 syllables o 4 syllables
28. The word “green” is ______________________.
o an absolute adjective o not an absolute adjective
o a comparative adjective o a superlative adjective
29. Jameel handled the fragile glasses very cautiously. (Which word is an adjective?)
o glasses o
very o
cautiously fragile o
30. Mumtaz played with her younger brother. (Which word is an adjective?)
o brother o younger o with o played
Section “B”
Time allowed: 75 Minutes Total marks: 45
Q1. Read the stanza and answer the questions given below: 4 marks
There are bridges on the rivers,
As pretty as you please;
But the bow that bridges heaven,
And overtops the trees,
i. Write two rhyming words from the stanza above. 1 mark
ii. Write the main idea of the stanza. 3 marks
Q2. Read the story and answer the questions given below: 6 marks
In a small village, lived a farmer. He had a dog named Dolly. He loved her very much, the bond
he had with Dolly was priceless. He considered himself very lucky to have an extraordinarily
bright and enthusiastic dog-like Dolly. Dolly gave birth to some puppies, as the farmer was poor
so he had to sell off the puppies because the puppies were of a good breed and would bring him
lots of money but at the same time he wanted such owners for the puppies who could love them
as much as he himself loved Dolly. He painted a sign advertising the four pups and set about
nailing it to a post on the edge of his yard. As he was driving the last nail into the post, he felt a
tug on his overalls. A little boy was standing near him with an innocent look on his face. The
farmer looked down into the eyes of the little boy and asked him his purpose to come.
i. What was the name of the dog? 1 mark
ii. Why did the farmer did consider himself lucky? 1 mark
iii. Why was the farmer selling the puppies? 2 marks
iv. Identify topic sentence of this paragraph. 2 marks
Q3. Do as directed. 10 marks
i. __________ are playing football. (insert personal pronoun)
ii. Her car is faster than my car. Her car is faster than _____________. (insert possessive
pronoun
iii. This is ______ best Chinese restaurant in the country. (insert correct article)

60
 iv. Los Angeles has __________ ideal climate. (insert correct article)
v. The load is on the truck. (write minimal pair of load)
vi. I __________ been following you for a mile. (insert helping verb)
vii. They ___________ have arrived now. (insert modal verb)
viii. Monkeys have ______________ tails. (insert adjectives of quantity)
ix. Did you get ______________ marks? (insert adjectives of quality)
x. I like to visit my grandfather. (insert feminine of grandfather in the sentence)
Q4. Write a paragraph on “My favourite profession”. 10 marks
Q5. Write the meanings of the following words and use these 10 marks
in sentences of your own.
1. power 2. create 3. sympathy 4. look after 5. die
6. labour 7. skill 8. build 9. paradise 10. healthy
Model Paper # 3
Instructions:
 Every question has four possible answers but one is correct.
 Choose the correct answer and fill the circle.
 Only use a black or blue pen to fill the circle.
 Filling more than one circle will be considered as the wrong answer.
Section “A”
Time allowed: 45 Minutes Total marks: 30
1. I couldn't believe my eyes when I saw ......... elephant crossing the road.
oa o
an o
the o no article
2. They usually spend their holidays in __________ Mountains.
oa ano theo o
no article
3. How many students are there in your class? (Which word is a countable noun?)
o many o students o new o your
4. Rice is my favorite dish. (Which word is an uncountable noun?)
o my o dish o is o rice
5. Do not hide the fact. (Which word is a countable noun?)
o hide o
the facto do not o
6. Beauty does not need any ornaments. (Which word is an uncountable noun?)
o need o
beauty any o ornaments o
7. He was reading a newspaper. (Which word is a common noun?)
o newspaper o was oa o he
8. My family supports me. (Which word is a collective noun?)
o family o me o supports o my
9. Proper noun __________________.
o names any person, place or thing
o names a specific person, place or thing
o names things you can see or touch
o names ideas, qualities, or feelings that cannot be seen or touched
10. Naran is an example of a ___________________.

61
o common noun o proper noun o countable noun o uncountable noun
11. Shelves is an example of _________________.
o singular noun o plural noun o
collective noun o uncountable noun
12. K-2 Mountain is very high. The word 'K-2 Mountain' is a ____.
o common noun o proper noun o
collective noun o
uncountable noun
13. Allama Iqbal is our national poet. The word “Allama Iqbal” is a _____.
o common noun o proper noun o countable noun o uncountable noun
14. Flock is an example of a _________________.
o singular noun o plural noun o collective noun o countable noun
15. There________________ many __________ in the forest.
o is/ trees o are/ trees o are/ trees o is/ trees
16. Choose the noun that is always singular.
o Furniture o knife o baby o tooth
17. Choose the irregular plural.
o Cups o teeth o tables o leaves
18. What is the plural form of the volcano?
o volcanoes o volcanoies o
volcanooes o volcanos
19. Which of the following does NOT belong to the neuter gender?
o Curtain o letter o
sailor o walnut
20. Grandma is waiting for _____________ spm.
o Him o her o them o their
21. The girls standing under the tree are eating ______________ lunch.
o his o him o their o my
22. My son dropped ______________ bottle on the ground.
o his o I o
their o
her
23. The old woman lived alone, with __________ to look after ________.
o someone / her o anyone / herself o everyone / she o
no one / her
24. _____ two rings here on my little finger belonged to _____ grandmother.
o These / my o That / mine o Those / me o The / myself
25. I looked everywhere for my keys. The word “looked” is a ________.
o helping verb o main verb o modal verb o linking verb
26. The sun is our source of light and heat. The word “is” is a _______.
o helping verb omain verb o
modal verb o linking verb
27. The word “harmony” has ________________.
o 1 syllable o 2 syllables o
3 syllables o 4 syllables
28. The word “perfect” is ______________________.
o an absolute adjective o not an absolute adjective
o a comparative adjective o a superlative adjective
29. Jameela handled the breakable glasses very carefully. (Which word is an adjective?)

62
 o glasses o very o carefully o breakable
30. Miranda walked with her little sister. (Which word is an adjective?)
o sister o little o with o walked
Section “B”
Time allowed: 75 Minutes Total marks: 45
Q1. Read the stanza and answer the questions given below: 4 marks
Boats sail on the rivers,
And ships sail on the seas;
But clouds that sail across the sky
Are prettier than these.
i. Write two rhyming words from the stanza above. 1 mark
ii. Write the main idea of the stanza. 3 marks
Q2. Read the story and answer the questions given below: 6 marks
On the morning of 8 October 2005, Asad Khan, 17 years old, was sleeping after having sehri on
a charpoy in his lawn at his home in Muzaffarabad, when suddenly the earth beneath his charpoy
started shaking; there was a loud sound, amid merciless jolts, and he was eventually tossed on to
the floor, while his house caved in. When he managed to rise to his feet, everything was engulfed
by clouds of dust, coming from the mountain across the river. The clouds of dirt completely
blemished visibility and people were unable to see anything in front of them, let alone at a
distance, for quite some time. When the dust settled, the survivors rushed to look for their dear
ones buried beneath the fallen buildings. Almost all the buildings I Muzaffarabad was reduced to
rubble, leaving almost all the residents either dead or wounded. Asad Khan's infant nephew was
killed while the adults inside the house were injured. But next-door, the fatalities were much
higher, particularly in the school in his neighbourhood.
i. When did the earthquake occur? 1 mark
ii. What was Asad Khan doing at the time of the earthquake? 1 mark
iii. Why were the fatalities higher in the neighbourhood? 2 marks
iv. Write topic sentence for this paragraph. 2 marks
Q3. Do as directed. 10 marks
i. Are ___________ from Lahore? (insert personal pronoun)
ii. His car is out of order and needs repair. The car that is out of order and needs repair is
___________. (insert possessive pronoun)
iii. Do you remember __________ man that we saw last night? (insert correct article)
iv. Peshawar is __________ beautiful city. (insert correct article)
v. The gate was closed. (write minimal pair of the gate)
vi. They _________ studying all night. (insert helping verb)
vii. I _________ be studying but I am too tired. (insert modal verb)
viii. The girl is wearing a ______________ dress. (insert adjectives of quality)
ix. How ______________ marks did you get? (insert adjectives of quality)
x. I love my father. (insert feminine of the father in the sentence)
Q4. Write a paragraph on “Helping Others”. 10 marks
Q5. Deduce the meaning of the following words and use these 10 marks
in sentences of your own.
1. command 2. compassion 3. equip 4. agreement 5. plan
6. arrive 7. ability 8. develop 9. delight 10. entill

63
 Second Term
Week 1…Day 1 The Rainbow
SLO’s: After studying this unit, students will be able to:
 Give the main idea of the poem.  Identify line and stanza.
 Read the poem and give orally or in writing.
 Use paraphrasing skills to paraphrasing stanzas.
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Analyze how the poet uses language to appeal to the senses through the use of figurative language.
 Recognize literacy techniques such as personification.
 Describe the objects being personified.
 Deduce meanings of difficult words from context.
 Use conventions and dynamics of group discussions and interaction to engage in conversation.
 Demonstrate the use of pronoun as subject and object.
 Identify syllable division and stress patterns.
 Classify adjectives of quantity, quality, size, shape, colour, and origin.
 Change and use degrees of regular and irregular adjectives.
 Recognize and use absolute adjectives.
 Physical description of a person or thing, moving from general to specific.
Concepts of English Grammar to Learn:
 Understand the concept of Adjectives of Quality.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of Adjectives of the Quality chart in the classroom.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Adjective of Quality‖.
Development: 30 Minutes
 Explain the concept of the Adjective of Quality as it is given on page # 57 of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the appropriate adjectives of quality
in the following sentences) as given on page # 57 of the book.
A: Choose the appropriate adjectives of quality in the following sentences.
1. The girl has a _____________ voice.
 red  sweet  fresh  big
2. Ali is a _____________ batsman.
 fine  small  ripe  cruel
3. I like _____________ roses.
 foolish  naughty  ugly  red
4. You may eat _____________ mangoes.
 bright  pink  ripe  unkind
5. Monkeys have _____________ tails.
 long  bitter  ripe  unkind
6. She sounded very _____________ on the phone.

64
  major  ugly  angry  yellow
7. There seems to be some interference on the line. Could you speak _____________ ?
 beautiful  bad  good  louder
8. Sorry, but I can‘t write that _____________.
 blue  fast  ready  bitter
9. I am happy because the changes seem very _____________.
 new  good  bad  white
10. I am very _____________ at the moment. May I call you back in an hour?
 busy  pretty  bitter  sweet
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
personal pronoun in a better way:
https://www.youtube.com/watch?v=pULYOrbw0EM https://www.youtube.com/watch?v=ly0nKk7dk_o
https://www.youtube.com/watch?v=DgZUqx8Xu3s https://www.youtube.com/watch?v=A7ivFsvx1Rc
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 54. Tell them that we‗ll read
the 1st stanza of the poem on page # 54 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, tell them to copy these words for dictation and make sentences.
 Ask the students to write ten on the profession of their choice.
Recap: 5 Min
To check the understanding of the students about the text, ask the students to think about each of
the following questions carefully and if they know its answer just ―Raise their hands‖.
a. What is the importance of colours in our life? b. Which is your favourite colour?
c. Which colour is considered as mother of all the colours?
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 2 The Rainbow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use of the Adjective of Quantity.
Concepts of English Grammar to Learn:
 Understand the concept of the Adjective of Quantity.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of the Adjective of Quantity chart in the classroom.
Vocabulary: sail, rivers, ships, seas, clouds, across, sky, prettier
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Adjective of Quantity‖.
Development: 15 Minutes
 Explain the concept Adjective of Quantity as it is given on page # 58 of the book.

65
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the adjectives of quantity in the
following sentences) as given on page # 58 of the book.
A. Choose the adjectives of quantity in the following sentences.
1. I have told you _____________ times already.
 many  sweet  fresh  little
2. I speak _____________ words.
 bright  pink  few  bad
3. He is _____________ years of age.
 long  ninety  ripe  unkind
4. Did you get _____________ marks?
 major  ugly  mad  many
5. He made _____________ mistakes.
 lovely  several  good  ten
6. All humans wish to live a _____________ life.
 blue  fast  long  bitter
7. He has _____________ money in his purse.
 new  no  yes  white
8. Don‘t eat so _____________ sweets or you‘ll get fat.
 much  pretty  bitter  sweet
9. There is _____________ juice in the bottle.
 many  sweet  several  little
10. I have _____________ money left.
 several  little  ninety  four
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 54
and have a look at the given picture.
 Ask some brief questions about the picture.  After that read the title of the poem loudly.
 Read the 1st stanza of the poem.
 Pause at places and ask simple questions to check comprehension.
 Introduce the concept of rhyming words while reading a poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (sail, rivers, ships, seas, clouds, across, sky,
prettier). Also, ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (sky)
 Ask the students to write the singular form of the following words. (rivers, ships, seas, clouds)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (prettier)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(seas, these)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem.(if any)
 Ask the students to underline any common noun and encircle any proper noun.
 Ask the students to look for any uncountable noun.

66
 Ask the students to look for any Possessive, Indefinite, Reflexive, Interrogative pronoun in
the given text.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for some compound words. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 54. Tell them that we‗ll read
the second stanza of the poem on page # 54 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a separate
notebook. Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Video links for Teachers:
Ask the students to watch the given videos for a better understanding of the concept of the
Adjective of quantity in a better way:
https://www.youtube.com/watch?v=cjrPESYwewc https://www.youtube.com/watch?v=GMD_y9T4AQY
Week 1…Day 3 The Rainbow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Recognize the function of and use Absolute Adjective.
Concepts of English Grammar to Learn:
 Understand the concept of Absolute Adjective.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of an Absolute Adjective chart in the classroom.
Vocabulary: bridges, rivers, pretty, heaven, overtops
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Absolute Adjective Pronouns‖.
Development: 15 Minutes
 Explain the concept of Absolute Adjective as it is given on page # 59 of the book.
 Explain the given concept with the help of supporting examples.
Ask the students to do the given activity (A: Choose whether the following adjectives are
absolute adjectives or not) as given on page # 59 of the book.
A. Choose whether the following adjectives are absolute adjectives or not.
1. Perfect is...  not an absolute adjective  an absolute adjective
2. large is...  not an absolute adjective  an absolute adjective
3. Complete is...  not an absolute adjective  an absolute adjective
4. Extreme is...  not an absolute adjective  an absolute adjective
5. Red is...  not an absolute adjective  an absolute adjective

67
6. Square is...  not an absolute adjective  an absolute adjective
7. Essential is...  not an absolute adjective  an absolute adjective
8. Cold is...  not an absolute adjective  an absolute adjective
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 54
and have a look at the given picture.
 Read the 2nd stanza of the poem.  Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (bridges, rivers, pretty, heaven,
overtops). Also as the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (heaven)
 Ask the students to write the singular form of the following words. (bridges, rivers, overtops)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (pretty)
 Ask the students to look for any adverb in the given text. (if any)
 Ask the students to look for any rhyming words given in the first three lines of the poem. (please, trees)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem. (he)
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (if any)
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 54. Tell them that we‗ll read
the third stanza of the poem on page # 54 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a separate
notebook. Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 4 The Rainbow
SLO’s: After studying this unit, students will be able to:
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Recognize literacy techniques such as personification.
 Demonstrate the use of pronoun as subject and object.
 Recognize the function of and use Regular and Irregular Adjectives.
Concepts of English Grammar to Learn:
 Understand the concept of Regular and Irregular Adjectives.
Teaching Aids:

68
  CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of Regular and Irregular Adjectives chart in the classroom.
Vocabulary: builds
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Regular and Irregular Adjectives‖.
Development: 15 Minutes
 Explain the concept of Regular and Irregular Adjectives as it is given on page # 59 of the book.
 Explain the given concept with the help of supporting examples.
Ask the students to do the given activity (A: Write down the comparative and superlative
degrees of the following adjectives. Also classify whether the adjective is regular or irregular)
as given on page # 60 of the book.
Adjective Comparative Superlative
bad worse worst
far farther farthest
happy happier happiest
little less least
expensive more expensive most expensive
big bigger biggest
good better best
cheap cheaper cheapest
many more most
pretty prettier Prettiest
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 54.
 Read the third stanza of the poem.  Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (builds)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (builds)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (builds)
 Ask the students to look for any adjective in the given text. (if any)
 Ask the students to look for any adverb in the given text. (if any)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(if any)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem. (if any)
 Ask the students to look for any transitional devices in the given text.

69
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (overtops)
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 55.
A. Read out the text and answer the following questions:
1. Write the main idea of the poem.
The poem talks about bridges on the rivers and the bow that bridges heaven, but the bow that
bridges heaven is far prettier.
2. Where do the boats and ships sail?
The boats sail on the rivers and the ships sail on the seas.
3. With reference to the poem describe how the ocean, rivers, and the sky are they the
same? How are they different?
The ocean, rivers, and the sky are they the same because all are vast. They are different because
the rainbow appears only on the sky and bridges can only be made on rivers.
4. Find out the objects of nature in the poem.
The objects of nature in the poem are rivers, clouds, seas, sky, heaven, trees and earth.
5. Write down the nouns used in the poem.
The nouns used in the poem are boats, ships, bridges, bow, road, rivers, clouds, seas, sky,
heaven, trees and earth.
 Ask the students to do (B. Read out the text and express your opinion and personal
preferences) as given on page # 55.
B. Read out the text and express your opinion and personal preferences. (multiple choice
question).
1. The poem ―the rainbow‖ is written by _____________.
 William Ross Wallace  Christina Rossetti
 Julia  Eliza Cook
2. What sails on the rivers?
 ship  fish  boats  canoe
3. What sails on the sea?
 ship  boats  turtles  skiff
4. What is prettier than anything?
 boats  ships  rivers  clouds
5. What bridges both heaven and earth with each other?
 seas  rivers  rainbow  clouds
6. What is prettier than anything?
 boats  ships  rivers  clouds
7. How many colours are there in the rainbow?
 four  six  eight  seven
8. Which areas of Pakistan are most beautiful?
 eastern  western  northern  southern
9. Christina Georgina Rossetti was born on ______________.
 15th December 1830  25th December 1830
 5th December 1830  5th December 1894

70
 Fully Solved Exercise
Deduce the meaning of the following words
Words Deduced meaning
heaven paradise
build to make
far not near
please make happy
prettier more beautiful
road track
C: Gapped Summary: Fill in the gaps with suitable words from the poem.
In this poem, the poet explains how pretty it looks when boats and ships sail on rivers and seas.
But clouds that sail over the sky look more beautiful. There are bridges on the river that adds to
the beauty but a rainbow that makes a road from sky to earth is far prettier than anything else.
How many syllables do the following words have? Also, identify the stress pattern of the words
using a dictionary.
Word syllable stress syllable
Peaceful 2 syllables (peace-ful) PEACEful
Harmony 3 syllables (har-mo-ny) HARmony
Beautiful 3 syllables (beau-ti-ful) BEAUtiful
Rainbow 2 syllables (rain-bow) RAINbow
Bridge 1 syllable (bridge) BRIDGE
Describing picture
This is a picture of a big zoo. It is a beautiful sunny day and a smart girl and a boy are here to
visit the zoo. Both of them are wearing pretty clothes. There are many animals in the zoo. There
is a huge elephant with its little baby. There is a tall giraffe and striped zebras. There are many
naughty monkeys too. The lion with its brown mane looks wonderful. There is a green
crocodile with sharp teeth. The shy camel is cute and the ostrich has a long neck.
Apologizing (Practice the conversation in pairs)
To apologize is to tell someone that you are sorry for having done something that has
caused him inconvenience or unhappiness.
Example:
 I must apologize to Isabel for my late arrival.
 Trains may be subject to delay on the northern line. We apologize for any inconvenience caused.
Here are some expressions you can use to make and respond to apologize:
Making apologies Accepting apologies
I do apologize for That‘s all right.
I must apologize for Never mind.
I apologize for Don‘t apologize.
I‘d like to apologize for It doesn‘t matter.
I am so sorry for Don‘t worry about it.
I shouldn‘t have Don‘t mention it.
I shouldn‘t have Don‘t mention it.
I‘m ashamed of I quite understand.
Please, forgive me for You couldn‘t help it.
Excuse me for Forget about it.
I‘m terribly sorry for Don‘t worry about it.

71
 Pardon me for this No harm done.
،‫ایتشکںدرپاؤںرپیتلچںیہ‬
‫اوراہجزدنمسررپےتلچںیہ۔‬
‫و نکپادؽوجوپرےآامسؿرپاج اجےتںیہ‬
‫اؿےسوخوصبرتںیہ۔‬

،‫درپاؤںرپبںیہ‬
‫اےنتوخوصبرتہکآپوخشوہاجںیئ؛‬
‫ک‬
‫انبپےہ‬
‫وہامکؿوکآامسونںےکدرایمؿاتب ا‬
،‫اوردروتخںوکےچینوھچڑدپا‬

‫ک‬ ‫ک‬
،‫انبپےہ‬
‫اورزنیمےسآامسؿتاتڑسک ا‬
‫اؿےسںیہکزپادہوخوصبرتےہ‬
Week 3…Day 1 Trip to Sharda, Azad Kashmir
SLO’s: After studying this unit, students will be able to:
 Identify the dialogue as a means of direct conversation about the current and prevailing issues.
 Develop listening and speaking skills.  Develop creative writing skills.
 Develop thinking skills.
 Use adverb of manner, time, place, frequency, degree and reason.
 Use conventions and dynamics of group discussion and interaction to use polite expressions
to seek attention.
 Analyze paragraphs to identify sentences that support the main idea through definition, examples,
and evidences.
 Help students recognize and pronounce silent letters in words.
Concepts of English Grammar to Learn:
 Students will learn about to recognize and pronounce silent letters in words.
Teaching Aids:
 CSS English for class 6.
 Display of ―Silent Letters Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: interrogative pronouns who what whom
which whose
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they know anything about ―Silent letters‖.
Development: 30 Minutes
 Explain the concept of ―Silent Letters‖ as it is explained on page # 67 of the book.

72
 Ask the students to do the given activity (C: Underline the silent letters in the following
words. Use the words in the sentences) as given on page # 67 of the book.
C: Underline the silent letters in the following words. Use the words in sentences.
Words with silent letters Sentences
sigh He sighed deeply at the thought.
light She could just see by the light of the candle.
right She gave the right answer to the teacher.
handkerchief He had a handkerchief in his pocket.
handsome He is a very handsome man.
debt I need to pay off all my debts before I leave the country.
thought I've just had a though.
weigh The average male tiger weighs around 200 kg.
align The top and the bottom line of each column on the page should align.
design The design of her shirt is very pretty.
doubt There is some doubt about the best way to do it.
fight I had a fight with my brother.
hedge Just answer ‗yes‘ or ‗no‘—and stop hedging.
lamb We sacrificed a lamb on Eid-ul-Azha.
hide Please don‘t hide my book.
dodge We are playing dodge the ball.
bomb There was a bomb explosion in the city.
bite I took a big bite of watermelon.
numb My hands and feet are numb with terror.
grave We visited Grandma's grave.
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions from the
students.
Home Assignment:
 Ask the students to open their CSS Primary Standard English for class 6 at pages # 63. Tell
them that we‗ll read the first six dialogues of this unit at pages # 63 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write its synonyms on a separate
notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 2 Trip to Shard, Azad Kashmir
SLO’s: After studying this unit, students will be able to:
 Identify the dialogue as a means of direct conversation about the current and prevailing issues.
 Know and use Adverb of the manner in a sentence.
Concepts of English Grammar to Learn:
 Students will learn about Adverb of Manner.
Teaching Aids:
 CSS English for class 6.
 Display of ―Adverb of Manner Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: arranged, educational, recreational, explore, reputed, located, altitude,
captivating, landscape, hill-slides, overlooking, however, famous, ancient, institution, spiritual

73
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they want to know anything more about ―Adverb of Manner‖.
Development: 15 Minutes
 Explain to them the concept of Adverb of Manner as it is given on page # 69 of the book.
 Ask the students to do the given activity (A. Choose the correct adverb for the following
adjectives) as given on page # 69 of the book.
A: Choose the correct adverb for the following adjectives.
1. What is the adverb of slow?
 slower  slowest  slowly  slowness
2. What is the adverb of bad?
 badly  badness  worst  worse
3. What is the adverb of angry?
 angrier  angriest  angriness  angrily
4. What is the adverb of careful?
 carefuller  carefullest  carefully  carefulness
5. What is the adverb of quiet?
 quietly  quieter  quiet  quietist
6. What is the adverb of calm?
 calmer  calmest  calmness  calmly
7. What is the adverb of perfect?
 perfected  perfectness  perfectly  perfecter
8. What is the adverb of thankful?
 thankfuler  thankfully  thankfulness  thank you
9. What is the adverb of rapid?
 rapidness  rapidly  rapider  rapidest
10. What is the adverb of sharp?
 sharpness  sharpener  sharper  sharply
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 63.
 Read the title of the unit loudly.
 Read the first six dialogues of the unit at the given page # 63.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (arranged, educational, recreational,
explore, reputed, located, altitude, captivating, landscape, hill-slides, overlooking, however,
famous, ancient, institution, spiritual)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (arranged, educational, recreational, explore,
reputed, located, altitude, captivating, landscape, hill-slides, overlooking, however, famous,
ancient, institution, spiritual)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.

74
 Ask the students to write the plural form of the following words. (altitude, landscape, institution)
 Ask the students to write the singular form of the following words. (hill-slides)
 Ask the students to look for any action word in the given text. (arranged, explore, reputed,
located, overlooking)
 Ask the students to look for any adjective in the given text. (educational, recreational,
captivating, famous, ancient, spiritual)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(female)
 Ask the students to underline any common noun.
 Ask the students to encircle any proper noun.
 Ask the students to mention any preposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (landscape, hill-slides,
overlooking).
 Ask the students to look for any pronoun in the given text. (if any)
 Ask the students to look for any Interrogative Pronouns in the given text.(if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the students to think about each of
the following questions carefully.
a. What is the importance of educational tours and trips in the life of the students?
b. Describe the scenic beauty of the northern areas of Pakistan.
c. Tell us the name of any tourist spot in Pakistan.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 63 and 64. Tell them that
we‗ll read the next four dialogues of this unit on pages # 63 and 64 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
 Ask the students to write eight lines on ―Why I should attend a study tour‖.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 3 Trip to Shard, Azad Kashmir
SLO’s: After studying this unit, students will be able to:
 Illustrate the use of Adverb of Degree learned earlier.
Concepts of English Grammar to Learn:
 Students will learn about Adverb of Degree.
Teaching Aids:
 CSS Primary Standard English for class 6.
 Display of ―Adverb of Degree Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: fabulous, wonder, background, ruins, pilgrimage, commonly, dedicated,
learning, situated, include, centuries, provides, attraction, interested, archaeology, actively,
disseminating, somewhere, physical, survived, millennial, structures, survived, intact, marvel,
hardly, moreover, architecture, modern
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of ―Adverb of Degree‖ learned the previous classes.
Development: 15 Minutes

75
 Explain the concept of ―Adverb of Degree‖ as it is explained on page # 70 of the book.
Activity
 Ask the students to do the given activity (a. Use the following adverbs of degree in the
sentence of your own) as given on page # 70 of the book.
A: Use the following adverbs of degree in sentences of your own.
Adverbs of Degree Sentences
hardly I hardly get time to play during exams.
quietly He sat quietly on the chair while his father was asleep.
enough There is enough water in the glass.
calmly She calmly handled the situation.
angrily His father called him angrily.
hungrily They looked hungrily at the display of food.
beautifully It is a beautifully decorated house.
lovely He has a lovely voice.
softly She touched the flower softly.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 63 and 64.
 Read the next four dialogues of pages # 63 and 64.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (fabulous, wonder, background,
ruins, pilgrimage, commonly, dedicated, learning, situated, include, centuries, provides,
attraction, interested, archaeology,actively, disseminating, somewhere, physical, survived,
millennial, structures, survived, intact, marvel, hardly, moreover, architecture, modern).
Also, ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (background, pilgrimage,
attraction, millennial, architecture, wonder)
 Ask the students to write the singular form of the following words. (ruins, centuries, structures)
 Ask the students to look for any action word in the given text. (learning, situated, provides,
interested, survived, survived, marvel)
 Ask the students to look for any adjective in the given text. (fabulous, dedicated, physical, modern)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to look for any Adverb of Manner or Adverb of Degree in the given text.
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (background, somewhere,
moreover).
 Ask the students to look for any pronoun in the given text. (if any)
 Ask the students to write eight lines on ―A visit to a historical place‖.
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.

76
  Summarize the lesson in the last five minutes of the lecture.
Home Assignment:
 Ask the students to open their CSS Primary Standard English for class 6 on page # 64. Tell
them that we‗ll read the four dialogues (11th to 14th) of page # 64 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 4 Trip to Shard, Azad Kashmir
Revision of Day 1, Day 2, Day 3
Week 3…Day 5 Trip to Shard, Azad Kashmir
SLO’s: After studying this unit, students will be able to:
 Illustrate the use of Adverb of Time learned earlier.
Concepts of English Grammar to Learn:
 Students will learn about Adverb of Time.
Teaching Aids:
 CSS Primary Standard English for class 6.
 Display of ―Adverb of Time Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: astonishing, mysticism, heyday, besides, philosophy, contemporary,
literature, astronomy, logic, monks, scholastic, pursuits, pleasure, background, knowledge,
mesmerized, ruins, transported, imagine, scholars, gem, tourist
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of ―Adverb of Degree‖ learned the previous classes.
Development: 15 Minutes
 Explain the concept of ―Adverb of Time‖ as it is explained on page # 70 of the book.
 Ask the students to do the given activity (B: Choose the correct adverb of time for the
following sentences) as given on page # 71 of the book.
B: Choose the correct adverb of time for the following sentences.
1. I saw him _______________.
 never  since  yesterday  tomorrow
2. Our family goes on an outing _______________.
 for  before  already  monthly
3. She stayed at her grandmother‘s house _______________.
 all day  never  day after  before
4. Have you _______________ mailed the package?
 never  last year  since 2017  already
5. I haven‘t received the letter _______________.
 yet  since  for  tomorrow
6. I am seeing him _______________ morning.
 tomorrow  never  yesterday  frequently
7. I haven‘t seen her _______________ Monday.
 yet  already  since  before
8. The newspaper arrives _______________.

77
  once a year  daily  for a while  last year
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 64.
 Read the next four dialogues (11 to 14) given on page # 64.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (astonishing, mysticism, heyday, besides,
philosophy, contemporary, literature, astronomy, logic, monks, scholastic, pursuits, pleasure,
background, knowledge, mesmerized, ruins, transported, imagine, scholars, gem, tourist)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (astonishing, mysticism, heyday, besides,
philosophy, contemporary, literature, astronomy, logic, monks, scholastic, pursuits, pleasure,
background, knowledge, mesmerized, ruins, transported, imagine, scholars, gem, tourist)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (philosophy, literature,
logic, pleasure, background, gem, tourist)
 Ask the students to write the singular form of the following words. (besides, monks, pursuits,
ruins, scholars)
 Ask the students to look for any action word in the given text. (mesmerized, transported, imagine)
 Ask the students to look for any adjective in the given text. (astonishing, contemporary, scholastic)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions and
summarize the text of today.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 64 and 65. Tell them that
we‗ll read the last four dialogues of this unit on pages # 64 and 65 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 4…Day 1 Trip to Shard, Azad Kashmir
SLO’s: After studying this unit, students will be able to:
 Illustrate the use of Adverb of Place learned earlier.
Concepts of English Grammar to Learn:
 Students will learn about Adverb of Place.
Teaching Aids:

78
  CSS English for class 6.
 Display of ―Adverb of Place Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: located, relatively, earthquake, maintenance, landmark, urgent, restoration,
attracting, local, international, marveled, treasure, information, classmates, splendid
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of ―Adverb of Time‖ learned the previous classes.
Development: 15 Minutes
 Revise the concept of ―Adverb of Place‖ as it is explained on page # 71 of the book.
 Ask the students to do the given activity (A: Choose the correct Adverb of Place in the
sentence below) as given on page # 72 of the book.
A. Choose the correct adverbs of place in the sentences below.
1. He‘s going to _______________ next week.
 never  Germany  yesterday  frequently
2. The cat was hiding _______________ the table yesterday.
 under  since  today  tomorrow
3. There was a rainstorm _______________ during the night.
 in  yet  in Lahore  today
4. They shifted to a house _______________ last month.
 nearby  by the  yet  sometimes
5. The cinema is _______________.
 never  there  yesterday  tomorrow
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 64 and 65.
 Read the last four dialogues of this unit on pages # 64 and 65.
 Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (located, relatively, earthquake,
maintenance, landmark, urgent, restoration, attracting, local, international, marveled,
treasure, information, classmates, splendid)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (located, relatively, earthquake, maintenance,
landmark, urgent, restoration, attracting, local, international, marveled, treasure, information,
classmates, splendid)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)

79
 Ask the students to look for any masculine or feminine noun in the given text. ( if any)
 Ask the students to underline any common noun.
 Ask the students to encircle any proper noun.
 Ask the students to mention any preposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
 Ask the students to look for any demonstrative pronoun in the given text.
 Ask the students to look for any reflexive pronoun in the given text.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the text.
Home Assignment:
 Ask the students to do (A. Read out the text answer the following questions) as given on
page # 65.
A: Read out the text and answer the questions:
1. Do you know where Sharda University is situated?
Ans: Sharda is located on the banks of the Neelum River at an altitude of 1981m, about 136
kilometers Northeast of Muzaffarabad, Azad Jammu, and Kashmir.
2. Name another ancient city that you have heard about.
Ans: I have heard about Moen-jo-Daro / Harappa / Taxila / Takht-i-Bahi / Sahr-i-Bahlol.
3. What do you know about Sharda?
Ans: Sharda is a small town is Azad Kashmir. The village is famous for its ancient Sharda
University. It was a seat of learning and mysticism, where besides religion, philosophy,
contemporary literature, along with astronomy and logic were taught.
4. What subjects were taught at Sharda University by the monks?
Ans: Monks used to teach religion, philosophy, contemporary literature, astronomy and logic
to the people.
5. What happened to Sharda University in 2005?
Ans: The earthquake of 2005 left the place in a very bad condition. Lack of maintenance is another
reason why this important landmark lays in ruins today. As such, it is in urgent need of restoration.
Once the restoration process takes place, there is no doubt it will start attracting local and
international tourists alike who will be marveled by it. Sadaf, will also be marveled once she visits
this lost treasure of Pakistan. Sadaf thanked her father for the information. He advised her to take a
camera with her.
 Ask the students to do (B. Close exercise: Fill in the blanks with words from text) as given
on page # 66.
B. Fill in the blanks to complete the cloze paragraph.
The ruins of the famous temple and Hindu pilgrimage site Sharda Peeth commonly known as the
University of Sharda, is dedicated to the goddess Sharda who represents learning, is situated in this
town. Other historical sites in the town include the Sharda fort and Kishan Ghaati. It was a Buddhist
and Hindu place of learning for centuries. The Sharda script was developed here in the 9th century.
 Ask the students to do (C. Decide whether the sentence below are fact or opinion) as given
on page # 65.
C. Decide whether the sentences below are fact or opinion.
1 Michael Jordan is the greatest basketball player of all time. Fact
2 Diamonds are the hardest substance on Earth. Fact
3 Horse manure smells awful. Opinion
4 The price of gas has grown to become too expensive. Opinion

80
 5 Vegetarians are healthier than people who eat meat. Fact
Week 4…Day 3 Trip to Shard, Azad Kashmir
SLO’s: After studying this unit, students will be able to:
 Illustrate the use of Adverb of Frequency and Adverb of Reason.
Concepts of English Grammar to Learn:
 Students will learn about Adverb of Frequency and Adverb of Reason.
Teaching Aids:
 CSS English for class 6.
 Display of ―Adverb of Frequency and Adverb of Reason Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of ―Adverb of Place‖ learned the previous classes.
Development: 30 Minutes
 Revise the concept of ―Adverb of Frequency‖ as it is explained on page # 72 of the book.
 Ask the students to do the given activity (A: Choose the correct Adverb of Frequency in
the sentence below) as given on page # 73 of the book.
A. Choose the correct adverbs of Frequency in the sentences below.
1. He _______________ listens to the radio.
 often  always  occasionally  seldom
2. They _______________ read a book.
 always  normally  sometimes  never
3. Palwasha _______________ gets angry at anybody.
 hardly ever  usually  always  often
4. Tauseeq _______________ is very friendly with people.
 frequently  seldom  always  often
5. I _______________ take sugar in my coffee.
 always  usually  normally  accasionally
6. Rameez is _______________ adds salt to his food.
 seldom  yet  today  normally
7. My grandmother _______________ takes omelette in breakfast.
 yesterday  always  today  sometimes
 Revise the concept of ―Adverb of Reason‖ as it is explained on page # 73 of the book.
 Ask the students to do the given activity (A: Choose the correct Adverb of Reason in the
sentence below) as given on page # 73 of the book.
A. Choose the adverbs of reason in the following sentences.
1. Maria was neglected by the teachers _______________ she left college.
 never  therefore  yesterday  frequenlty
2. The teacher is ill and _______________ is unable to come to school.
 therefore  since  today  tomorrow
3. It is raining again, _______________ we will have to cancel the match.
 in  yet  hence  today
4. He gets the award _______________ of his talent.
 through  how far  consequently  onto
5. The bell rang _______________ he left the school.
 so  by the  yet  sometimes

81
6. _______________ of rain the match was postponed.
 on account  since  yesterday  tomorrow
Fully Solved Exercise
A. Find the meaning of the following words in a dictionary and use them in sentences of your
own.
Words Meaning Sentences
explore to travel to or around an area or a As soon as we arrived on the island we were
country in order to learn about it ready to explore, it.
excited feeling or showing happiness We were excited to go for a picnic.
baffled to confuse somebody completely I'm baffled why she hasn't called.
treasure a highly valued object Sharda University site is our national treasure.
millennial connected with a period of a University's physical structure has survived
thousand years through more than millennial.
century a period of 100 years It was built at the turn of the century.
B. Write these words in the right column.
1 syllable 2 syllables 3 syllables
- teach / er im / por / tant
- un / cle suit / a / ble
- an / kle o / pin / ion
- cli / mate an / i / mal
- busi / ness -
A. Choose suitable adverbs for the following sentences. The kind of adverb you need to choose
is indicated in the brackets.
1. I am not _______________ sure. (Adverb of degree or manner)
 quite  yesterday  occasionally  seldom
2. You will _______________ see the results. (Adverb of time)
 very  always  almost  july
3. He writes _______________ written. (Adverb of time or frequency)
 often  always  occasionally  seldom
4. We visit them _______________. (Adverb of degree)
 since  yet  occasionally  calmly
5. He is _______________ wrong. (Adverb of degree)
 very  today  before  for a while
6. He died 2 years _______________. (Adverb of time)
 usually  ago  occasionally  seldom
7. Are you _______________ prepared? (Adverb of manner)
 often  always  occasionally  seldom
8. I could not find the book _______________. (Adverb of place)
 never  since  yesterday  monthly
9. She left the school _______________ her classmate bullied her. (Adverb of reason)
 often  because  occasionally  yet
10. He did not work, _______________ he failed. (Adverb of reason)
 therefore  consequently  sometimes  how far
11. He said the same thing _______________. (Adverb of frequency)
 often  again  occasionally  usually

82
‫)‪12. My work is _______________ finished. (adverb of degree or quantity‬‬
‫‪ almost‬‬ ‫‪ nearly‬‬ ‫‪ harally‬‬ ‫‪ everyday‬‬
‫)‪13. Please come _______________. (Adverb of place‬‬
‫‪ one year‬‬ ‫‪ here‬‬ ‫‪ for a year‬‬ ‫‪ before‬‬

‫شاردا‪،‬آزادریمشکاکاتیمیلعتاوررفتیحیدورہ‬
‫اتدؿجدصػاوکسؽےسولیٹوتوہتہبوخشاوررپوجشرظنآیئ۔‬
‫دصػ ‪ :‬ہارےاوکسؽےنک ہتےکروزشاردا‪،‬آزادریمشکاکاتیمیلعتاوررفتیحیدورہدقعنمایکےہ۔ایکںیماسںیماجیتکسوہں؟‬
‫وادل ‪ :‬تہبوخب!بلکلآپاجیتکسںیہاےسیدورےابلطءوکاےنپکلمےکپارےںیمےنھکیساوردرپاتفرکےناکومعققرامہرکےتںیہ۔‬
‫دصػ ‪ :‬مکازمکںیمہیوھکیسںیگہکہیاہکںواعقےہ۔‬
‫شاردا‪،‬علضملین‪،‬آزادریمشک‪،‬پااتسکؿںیمواعقاتوھچپاہبصقےہ۔ہیعلضملینیکدوولیصحتںںیمےساتاوروادئملینےکنیسحولیمجاقمامتےک وطر‬ ‫وادل ‪:‬‬
‫رپامیناجیتےہ۔شاردادرپاےئملینےکانکرےرپ‪2912‬مریکاواچنیئرپرقتابیً‪231‬ولکمر‪،‬رفظمآپاد‪،‬آزادومجںریمشکےک لاؽ قرؼںیمواعق‬
‫ےہ۔‬
‫دصػ ‪ :‬یج!ہارےااتسدےنںیمہانبپاےہہکشارداےکانمرظدشکلاوردعتمدومشچںاوردروتخںےسرھبےںوڑڑوںرپیہ لمںیہ۔‬
‫شاردیاورپاردیدوںوڑڑیوچایٹںںیہوجوادیےکاردرگدواعقںیہ۔اہتبلہیاگؤںشارداویوینریٹسوجہکزامہندقمیںیمدبھدرھؾیکاایشءںیم‬ ‫وادل ‪:‬‬
‫ایلعٰیمیلعتدراگسہرہرکرہیکچےہ‪،‬یکوہجےسوہشمرےہ۔ہیدراگسہاتزامےنںیمدنہواوردبھدرھؾیکرواحینامیلعتتاکرمکرریہےہ۔‬
‫ک‬ ‫ک‬ ‫ک‬
‫دصػ ‪ :‬زیردس!ہیوتشادنارےہ!ںیموسچریہوہںہکایکآپےھجمشاردااکپاریخیسپرظنمدےتکسںیہ۔‬
‫وہشمرڈنھکردنمراوردنہوزپارتاگہ’’شاردہھٹیپ‘‘وجہکاعؾوطررپویوینریٹسآػشارداےکپاؾےسوہشمرےہ۔درالصدنہودوییشارداوک‪،‬‬ ‫وادل ‪:‬‬
‫ک‬ ‫کِ‬
‫وجہکےنھکیسیکامندنئہیھت‪،‬وہ ےہ‪،‬اسم رںیمواعقےہ۔’’شارداوفرٹ‘‘ اور’’ شناھگیٹ‘‘ وہپاریخیاقمامتںیہوجاسم رںیمواعقںیہ۔‬
‫ہیہگجدصویںےسدنہواوردبھدرھؾےکےنھکیساکرمکرےہ۔‬
‫ک‬
‫دصػ‪ :‬ےھجمنیقیےہہکم رںیماؿآپا ِردقہمییکوموجدیگپارخیںیمدیپسچلرےنھکواولںےکےیل قصوتہجاکرمکر ینوہیگ۔‬
‫ک‬
‫اہںااسییہےہ۔شارداویوینریٹسونںیدصیےکدوراؿاعفؽفرزرپملعوکقروغدیتیریہ۔ویوینریٹساکڈاھہچنایھبیھبرتہباحلںیم‬ ‫وادل‪:‬‬
‫ےہ۔ارگہچاسیکامعرتوکوکیئاصقنؿںیہناچنہپےہ‪،‬و نک ہیابیھباینپہگجرپڑھکاےہ۔ہیوخدیھبریحتیکپاتےہ۔داینںیمھچکامعرںیت‬
‫ایسیںیہوجچبںیئگ۔ہیاؿںیمےساتےہ۔۔‬
‫دصػ ‪ :‬ہیریحاؿنکےہ!اسےکپارےںیماوراتبںیئ‪،‬وادلاصج۔‬
‫وادل ‪ :‬شارداویوینریٹسونجیباایشءںیمملعےنھکیسیکامہوتسشنںںیمےساتیھت۔راہ‪،‬ولوگںوکدنی‪،‬ہفسلف‪،‬رصعیادب‪،‬ایکلفتاورقطنم‬
‫ک ک‬
‫یکمیلعتدےتیےھت۔وہاےنپوقےکرتہبنیااکسرلےھت۔‬
‫ک‬
‫دصػ ‪ :‬ےھجم نیقیےہہکآپےکقرامہرکدہپاریخیسپرظنمےکپاعاسنفِریمعتاکدورہرکےنیکوخیشدوینگوہاجےئیگ۔‬
‫شارداےکڈنھکراتیکرفتحیےکدعبآپوحسمروہاجںیئیگ۔ آپوسحمسرکںیم ہکآپاتہراراسؽےلہپاج ےئگںیہ۔‬ ‫وادل ‪:‬‬
‫آپراوبہںاورابلطءوکویوینریٹسےکاسھتڑپےتھاورداعامےنگناکوصتررکےگ ںم ۔ شاردااکاتدنمریھبےہ۔ ایسوحںےکےیلدےنھکیاور‬
‫وھگےنمےکےیل ہیاترتہبنیہگجےہ۔‬

‫‪83‬‬
 ‫ک‬
‫ ںیمہیسھچکدےنھکیےکےیلےبقراروہں۔‬: ‫دصػ‬
‫ک‬
‫ےکززلےلےناسہگجرپتہبزپادہیفن ایرات‬1221‫شارداویوینریٹساواچنیئرپواعقےہسجیکوہجےسزایرنیوکرگیماکاسانمںیہنرکپاڑپپا۔و نک‬ : ‫وادل‬
‫ک‬
‫ڈاےلںیہ۔دھکیاھبؽاوراحب ییکیمکیکوہجےسہیامہپاریخیہگجآکڈنھکراتیکم لںیموموجدےہ۔اسےیلاےسوفریاحب ییکادشرضورتےہ۔‬
‫ارگاحب یاکاکؾلمکمرکدپاایگوتہیاقمیماورنیباالوقایمایسوحںوکاینپفرػومہجرکےاگوجاسیکوخوصبریتدھکیرکفطلادنوزوہںم ۔اٹیب‬
‫آپیھبپااتسکؿےکاسوھکےئوہےئخراےنوکدھکیرکریحاؿوہاجںیئیگ۔‬،‫دصػ‬
‫ںیمہیساینپمہامجوتعںوکیھباتبؤںیگ۔‬،‫اوباجؿ‬،‫ اینتدیفمولعمامتاکتہبرکشہی‬:‫دصػ‬
‫ک ک‬
!‫اٹیب۔ادیمےہآپاکوقشادنارزگرےاگ‬،‫ اانپرمیکہرضورےلرکاجےیئاگ‬: ‫وادل‬
Week 5…Day 1
A Letter to your brother on etiquettes for travellers
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Analyze and compare various informal and formal letters to note the difference in conventions,
vocabulary, style, and tone.
 Write formal letters to people in the immediate and extended environment for various purposes.
 Follow conventions of the formal letter with respect to layout, salutations, etc.
 Recognize and demonstrate the use of appropriate vocabulary, style and tone in formal letters.
 Write the address on the envelope clearly and in the proper format.
 Write an application to people in an extended environment revise for correct format, layout.
 Write an application to people in the extended environment revise for appropriate vocabulary,
style, and tone.
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Comprehend and apply in speech the word stress rule, for example, stress shift for emphasis
and change in meaning in parts of speech.
 Illustrate the use of preposition of position, time, movement, direction and compound prepositions.
 Use I speech and writing transitional devices of addition, alternative, comparison, contrast,
illustrations, sequences, conclusion, causes, and effects.
 Use conventions and dynamics of group discussion and interaction to give and follow
directions/instructions.
Concepts of English Grammar to Learn:
 Students will learn about Transitional devices and silent letters.
Teaching Aids:
 CSS English for class 6.
 Display of ―Transitional devices Chart‖ in the classroom.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they know anything about ―Transitional devices‖.
Development: 30 Minutes
 Explain to them the concept of Transitional devices as given on page # 81 of the book.
 Explain the concept with the help of supporting examples.

84
 Ask the students to do the given activity (A: Write sentences using the following
transitional device) as given on page # 83 of the book.
A. Write sentences using the following transitional devices.
1. He's only 17 and therefore not eligible to vote.
2. You can park on either side of the street. 3. The hospital is further down the road.
4. His checkered jacket stands in contrast to his plain pants.
5. And again, we must think of the cost.
 Explain to them the concept of Silent Letters as given on page # 88 of the book.
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize today‘s text in the last 5 minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 77. Tell them that we‗ll
read the first paragraph of this letter on pages # 77 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 2
A Letter to your brother on etiquettes for travellers
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Write the address on the envelope clearly and in the proper format.
 Illustrate the use of prepositions of position and time.
Skills Learnt:
 Students will learn about the Preposition of Position and Time.
Teaching Aids:
 CSS English for class 6.
 Display of ―Proposition of Position and Time Chart‖ in the classroom.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: happy, embraced, adopted, especially, skills, etiquettes, manners, attitude,
patient, tolerant, determine, success
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain to them the concept of Proposition of position and time as given on pages # 83 and
84 of the book.
 Explain the concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correct preposition to complete the
sentences below) as given on page # 84 of the book.
A. Choose the correct preposition to complete the sentences below.
1. There are two students __________ the class.
 next  in  on  front
2. The oranges are not in the basket. They are __________ the table.
 in  between  next  on

85
 3. My pencil is __________ the books and the notebooks.
 between  in  on  next
4. The red car is __________ of the house.
 behind  in front  next to  under
5. There isn‘t anything __________ my pocket.
 between  next to  in  near
6. Some student are waiting in __________ the classroom.
 next to  front of  between  under
7. Our house is __________ to the supermarket.
 in  on  behind  next
8. Oh my God! I saw a mouse ____________ the sofa.
 behind  in  next  between
9. There is a big supermarket __________ the park.
 on  near  in front  next
10. The children are playing __________ the garden.
 on  between  in  to
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 77
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 77.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (happy, embraced, adopted,
especially, skills, etiquettes, manners, attitude, patient, tolerant, determine, success)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (happy, embraced, adopted, especially, skills,
etiquettes, manners, attitude, patient, tolerant, determine, success)
 Ask the students to write the plural form of the following words. (attitude, patient, success)
 Ask the students to write the singular form of the following words. (skills, etiquettes, manners)
 Ask the students to look for any action word in the given text. (embraced, adopted, determine)
 Ask the students to look for any adjective in the given text. (happy, tolerant)
 Ask students to mention any adverb in the given text. (especially)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 77. Tell them that we‗ll
read the second paragraph of this unit on page # 77 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 3

86
 A Letter to your brother on etiquettes for travellers
SLO’s: After studying this unit, students will be able to:
 Follow conventions of the formal letter with respect to layout, salutations, etc.
 Recognize and use appropriate transitional words within and beyond paragraphs for better
coherence and cohesion at the discourse level.
 Illustrate the use of prepositions of movement and direction.
Skills Learnt:
 Students will learn about the preposition of movement and direction.
Teaching Aids:
 CSS English for class 6.
 Display of ―preposition of movement and direction Chart‖ in the classroom.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: adaptation, environment, something, personality, everybody, self-respect,
polite, generous, greet, someone, travelling, disabled, quality, civilized, society
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concept of Proposition of position time.
Development: 15 Minutes
 Explain to them the concept of the preposition of movement and direction as given on pages
# 84 and 85 of the book.
 Explain the concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correct preposition to complete the
sentences below) as given on page # 85 of the book.
A. Choose the correct preposition to complete the sentences below.
1. You must be back __________ four o‘clock.
 for  in  to  by
2. Workout is necessary __________ health.
 to  for  by  in
3. The athletes ran __________ the track for 1 hour.
 off  through  along  up
4. You must always wear a helmet when you cycle in case you fall __________ the bike, you
will not get hurt.
 under  off  into  above
5. A woman is looking __________ her diamond ring.
 to  in  at  inside
6. A woman is holding a cup of tea __________ her hands.
 in  into  on  by
7. What are you doing __________ coming Sunday?
 to  in  on  from
8. We are going to watch movie __________ this coming Friday.
 in  from  to  on
9. The train passed __________ the tunnel.
 on  away from  through  inside
10. We are going on vacation __________ August.
 in  at  since  for

87
 Ask the students to do the given activity (B: Look at the diagram carefully and choose the
correct preposition to complete the sentences below) as given on page # 86 of the book.
B. Look at the diagram carefully and choose the correct preposition to complete the sentences
below.
1. The library is __________ the department store.
 between  opposite
 one block away  at the back of
2. The train station is __________ the post office.
 behind  on the side of  in front of  next to
3. The theatre is on one side of the bookstore and department store is on the ________ of it.
 other side  go along  walk up  turn right
4. The grocery store is __________ the theatre.
 down the  opposite  go up  turn the corner
5. The bank is __________ the cafe.
 at the back of  on the right of
 opposite  around the corner
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 77.
 Read the second paragraph on page # 77.  Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (adaptation, environment, something,
personality, everybody, self-respect, polite, generous, greet, someone, travelling, disabled,
quality, civilized, society)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (adaptation, environment, something, personality,
everybody, self-respect, polite, generous, greet, someone, travelling, disabled, quality,
civilized, society)
 Ask the students to write the plural form of the following words. (adaptation, environment,
personality, quality, society)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (greet, travelling)
 Ask the students to look for any adjective in the given text. (polite, generous, disabled, civilized)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (something, everybody,
self-respect, someone, disabled).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s text.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 77 and 78. Tell them that
we‗ll read the third paragraph of this unit on pages # 77 and 78 tomorrow.

88
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 4 A Letter to your brother on etiquettes for travellers
Revision of Day 1, Day 2, Day 3
Week 5…Day 5 A Letter to your brother on etiquettes for travellers
SLO’s: After studying this unit, students will be able to:
 Recognize and demonstrate the use of appropriate vocabulary, style and tone in formal letters.
 Identify and utilize effective study skills e.g. making a mind map, brainstorming for generating
and developing ideas.
 Illustrate the use of long and short vowels.
Concepts of English Grammar to Learn:
 Students will learn about the long and short vowels.
Teaching Aids:
 CSS English for class 6.
 Display of ―long and short vowels Chart‖ in the classroom.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: quarrel, anybody, brotherhood, homework, regularly, certainly, survive,
without, problem
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concept learned in the previous classes.
Development: 15 Minutes
 Explain to them the concept of long and short vowels as given on pages # 86 and 87 of the book.
 Explain the concept with the help of supporting examples.
 Ask the students to do the given activity (Determine if the bold vowel are short or long
vowel sound) as given on page # 87 of the book.
aim /eɪm/ long vowel
fame /feɪm/ long vowel
cat /kæt/ short vowel
bat /bæt/ short vowel
put /pʊt/ short vowel
date /deɪt/ long vowel
goat /ɡəʊt/ long vowel
evil /ˈiːvl/ long vowel
sea /siː/ long vowel
ease /iːz/ long vowel
into /ˈɪntə/ short vowel
dine /daɪn/ long vowel
mint /mɪnt/ short vowel
odds /ɒdz/ short vowel
top /tɒp/ short vowel
stun /stʌn/ short vowel
utter /ˈʌtə(r)/ short vowel

89
 program /ˈprəʊɡræm/ short vowel
bowl /bəʊl/ long vowel
get /ɡet/ short vowel
fine /faɪn/ long vowel
sun /sʌn/ short vowel
butter /ˈbʌtə(r)/ short vowel
devil /ˈdevl/ short vowel
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 77
and 78.
 Read the third paragraph of the unit as given on pages # 77 and 78 of the book.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write its synonyms on a separate notebook. (a quarrel, anybody, brotherhood,
homework, regularly, certainly, survive, without, problem)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (quarrel, anybody, brotherhood, homework,
regularly, certainly, survive, without, problem)
 Ask the students to write the plural form of the following words. (quarrel, anybody,
homework, problem)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (quarrel, survive)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (anybody, brotherhood,
homework, without).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions from the students.
 Summarize the text in the last five minutes of the lecture.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 78.
A. Read out the text and answer the following questions
1. How can we live responsibly in society?
Ans: We can live responsibly in society by respecting the people, our workplace, the environment and
the animals.
2. Do you know the difference between a formal and an informal letter?
Ans: The main difference between formal and Informal Letter is that a formal letter is written for
professional (business) communication while the informal letter is written to a friend, a family
member or an acquaintance.

90
3. Why do you need to write a letter?
Ans: Writing letters allows us to keep in touch with people whom we love.
4. What are good manners? Why is it important to show good manners?
Ans: Manners are something used every day to make a good impression on others and to feel
good about oneself. No matter where you are - at home, work, or with friends - practicing
good manners is important.
Ask the students to do (B. Read out the text and express your opinion and personal
preferences. (Multiple choice questions) as given on page # 78.
B. Read out the text and express your opinion and personal preferences. (Multiple choice
questions)
1. Why have the good manners been developed?
 to give people more rules to learn
 to make living together easier
 for no good reason
 because people are mean
2. if I meet someone new and I want to show good manners, I should ………
 stare
 say nothing
 pretend I do not see him
 smile and say hellow
3. If I am sitting in a crowded bus or train, and someone older than I gets on, I should ……..
 do nothing  stare at him
 make fun of him  get up and give that person my seat
4. How should be your behaviour towards others?
 tolerant  rude  mad  angry
5. We show good manners and etiquettes when we _______________.
 do not talk with a full mouth  do not say thank you or sorry
 do interrupt, or cut into a line  fight with each other
6. Whom should we care for while traveling on the bus?
 children  women
 elderly and disabled people  students
Fully Solved Exercise
D. Fill in the missing words to complete the letter.
House # 36,
GT Road, Rahim Abad,
Swat.
5th April 2017.
Dear Zafar,
I received a letter yesterday from father informing me that you are very weak in studies as a
result of which you failed in the exam. This is very bad. You are aware that education makes a
man perfect. And without hard work education is not attainable.
You should study regularly to get good marks.
Therefore, I am asking you to study regularly. I hope you will listen to me.
Your loving sister,
Asma.
A. Underline the silent letters i.e. “w”, “b”, “l” and “gh” in the words below.
write debt night talk fight could

91
 wrong light should palm climb whole
calm who doubt would writer half
B. Make two sentences each with the words present and export showing them as noun and verb
depending on whether the stress is on first or second syllable.
Words with stress Sentences
pattern
EXport as noun Then the fruit is packaged for export.
exPORT as verb The islands export sugar and fruit.
IMport as noun The report calls for a ban on the import of hazardous waste.
imPORT as verb The country has to import most of its raw materials.
CONtract as noun This is the contract between the buyer and seller.
conTRACT as verb The heart muscles contract to expel the blood.
OBject as noun Glass and plastic objects lined the shelves.
obJECT as verb If nobody objects, we'll postpone the meeting until next week.
A. Write a letter to your father asking for his permission to go on a trip arranged by the
school. Also write recipient's address on envelope below.
House # 66 B
Stadium Road, Charsada.
15th June 2017.
My dearest father,
I have joined the hostel and everything is comfortable here. I miss you and Mummy very much.
According to the school policy, a visit to historical places is included in the syllabus. A trip to
Taxila Museum, at the end of this month has been organized by the school. The expenditure will
not be more than Rs. 500/- per head, as the school will contribute towards boarding and lodging.
Visiting Taxila Museum was always my dream. Kindly give me permission to join the trip and
send me the required amount for my expenditure. Please assure Mummy that I will take proper
care of myself.
Pay my regards to a mother and Sadia Baji. With love to all.
Your affectionately,
Idrees

،21‫اکمؿربمن‬
،‫ڈیٹسمیروڈ‬
‫اشپورٹنیک‬
،1227‫اتسگ‬2
،‫ریمےزعیراھبیئ‬
‫ک‬ ‫ک‬
‫مہساہللےکلضفےسریخیےسںیہاورادیمرکےتںیہہکمتیحبریخبیوہم ےھجمہیاجؿرکوخیشوہیئہکآپےنےئناوکسؽںیمداہلخایلےہاور‬
‫اہلٹسیکزدنیگاکآاغزایکےہ۔ںیم ہیطخوصخیصوطررپآپوکزدنیگیکاہمروتںاکادنازہدےنیےکےئلھکلراہوہںسجےکاسھتآپوکاےنپرھگےکالعوہ‬
‫ک‬
‫و نکآپوکدورسے‬،‫یسکاورہگجرپزدنہرےنہیکرضورتےہ۔ آپفلتخمولوگںےکاسھتفلتخماحوتلںںیمضعباواقتےبینیچوسحمسرکتکسںیہ‬
‫ک‬
‫اعمالمتکیھٹوہاجںیئم ۔ اےھچآداباوراےھچولسکےسزدنیگںیماینپاکایمیباکنیعترکےن‬،‫ولوگںےکفرزلمعرپربصاوررواداروہپااچےئہ۔ ی‬
‫ںیمدمدےلمیگ۔‬

92
 ‫ک‬
،‫ہراتےکاسھتزعتسفنےکاسھتاعم ہلرکو۔ آپےسوتعقیکاجیتےہہکوہہراتےکاسھتشاہتسئاورقراخدؽوہںاچےہوہآپےکااسیدہ‬
‫ک ک‬ ‫ک‬
‫رمعردیسہاقرادپاذعموراقرادیکہشیمہدھکیاھبؽرکںی۔ سب‬،‫الکسولیف پادوسوہں۔ جآپیسکےسےتلموہوتہشیمہالسؾرکو۔ سبںیمرفسرکےتوق‬
‫ک ک‬
‫رمعردیسہاقرادپاذعموراقرادیکہشیمہدھکیاھبؽرکںی۔‬،‫ںیمرفسرکےتوق‬
‫آپوکیسکےسڑگھجاںیہنرکپااچےئہ۔ آپاکفرزلمعاورفرزلمعاوختیکاکعیسرکے۔‬
‫ےھجمادیمےہہکآپاؿدنچزیچوںوکذنہںیمرںیھکم ۔ وہینیقیوطررپآپوکیئنوصراحتؽےسےنٹمنںیمدمدرکںیم ۔ امںاورپاپدوونںآپےک‬
‫ےئلداعرکےتںیہ۔‬
‫اہمترااھبیئ‬
‫رفظ‬
Week 6…Day 1
Letter to the Newspaper Editor on cause and effects of pollution
SLO’s: After studying this unit, students will be able to:
 Identify and correctly pronounce diphthongs and triphthongs in words.
 Analyze and compare various informal letters to write short letters to people in the immediate
social and academic environment.
 Identify parts of a letter.
 Follow conventions of an informal letter with respect to layout, salutations, etc.
 Recognize and demonstrate the use of appropriate vocabulary, style and tone in informal letters.
 Write the address on the envelope clearly and in proper format.
 Write the composition of three or more paragraphs following conventions of essay writings.
 Use in their own writing sequential order of ideas and appropriate sequence makers e.g. first,
next, then, etc.
 Illustrate the use of regular and irregular verbs in speech and writing.
 Recognize the form and various functions and illustrate the use of simple past and past
continuous tenses.
Concepts of English Grammar to Learn:
 Students will learn about Diphthong and Triphthong.
 Students will learn about Regular and irregular Verbs.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they know anything about ―Diphthong and Triphthong‖.
Development: 30 Minutes
 Explain to them the concept of Diphthong and Triphthong as given on page # 94 of the book.
 Explain the concept with the help of supporting examples.
 Explain to them the concept of regular and irregular verbs as given on page # 95 of the book.
 Explain the concept with the help of supporting examples.
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize today‘s text in last 5 minutes.

93
Home Assignment:
 Ask the students to open their CSS English for class 6 at pages # 89. Tell them that we‗ll read
the first paragraph of this letter on pages # 89 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 6…Day 2
Letter to the Newspaper Editor on cause and effects of pollution
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Illustrate the use of Simple Past Tense.
Skills Learnt:
 Students will learn about the Simple Past Tense.
Teaching Aids:
 CSS English for class 6.
 Display of ―Simple Past Tense Chart‖ in the classroom.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: esteemed, newspaper, awareness, attention, concerned, authorities, pollution,
threat, mankind, legislation, constitutional, amendments, failed, serious, atmosphere, composed,
various, smoke, traffic, situation, worst, temperature, automobile, exhaust, forest, nervous,
suffocation, giddiness, headache, ability, internal, blockage, respiratory, havoc
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain to them the concept of Simple Past Tense as given on page # 95 of the book.
 Explain the concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correct option in the simple past
tense for the following sentences) as given on page # 96 of the book.
A. Choose the correct option in simple past tense for the following sentences.
1. She _____________ some chocolates to the party.
 bring  brought  bright  bringing
2. The police_____________ me on my way home last night.
 stopped  was stop  stopping  stops
3. The film was very good. I _____________ it very much.
 was enjoy  enjoying  enjoyed  enjoys
4. 1 _____________ a new song on the radio.
 hear  heard  was hear  hearing
5. I _____________ three books last week.
 reads  reading  read  was read
6. They _____________ in Pashto to the waiter.
 was speak  speaking  speaks  spoke
7. I _____________ a lot of money yesterday.
 was spent  spend  was spend  spent
8. The window was open and a bird _____________ into the room.

94
  flew  fly  was fly  was flew
9. I _____________ an expensive dress.
 buy  bought  was buy  buying
10. We _____________ Dawood in town a few days ago.
 Was saw  see  saw  was see
11. I _____________ to the cinema three times last week.
 went  go  going  gane
12. Alesha _____________ very hard last week.
 works  was working  worked  work
13. I _____________ English for two years.
 study  studied  was studying  studying
14. We _____________ for this seminar since last year.
 waited  wait  waits  was waitir
15. I _____________ my English a lot since the last seminar.
 improve  improves  improved  improving
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 89
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 89.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (esteemed, newspaper, awareness, attention,
concerned, authorities, pollution, threat, mankind, legislation, constitutional, amendments, failed,
serious, atmosphere, composed, various, smoke, traffic, situation, worst, temperature, automobile,
exhaust, forest, nervous, suffocation, giddiness, headache, ability, internal, blockage, respiratory,
havoc). Ask the students to copy these words for dictation and make sentences. (happy, embraced,
adopted, especially, skills, etiquettes, manners, attitude, patient, tolerant, determine, success)
 Ask the students to write the plural form of the following words. (newspaper, threat,
mankind, legislation, atmosphere, smoke, situation, automobile, forest, suffocation,
giddiness, headache, ability, blockage)
 Ask the students to write the singular form of the following words. (authorities, amendments)
 Ask the students to look for any action word in the given text. (awareness, attention, failed,
composed, exhaust)
 Ask the students to look for any adjective in the given text. (esteemed, constitutional, serious,
worst, nervous, respiratory)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 90. Tell them that we‗ll
read the second paragraph of this unit on page # 90 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a

95
 separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 6…Day 3
Letter to the Newspaper Editor on cause and effects of pollution
SLO’s: After studying this unit, students will be able to:
 Follow conventions of the formal letter with respect to layout, salutations, etc.
 Recognize and use appropriate transitional words within and beyond paragraphs for better
coherence and cohesion at the discourse level.
 Illustrate the use of Past Continuous Tense.
Skills Learnt:
 Students will learn about the Past Continuous Tense.
Teaching Aids:
 CSS English for class 6.
 Display of ―Past Continuous Tense Chart‖ in the classroom.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: foreign, polluted, degrades, quality, unfit, harmful, detrimental, suitable,
aquatic, creatures, intestinal, infections, dysentery, sewage, residential, institutions, discharged,
adjacent, community, decaying, organic, pathogenic, underground, industrial, limelight, awaken,
anticipation
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise them the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain to them the concept of Past Continous Tense as given on page # 97 of the book.
 Explain the concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correct option in past continuous
tense for the following sentences) as given on page # 97 of the book.
B. Choose the correct option in past continuous tense for the following sentences.
1. We _____________ down when we saw the woman.
 walked  were walking  walking  are walking
2. My brothr was havig fun while I _____________ for English test yesterday.
 was studying  studied  was studied  watches
3. I _____________ TV when I heard a loud noise.
 is watching  watched  was watching  watches
4. Tania wasn‘t reading a book. She _____________ the dog.
 fed  was feeding  feeding  is feeding
5. While I _____________ to work, I saw an accident.
 was driving  is driving  drove  drive
6. When I first met him he _____________ in a restaurant.
 worked  is working  was working  were working
7. Tahir _____________ in a corner with a book.
 is sitting  sat  sits  was sitting
8. Whom were you _____________ to on the telephone as I came in?
 was talking  talking  is talking  talks
9. She _____________ at the bus stop.
 stood  is standing  were standing  was standing
10. My brother and sister _____________ tennis at 11am yesterday.

96
  was playing  played  were playing  is playing
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 90.
 Read the second paragraph on page # 90.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (foreign, polluted, degrades, quality,
unfit, harmful, detrimental, suitable, aquatic, creatures, intestinal, infections, dysentery,
sewage, residential, institutions, discharged, adjacent, community, decaying, organic,
pathogenic, underground, industrial, limelight, awaken, anticipation)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (foreign, polluted, degrades, quality, unfit, harmful,
detrimental, suitable, aquatic, creatures, intestinal, infections, dysentery, sewage, residential,
institutions, discharged, adjacent, community, decaying, organic, pathogenic, underground,
industrial, limelight, awaken, anticipation)
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s text.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 91.
A. Read out the text and answer the following questions
1. If you write a letter to the Editor of Daily Jang Newspaper, Peshawar. How will you
write the inside address and salutation?
The Editor, The Daily Jang Newspaper, Peshawar.
2. Discuss and explain why it is important to keep the environment free of pollution?
It is necessary to keep our environment clean so that we can get fresh air, reduce pollution, etc.
An unclean environment leads to a bad condition of a society and spread the arrival of diseases.
3. Is there a post office near your house? Have you ever been there? Why.
Yes, there is a post office near my house and I have been there to post a letter to my brother.
OR
No, there is no post office near my house and I have never been there because I have never
written a letter to anyone.
4. How can you contribute to reducing air pollution?
These steps, as well as many others, are things we all can do to help reduce air pollution.

97
 Conserve energy – remember to turn off lights, computers, and electric appliances when not in use.
 Use energy-efficient light bulbs and appliances.  Utilize daylight to the full.
Ask the students to do (B. Read out the text and express your opinion and personal
preferences. (Multiple choice questions) as given on page # 77.
B. Read out the text and express your opinion and personal preferences. (Multiple choice
questions)
1. Which of the following helps land pollution to occur?
 burning fossil fuels cars and trucks  spilling chemicals in rivers
 oil spills in the oceans  garbage disposal
2. What causes air pollution?
 water  carbon mono oxide  soil  people
3. What is the main source of pollution in urban centers?
 sewage  ponds  floods  streets
4. Why is it important to conserve water?
 we all need it to survive  it‘s nice to drink on a hot day
 we need it to swim on a hot day  to stop land pollution
C. Read the following statements and then decide if they are true or false:
1. When the letter starts with Dear sir we end it with Yours sincerely. True
2. You can end a letter to someone you know with Best Wishes. True
3. The first paragraph of the letter explains the reason for writing. True
4. If you are writing a formal letter, do not use contractions. True
5. When you apply for a job, use a recycled envelope. True
Fully Solved Exercise
A. Re-read paragraph 1 of the lesson and find how the writer supports the main idea.
a. definition b. evidence c. example
Definition: Pollution has become a threat to mankind. Despite a number of Acts, Legislation,
Constitutional amendments and Pollution Central Board our country has failed to check this threat.
Evidence: Air pollution is a serious threat at present. Our atmosphere is composed of various
gases. It is not pure because of various types of gases that are added to it by nature or man-made
sources or both.
Example: The increase in carbon dioxide in the atmosphere is affecting the global temperature.
The automobile exhaust and forest fire abounds in carbon monoxide. Its concentration affects the
nervous system and causes suffocation, giddiness, and headache among human beings.
In paragraph 2 the writer is talking about the causes, effects, and solutions of littering.

98
 Sewage is an
Effect 1 important source of
pollution in urban
This foreign substance is centres
determetal to is also
Solution with the health of man,
Industrial waste affects
animals and plants. the growth of plant life
While there is no single
short step to stop water too.
pollution, there are Effect 2
number of things that Liquid waste comes
we can do in our daily Quality of water from residential
lifestyle to reduce water changes and it becomes areas, institutions,
pollution. less suitable for drinking hotels, hospitals etc.
purposes, agricultural it is discharged into
activities, for aquatic adjacent water
creature or other bodies.
purposes.
Water pollution is a serious threat to our environment. It is caused by the proper disposal of
sewage water. This liquid waste comes from residential areas and industries. It pollutes drinking
water and it becomes harmful for human, animal and plant life. As a result the quality of water
changes and it becomes unsuitable for drinking and other uses. We should try to dispose waste
material properly. So, water is not polluted.
:‫آؤڑپںیھ‬
F-10‫رھگربمن‬
‫ پشاور‬،‫وارسک روڈ‬
7152 ،‫ جوالئی‬51

،‫ایدرٹی‬
،‫روزپاہمڈاؿ‬
‫الوہر۔‬
!‫انجبرتحمؾ‬
ِ
‫رکپاچاتہوہںاورہقلعتماکحؾیکوتہجآولدیگےکیرےتھوہےئرحباؿیکفرػذموکر‬
‫آپےکاابخرےکاقبدقراکملےکذرےعیںیموعاؾاانلسںیموعشردیپا ا‬
‫سےہ۔اضفیئپاوہایئآولدیگاؿںیمےسات‬ ‫رکاپااچاتہوہں۔آولدیگاناینزدنیگےکےیلرطخہنبیکچےہ۔مہےنآولدیگیکفلتخمااسقؾےکپارےںیم ُ ا‬
‫ک ک ک‬
‫وہپےہجوکیئاصقنؿدہسیگاضفںیمدالخوہیتےہ۔دوھاں قرکرکےنوا یاگڑپاںاضفںیماکرنبومونآاسکیدیکیریدقمار‬ ‫مسقےہ۔ ہیاسوق ا‬
‫ک‬ ‫ک‬
‫ہڈاؽدپااجےئ۔‬.‫وہاجپےہجاسںیمھچکاصقنؿدہامد‬ ‫بےہ۔آولدیگآولدیگیکاتاورم لےہ۔پاینآولدہ ا‬
‫ڈایتلںیہ۔ہیاسسنیکدعتمدامیبرویںاکس ا‬
‫ک‬
‫اجونروںاوروپدوںیکتحصےکےئلاصقنؿدہےہ۔‬،‫اٹھگپےہاوراےساامعتسؽےکےیلپاانمسپااصقنؿدہانبداتیےہ۔آولدہپایناناؿ‬
‫ہیاسےکایعمروک ا‬
‫پا یراقؿےسیجضعبارماضاکسنباتکسےہ۔م ریرماکرںیمویسرجیآولدیگاکاتاورذرہعیےہ۔امعئ‬،‫شچیپ‬،‫ہیآوتنںےکفلتخمانشکیفنےسیجےضیہ‬

99
 ‫ک‬ ‫ک‬ ‫ک‬
‫یتعنصہلضفایطرےیک‬،‫اجپےہ۔دورسیفرػ‬
‫اجپےہپایلھکوہاںیماکنؽدپا ا‬
‫آپےہ۔اےسہقحلموارٹزلنیچںیم قرکایک ا‬
‫ہلضفراہیشئالعوقںاوراکر قونںےس ا‬
‫ک‬ ‫ک‬
‫رکپےہ۔ںیمےنانایناوروپدوںیکزدنیگرپآولدیگیکووجاہتاوراسےکایراتوکروینشںیمالےنیکوکششیکےہ۔‬‫زدنیگیکیریقوکیھباتمیر ا‬
‫ےھجمادیمےہہکاسےسولوگںوکاموحؽوکاصػرھتساانبےنںیماانپرکدارادارکےنےکےئلدیبارایکاجےئاگ۔‬
‫۔‬.‫وتعقںیمآپاکرکشہی‬
‫آپیکصلخم‬
‫زرینہاابقؽ‬
Week 7…Day 1 Impact of Increasing Population
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Analyze and compare various informal and formal letters to note the difference in
conventions, vocabulary, style, and tone.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Choose appropriate words and definitions and identify the part of speech of a word through
abbreviations used.
 Recognize and use varying intonation patterns to show attitude.
 Describe characters orally and in writing.
 Express preferences about characters giving reasons.
 Recognize the form and various functions, and illustrate use of simple future tenses.
 Analyze written text to use in their own writing features of a simple descriptive composition
about people, objects and places.
 Apply rules of capitalization whenever applicable.
 Use full stop wherever applicable.
Concepts of English Grammar to Learn:
 Students will learn about the rules of capitalization whenever applicable.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of chart showing about rules of capitalization.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask the students if they know anything about the rules of capitalization.
Development: 30 Minutes
 Explain the rules of capitalization as explained on page # 104 of the book.
 Ask the students to do the given activity (Underline each letter that should be
capitalized) as given on page # 104 of the book.
C. Underline each letter that should be capitalized. One has been done.
Where does ehsan‘s uncle live?
Sarah has 18 first cousins and 12-second cousins.
o I told mom that I would be late for dinner tonight.
o We played with the kittens in uncle Ikram's lawn.
o My grandmother Maria makes good cakes.
o My best friends name is Sohail.
o I am Tahir and I am from Haripur.

100
 o What is your favourite sport?
o I play football on Monday, Wednesday and Thursday.
o My parent‘s best friends are Chinese.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 100. Tell them that we‗ll
read the first paragraph of this unit on page # 100 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 7…Day 2 Impact of Increasing Population
SLO’s: After studying this unit, students will be able to:
 Learn about the use of Simple Present Tense.
Concepts of English Grammar to Learn:
 Students will learn about the Simple Present Tense.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display a chart of Simple Present Tense.
Vocabulary: nutrition, health, population, strongly, survive, longer, famines, occur,
deaths, shortage, suffer, common
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Revise the concept of ―Rules of Capitalization‖.
 Explain the concept of Simple Present Tense as it is given on page # 105 of the book.
 Ask the students to do the given activity (B: Choose the correct option in the simple
present tense for the following sentences) as given on page # 106 of the book.
A. Choose the correct option in simple present tense for the following sentences.
1. I __________ know the correct answer.
 am not  not  don‘t  doesn‘t
2. They __________ agree with my opinion.
 are  don‘t  aren‘t  do
3. Kathy usually __________ in front of the window during the class.
 sits  sitting  sit  is sit
4. What does this word__________ ?
 means  meaning  mean  is mean
5. He __________ do anything to help me.
 don‘t  isn‘t  not  doesn‘t
6. I come from Canada. Where __________ you come from?
 are  do  is  not
7. Jane __________ tea very often.
 doesn‘t drink  drink  is drink  isn‘t drink

101
8. How often __________ you play tennis?
 do  are  is  have
9. Rice __________ in cold climates.
 isn‘t grow  don‘t grow  aren‘t grow  doesn‘t grow
10. Vegetarians __________ meat.
 ate  eat  don‘t eat  doesn‘t eat
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 100
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 100.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (nutrition, health, population,
strongly, survive, longer, famines, occur, deaths, shortage, suffer, common). Also, ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (nutrition, population,
shortage)
 Ask the students to write the singular form of the following words. (famines, deaths)
 Ask the students to look for any action word in the given text. (survive, occur, shortage,
suffer)
 Ask the students to look for any adjective in the given text. (longer, common)
 Ask students to mention any adverb in the given text. (strongly)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (shortage).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students, ask the related questions. You can ask the following
questions from the students as:
1. Which three problems are strongly associated with one another?
2. What are the possible results of famines?
3. Which are the common signs of famines?
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 100. Tell them that we‗ll
read the second paragraphs of this unit on page # 100 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 7…Day 3 Impact of Increasing Population

102
SLO’s: After studying this unit, students will be able to:
 Learn about the use of Present Continuous Tense.
Concepts of English Grammar to Learn:
 Students will learn about the use of Present Continuous Tense.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display chart of Present Continuous Tense.
Vocabulary: countries, populated, services, production, becomes, increases, rapidly,
causing, huge, imbalance, availability, usually, hunger, prevails, crimes, theft, severe, conditions
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of Present Continuous Tense as it is explained on page # 106 of the book.
 Ask the students to do the given activity (B: Choose the correct option in present
continuous tense for the following sentences) as given on page # 107 of the book.
B. Choose the correct option in present continuous tense for the following sentences.
1. I am __________ a sandwich now.
 eats  eating  not eat  eat
2. I am busy right now. I __________ breakfast.
 am have  have  having  am having
3. My daughter __________ studying English at Istanbul University.
 is  does  do  do not
4. __________ you waiting for a bus?
 Do  Are  Does  Is
5. What __________? It looks awful.
 do you drinking  are you drink  are you drinking  does you drink
6. We __________ enjoying our holiday here so much.
 don‘t  are  is  doesn‘t
7. What is Kareem __________ at the moment?
 do  does  doing  doing
8. I __________ sitting down at the moment.
 am not  are not  is  don‘t
9. Don‘t disturb him. He __________.
 sleeps  is sleeping  is sleep  sleep
10. They are __________ their coats.
 put  put on  putting on  doesn‘t put
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 100.
 Read the second paragraph on page # 100.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (countries, populated, services,

103
 production, becomes, increases, rapidly, causing, huge, imbalance, availability, usually,
hunger, prevails, crimes, theft, severe, conditions l). Also down the Vocabulary words on the
writing board. Ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to look for any countable and uncountable noun in the given text.
 Ask the students to look for any common and proper noun in the given text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.
 Ask the students to look for any compound word in the given text. (becomes, imbalance,
availability, prevails.
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lecture in five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 100. Tell them that we‗ll
read the third paragraph of this unit on page # 100 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 7…Day 4 Impact of Increasing Population
Revision of Day 1, Day 2, Day 3
Week 7…Day 5 Impact of Increasing Population
SLO’s: After studying this unit, students will be able to:
 Learn about the use of Simple Future Tense.
Concepts of English Grammar to Learn:
 Students will learn about the Simple Future Tense.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of Simple Future Tense Chart in the classroom.
Vocabulary: villages, rely, agriculture, requirements, better, chances, develop, healthy,
society, favourable, environment, cities, problems, industries, access, malnutrition, estimated,
population, greatest, explosion
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes

104
  Explain the concept of Simple Future Tense as it is explained on page # 108 of the book.
 Ask the students to do the given activity (C: Choose the correct option in the simple
future tense for the following sentences) as given on page # 108 of the book.
C. Choose the correct option in the simple future tense for the following sentences.
1. The plane __________ at 4.30 pm.
 arrive  arrives  will arrive  has arrive
2. I will call you when I __________ back.
 will come  comes  come  had come
3. We __________ the Smiths this evening.
 visit  visits  are visiting  have visited
4. Look at the sky. It __________ rain.
 is going to  will  would  was going to
5. The train __________ before we reach the station.
 arrives  arrive
 will arrive  will have arrived
6. Perhaps we __________ our grandparents this week.
 will visit  visit
 visited  would have visited
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 100.
 Read the third paragraph of the unit as given on page # 100 of the book.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (villages, rely, agriculture,
requirements, better, chances, develop, healthy, society, favourable, environment, cities,
problems, industries, access, malnutrition, estimated, population, greatest, explosion). Also,
write down the Vocabulary words on the writing board. Ask the students to copy these words
for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (society, environment,
explosion, population)
 Ask the students to write the singular form of the following words. (requirements, chances,
cities, problems, industries)
 Ask the students to look for any action word in the given text. (rely, develop, access)
 Ask the students to look for any adjective in the given text. (better, healthy, favourable,
greatest)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (agriculture, favourable,
environment, malnutrition).
 Ask the students to look for any pronoun in the given text. (if any)

105
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the
students?
Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 100. Tell them that we‗ll
read the fourth paragraph of this unit on page # 100 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 8…Day 1 Impact of Increasing Population
SLO’s: After studying this unit, students will be able to:
 Learn about Listen and speech skills.
Concepts of English Grammar to Learn:
 Students will learn about Listen and speech skills.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: attends, patients, unable, bound, hurry, suffer, unreachable
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of above mentioned grammatical skills.
 Do the given activity.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 100.
 Read the fourth paragraphs of this unit on page # 100.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (attends, patients, unable, bound,
hurry, suffer, unreachable). Write down the Vocabulary words on the writing board. Ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (patients)
 Ask the students to look for any action word in the given text. (attends, suffer)
 Ask the students to look for any adjective in the given text. (unreachable)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to look for any transitional devices in the given text.

106
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 100. Tell them that we‗ll
read the last paragraph of this unit on page 100 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Week 8…Day 2 Impact of Increasing Population
SLO’s: After studying this unit, students will be able to:
 Understand and use Vocabulary and Let‘s write skills.
Concepts of English Grammar to Learn:
 Students will learn about Vocabulary and Let‘s write skills.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: children, easier, afford, personal, development, create, balance, between,
resources
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the concepts of last lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of English grammar mentioned above.
 Do related activities.
D. Complete the summary of the story with the help of appropriate words.
In hospita.
A. Find the meaning of the following words in a dictionary and tell which part of speech
they are.
Words Meaning Sentence
Agriculture the science or practice of farming His father is in agriculture field.
Seek attempt to find (something). Everyone seeks happiness.
Hurry move or act with great haste. I am in a hurry.
Afford have enough money to pay for. I can afford to buy a bicycle.
favourable to the advantage of someone or something. Conditions are favourable for us.
B. Put the three pictures below in order with which the event happened first. After you
have ordered the pictures, write a sentence about what is happening in each picture.

107
 The boy wakes up early in the morning to get ready for
school.

The school bus arrives to pick up the boy for school.

After school the boy does his school homework.

Main Lesson Reading: 15 Minutes

 After the pre-reading activities, ask the students to open CSS English for class 6, page # 100.
 Read the last paragraph of this unit on page # 100.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (children, easier, afford, personal,
development, create, balance, between, resources). Also write down the Vocabulary words
on the writing board. Ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the singular and plural form of the words given in the text.
Ask the students to look for any action word in the given text. (afford, create)
Ask the students to look for any adjective in the given text. (easier, personal)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(if any)
Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 101 of the book.
A. Read out the text and answer the following questions:
1. What does the population of an area need to survive?

108
Population of any area or country needs nutritious food to survive and live longer.
2. Why does the shortage of food and water occur?
When famines occur, it can be seen that there are so many deaths. Because of shortage of food
and water, people suffer a lot and are unable to survive.
3. What is a famine?
When famines occur, it can be seen that there are so many deaths. Because of shortage of food
and water, people suffer a lot and are unable to survive. Less number of childbirths is very
common in areas where famines occur. Animals and birds also die.

4. What type of crisis do the countries with high population face?

The countries which are highly populated are more likely to face lack of food and health
services. The production of food becomes low enough, and population increases rapidly, causing
a huge imbalance. The less availability of food usually leads a country towards hunger. Hunger
prevails all around. Most of the people move towards crimes and thefts only to survive under
severe conditions.

5. Why do the people in cities face malnutrition?

The people living in cities face many problems while working hard to get the food. They are far
away from agriculture, they rely on the industries to seek the job and earn their living. They may
have little access to the food, but it cannot guarantee to be healthy. Hence, malnutrition increases
all over the cities.
6. What can be done to maintain balance between population and resources?
To deal with increasing population, there must be a man for all those countries that are facing it.
The plan is very simple: families should focus on future planning for their children and
themselves. If there is less number of children in the family, it will be easier to afford their
education, health and personal development. At the same time, there should be some birth
control body (governmental department) to control the birth rate each year. This will be the only
way to create some balance between population and resources.

7. What is the condition of patients in hospitals?

In hospitals, one doctor attends to thousands of patients. He is unable to give enough time to one
patient at one time. He is bound to see every patient, and in a hurry, patients suffer a lot. Health
services hence are unreachable for the common man in the populated areas.

 Ask the students to do (B: Read out the text and express your opinion and personal
preferences) as given on page # 102.
B. Choose the correct option from the following:
1. What happens when famines occur?
 people become rich  everything dies  people become selfish
 land becomes dry
2. On what do the villagers depend?
 agriculture  food  health  trees
3. When will the population in cities be doubled?
 by 2049  by 2050  by 2021  by 2022
4. Why do the doctors attend to thousands of patients in hospitals?

109
 ‫‪ because of over population‬‬ ‫‪ because they are busy‬‬
‫‪ because they are free‬‬ ‫‪ because they are sincere to their profession‬‬
‫?‪5. What do the people in cities seek to earn their living‬‬
‫‪ water‬‬ ‫‪ jobs‬‬ ‫‪ food‬‬ ‫‪ animals‬‬
‫?‪6. How many patients does a doctor attend to each day‬‬
‫‪ hundred‬‬ ‫‪ millions‬‬ ‫‪ two hundred‬‬ ‫‪ thousands‬‬
‫‪Now finish the class by saying ―Allah Hafiz‖.‬‬
‫‪Week 8…Day 4:‬‬ ‫‪Revision of Unit # 9‬‬
‫‪Week 8…Day 5:‬‬ ‫‪Comprehensive of Unit # 9‬‬
‫یریتھآپادیےکایرات‬
‫ک‬ ‫ک‬
‫ذغتہی‪،‬تحصاورآپادیوبضمیطےساتدورسےےکاسھتڑجےوہےئںیہ۔ یسکیھبالعےقپاکلمیکآپادیوکزپادہدیرتزدنہرےنہےکےئلماس‬
‫ک‬
‫ڑپپےہوت‪،‬ہیداھکیاجاتکسےہہکتہباسریاوماتوہیتںیہ۔وخراکاورپاینیکتلقیکوہجےس‪،‬ولوگںوکتہب‬‫وخراکیکرضورتوہیتےہ۔ جطحق ا‬
‫ک‬ ‫ک‬
‫رپاشییناکاسانمرکپاڑپپاےہاوروہزدنہرےنہےساقرصںیہ۔نجالعوقںںیمطحقڑپپاےہواہںمکدعتادںیمےچبیکدیپاشئوہیتےہ۔ اجونراوررپدنےیھبرم‬
‫اجےتںیہ۔‬
‫ک‬
‫وہپےہ‪،‬سجےس‬
‫زپادہآپادیواےلاممکلوکاھکےناورتحصیکوہسایلتیکیمکاکزپادہااکمؿےہ۔اھکےنیکدیپاواراکیفمکوہاجیتےہ‪،‬اورآپادیںیمزیتیےسااضہف ا‬
‫ک‬ ‫ک‬
‫وہپےہ۔وخراکیکمکدایتسیباعؾوطررپکلموکوھبکیکفرػےلاجیتےہ۔وھبکاچروںفرػیلیھپوہیئےہ۔زپادہ ریولگرصػتخس‬ ‫تہبیرادعؾوتازؿدیپا ا‬
‫رشاطئںیمزدنہرےنہےکےئلخرامئاوروچرویںیکفرػیرےتھںیہ۔‬
‫ک‬ ‫ک‬
‫داہیتںیمرےنہواےلاقرادذغایئرضورپاتےکےئلزراعرپااصحنررکےتںیہسجےکانمساموحؽںیمتحصدنماعمرشےںیمیریقےکرتہبااکمپاتوموجد‬
‫ک‬ ‫ک‬
‫ڑپپےہ۔ وہزراعےستہبدور‬ ‫ںیہ۔ دورسیفرػ‪،‬م روںںیمرےنہواےلولوگںوکاھکپاپاےنےکےئلتخستنحمرکےتوہےئتہباسریرپاشیوینںاکاسانمرکپا ا‬
‫ک‬ ‫ک‬
‫ںیہ‪،‬وہونرکییکالتشںیماوراینپزدنیگزگارےنےکےئلوتعنصںرپااصحنررکےتںیہ۔اؿوکاھکےنتتہبمکراسیئوہیتکسےہ‪،‬و نک ہیتحصدنمرےنہیکامضی‬
‫ک‬ ‫ک‬
‫ںیہندےیتکسےہ۔ لدا‪،‬امتؾم روںںیمذغاتیئیرھاجیتےہ۔اتادنازےےکاطمقب‪1212‬تم روںںیمآپادیدوینگوہیتکسےہوجابتاکسےسیرا‬
‫دامھہکوہاگ۔‬
‫ک ک‬ ‫ک ک‬ ‫ک‬
‫اساولںںیم‪،‬اتڈارٹکہراروںرموضیں وکداتھکیےہ۔ وہاتوقںیماترمضیوکاکیفوقدےنیےساقرصےہ۔ وہہررمضیوکدےنھکیاکپادنبےہ‪،‬اوردلجیںیم‬
‫‪،‬رموضیںوکتہبفیلکتوہیتےہ۔لداآپادیواےلالعوقںںیماعؾآدیمےکےئلتحصیکوہسایلتپااقبراسیئںیہ۔‬
‫یریتھآپادیےسےنٹمنےکےئل‪،‬اؿامتؾاممکلےکےئلاتوصنمہبوہپارضوریےہوجاساکاسانمرکراہےہ۔وصنمہبتہبآاسؿےہ‪ :‬قدناونںوکاےنپاوراےنپوچبںےک‬
‫ک‬ ‫ک‬
‫ےئللبقتسمیکوصنمہبدنبیرپوتہجدینیاچےئہ۔ ارگ قدناؿںیموچبںیکدعتادمکےہوت‪،‬اؿیکمیلعت‪،‬تحصاورذایتیریقوکیرداسرکپاآاسؿوہاگ۔ ایسےکاسھت‪،‬ہر‬
‫اسؽدیپاشئیکرشحوکرٹنکوؽرکےنےکےئلھچکدیپایشئرٹنکوؽپاڈی(رساکریہمکحم)وہپااچےئہ۔ آپادیاورواسلئےکامنیبھچکوتازؿدیپارکےناکح یوادحفرہقی‬
‫وہاگ۔‬
‫‪Week 9…Day 1‬‬ ‫‪A Bird came down the walk‬‬
‫‪SLO’s:‬‬ ‫‪After studying this unit, students will be able to:‬‬
‫‪ Give the main idea of the poem.‬‬ ‫‪ Identify line and stanza.‬‬
‫‪ Read the poem and give orally or in writing.  Use paraphrasing skills to paraphrasing stanzas.‬‬
‫‪ Apply summary skills to familiar /unseen passages and poems to write summary/periods of‬‬
‫‪simple passages.‬‬
‫‪ Analyze how the poet uses language to appeal to the senses through the use of figurative language.‬‬
‫‪ Recognize literacy techniques such as personification.‬‬
‫‪ Describe the objects being personified.‬‬

‫‪110‬‬
 Deduce meanings of difficult words from context.
 Use conventions and dynamics of group discussions and interaction to engage in conversation.
 Identify the speaker or narrator in the poem.
 Use full stop, question mark, and exclamation mark wherever applicable.
 Recognize and use comma for a series of items before a short quotation.
 Recognize and use a colon to introduce a list of items.
 Recognize and use a hyphen to join a single letter to another word.
 Recognize and use dash as a separator to indicate that a sentence has broken.
 Comprehend the role of compound words in vocabulary building and create compound words.
 Recognize and use quotation mark to enclose a direct sentence.
 Understand how a writer/poet use language to appeal to the senses through use of figurative
language including similes.
Concepts of English Grammar to Learn:
 Understand the concept of punctuation marks (comma, colon, and semi-colon).
 Understand the concept of punctuation marks (Dash and Hyphen).
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of Punctuation Marks chart in the classroom.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―punctuation marks‖.
Development: 30 Minutes
 Explain the concept of Punctuation Mark as it is given on pages # 115, 116 and 117 of the book.
 Explain the given concept with the help of supporting examples.
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 111. Tell them that we‗ll
read the 1st stanza of the poem on page # 111 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, tell them to copy these words for dictation and make sentences.
 Ask the students to write ten on the profession of their choice.
Now finish the class by saying ―Allah Hafiz‖.

Week 9…Day 2 A Bird came down the walk

SLO’s: After studying this unit, students will be able to:
 Recognize the function of and use of Quotation Mark.
Concepts of English Grammar to Learn:
 Understand the concept of Quotation Mark.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: came, walk, saw, worm, halves, ate, raw
Pre-Reading: 5 Minutes

111
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Quotation Mark‖.
Development: 15 Minutes
 Explain the concept of Quotation Mark as it is given on page # 117of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity (A: Choose the correctly punctuated sentences
from each set of given sentences) as given on page # 118 of the book.
A. Choose the correctly punctuated sentence from each set of given sentences.
1.
 I ate breakfast; read the paper and went to work.
 I ate breakfast; read the paper and went to work.
 I ate breakfast, read the paper and went to work.
 I ate breakfast ―read the paper and went to work‖.
2.
 Spain is a beautiful country the beaches are warm sandy and spotlessly clean.
 Spain is a beautiful country: the beaches are warm, sandy and spotlessly clean.
 Spain is a beautiful country, the beaches are warm sandy and spotlessly clean.
 Spain is a beautiful country; the beaches are warm, sandy and spotlessly clean.
3.
 He read Tom Thumb, Cinderella, Enchanted and Humpty Dumpty.
 He read Tom Thumb, Cinderella, Enchanted; and Humpty Dumpty.
 He read Tom Thumb, Cinderella, Enchanted; and Humpty Dumpty.
 He read Tom Thumb Cinderella Enchanted and Humpty Dumpty.‖
4.
 She always enjoyed sweets, chocolate, marshmallows, and toffee.
 She always enjoyed: sweets, chocolate, marshmallows, and toffee.
 She always enjoyed sweets chocolate marshmallows and toffee.
 She always enjoyed sweet‘s, chocolate, marshmallows and toffee.
5.
 He gave me two hundred and twenty-one rupees.
 He gave me two hundred and twenty-one rupees.
 He gave me two hundred and twenty, one rupees
 He gave me two hundred and twenty one rupees.
6.
 He drove through Peshawar; Swabi Mardan and Islamabad.
 He drove through Peshawr; Swabi; Mardan and Islamabad.
 He drove through Peshawar, Swabi, Mardan and Islamabad.
 He drove through Peshawar; Swabi, Mardan and Islamabad.
7.
 ―I got an A ony my test.‖ Said Kiran.
 I got an A o my test, said Kiran.
 ―I got an A on my test‖ said Kiran.
 ―I got an A on my test,‖ said Kiran.
8.
 We decided to visit: Spain, Greece, Portugal and Italy‘s mountains.
 We decided to visit Spain, Greece, Portugal and Italys mountains.
 We decided to visit Spain, Greece, Portugal and Italy‘s mountains.

112
  We decided to visit Spain Greece Portugal and Italy‘s mountains.
9.
 The leader said we should win the elections.
 The leader said we shuld win the elections.
 The leader said, ―we should win the elections.‖
 The leader said, we should win the elections.
10.
 That tall man, Inams granddad, is this month‘s winner
 That tall man Inam‘s granddad is this month‘s winner
 That tall man, Inam‘s granddad, is this months winner
 That tall man, Inam‘s granddad, is this month‘s winner.
11.
 She ate biryani, and I ate fruit
 She ate biryani and I ate fruit
 She ate biryani and I ate fruit
 She ate biryani; and I ate fruit
12.
 Waleed was so hungry he ate everything in the house: chips, cold drinks and peanuts.
 Waleed was so hungry he ate everything in the house: Chips; cold drinks and peanuts.
 Waleed was so hungry he ate everything in the house; ―chips, cold drinks and peanuts.‖
 Waleed was so hungry he ate everything in the house, Chips – cold drinks and
peanuts.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 110
and have a look at the given picture.
 Ask some brief questions about the picture.  After that read the title of the poem loudly.
 Read the 1st stanza of the poem.
 Pause at places and ask simple questions to check comprehension.
 Introduce the concept of rhyming words while reading a poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (came, walk, saw, worm, halves,
ate, raw). Also, ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (worm)
 Ask the students to write the singular form of the following words. (halves)
 Ask the students to look for any action word in the given text. (came, walk, saw, ate)
 Ask the students to look for any adjective in the given text. (raw)
 Ask the students to look for any rhyming words given in the first three lines of the poem. (saw, raw)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem. (if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for some compound words. (if any)
Recap: 5 Min

113
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 110. Tell them that we‗ll
read the second stanza of the poem on page # 110 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a separate
notebook. Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 9…Day 3 A Bird came down the walk
SLO’s: After studying this unit, students will be able to:
 Understand Listen and speaking activity.
Concepts of English Grammar to Learn:
 Understand the concept of Listen and speak activity.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: drank, dew, convenient, grass, sidewise
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Listen and Speak Activity‖.
Development: 15 Minutes
 Explain the concept Listen and Speak Activity as it is given on page # 114 of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity.
Read the following sentences carefully, and present them aloud in front of the class. The rise
and fall of your tone should indicate the sentence type i.e. declarative, interrogative,
exclamatory and imperative.
How beautiful it is! exclamatory
Aha! We have won the match. exclamatory
Has anyone seen my torch? interrogative
There are five million people at risk in the world. declarative
What‘s the capital of China? interrogative
Clear this desk by tomorrow! exclamatory
Please tidy your room. imperative
Drive to the roundabout and then turn left. imperative
Is that a new computer, Lilly? interrogative
Do not condemn the judgment of others because it differs from yours. declarative
Wow! I'm really going to miss this adorable place! exclamatory
B. Choose the correct option.
1. Which sentences are imperative?
 The players were nervous before the game.
 Kareem went to school to earn a degree.
 Move the chairs into that corner quickly.
2. Which sentence is declarative?
 May I have a clean plate?
 I found my keys on the desk.

114
  When will the store open today?
3. Which sentence is exclamatory?
 Javaid used a towel to clean his hands.
 I was tempted to take the last piece of cake.
 Hurray! I won the match.
4. Which sentence is interrogative?
 Are you coming to the party?
 Pakistan is a democratic country.
 Hurray! I passed the exam.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 110
and have a look at the given picture.
 Read the 2nd stanza of the poem.  Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (drank, dew, convenient, grass,
sidewise). Also as the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask the students to look for any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem.( if any)
 Ask the students to mention any proposition in the given text.( if any)
 Ask the students to look for any compound word in the given text. (if any)
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 110. Tell them that we‗ll
read the 3rd and 4th stanza of the poem on page # 110 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a separate
notebook. Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 9…Day 4 A Bird came down the walk
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: rapid, hurried, abroad, looked, frightened, beads, thought, stirred, danger,
cautious, crumb, unrolled, feathers, rowed, softer

115
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 110.
 Read the third and fourth stanza of the poem.  Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (rapid, hurried, abroad, looked,
frightened, beads, thought, stirred, danger, cautious, crumb, unrolled, feathers, rowed, softer)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (rapid, hurried, abroad, looked, frightened, beads,
thought, stirred, danger, cautious, crumb, unrolled, feathers, rowed, softer)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask the students to look for any adverb in the given text. (if any)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(if any)
 Ask the students to look for any masculine or feminine noun in the first three lines of the poem. (if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (if any)
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 113.
A. Read out the text and answer the following questions:
i. What is the main idea of the poem?
The poem carries a general theme of how a simple everyday event can explain the beauty of
nature. It also characterizes how animals can be civilized and depict human-characteristics
ii. Emily Dickinson describes the bird's eyes as "frightened beads." Is this a simile? Why?
Yes, it is a simile because in the line “the bird's eyes as frightened beads" the poet uses the word
―as‖ to compare the frightened eyes of the bird with beads.
iii. What did the author offer the bird?
The poet offered the bird bread crumbs but the bird ―unrolled his feathers‖ and flew away.
iv. What are the three things that the bird does in the first stanza of the poem?
In the first stanza the birds came down the walk, he bit an angleworm in halves and ate it raw.
v. Was the bird frightened of the poet? Why?

116
Yes, the bird was frightened of the poet. It is always fearful of humans. It has to be very attentive
of its surroundings at all times.
vi. Why do you think the poet offered the bird crumbs?
The poet offered the bird crumbs because she thought that the bird is hungry and in search of
some food. She thought it might harm her.
 Ask the students to do (B. Read out the text and express your opinion and personal
preferences) as given on page # 29.
B. Read out the text and express your opinion and personal preferences. (multiple choice
questions).
1. What is the speaker watching throughout this poem?
 a leaf  a beetle  a bird  a worm
2. What does the word ―stirred‖ mean as used in these lines?
 quickly moved  held still  mixed  slowly nodded
3. What is the bird most likely doing in these lines?
And he unrolled his feathers
 cleaning his feathers  swimming away
 flying quietly away  rowing a boat
4. Read the poem and tell which lines end with words that rhyme?
 lines 3 and 4 rhyme  lines 1 and 3 rhyme
 all four lines rhyme  lines 2 and 4 rhyme
5. Which of the following conclusions about the bird is supported by the poem?
 The bird was hungry and thirsty  The bird was a Blue Jay
 The bird did not know how to fly  The bird was injured
6. According to the first two stanzas of the poem, the bird did all of the following EXCEPT?
 eat a worm  eat a blade of grass
 drink some dew  move aside for a beetle
7. The poet suggests that the bird‘s eyes are like ―frightened beads.‖ What does this mean in the poem?
 The bird‘s eyes look sleepy.
 The bird‘s eyes look round and filled with tears.
 The bird‘s eyes are tightly closed with fear.
 The bird‘s eyes are shiny and small and move quickly
C. Fill in the blanks with the words provided to complete the gapped summary of the poem.
The speaker describes once seeing a bird come down the walk, unaware that it was being
watched. The bird ate an angleworm and bites it in two, and gobbles it. The bird drinks some
dew on nearby grass. The bird is frightened, bead-like eyes glanced all around. Cautiously, the
speaker offered him a crumb but the bird unrolled his feathers and flew away.
A. Find the meaning of the following words in a dictionary and locate entry words. (Guide
words may be different in different dictionaries)
word Meaning guide word
danger the possibility of something happening that will injure, harm or dance
kill somebody, or damage or destroy something
wall a long vertical solid structure, made of stone, brick or concrete, walk
that surrounds, divides or protects an area of land
grass a common wild plant with narrow green leaves and stems that grasp
are eaten by cows, horses, sheep, etc.
softer changing shape easily when pressed; not stiff or firm soft
halves either of two equal parts into which something is or can be Hairdryer

117
 ‫‪divided‬‬
‫‪Find three adverbs from the poem then change those adjectives into adverbs.‬‬
‫‪Adjectives‬‬ ‫‪adverbs‬‬
‫‪Frightened‬‬ ‫‪frighteningly‬‬
‫‪Convenient‬‬ ‫‪conveniently‬‬
‫‪Softer‬‬ ‫‪softly‬‬
‫‪Rapid‬‬ ‫‪rapidly‬‬
‫‪Cautious‬‬ ‫‪cautiously‬‬
‫‪B. Work in pairs, read the following sentences carefully and write appropriate similes of‬‬
‫‪your own in the blank spaces.‬‬
‫‪ As poor as a mouse.‬‬ ‫‪ As strong as iron.‬‬
‫‪ As white as snow.‬‬ ‫‪ As proud as a peacock.‬‬
‫‪ As ugly as sin.‬‬ ‫‪ As sweet as sugar.‬‬

‫اتلچوہااترپدنہآپا‬
‫آپ‬
‫اتلچوہااترپدنہ ا‬
‫وہںیہناجاتناھتہکںیمےنداھکیےہ‬
‫اکپ‬
‫اسےناتڑیکےوک ا‬
‫اھکپ‬
‫اوراسےکاسیھتوکاچک ا‬

‫اسےکدعبمنبشےکرطقےوکایپ‬
‫ک‬
‫قریبیاھگسےس‬
‫اوررھپدویارےکاسھتشاہنناہناگل‬
‫اتونھبرےوکاجےندو‬

‫اسےنزیتاگنوہںےسداھکی‬
‫سجےناچروںفرػدلجییک‬
‫وہوخزفدہومویتںیکفرحرظنآےتےھت‪،‬ںیمےنوساچ‬
‫الہدپ‬
‫اسےناانپیلمخمرس ا‬

‫ےسیجیسکرطخےںیم‪،‬اتحمط‪،‬‬
‫ںیمےناےساترکمیکشیپشکیک‬
‫اوراسےناےنپرپوںوکادنراکایک‬
‫اوراےسرنؾرھگےسفصآرارکدپا‬

‫ک‬
‫وہپےہ‪،‬‬
‫وپچوںےسدنمسرمیسقت ا‬

‫‪118‬‬
 ‫ویسؿےکےئلیھباچدنی‬
‫دورہپےکانکرےیک‬،‫پاویلتتں‬
‫ک ک‬
‫پیل(ے)ےکریتایکرکےتوقمکبلسرکںی‬
Week 10…Day 1 Generate Cheap, Green Electricity from Sunlight
SLO’s: After studying this unit, students will be able to:
 Identify the dialogue as a means of direct conversation about the current and prevailing issues.
 Develop listening and speaking skills.
 Develop creative writing skills.  Develop thinking skills.
 Identify and pronounce consonant clusters with developing accuracy in initial and final positions.
 Write a composition of three or more paragraphs following conventions of essay writing.
 Get a basic understanding of sentence structure.
Concepts of English Grammar to Learn:
 Students will learn about Sentence Structure (SVO Pattern).
Teaching Aids:
 CSS English for class 6.
 Display of ―Sentence Structure (SVO Pattern) Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they know anything about ―Sentence Structure (SVO Pattern)‖.
Development: 30 Minutes
 Explain the concept of ―Sentence Structure (SVO Pattern)‖ as it is explained on page # 128 of the book.
 Ask the students to do the given activity (A: Re-write the sentences under SVO, DO and
IO pattern) as given on page # 129 of the book.
Rewrite the sentences under SVO, DO and IO pattern. One has been done.
Subject Verb Direct Object Indirect Object
(S) (V) (DO) (IO)
1. Hira gave biscuit Anum
2. Aliya gave bag Bag
3. Haseeb gave hug mother
4. I sent Birthday present her
5. Babar gave bone dog
6. He writes a letter headmaster
7. Mother gave gifts me
8. Javed donated money hospital
9. I gave application principal
10. doctor gave medicine patient
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS Primary Standard English for class 6 at pages # 120 and
111. Tell them that we‗ll read the first six dialogues of this unit at pages # 120 and 121
tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the

119
 writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 10…Day 2 Generate Cheap, Green Electricity from Sunlight
SLO’s: After studying this unit, students will be able to:
 Know and use of Consonant Clusters.
Concepts of English Grammar to Learn:
 Students will learn about Consonant Clusters.
Teaching Aids:
 CSS English for class 6.
 Display of ―Consonant Clusters Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: arrange, installing, solar, making, electricity, huge, generators, instead,
primary, produce, directly, converted, resources, renewable, panels
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they want to know anything more about ―Consonant Clusters‖.
Development: 15 Minutes
 Explain to them the concept of Consonant Clusters as it is given on page # 127 of the book.
 Ask the students to do the given activities.
Divide the class and ask the groups to discuss and complete the table below by forming words
with the given clusters in initial position. (Extra words are given in list for information, since
answers of students may vary)
word pronunciation length vowel consonant syllable
straddle /ˈ strædl/ 8 2 6 2 syllables strad / dle
strength /streŋθ/ 8 1 7 1 syllable strength
straight /streɪ t/ 8 2 6 1 syllable straight
strong /strɒ ŋ/ 6 1 5 1 syllable strong
street /striː t/ 6 2 4 1 syllable street
strip /strɪ p/ 5 1 4 1 syllable strip
streetlight /ˈ striː t laɪ t/ 11 3 8 2 syllables street / lights
stranger /ˈ streɪ ndʒ ə(r)/ 8 2 6 2 syllables stran / ger
struggle /ˈ strʌ ɡ l/ 8 2 6 2 syllables strug / gle
structure /ˈ strʌ ktʃ ə(r)/ 9 2 7 2 syllables struc / ture
Divide the class and ask the groups to discuss and complete the table below by forming words
with the given clusters in the final position.
word pronunciation length vowel consonant syllable
tempt /tempt/ 5 1 4 1 syllable tempt
jackets /ˈ dʒ ækɪ tses/ 7 2 5 2 syllables jac / kets
text /tekst/ 4 1 3 1 syllable text
kempt /ˈ kempt/ 5 1 4 1 syllable kempt
exempt /ɪ ɡ ˈ zempt/ 6 2 4 2 syllables ex / empt
contempt /kənˈ tempt/ 7 2 5 2 syllables con / tempt
attempt /əˈ tempt/ 7 2 5 2 syllables at / tempt
preempt /ˌ priː ˈ empt/ 7 2 5 2 syllables pre / empt

120
 magnets /ˈ mæɡ nəts/ 7 2 5 2 syllables mag / nets
markets /ˈ mɑ ː kɪ ts/ 7 2 5 2 syllables mar / kets
sheets /ʃ iː ts/ 6 2 4 1 syllable sheets
planets /ˈ plænɪ ts/ 7 2 5 2 syllables plan / ets
baskets /ˈ bɑ ː skɪ ts/ 7 2 5 2 syllables bas / kets
jets /dʒ ets/ 4 1 3 1 syllable jets
sets /sets/ 4 1 3 1 syllable sets
context /ˈ kɒ ntekst/ 7 2 5 2 syllables con / text
C. Read the following words and underline the consonant cluster. Also, mention if the
consonant cluster is in the initial or final position of the word.
street Finch prompt splendid twenty sprawl
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 120
and 121.
 Read the title of the unit loudly.
 Read the first six dialogues of the unit at the given pages # 120 and 121.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write their synonyms on a separate notebook. (arrange, installing, solar, making, electricity,
huge, generators, instead, primary, produce, directly, converted, resources, renewable, panels)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (arrange, installing, solar, making, electricity, huge,
generators, instead, primary, produce, directly, converted, resources, renewable, panels)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (electricity)
 Ask the students to write the singular form of the following words. (generators, resources, panels)
 Ask the students to look for any action word in the given text. (arrange, installing, making,
produce, converted)
 Ask the students to look for any adjective in the given text. (solar, huge, primary, renewable)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (renewable).
 Ask the students to look for any pronoun in the given text. (if any)
 Ask the students to look for any Interrogative Pronouns in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 121. Tell them that we‗ll
read the next four dialogues of this unit on page # 121 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a

121
 separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 10…Day 3 Generate Cheap, Green Electricity from Sunlight
Teaching Aids:
 CSS Primary Standard English for class 6.
 Display of ―Adverb of Degree Chart‖ in the classroom.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: systems, photovoltaic, capture, together, create, sunlight, generate, cloudy,
convert, household, appliances, connected, array, produce
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 15 Minutes
 Ask the students to do the given activities.
Use the dictionary to choose the appropriate word definition and identify the pronunciation of the
word with the help of the pronunciation key.
Words Meaning pronunciation
fan a machine with blades that go round to /fæn/
iron a tool with a flat metal base that can be heated and used to /ˈ aɪ ən/
make clothes smooth
heater a machine used for making air or water warmer /ˈ hiː tə(r)/
refrigerator a machine used to make food, etc. cold in order to keep it /rɪ ˈ frɪ dʒ əreɪ tə(r)/
fresh or preserve it
toaster an electrical machine that you put slices of bread in to /ˈ təʊ stə(r)/
make toast
blender an electric machine for mixing soft food or liquid /ˈ blendə(r)/
Let’s Write (Page 124 of the textbook)
Electricity is one of the most important blessings that science has given to mankind. It has also
become a part of modern life and one cannot think of a world without it. Electricity has many
uses in our day to day life. It is used for lighting rooms, working fans and domestic appliances
like electric stoves, A/C and more. All these provide comfort to people. In factories, big machines are
worked with the help of electricity. Essential items like food, cloth, paper, and many other things are the
product of electricity.
Modern means of transportation and communication have been revolutionized by it. Electric trains and
battery cars are a quick means of travel. Electricity also provides means of amusement, radio, television,
and cinema, which are the most popular forms of entertainment.
Electricity plays a pivotal role in our daily life. It has brought comfort and ease for us. It can also save us
time in some cases. Life has become easy because of the help provided by electric devices.
Make groups of four students each, look at the pictures carefully and discuss various ways to
save electricity.

122
 When you have a sunny day, help hang the When you leave the room, shut off the tube
clothes outside instead of using the dryer. lights, fans, and bulbs.

Use energy-saving appliances. Replace

During the day, open the curtains and use the
conventional light bulbs with the compact
sunlight instead of turning on the lights.
fluorescent light bulbs.

Even turned off, many appliances keep drawing

Turn the thermostat to 20°C to 22°C range in
power. The same goes for all those chargers —
winter, 25°C to 27°C in the summer.
whether or not a device is charging!
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 121.
Read the next four dialogues of page # 121.  Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (systems, photovoltaic, capture,

123
 together, create, sunlight, generate, cloudy, convert, household, appliances, connected, array,
produce). Also, ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (sunlight, household, array)
 Ask the students to write the singular form of the following words. (systems, appliances)
 Ask the students to look for any action word in the given text. (capture, create, generate,
convert, connected, produce)
 Ask the students to look for any adjective in the given text. (photovoltaic, cloudy)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (photovoltaic, together,
sunlight, household).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lesson in the last five minutes of the lecture.
Home Assignment:
 Ask the students to open their CSS Primary Standard English for class 6 on page # 122. Tell
them that we‗ll read the next four dialogues (11th to 14th) of page # 122 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 10…Day 4 Generate Cheap, Green Electricity from Sunlight
Revision of Day 1, Day 2, Day 3
Week 10…Day 5 Generate Cheap, Green Electricity from Sunlight
Teaching Aids:
 CSS Primary Standard English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: photon, hits, attracted, surface, establishes, between, bottom, layers, flow,
equipment, history, invented, researchers, calculators, spaceship, satellites, scientist, advance,
efficiency, wasted hope, achieve
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 15 Minutes
 Ask the students to do the given activity.
C. State whether the following statements are true or false.
1. Using less electricity has many benefits. true
2. It is safe to plugin with wet hands. false
3. Stay away from substations and power lines. true
4. Do climb on power poles. false
5. Never fly kites near power lines. true

124
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 122.
 Read the next four dialogues (11 to 14) given on page # 122.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (photon, hits, attracted, surface,
establishes, between, bottom, layers, flow, equipment, history, invented, researchers,
calculators, spaceship, satellites, scientist, advance, efficiency, wasted hope, achieve)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (photon, hits, attracted, surface, establishes,
between, bottom, layers, flow, equipment, history, invented, researchers, calculators,
spaceship, satellites, scientist, advance, efficiency, wasted hope, achieve)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (photon, surface, bottom,
equipment, spaceship, scientist, hope)
 Ask the students to write the singular form of the following words. (establishes, layers,
researchers, calculators, satellites)
 Ask the students to look for any action word in the given text. (hits, attracted, establishes,
flow, invented, advance, achieve)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions and summarize
the text of today.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 122. Tell them that we‗ll
read the last four dialogues of this unit on page # 122 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 11…Day 1 Generate Cheap, Green Electricity from Sunlight
Teaching Aids:
 CSS English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: benefits, recognized, future, alternative, energy, resources, combat,
greenhouse, global, climate, created, fossils, fuels, secondly, common, domestic, absorb,

125
cooking, heating, thirdly, produces, pollution, environmental, ecologically, acceptable,
drawbacks, sunshine, weather, current, technology, expensive, decent, invention
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 15 Minutes
 Revise all the concepts of English grammar learned in this unit.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 122.
 Read the last four dialogues of this unit on page # 122.
 Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (benefits, recognized, future,
alternative, energy, resources, combat, greenhouse, global, climate, created, fossils, fuels,
secondly, common, domestic, absorb, cooking, heating, thirdly, produces, pollution,
environmental, ecologically, acceptable, drawbacks, sunshine, weather, current, technology,
expensive, decent, invention)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (benefits, recognized, future, alternative, energy,
resources, combat, greenhouse, global, climate, created, fossils, fuels, secondly, common,
domestic, absorb, cooking, heating, thirdly, produces, pollution, environmental, ecologically,
acceptable, drawbacks, sunshine, weather, current, technology, expensive, decent, invention)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.( if any)
 Ask the students to underline any common noun.
 Ask the students to encircle any proper noun.
 Ask the students to mention any preposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
 Ask the students to look for any demonstrative pronoun in the given text.
 Ask the students to look for any reflexive pronoun in the given text.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the text.
Home Assignment:
 Ask the students to do (A. Read out the text answer the following questions) as given on
page # 123.
A. Read out the text and answer the following questions:

126
1. What is solar electricity?
Solar power is the conversion of energy from sunlight into electricity, either directly using
photovoltaics (PV), indirectly using concentrated solar power, or a combination.
2. How electricity reaches different places?
Electricity is generated at power plants and moves through the grid of electricity substations,
transformers, and power lines that connect electricity producers and consumers.
3. Make a list of three ways through which we can save electricity in school.
When you leave the room, shut off the tube lights, fans, and bulbs. During the day, open the
curtains and use the sunlight instead of turning on the lights. Don‘t leave windows or outside
doors open when the heat or air conditioning is on.
4. Do you know how solar panel works? Explain.
Solar panel electricity systems capture the sun's energy using solar cells. Large numbers of solar
cells are put together to create solar panels. The cells convert the sunlight into electricity, which
can be used to run household appliances and for lighting purposes.
5. Have you installed solar panels in your house? Or have you seen anybody in
neighborhood having solar panels?
Yes, I have seen solar panels with street lights. The photovoltaic panels are generally mounted
on the lighting structure (the pole) itself.
6. Do you think solar electricity is beneficial? Why.
Solar power systems derive clean, pure energy from the sun. Installing solar panels on your home helps
combat greenhouse gas emissions and reduces our collective dependence on fossil fuel.
 Ask the students to do (B. Read the text and express your opinion and personal preferences) as
given on page # 123.
B. Read out the text and express your opinion and personal preferences. (multiple choice
questions).
1. From what is the solar power gained?
 water  soil  sunlight  rain
2. Which of the following is the Latin word for sun?
 panel  moon  star  solar
3. How is the solar enery a renewable source?
 It needs water  It needs fossil fuels
 It does not need water  It does not need oil and coal to be burnt
4. How are the solar panels created?
 with panels  with bricks  with energy
 with a large number of cells put together
5. What are fossil fuels?
 water  wind
 coal and oil  waste
6. How is the electricity generated with solar cells?
 when there is light  when the cells convert energy of photons into energy
 when there is wind  When there is coal fire
7. Which is the future energy alternative?
 wind energy  solar energy
 nuclear power  hydro power
8. What is the advantage of solar energy?
 it warms water  it helps the animals
 it has no environmental harmful effects  it blocks ultraviolet rays

127
 ‫اوب‪،‬یراہ ِرہمپایناہیںآےیئاوردےیھکیہکڑپویساینپتھچرپایکاگلرےہںیہ۔‬ ‫اربک ‪:‬‬
‫اٹیب‪،‬وہیلجبانبےنےکےیلاےنپرھگوںںیمیسمشپبصنرکرےہںیہ۔‬ ‫وادل‪:‬‬
‫و نکاوب‪،‬یلجبوتیلجبرھگںیمیتنبےہاہجںتہبیرےرنجرٹیوہےتںیہاوریلجبرھگوکےلئ‪،‬ڑکلی‪،‬دقریتسیگ‪،‬پاینپاوہااکاامعتسؽیھبرکےتںیہ۔‬ ‫اربک ‪:‬‬
‫متحیحصہہکرےہوہاربک‪،‬و نکاہیںرپیلجبانبےنےکےیلیسمشوتاپایئاامعتسؽیکاجریہےہ۔‬ ‫وادل‪:‬‬
‫ریمےااتسدےناتبپااھتہک’’وسرل‘‘ الینیطزپاؿاکظفلےہسجےکینعمںیہوسرکاوروسرکیہزنیمرپپایئاجےنوا یامتؾوتاپایئاکذرہعیےہ۔‬ ‫اربک ‪:‬‬
‫و نکیسمشوتپایئےسیلجبےسیکانبیئاجیتکسےہ؟‬
‫ک‬ ‫ک‬
‫یسمشوتاپایئوہوتاپایئےہوجیراہ ِراسوسرکیکروینشےسدیپایکاجیتےہ‪.‬یسمشوتاپایئوکیراہ ِراسپاالبواہطسوطررپوتاپایئیکدرگیولکشںںیم‬ ‫وادل ‪:‬‬
‫دبتلیایکاجاتکسےہ۔ےسیجہکتکارتاوریلجب۔جمہیسمشوتاپایئاکاامعتسؽرکےتںیہںیمہوفیف لؽاسیجہکوکای پاوک وک ےنےنیکرضورتہنےہ۔ہی‬
‫یسمش وتاپایئ وک وتاپایئاکاقب ِدجتیدذرہعیانبداتیےہ۔یسمشوتاپایئوکیلجبںیمدبتلیرکےنےکےیلوسرللیسپاپاچےیہوہےتںیہ۔‬
‫وسرللیسایکوہےتںیہ؟‬ ‫اربک‪:‬‬
‫پوکانبےن‬
‫وسرلپرےشیشیکوٹیلپںیکفرحںیہ۔ہیوسرلزلیسیکدمدےسوسرکیکوتاپایئوکجدبرکےتںیہ۔وسرلزلیسیکدمدےسوسرل ر‬ ‫وادل ‪:‬‬
‫ےکےیلوسرلزلیس یکاتیریدعتاددراکروہیتےہ۔ہیزلیسوسرکیکروینشوکیلجبںیمدبتلیرکےتںیہوجہکرھگولیآالتوکالچےناورروینش‬
‫دیپارکےنےکاکؾآیتکسےہ۔‬
‫ایکرصػاتلیساتامعرتپارھگوکیلجبدےاتکسےہ؟‬ ‫اربک ‪:‬‬
‫ک ک‬
‫اجپےہپاہک‬
‫ںیہن‪،‬اتامعرتپارھگوکیلجبقرامہرکےنےکےیلیئکوسرلزلیسیکرضورتوہیتےہاےسیںیم‪،‬اکیفاسرےوسرلزلیسوکااٹھکایک ا‬ ‫وادل‪:‬‬
‫اکیفدقمارںیمیلجبدیپاوہےکس۔‬
‫وسرللیسےسیکاکؾرکےتںیہ؟‬ ‫اربک ‪:‬‬
‫وادل ‪ :‬یسمشلیسوسرکےسآینوا یوتاپایئںیموموجدوفوٹیروکیلجبںیمدبتلیرکےتںیہ۔جوفوٹؿلیسےکاورپآرکاتگلےہوت ارٹکیلوؿلیسیکحطسیکفرػ‬
‫ک‬
‫وہپےہجیلجباکرسٹکلیسےکسےساورپاورےلچن‬ ‫وتمہجوہےتںیہسجےکےجیتنںیملیسیکسےساورپاورےچینیکوہتںےکدرایمؿاتووجیٹل دیپا ا‬
‫ک‬ ‫ک‬
‫وہپےہوترکیدوڑ اپےہاوریلجبےکآالتوکوتاپایئداتی ےہ۔‬
‫ےصحںیمدیپا ا‬
‫یسمشوتاپایئےکوفادئایکںیہ؟‬ ‫اربک ‪:‬‬
‫وادل ‪ :‬سےسےلہپیسمشوتاپایئوکلبقتسمےکسےسامہذرہعیوتاپایئےکوطررپامپااجراہےہویکہکنہیآولدیگےسپاکےہدوؾ‪،‬وسرلارنیجاکاعؾ‬
‫ک‬ ‫ک‬ ‫ک‬
‫وہپےہ۔وسؾ‪،‬یسمشوتاپایئےک‬
‫رکپےہوجپاینوکاھکپااکپےناوررگؾرکےنےکےئلاامعتسؽ ا‬ ‫وہپےہوجیسمشوتاپایئوکجدب ا‬
‫رھگولیاامعتسؽیسمشپےس ا‬
‫اموحایلیتاصقنؿدہایراتںیہنںیہ۔۔‬
‫ایکیسمشوتاپایئےکاقنصئوہےتںیہ؟‬ ‫اربک‪:‬‬
‫ک ک‬ ‫ک ک‬
‫یسمشوتاپایئںیمدویریخراایبںںیہ۔اتصقنہیےہہکدؿےکوق‪،‬وممساوراسؽےکوقےکدوراؿوصخمصہگجرپدوھپیکدقمار‬ ‫وادل ‪:‬‬
‫ںیمدبتیلیآیتےہ۔دورسیخرایب ہیےہہکوموجدہانکٹولیجیکدمدےس‪،‬یلجبیکوقعمؽدقماردیپارکےنںیمتہباسرےےگنہموفوٹارٹکیلکزلیسےتگلںیہ۔‬
‫ہیوتتہبایھچپاتےہہیاتمیظعااجیدےہ۔‬ ‫اربک ‪:‬‬
‫ےبکش‪،‬ریمےےٹیب۔‬ ‫وادل ‪:‬‬

‫‪128‬‬
Week 12…Day 1 Patriotism
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Analyze and compare various informal and formal letters to note the difference in
conventions, vocabulary, style, and tone.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Choose appropriate words and definitions and identify the part of speech of a word through
abbreviations used.
 Recognize and use varying intonation patterns to show attitude.
 Describe characters orally and in writing.
 Express preferences about characters giving reasons.
 Identify the part of speech of a word.
 Recognize and use quotation marks to enclose direct speech.
 Recognize the author's purpose.
 Use capitalization, full stop, question mark, comma, and exclamation mark wherever applicable.
 Apply world knowledge and own opinion to the text read.
 Relate what is read to their own feelings and experiences.
 Analyze to use in their writing the elements of a story.
 Identify the functions of direct and indirect speech in simple texts.
 Recognize the rules of, and change the narration of simple statements.
Concepts of English Grammar to Learn:
 Students will learn about the rules of direct and indirect speech.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of chart showing rules of direct and indirect speech.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask the students if they know anything about the rules of direct and indirect speech.
Development: 30 Minutes
 Explain the rules of direct and indirect speech as explained on page # 135 of the book.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 131. Tell them that we‗ll
read the first stanza of this poem on page # 131 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 12…Day 2 Patriotism
SLO’s: After studying this unit, students will be able to:
 Learn about the use of the rules of direct and indirect speech.
Concepts of English Grammar to Learn:
 Students will learn about the use of the rules of direct and indirect speech.
Teaching Aids:

129
  CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: colours, symbols, green, white, flag, prosper
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Revise the concept of ―Rules of Direct and Indirect Speech‖.
 Ask the students to do the given activity (B: Choose the correct indirect form of
sentences for the following direct sentences) as given on page # 136 of the book.
A. Choose the correct in direct form of sentences for the following direct sentences.
1. Kiran asked me, ―Did you see the cricket match on television last night?
 Kiran asked me whether I saw the cricket match on television the earlier night.
 Kiran asked me whether I had seen the cricket match on television the earlier night.
 Kiran asked me did I see the Cricket match on television the last night.
 Kiran asked me whether I had seen the cricket match on television the last night.
2. Naeem said to Shazia, ―Mona will leave for her native place tomorrow.‖
 Naeem told Shazia that Mana will leave for her native place tomorrow.
 Naeem told Shazia that Mona left for her native place the next day.
 Naeem told Shazia that Mona would be leaving for her native place tomorrow.
 Naeem told Shazia that Mona would leave for her native place the next day.
3. I said to him, ―Why are you working so hard?‖
 I asked him why he was working so hard.
 I asked him why he was worked so hard.
 I asked him why he had been work so hard.
 I asked him why he had been working so hard.
4. He said to her, ―What a cold day!‖
 He told her that it was a cold day.
 He exclaimed that it was a cold day.
 He exclaimed sorrowfully that it was a cold day.
 He exclaimed that it was a very cold day.
5. The tailor said to him, ―Will you have the suit ready by tomorrow evening?‖
 The tailor asked him that he will have the suit ready by the next evening.
 The tailor asked him that he would had the suit ready by the next evening.
 The tailor asked him if he would have the suit ready by the next evening.
 The tailor asked him if he will like to the suit ready by the next evening.
6. He said to the interviewer, “Could you please repeat the question?”
 He requested the interviewer if he could please repeat the question.
 He requested the interviewer to please repeat the question.
 He requested the interviewer to repeat the question.
 He requested the interviewer if he could repeat the question.
7. He said to me, ―I have often told you not to play with fire.‖
 He said that he has often been telling me not to play with fire.
 He told me that he had often told me not to play with fire.
 He reminded me that he often said to me not to play with fire.
 He said to me that he often told me not to play with fire.
8. The Captain said to his men, ―Stand at ease.‖

130
  The Captain urged his men to stand at ease.
 The Captain wanted his men to stand at ease.
 The Captain told his men that they should stand at ease.
 The Captain commanded his men to stand at ease.
9. Tahir said to me, ―If I hear any news, I‘ll phone you.‖
 Tahir told me that if he heard any news, he will phone me.
 Tahir told me that if he will hear my news, he will phone me.
 Tahir told me that if he had heard any news, he would phone me.
 Tahir told me that if he heard any news, he would phone me.
10. He said, ―I cannot help you at present because I am myself in difficulty.‖
 He said that I cannot help you at present because of I myself in difficulty.
 He said that he could not help me at present because he was himself in difficulty.
 He told that he could not help you at present because he was himself in difficulty.
 He asked that he could not help you at present because he was himself in difficulty.
11. He told her, ―I want to meet your father‖:
 He told her that I want to meet your father.
 He told her that he wanted to meet her father.
 He told her that he wanted to meet your father.
 He told her that she wanted to meet her father.
12. He says, ―I don‘t; want to play anymore.‖
 He says that he doesn‘t want to play anymore.
 He says that I don‘t want to play anymore.
 He says that I didn‘t want to play anymore.
 He says that he didn‘t want to play anymore.
13. The teacher said to Raheem, ―Congratulations! Wish you success in life.‖
 The teacher congratulated Raheem and said which your success in life.
 The teacher wished congratulations and success in life to Raheem.
 The teacher wished congratulations to Raheem and wished him success in life.
 The teacher congratulated Raheem and wished him success in life.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 131
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first stanza of the poem at the given page # 131.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (colours, symbols, green, white,
flag, prosper). Also, write down the Vocabulary words on the writing board. Ask the students
to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.

131
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (flag)
 Ask the students to write the singular form of the following words. (colours, symbols)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (prosper)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(are,
far)
 Ask the students to look for any masculine or feminine noun in the first three lines of the
poem.(if any)
Recap: 5 Min
To check the understanding of the students, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 131. Tell them that we‗ll
read the second stanza of this poem on page # 131 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 12…Day 3 Patriotism
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: country, lovely, valleys, mountains, rivers, everything, comely
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Ask the students to do the given activity.
C: rectify faulty punctuation and capitalization in given sentences.
1. Is it sunny outside today?
2. Have you seen my new red bicycle?
3. I would like to ride my bicycle.
4. Do you want to ride our bicycles together?
5. We can ride around the park.
D: Rewrite each sentence with the correct punctuation. Capitalize words and add
quotation marks where needed.
1. ―Oh no!‖ cried Fazal.
2. ―What do you think is out there?‖ asked Saima.
3. ―Pervez would you please pass the pickles?‖ he said.
4. ―That‘s funny, Adnan!‖ said Tahir. 5. ―I‘m sorry dad!‖ Durdana said.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 131.
 Read the second stanza of this poem on page # 131.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.

132
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (country, lovely, valleys, mountains,
rivers, everything, comely). Also as the students to copy these words for dictation and make
sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (country)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (lovely, comely)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(lovely,
comely)
 Ask the students to look for any pronoun in the given text. (it)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lecture in five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 131. Tell them that we‗ll
read the third stanza of this poem on page # 131 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 12…Day 4 Patriotism
Revision of Day 1, Day 2, Day 3
Week 12…Day 5 Patriotism
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: together, love, care, lively, forever
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Ask the students to do the given activity.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 131.
 Read the last two paragraphs of the unit as given on page # 131 of the book.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (together, love, care, lively,

133
 forever). Also as the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to look for any action word in the given text. (love, care)
 Ask the students to look for any adjective in the given text. (lively)
 Ask the students to look for any adverb in the given text. (forever)
 Ask the students to look for any rhyming words given in the first three lines of the
poem.(together, forever)
 Ask the students to look for any pronoun in the given text. (she, their)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students?
Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 132 of the book.
A. Read out the text and answer the following questions:
1. What are the colours in the Pakistani flag?
The colours in the Pakistani flag are green and white.
2. What signifies unity according to the poem?
According to the poem, our national flag signifies unity.
3. Who will prosper according to the poem?
According to the poem, the people of Pakistan will prosper one day.
4. What makes the country beautiful?
The lovely valleys, mountains and rivers of the country makes it beautiful.
5. How can we pray for Pakistan according to the poem?
We can pray for Pakistan with love and care.
B. Read out the text and express your opinion and personal preferences. (multiple choice
questions).
1. Which is the other colour in Pakistani flag except green?
 white  blue  red  yellow
2. What is meant ―They‖ in the poem.
 colours  Pakistani People  provinces  flags
3. How is the country Pakistan beautiful?
 It has beautiful people  It has beautiful valleys
 It has valleys, mountains and rivers  It has vast meadows
4. Why should we stand by Pakistan?
 because we live here  Because it has four provinces
 Because it is our homeland  Because our heroes are Quaid-e-Azam
and Allama Iqbal
5. What should be lively forever?
 Pakistan  Islamabad  Lahore  Peshawar
:‫آؤڑپںیھ‬
‫زبسرپمچاوردیفس‬،‫رن‬

134
 ‫ک‬
‫ہنمتخوہےنوا ی؛‬،‫اسفرحےکویییکالعم‬
‫وہدؿدورںیہنجوہوخاحشؽوہںم‬

،‫تہبوخوصبرتےہ‬،‫ہیکلم‬
‫ںوڑڑاورامتؾدرپا۔‬،‫وادپاں‬
‫اہیںیکہرزیچاےسوخوصبرتانبیتےہ۔‬

‫مہسس رکپااتسکؿےکشاہنناہنڑھکےوہں۔‬
‫ک‬
،‫اسزنیمےکےیلہارےپاس‬،‫تبحماوردہگناس‬
‫ہیہشیمہےکےئلزدنہپادرےہ‬
Second Term Model Paper
Model Paper # 1
Instructions:
 Every question has four possible answers but one is correct.
 Choose the correct answer and fill the circle.
 Only use a black or blue pen to fill the circle.
 Filling more than one circle will be considered as the wrong answer.
Section “A”
Time allowed: 45 Minutes Total marks: 30
31. I got up, dressed __________ and ran downstairs.
o quickly oquickest o
quick o quicker
32. He would probably know the _________ way.
o fast o faster o fastest o most fast
33. She ____________ lifted an egg.
o careful o carefully o more care o most care
34. The method first employed for working a telephone line was extremely simple. The
adverb "extremely" modifies a / an ____________.
o verb o adverb o noun o adjective
35. The children are well again. The word "well" is a / an _____.
o adjective o adverb o verb o noun
36. Since he met his new friend, Jamal never seems to be ______ home.
o by o at o of o from
37. I'll be ready to leave ____ about twenty minutes.
o on o at oof ino
38. The child responded to his mother's demands ______ throwing a tantrum.
o with o by o from o on
39. Which of the sentences is correct?

135
o Last year I go to Murree. o Last year I went to Murree.
o Last year I am going to Murree. o Last year I will go to Murree.
40. Which verb is NOT in the simple present tense?
o She listens. o She talked. o She waits. o She watches.
41. I __________________ Basit last week. He looked very well.
o see o saw o sees o sawed
42. Which tense would you use for describing last year's holiday?
o simple past tense o simple future tense
o present continuous tense o past continuous tense
43. Which is an interrogative sentence?
o Tahir went to the store. o Where is the store?
o I bought food for dinner. o Shut the door!
44. She wants to be sure she didn't forget anything.
o interrogative sentence o exclamatory sentence
o declarative sentence o imperative sentence
45. Select the correctly punctuated sentence.
o I ate breakfast; read the paper and went to work.
o I ate breakfast: read the paper and went to work.
o I ate breakfast, read the paper and went to work.
o I ate breakfast ―read the paper and went to work‖.
46. Do you know where my blue gym shoes are?
o statement o command o question o exclamation
47. Which one is wrong?
o invite – invited o knock – knocked o found – founded o spend – spended
48. Odd one out.
o lose o cause o correct o injure
49. Have you ever __________ a promise?
o broke o broken o break o broked
50. To build a treehouse, __________, choose a sturdy tree.
o first o next o then o finally
51. Many customers bought delicious chicken pies. _________ all the pies were sold out.
o eventually o afterwards o next o in the end
52. The boys were playing Cricket. (choose correct passive voice)
o Cricket was played by the boys. o Cricket were being played by the boys.
o Cricket was being played by the boys. o Cricket had been played by the boy.
53. Why do you tell a lie? (choose correct passive voice)
o Why a lie told by you? o Why is a lie be told by you?

136
 o Why is a lie told by you? o Why is a lie being told you?
54. It ___________ drizzling throughout the previous day.
o Keeps o
Kept keep o o keeping
55. My computer broke down, so I ___________ continue my work.
o cannot be o
could not can‘to o
couldn‘t been
56. One woman said to me, "You should consult a doctor. Do not delay." (choose correct
passive voice)
o One woman said me that I should be consult a doctor and warned me not to delay.
o One woman told me that I should consult a doctor. Did not delay.
o One woman suggested me that I should consult a doctor. Do not delay.
o One woman requested me that I should been consult a doctor. Do not delay.
57. She says, "I did not finish my work." (choose correct passive voice)
o She says that she had not finish her homework.
o She says that she did not finish her homework.
o She says that she was not finished her homework.
o She says that she had not been finish her homework.
58. I said, "I do hard work to achieve my dreams". (choose correct passive voice)
o I said that I did hard work to achieve my dreams.
o I said that I do hard work to achieve my dreams.
o I said that I had to work hard to achieve my dreams.
o I said that I have to work hard to achieve my dreams.
59. They gave a pen to him. (Identify the pattern of the following sentence)
o SVO o SV DOIO o
SV IODO o
SVIO
60. I finished the work (Identify the pattern of the following sentence)
o SVO o SVIO o SV DOIO o SVDO
Section “B”
Time allowed: 75 Minutes Total marks: 45
Q1. Read the stanza and answer the questions given below: 4 marks
A Bird came down the Walk -
He did not know I saw -
He bit an Angle Worm in halves
And ate the fellow, raw,
iii. What are three things that the bird did in this stanza? 2 marks
iv. Write the main idea of the stanza. 2 marks
Q2. Read the paragraph and answer the questions given below: 6 marks
Sharda University was actively disseminating knowledge somewhere around the 9th century. It is
thus interesting to know how the university's physical structure has survived through more than a
millennial. Although the university's building is not intact, some structures of it are still standing.
This is indeed a marvel in its own respect. This is so because there are hardly any buildings in

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 the world which have survived for as long as Sharda University. Moreover, the university's
architecture seems very modern in terms of the time during which it was built.
v. What is the main idea of the paragraph? 1 mark
vi. For how long university's physical structure have survived? 1 mark
vii. Underline the specific words, vivid verbs, and modifiers. 2 marks
viii. What the topic sentence of this paragraph. 2 marks
Q3. Do as directed. 10 marks
xi. The water was extremely cold. (underline adverb of degree)
xii. Maria was neglected by the teachers__________ she left college. (insert adverb of reason)
xiii. Weight (Underline the silent letter)
xiv. I have been living in Manshera ______________ one year. (insert since or for)
xv. Tall (determine if the bolded/underlined vowel is a short or long vowel sound)
xvi. The children were playing outside. (what tense is the verb)
xvii. Straight (underline the consonant cluster in initial position)
xviii. I travelled to school by bus. (what is the tense of the sentence)
xix. I have brought carrots cucumber spinach potatoes and onions. (insert punctuation marks)
xx. Tahir is as tall as ______________. (insert simile)
Q4. Write a story on “The honest woodcutter” using elements of story writing. 10 marks
Q5. Deduce the meaning of the following words and use them in sentences of your own.
10 marks
hungry hurt alternative provide distress
Model Paper # 2
Instructions:
 Every question has four possible answers but one is correct.
 Choose the correct answer and fill the circle.
 Only use a black or blue pen to fill the circle.
 Filling more than one circle will be considered as the wrong answer.
Section “A”
Time allowed: 45 Minutes Total marks: 30
1. I will never shop at that store again. The word "never" is a / an ____.
o adverb o adjective o verb o preposition
2. She rarely left the house. The adverb "rarely" modifies a /an ____________.
o adverb o pronoun o verb o noun
3. I softly held the lily to my nose so I could smell it. Which word is used as an adverb?
o could o held o lily o softly
4. It's __________ risky to go out at this time.
o enough o too o just o often
5. Kamran was a naughty boy ______ he was ignored by his friends.
o but o hence oalways o hardly
6. I think she spent the entire afternoon ______ the phone.
o on o in o at o over
7. I will wait ______ 6:30, but then I'll go home.
o from o at o until o on
8. My fingers were injured so my sister had to write the note _____ me.

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o for o with o to o at
9. Which tense would you use for talking about next weekend?
o simple past tense o present continuous tense
o simple future tense o past continuous tense
10. What is the tense of this question?
Did you go to the library on your way home?
o past continuous tense o simple future tense
o present continuous tense o simple past tense
11. Which of the sentences is correct?
o I usually getting the bus to work. o I am usually got the bus to work.
o I usually gets the bus to work. o I usually get the bus to work.
12. Which verb is in the simple future tense?
o He goes. o He will come.
o He arrived late. o He leaves.
13. Which of the following choices is an example of an interrogative sentence?
o When is lunch? o It sure is hot out here!
o Put your plate in the sink. o He will not win.
14. Do not make a noice.
o statement o command o question o exclamation
15. Select the correctly punctuated sentence.
o She always enjoyed sweets, chocolate, marshmallows and toffee apples.
o She always enjoyed: sweets, chocolate, marshmallows and toffee apples.
o She always enjoyed sweets chocolate marshmallows and toffee apples.
o She always enjoyed sweet's, chocolate, marshmallows and toffee apples.
16. Did you ___________ what he said?
o understand o understood o understanding o understands
17. Which one is wrong?
o cut – cut o forget – forgot
o clean – cleaned o leave – leaved
18. I ______ to take a job in New York.
o choosed o choose o chose o choosing
19. Many people wanted to buy the tickets. ______ a while, the queue was quite long.
o before o after o finally o next
20. Zulina will be back in fifteen minutes. ______, yourself at home.
o later o
subsequently o
meanwhile o finally
21. They ___________ swimming at the beach.
o were o was o will o is
22. If you are in town, you ___________ come to me.

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 o are o were o had o will
23. He heard the train coming and ___________ happy.
o is owere willo o was
24. You will praise her very much. (choose correct passive voice)
o She will praised very much by you. o She will be praised very much by you.
o She will being praised very much by you. o She will been praised very much by you.
25. I do exercise daily. (choose correct passive voice)
o Exercise are done daily by me. o Exercise is done daily by me.
o Exercise is being done daily by me. o Exercise is been taken daily by me.
26. He said, "I cannot understand your words sister, please repeat for me again."
(choose correct passive voice)
o He said to his sister that he cannot understand her words and want her to repeat for him again.
o He said to his sister that he could not understand her words and wanted her to repeat for him again.
o He said to his sister that he cannot understand her words and wants her to repeat for him again.
o He said to his sister that I cannot understand her words and what her to repeat for him again.
27. He said, "Would that my father was alive” (choose correct passive voice)
o He wished that his father had been alive. o He wishes that his father has been alive.
o He wished his father had been alive. o He said that his father had been alive.
28. He said to me, "What you have mentioned making a story interesting". (choose
correct passive voice)
o He said to me what I mentioned to make a story interesting.
o He asked me what I had mentioned to make a story interesting.
o He asked me what I have mentioned to make a story interesting.
o He asked what I had been mentioned to make a story interesting.
29. I wish you a happy new year. (Identify the pattern of the following sentence)
o SVO oSVIODO o
SVDO SVDOIOo
30. He gave the book to him. (Identify the pattern of the following sentence)
o SVO o SVIO o SV IDDO o SVODOIO
Section “B”
Time allowed: 75 Minutes Total marks: 45
Q1. Read the stanza and answer the questions given below: 4 marks
Like one in danger; cautious,
I offered him a crumb,
And he unrolled his feathers
And rowed him softer home
iii. Why do you think the poet offered the bird crumbs? 2 marks
iv. Who is ‗I‘ in the stanza? 2 marks
Q2. Read the story and answer the questions given below: 6 marks
Solar power is power generated directly from sunlight. People have used the sun as a heat
source for thousands of years. Solar energy can be converted directly or indirectly into other

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 forms of energy, such as heat and electricity. When we use solar power, we don't use any of
the Earth's resources like coal or oil. This makes solar power a renewable energy source. To
convert solar energy into electricity we need solar cells or panels.
v. How is solar power generated? 1 mark
vi. How can we save resources by using solar power? 1 mark
vii. What do we need to convert solar energy into electricity? 2 marks
viii. Identify the topic sentence of this paragraph. 2 marks
Q3. Do as directed. 10 marks
xi. She speaks in class. (loudly) (rewrite the sentences and put the adverbs in brackets
correctly)
xii. Do you have enough money enough for emergencies? (underline adverb of degree)
xiii. The pilot welcomed the passengers on the plane. (state the gender of noun pilot)
xiv. Wrote (Underline the silent letter)
xv. I haven't seen you ________________ a week. (insert since or for)
xvi. Tart (determine if the bolded/underlined vowel is a short or long vowel sound)
xvii. I'll take you in my car. (what tense is the verb)
xviii. Shrink (underline the consonant cluster in initial position)
xix. My grandmother is as sweet as __________. (insert simile)
xx. My favourite colours are blue red and pink (insert punctuation marks)
Q4. Write a dialogue between father and son on “Education”. 10 marks
Q5. Write a letter to the editor of the newspaper about global warming. 10 marks
Model Paper # 3
Instructions:
 Every question has four possible answers but one is correct.
 Choose the correct answer and fill the circle.
 Only use a black or blue pen to fill the circle.
 Filling more than one circle will be considered as the wrong answer.
Section “A”
Time allowed: 45 Minutes Total marks: 30
1. There wasn't enough light, ______ the match was stopped.
o but o as o since o hence
2. Your roommate drives quite fast, doesn't she? The adverb "quite" modifies a / an
______________.
o verb o adjective o adverb o noun
3. That's a lovely painting. The word "lovely" is a / an ____________.
o preposition o adverb o adjective o noun
4. He cut my hair ______ today than last time.
o quickly omore quick o most quick o quick
5. Hamza is walking to office ___________.
o leisurely o leisure o
leisurer o leisurest
6. I am not interested _____ buying a new car now.
o to o for o in o at
7. My best friend, Asad, is named ______ his great-grandfather.
o after o over o to o about

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8. Grandpa stayed up ______ two in the morning.
o since o
for ountil o from
9. Which of the following sentences is correct?
o Next week I is going to the cinema. o Next week I am going to the cinema.
o Next week I will going to the cinema. o Next week I went to the cinema.
10. Which sentence is in the simple past tense?
o He walked. o He walks.
o He will walk. o He will be walking.
11. What tense is the verb in this sentence?
“I'll take you in my car.”
o simple present tense o present continuous tense
o future continuous tense o simple future tense
12. Which tense would you use for talking about the area where you live?
o simple past tense o present continuous tense
o simple future tense o simple present tense
13. Which sentence is imperative?
o May I have a clean plate? o Hurray! I won the match.
o Kareem went to school. o What is your name?
14. Select the correctly punctuated sentence.
o Sarah's uncle's car was found without its wheels in that old warehouse.
o Sarah's uncle's car was found without its wheels in that old, warehouse.
o Sarahs uncles car was found without its wheels in that old, warehouse.
o Sarah's uncle's car was found without it's wheels in that old, warehouse.
15. Which one is wrong?
o fly – flew o send – sent
o teach – thought o win – won
16. I ________________ my shirt when I fell off my bike.
o tear o tore o teared o torn
17. I didn't ________ the correct answer.
o knew o know o known o knowed
18. Odd one out.
o sing o catch o saw o look
19. My brother was late to pick me from school. ____, he came after an hour.
o first omeanwhile olater ofinally
20. A day passed but there was no sign of our cat. ______, we decided to buy a new one.
o until obefore o
atlast o next
21. He heard the train coming and___________near the stairs.
o has gone o did go o go o went
22. I always ___ before bed.

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 o to read o reading o read o reads
23. She will invite me. (choose correct passive voice)
o I shall be invited by her. o I will invited by her.
o I shall being invited by her. o I will been invited by her.
24. Did you visit the zoo? (choose correct passive voice)
o Was a zoo being visited by you? o Was a zoo be visited by you?
o Was a zoo been visited by you? o Was a zoo visited by you?
25. We've all been ___ about you.
o thought o thinking o
to think o thinks
26. He says, "They will hurt you". (choose correct passive voice)
o He says that they will hurt me. o He says that he would be hurt me.
o He says that they would hurt me. o He say that they would hurt you.
27. My father said to me, "You must work hard". (choose correct passive voice)
o My father said to me that I must work hard.
o My father said to me that you must work hard.
o My father said to me that you have to work hard.
o My father said to me that I had to work hard.
28. My mother says, "I was happy in Karachi. I had seen many places when I was a child."
(choose correct passive voice)
o My mother says that she was happy in Karachi, she had been seen in many places when
she was a child.
o My mother said that I was happy in Karachi. I had seen many places when I was a child.
o My mother says that she was happy in Karachi. She had been seen many places when she
was a child.
o My mother says that she was happy in Karachi. She had seen many places when she was a child.
29. We received the parcel. (Identify the pattern of the following sentence)
o SVO o SVDO o SVDOIO o SVIODO
30. I gave an application to the principal. (Identify the pattern of the following sentence)
o SVO o SVIO o SVIODO o SVDOIO
Section “B”
Time allowed: 75 Minutes Total marks: 45
Q1. Read the stanza and answer the questions given below: 4 marks
He glanced with rapid eyes,
That hurried all abroad -
They looked like frightened Beads, I thought,
He stirred his Velvet Head. –
iii. What looked like ―frightened beads‖. 2 mark
iv. Which adjective is used to describe the head? 2 marks
Q2. Read the story and answer the questions given below: 6 marks

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 Water becomes polluted when some foreign substance is present in it. It degrades its quality and
makes it unfit or harmful for use. This foreign substance is detrimental to the health of men,
animals, and plants. In other words, the quality of water changes and it becomes less suitable for
drinking purposes, agricultural activities, for the aquatic creature or other purposes. Polluted water
can cause various intestinal infections like cholera or dysentery or certain diseases like jaundice.
Sewage is an important source of pollution in urban centers. Liquid waste comes from residential
areas, institutions, hotels, hospitals, etc. it is discharged into adjacent water bodies or disposed in
open low-lying areas. The community waste carries decaying organic matter; it gives rise to bad
odour and various pathogenic germs. This also leads to pollution of underground water. On the
other hand industrial waste affects the growth of plant life too. I have tried to bring in limelight the
sources of pollution and its effects on human and plant life.
v. What diseases can polluted water cause? 1 mark
vi. What is water pollution? 2 mark
vii. What are the causes of water pollution? 1 marks
viii. Write the main idea of the paragraph. 2 marks
Q3. Do as directed. 10 marks
xi. How much calcium is enough to prevent bone loss? (underline adverb of degree)
xii. It rains in the desert. (never) (rewrite the sentences and put the adverbs in brackets
correctly)
xiii. Knowledge (Underline the silent letter)
xiv. I've lived here _____________________ 5 years. (insert since or for)
xv. Game (determine if the bolded/underlined vowel inside each word is a short or long
vowel sound)
xvi. They will go to college on Monday. (what is the tense of the verb)
xvii. Spring (underline the consonant cluster in initial position)
xviii. This old shop _________ no proper shelves. (insert the main verb)
xix. That door is as solid as ______________. (insert simile)
xx. I need to visit my mother wash my car and buy six stamps (insert punctuation marks)
Q4. Write a paragraph on “Air pollution”. 10 marks
Q5. Write a letter to your sister, telling her about your studies. 10 marks
Third Term
Week 1…Day 1 Harmful Effects of Smoking
SLO’s: After studying this unit, students will be able to:
 Identify the dialogue as a means of direct conversation about the current and prevailing issues.
 Develop listening and speaking skills.
 Develop creative writing skills.  Develop thinking skills.
 Illustrate the use of the dictionary for finding appropriate meaning and correct spellings.
 Analyze and compare various informal letters to write short letters to people in the immediate
social and academic environment.
 Follow conventions of an informal letter with respect to layout and salutations etc.
 Make predictions about storyline/content, characters using contextual clues and prior knowledge
using pre-reading strategy.
 Identify active and passive voice in simple sentences.
 Recognize and use active and passive voice to write short notices and instructions.
Concepts of English Grammar to Learn:
 Students will learn about Active Voice and Passive Voice.

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Teaching Aids:
 CSS English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they know anything about ―Active Voice and Passive Voice‖.
Development: 30 Minutes
 Explain the concept of ―Active Voice and Passive Voice‖ as it is explained on pages # 143
and 144 of the book.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the students.
Home Assignment:
 Ask the students to open their CSS Primary Standard English for class 6 on pages # 140. Tell
them that we‗ll read the first six dialogues of this unit on pages # 140 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 2 Bad Effects of Smoking
SLO’s: After studying this unit, students will be able to:
 Know about the functions and use of Active Voice and Passive Voice.
Concepts of English Grammar to Learn:
 Students will learn about Active Voice and Passive Voice.
Teaching Aids:
 CSS English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: suffering, cough, deteriorating, behind, declining, smoker, smoking,
sickness, attack, pressure, troubles, serious, diseases
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Ask them if they want to know anything more about ―Active Voice and Passive Voice‖.
Development: 15 Minutes
 Ask the students to do the given activities.
A. Choose the correct passive voice for the following active sentences.
1. Why do you tell a lie?
 Why a lie told by you?  Why is a lie told by you?
 Why is a lie be told by you?  Why is a lie being told you
2. I take exercise daily.
 Exercise are taken daily by me  Exercise is being taken daily by me
 Exercise is taken daily by me  Exercise is been taken daily by me
3. She will invite me.
 I shall be invited by her  I shall being invited by her.
 I will invited by her  I will been invited by her
4. Did you visit a zoo?
 Was a zoo being visited by you?  Was a zoo been visited by you?
 Was a zoo be visited by you  Was a zoo visited by you

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5. Akram makes tea.
 Tea is made by Akram  Tea was made by Akram
 Tea be made by Akram  Tea has made by Akram
6. My father loves me.
 I loved my father  I were loved by my father
 I was loved by my father  I am loved by my father
7. We hated him.
 He has hated by us  He was hated by us
 He is hated by us  He will hated by us
8. He is making a film.
 A film is made by him  A film is being made by him
 A film had being made by him  A film has being made by him
9. Shafeeq was singing a song.
 A song has been being sung by Shafeeq  A song has being sung by Shafeeq
 A song is sung by Shafeeq  A song was being sung by Shafeeq
10. My mother is cooking food.
 Food is being cooked by my mother  Food was being cooked by my mother
 Food has been cooked by my mother  Food is being cook by my mother
11. Someone has stolen his book.
 His book is been stolen by someone  His book is stolen by someone
 His book has been stolen by someone  His book has stolen by someone
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 140.
 Read the title of the unit loudly.
 Read the first six dialogues of the unit at the given page # 140.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (suffering, cough, deteriorating,
behind, declining, smoker, smoking, sickness, attack, pressure, troubles, serious, diseases)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (suffering, cough, deteriorating, behind, declining,
smoker, smoking, sickness, attack, pressure, troubles, serious, diseases)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (smoker, attack, pressure)
 Ask the students to write the singular form of the following words. (troubles, diseases)
 Ask the students to look for any action word in the given text. (suffering, declining, smoking, attack)
 Ask the students to look for any adjective in the given text. (deteriorating, serious)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (behind, sickness).
 Ask the students to look for any pronoun in the given text. (if any)

146
 Ask the students to look for any Interrogative Pronouns in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 140. Tell them that we‗ll
read the next four dialogues of this unit on page # 140 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write its synonyms on a separate
notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 3 Bad Effects of Smoking
SLO’s: After studying this unit, students will be able to:
 Know how to write a notice.
Concepts of English Grammar to Learn:
 Students will learn about how to write a notice.
Teaching Aids:
 CSS English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: rightly, puff, contains, fatal, addicted, poisoning, quickly, surgery, sticky,
inside, hinders, danger, nobody, argument
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 15 Minutes
 Explain the concept of how to write a notice as given on page # 146 of the book.
 Ask the students to do the given activities.
Imagine you are head boy of your school. Your school is publishing an annual magazine
next month. Write a notice for your school notice board and invite write-ups from the
student.
Date: 18th June 2018
Attention Please
Write-ups invited for Annual Magazine!
 Your help and cooperation are required to complete the annual school magazine. Submit
your work by 25th July 2018, to the literary society.
 If you have any further queries, kindly contact the literary society.
 Write short notices in passive voice for each of the pictures below.

No smoking! No parking! Don‘t cut trees!

147
  Smoking is not allowed Cars can not be parked in this spot Cutting of trees is
strictly prohibited
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 140.
 Read the next four dialogues of page # 140.  Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write its synonyms on a separate notebook. (rightly, puff, contains, fatal, addicted,
poisoning, quickly, surgery, sticky, inside, hinders, danger, nobody, argument). Also, ask the
students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (puff, surgery, argument)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (contains, poisoning, hinders)
 Ask the students to look for any adjective in the given text. (rightly, fatal, addicted, sticky)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (inside, nobody).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lesson in the last five minutes of the lecture.
Home Assignment:
 Ask the students to open their CSS Primary Standard English for class 6 on page # 140. Tell
them that we‗ll read the next four dialogues (11th to 14th) of page # 140 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write its synonyms on a separate
notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 1…Day 4 Bad Effects of Smoking
Revision of Day 1, Day 2, Day 3
Week 1…Day 5 Bad Effects of Smoking
Teaching Aids:
 CSS Primary Standard English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: absolutely, affects, smokers, causes, financial, economic, anymore, cannot,
concentrate, without
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 15 Minutes
 Ask the students to do the given activity.

148
Write a letter to your younger brother who is in a hostel, advising him to give up smoking and
pay heed to studies.
House # 23,
Phase II, Hayatabad,
Peshawar.
Dear Ali,
I am shocked to know that you have fallen prey to the harmful habit of smoking. This is horrible
news for me. I still believe this news must not be true. Brother, give it up immediately if you
have taken up this bad habit. You might not have developed the habit yet. So, it is easy to nip it
in the bud. But when it clutches you in its iron claws, you will be helpless. You must know that
smoking causes many diseases. People hate to sit with smokers. It is a social evil in the sense that
it harems others also. I hope that you would sincerely try to abandon it.
Moreover, I have been informed about your lack of interest in your studies. Your result of the
December Test is not satisfactory. You have failed in Chemistry and Biology. Even the result of
Urdu is not good. You should pay special heed to your studies. You know that we belong to a
poor family. Our father sweats hard to shape a rosy future for us. Therefore, we should also make
extreme efforts to change his dreams into reality. You must avoid such activities as may divert
your attention from your goal.
I hope, you would act upon my advice and get rid of your bad habits. I will visit you soon to see
whether you have changed yourself or not. May Allah help you to choose the right path!
Your sister,
Uzma
Divide into different groups and predict the theme in the picture. Share your ideas with the
class.
Second-hand smoke is the inhalation of tobacco smoke produced by active smokers. Children who
grow up with parents who smoke are themselves more likely to smoke. Children and teens who smoke
are affected by the same health problems that affect adults. Secondhand smoke may cause problems for
children later in life. Diseases like lung cancer, heart disease, and asthma may be caused.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 140.
 Read the next four dialogues (11 to 14) given on page # 140.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write its synonyms on a separate notebook. (absolutely, affects, smokers, causes,
financial, economic, anymore, cannot, concentrate, without)
 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (absolutely, affects, smokers, causes, financial,
economic, anymore, cannot, concentrate, without)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (smokers, causes)
 Ask the students to look for any action word in the given text. (affects, causes, concentrate)
 Ask the students to look for any adjective in the given text. (if any)

149
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to mention any preposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions and
summarize the text of today.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 141. Tell them that we‗ll
read the last four dialogues of this unit on page # 141 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write its synonyms on a separate
notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 2…Day 1 Bad Effects of Smoking
Teaching Aids:
 CSS English for class 6.
 Writing Board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: lame, excuse, suicidal, habit, kills, however, shortest, possible, totally,
decision, anymore, remember, sooner, better, valuable, suggestions
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 15 Minutes
 Revise all the concepts of English grammar learned in this unit.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, pages # 141.
 Read the last four dialogues of this unit on page # 141.
 Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these words
and write its synonyms on a separate notebook. (lame, excuse, suicidal, habit, kills, however,
shortest, possible, totally, decision, anymore, remember, sooner, better, valuable, suggestions)
 Write down the Vocabulary words on the writing board. Ask the students to copy these words for
dictation and make sentences. (lame, excuse, suicidal, habit, kills, however, shortest, possible,
totally, decision, anymore, remember, sooner, better, valuable, suggestions)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)

150
 Ask the students to look for any masculine or feminine noun in the given text.( if any)
 Ask the students to underline any common noun.
 Ask the students to encircle any proper noun.
 Ask the students to mention any preposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
 Ask the students to look for any demonstrative pronoun in the given text.
 Ask the students to look for any reflexive pronoun in the given text.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the text.
Home Assignment:
 Ask the students to do (A. Read out the text answer the following questions) as given on
page # 141.
A. Read out the text and answer the following questions:
1. What are some of the health problems that smoking can cause?
Smoking might cause cancer, heart attack, high blood pressure, chronic lung-troubles and some
other serious diseases.
2. What does it mean to be addicted to something?
An addiction is when a person has lost control over doing, taking or using something.
3. Do you know people who have quit smoking? How did they do it?
Yes, I know people who have quit smoking. They made up their mind and threw away all their
cigarettes. They also succeeded in quitting because of friends and family help.
4. What could you say or do to help someone to stop smoking?
I could help the quitter remember all the reasons they want to quit and help them forget about
smoking by continuous support and encouragement.
5. What should you do if someone offers you see someone smoking?
First of all I would not see a person who smokes because passive smoking is as bad as active
smoking. Secondly I would try to make the person realize the bad effects of smoking.
6. Why aren't people allowed to smoke cigarettes in places like schools, hospitals,
restaurants, and stores?
People are not allowed to smoke in public places because passive smoking or second-hand
smoke, is as bad as active smoking.
 Ask the students to do (B. Read the following statements carefully and state whether they
are true or false) as given on page # 141 of the book.
Read the following statements carefully and state whether they are true or false.
Although smoking damages the inside of your body, it causes no external False
permanent damage to a smoker's appearance.
If you're undergoing any type of surgical procedure, you should quit smoking in True
advance of surgery.
Children who breathe second hand smoke are more likely to develop asthma. True
Smoking increases your risk for developing heart diseases. True
Cigarette smoking makes people somewhat hungry, causing them to eat more. False
All of smoking's negative effects are reversible. False
Use dictionary to choose the appropriate word definition and identify the pronunciation of the
word with the help of the pronunciation key.
Words meaning sentences
chronic having had a disease for a long time My sister has a chronic cough.

151
 ‫‪suggestion‬‬ ‫‪an idea or a plan that you mention for‬‬ ‫‪I'd like to hear your suggestions‬‬
‫‪somebody else to think about‬‬ ‫‪for ways to plan the party.‬‬
‫‪favour‬‬ ‫‪a thing that you do to help somebody‬‬ ‫‪Could you do me a favour and‬‬
‫?‪pick up Samia from school today‬‬
‫‪financial‬‬ ‫‪connected with money and finance‬‬ ‫‪My uncle is going through a‬‬
‫‪financial crisis.‬‬
‫‪argument‬‬ ‫‪a conversation or discussion in which two‬‬ ‫‪After a long argument, a decision‬‬
‫‪or more people disagree, often angrily‬‬ ‫‪was finally taken.‬‬
‫االسلؾمکیلع!ایکاحؽےہ؟‬
‫ُ‬ ‫اعفط ‪:‬‬
‫‪:‬ومکیلعاالسلؾ!کیھٹںیہنوہں‪،‬اھکیسنلچریہےہو نکمتےسیکوہ؟‬ ‫ومیس‬
‫ک‬
‫اعفط ‪ :‬سریخیےہ؟‬
‫ومیس ‪ :‬ھچکہنپںیہنو نکریمیتحصدؿہبدؿڑگبیتاجریہےہ۔‬
‫ک‬ ‫ک‬
‫اعفط‪ :‬ریمےایپرےدوس‪،‬اہمتریڑگبیتوہیئتحصیکوہجہیےہہکمتآکلکاگلپاررگسیےنیپےگلوہابمتوکونیشاہمتریامیبرییکسےس‬
‫اینبدیوہجوہیتکسےہ۔‬
‫ڈارٹکےنیھبح یاہکےہ!اوہنںےنہییھباہکہکابمتوکونیشرسنیک‪،‬دؽاکدورہ‪،‬اہیئڈلبرپرشی‪،‬ڑھپیھپوںےکارماضاورتہبیسرطخپاک‬ ‫ومیس ‪:‬‬
‫امیبرویںوکمنجدیتیےہ۔‬
‫ک‬
‫اعفط ‪ :‬ڈارٹکےنکیھٹاہک۔رگسیاکاتشکدنپرہارباےسیامدوںوک قرکرکپاےہوجتحصےکےیلرضموہےتںیہ۔تہبےسمتےسیجڑلےکوھچیٹ‬
‫ک‬
‫رمعںیمرگسیانیپرشوعرکےتںیہاوراسولںیکلےکدعباےنپومسجںوکزہرآولدرکےتںیہ۔آرپنشیےکدعباترگسیونشیکدلج‬
‫ک‬
‫اینتزیتیےسدنترسںیہنوہیتینتجزیتیےساترگسیہنےنیپواےلیک۔‬
‫ک‬ ‫ک‬
‫رکپےہ۔‬
‫اجپےہوجوخؿیکرواینںیمللخدیپا ا‬
‫ومیس ‪ :‬اسےکالعوہابمتوکےساناؿےکڑپیھپوںےکادنراتوھبرےرناکسیلدارڈریھعمجوہ ا‬
‫اعفط ‪ :‬جںیہمتاسرےےلئسماوررطخاتولعمؾںیہوترھپابمتوکونیشوھچڑویکںںیہندےتی؟ایکاسںیموکیئااھچیئےہ؟‬
‫ںیہنھچکیھبںیہنابمتوکونیشےکےیلوکیئیھبتبثمپاتںیہنیکاجیتکس۔‬ ‫ومیس‪:‬‬
‫اعفط ‪ :‬پالکل!پادروھکابمتوکونیشرصػرگسیےنیپواےلوکیہںیہنہکلباردرگدےکولوگںےکےیلیھباصقنؿدہےہ۔‬
‫ومیس ‪ :‬حیحصاہک۔ابمتوکونیشام یاورااصتقدیاصقنؿیکیھبیراذرہعییتنبےہ۔‬
‫ک‬
‫اعفط ‪ :‬اانتسھچکاجےننےکدعبیھبابمتوکونیشیرکویکںںیہنرکدےتی؟ارگاسےکاصقنپاتےکپارےںیمدیجنسیگےسوسوچم وترھپیھبک‬
‫رگسیںیہنویپم ۔‬
‫ک‬
‫ںیمےنیرکرکےنیکوکششیکو نکںیہنرکپاپاںیمڑپاھیئرپیھبدایھؿںیہندےاکساسیکوہجےس۔‬ ‫ومیس‪:‬‬
‫ک‬
‫اعفط‪ :‬ہیاتاکیبراہبہنےہ۔ارگمتدیجنسیگےسیرکرکپااچوہوتاہمتری ِ‬
‫وقتارادییہاکیفےہ۔ہیاعدتاتوخدیشکےہ۔‬
‫کک‬ ‫ک‬
‫ومیس ‪ :‬اہںےھجمہتپےہہکہیاعدتوخدیشکےکرتمادػےہوجاناؿوکآہتسہآہتسہامردیتیےہ۔پامہمکےسمکوقںیمںیماساعدتوکلمکموطررپ‬
‫ک‬
‫یرکرکدوںاگ۔‬
‫ک‬
‫اعفط‪ :‬اسلقعدنماہنےلصیفاکرکشہی۔ںیھمتابمتوکونیشںیہنرکیناچےیہاورپادروھکہکینتجدلجیاساعدتوکیرکرکوم اہمترےےیلاانتیہ‬

‫‪152‬‬
 ‫ااھچےہ۔‬
‫آپےکیتمیقوشمرےاکتہبرکشہی۔‬ :‫ومیس‬
Week 3…Day 1 Miss Fatima Jinnah
SLO’s: After studying this unit, students will be able to:
 Give the main idea of the poem.  Identify line and stanza.
 Read the poem and give orally or in writing.
 Use paraphrasing skills to paraphrasing stanzas.
 Apply summary skills to familiar /unseen passages and poems to write summary/periods of
simple passages.
 Analyze how the poet uses language to appeal to the senses through the use of figurative language.
 Recognize literacy techniques such as personification.
 Describe the objects being personified.
 Deduce meanings of difficult words from context.
 Use conventions and dynamics of group discussions and interaction to engage in conversation.
 Identify the speaker or narrator in the poem.
 Interpret vocabulary and structures given in a mind map to write a short description of a
person using basic connectors.
 Know that parenthesis can be used to enclose numbers or letters in the enumeration in the text.
 Know that parenthesis can be used to express an amount in numbers previously expressed in words.
Concepts of English Grammar to Learn:
 Understand the concept of punctuation marks (parenthesis).
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display of Punctuation Marks chart in the classroom.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―punctuation marks‖.
Development: 30 Minutes
 Explain the concept of Punctuation Mark (parenthesis) as it is given on page # 152 of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity as given on page # 152 of the book.
Add parentheses to enclose supplemental information, acronyms, and dates or letters or
numbers in a series. Add or remove any punctuation as needed to use the parentheses
correctly. One has been done.
1. He finally answered after taking five minutes to think that he did not understand the question.
2. He gave me a nice bonus (Rs. 500).
3. Please read the analysis. (You'll be amazed). 4. You are late (aren't you)?
5. Javeria (accompanied by her faithful dog) was always welcome.
6. When he got home, (it was already dark outside) he fixed dinner.
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 148. Tell them that we‗ll
read the 1st stanza of the poem on page # 148 tomorrow.

153
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, tell them to copy these words for dictation and make sentences.
 Ask the students to write ten on the profession of their choice.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 2 Miss Fatima Jinnah
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: star, state, late, noblest, admirer, patriot, holiest
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
Development: 15 Minutes
 Ask the students to do the given activity as given on page # 151 of the book.
A. Find the meaning of the following words in a dictionary and locate entry words.
Word Meaning
image appearance
worth value
state county
deed accomplishment
intellectual creative, mental
progress development
B. Find three rhyming words from the poem and create three more rhyming words from
the words found.
State – late fate – gate – hate – mate – date
worth – earth birth – dearth – filth – hearth
deed – read breed – creed – heed – need
success – progress guess – dress – express – stress
fame – came lame – dame – game – name – shame
weal – steel heal – peal – deal – heel – feel – kneel
C. Write down four adjectives in the poem and change them into an adverb.
adjectives adverbs
noblest nobly
glorious gloriously
highest highly
intellectual intellectually
Write a short imaginary description of Miss. Fatima Jinnah using basic connectors.
Miss Fatima Jinnah, the younger sister of Quaid-i-Azam Muhammad Ali Jinnah, was born in
1893. She was closest to Quaid, therefore, he became her guardian after the death of their
parents. Despite societal opposition, she received excellent education.
Miss Jinnah not only lived with her brother but indeed accompanied him in his struggle.
Moreover, when the All India Muslim League was being organized, she was taken on as a
member of the Working Committee. Similarly she also played a significant role in the settlement
of refugees in the new state of Pakistan. Despite her old age, she continued to help social and
educational associations. During Quaid‘s illness, she remained passionately attached to him. In

154
the same way, after his death, she often issued important statements on important occasions, as a
reminder to the nation of the ideals on which Pakistan had been established.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 148
and have a look at the given picture.
 Ask some brief questions about the picture.  After that read the title of the poem loudly.
 Read the 1st stanza of the poem.
 Pause at places and ask simple questions to check comprehension.
 Introduce the concept of rhyming words while reading a poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (star, state, late, noblest, admirer,
patriot, holiest). Also, ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (star, state, admirer)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask the students to look for any rhyming words given in the first three lines of the
poem.(state, late, worth, earth, noblest, holiest)
 Ask the students to look for any masculine or feminine noun in the first three lines of the
poem.(if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for some compound words. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 148. Tell them that we‗ll
read the second stanza of the poem on page # 148 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the writing
board. Ask the students to copy all these words and write their synonyms on a separate notebook.
Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 3 Miss Fatima Jinnah
SLO’s: After studying this unit, students will be able to:
 Understand Listen and speaking activity.
Concepts of English Grammar to Learn:
 Understand the concept of Listen and speak activity.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.

155
Vocabulary: enthusiastic, feelings, glorious, deeds, history, cultural, schemes, highest,
success, intellectual, views, lasting, progress
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
 Ask them if they know anything about ―Listen and Speak Activity‖.
Development: 15 Minutes
 Explain the concept Listen and Speak Activity as it is given on page # 152 of the book.
 Explain the given concept with the help of supporting examples.
 Ask the students to do the given activity.
Make groups for four to discuss and fill in the personal information form below.
Write your details and present them in front of the class. (Answers will vary)
Name: Aslam Khan Year of birth: 2008
Father's name: Azam Khan
Father's occupation: Farmer
Address: House # 15, Old Jamrood Road
Religion: Islam
Nationality: Pakistani
Mother Tongue: Pashto
Languages you can Speak: Urdu / English / Pashto
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 148
and have a look at the given picture.
 Read the 2nd stanza of the poem.
 Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (enthusiastic, feelings, glorious,
deeds, history, cultural, schemes, highest, success, intellectual, views, lasting, progress). Also
as the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (if any)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask the students to look for any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the first three lines of the
poem.( if any)
 Ask the students to mention any proposition in the given text.( if any)
 Ask the students to look for any compound word in the given text. (if any)
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.

156
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 148. Tell them that we‗ll
read the 3rd and 4th stanza of the poem on page # 148 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the writing
board. Ask the students to copy all these words and write their synonyms on a separate notebook.
Also, ask the students to copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 3…Day 4 Miss Fatima Jinnah
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: leader, verdant, everlasting, fame, bouquet, talents, benevolent, champion,
public, veal, benefactress, firm, steel, long, enterprise, zenith, rises, health, profound, bliss,
leading, wish
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to the students.
Development: 10 Minutes
 Ask the students to do the given activity as given on page # 151 of the book.
C. Read out the text and express you opinion and personal preferences. (multiple choice
questions).
1. What is the meaning of Madr-i-Millat?
 Mother of the nation  Sister of the nation
 Father of the nation  Leader of the nation
2. Thou, the real image of the __________________
 fate  late
 hate  mate
3. Thou, the _____________ of the holiest earth.
 loyalist  nationalist
 patriot  advocate
4. Thou, the pole star of the _____________
 late  state
 fate  country
5. Thy __________________ deeds in history we shall read
 impressive  grand
 majestic  august
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 148.
 Read the third and fourth stanza of the poem.
 Ask the related questions from the students.
 Pause at places and ask simple questions to check comprehension.
 Ask the students to tell the general perception of this part of the poem.
 Assign volunteers to read and role-play.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (leader, verdant, everlasting, fame,
bouquet, talents, benevolent, champion, public, veal, benefactress, firm, steel, long,
enterprise, zenith, rises, health, profound, bliss, leading, wish)

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 Write down the Vocabulary words on the writing board. Ask the students to copy these
words for dictation and make sentences. (leader, verdant, everlasting, fame, bouquet, talents,
benevolent, champion, public, veal, benefactress, firm, steel, long, enterprise, zenith, rises,
health, profound, bliss, leading, wish)
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to encircle all the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (leader, bouquet, champion,
veal, firm, enterprise, wish)
 Ask the students to write the singular form of the following words. (talents)
 Ask the students to look for any action word in the given text. (rises, leading)
 Ask the students to look for any adjective in the given text. (verdant, everlasting, fame,
benevolent, long, zenith, leading)
 Ask the students to look for any adverb in the given text. (if any)
 Ask the students to look for any rhyming words given in the first three lines of the poem.(if any)
 Ask the students to look for any masculine or feminine noun in the first three lines of the
poem.(if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text. (if any)
 Ask the students to look for any compound word in the given text. (if any)
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions.
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 150.
A. Read out the text and answer the following questions:
 Who is being welcomed by the poet in the poem “Miss. Fatima Jinnah”?
Miss. Fatima Jinnah is being welcomed in the poem by the poet.
 What is the main idea of the poem?
Fatima Jinnah, the mother of the nation worked hard for the independence and better future of the
nation.
 Write down the implied and explicit meanings of the poem.
Implied meaning: The poem ―Miss Fatima Jinnah‖ is a welcome address in honour of Madar-e-
Millat. She played a very important role in the independence of Pakistan.
Explicit meaning: Pole star is a visible star, one that is approximately aligned with the Earth's
axis, which means that she was with her brother in the struggle of a separate homeland.
 Describe the character of Miss. Fatima Jinnah in your words.
Fatima Jinnah had a strength of character and strong spirit. Miss Fatima Jinnah was a constant
source of help and encouragement to her brother

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  How did Miss. Fatima Jinnah work for independence?
She was always by her brother‘s side, working tirelessly for the great cause of Independence.
She gave women new hope to achieve their ideas and rights.
 Who is the poet referring to by the word “late” in the following line:
Thou, the real image of the late
The poet is referring to Quaid-e-Azam who has passed away when the poem was written.
 What is the meaning of the following line:
Thy august deeds in history we shall read
It means that the glorious achievement of Fatima Jinnah has become a part of history. We, as a
nation, cannot forget her role in the creation of Pakistan.
B. Complete the gapped summary with the help of words from the textbox.
Fatima Jinnah had a strong character and determined spirit that soon became apparent. She
accompanied her brother everywhere he went, she worked quietly behind the scenes to ensure
everything ran smoothly in his political and personal life. She was a strong advocate of partition
and the creation of a separate homeland. As an active member of the All-India Muslim League,
she served as Vice President of the women‘s wing.
‫مس فاطمہ جناح‬

‫ک‬ ‫ک‬
‫رپاساکبطقاتسرہ‬،‫ُ وت‬
‫وصتی‬
‫رموحؾیکالص ر‬،‫آپ‬
‫ک‬
‫کیننےکدماح‬،‫وت‬
‫ک‬
‫پاکدرھیتاکبحمونط‬،‫ُ وت‬

‫شادناراکؾےکریتے ُیروجشجدپات‬
‫ک‬
‫پارخیںیمآپےکاتسگواےلاامعؽمہڑپںیھم‬
‫آپیکایلعاکایمیبیکاقثیتف وصنمہبدنبی‬
‫ک‬
‫دیرپایریقےکپارےںیمآپےکداوشنراہنایخالت‬

‫اوہ!وتہشیمہےکدعبرےنہوا یم رتاکاقدئےہ‬
‫اوہ!وتاقتیلباکدلگہتس۔اہیںآپرشتفیالےئ‬
‫وعایم وسرام‬،‫اوہ!ہراتےکےئلافدئہدنم‬
‫آپےکاھبیئیکم رتالیٹسیکفرحوبضمطےہ‬،‫اوہ!افدئہااھٹےنواےل‬

159
 ‫ک‬
‫مہموکزیترکےتوہےئ‬،‫آپےبملرعےصتزدنہرںیہ‬
‫ک‬
‫آپےکاھبیئیکاحل؛زھتنیولطعرکےنےکےئل؟‬،‫وت‬
‫ک‬
‫ایکآپرہگیالزواؽوتمعنںےستحصںیمزدنیگزگارتکسںیہ؟‬
‫ک‬
‫ریمیرپاسوخاشہرکےہکآپاکاقمؾرسدنلبرےہ‬
Week 4…Day 1 Travelling to Islamabad
SLO’s: After studying this unit, students will be able to:
 Write a clear topic sentence using specific words, vivid verbs, modifiers, etc.
 Analyze and compare various informal and formal letters to note the difference in conventions,
vocabulary, style, and tone.
 Use summary skills to extract salient points and develop a mind map to summarize a text.
 Choose appropriate words and definitions and identify the part of speech of a word through
abbreviations used.
 Recognize and use varying intonation patterns to show attitude.
 Describe characters orally and in writing.
 Express preferences about characters giving reasons.
 Recognize the form and various functions, and illustrate use of simple future tenses.
 Analyze written text to use in their own writing features of a simple descriptive composition
about people, objects and places.
 Demarcate words into syllables with the help of the dictionary.
 Recognize and say various intonation patterns to show attitude.
 Use of first conditional sentences.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
Development: 30 Minutes
 Ask the students to do the given activity as given on page # 160 of the book.
A. Rewrite the story discussed in “listening and speaking” with a new ending in your
notebooks.
Once upon a time, there was a little girl named Goldilocks. She went for a walk in the forest. Pretty
soon, she came upon a house. She knocked and, when no one answered, she walked right in.
At the table in the kitchen, there were three bowls of porridge. Goldilocks was hungry. She
tasted the porridge from the first bowl.
"This porridge is too hot!" she exclaimed.
So, she tasted the porridge from the second bowl.
"This porridge is too cold," she said
So, she tasted the last bowl of porridge.
"Ahhh, this porridge is just right," she said happily and she ate it all up.

160
After she'd eaten the three bears' breakfasts she was feeling a little tired. So, she walked into the living
room where she saw three chairs. Goldilocks sat in the first chair to rest her feet.
"This chair is too big!" she exclaimed.
So she sat in the second chair.
"This chair is too big, too!" She said.
So she tried the last and smallest chair.
"Ahhh, this chair is just right," she sighed. But just as she settled down into the chair to rest, it
broke into pieces!
Goldilocks was very tired by this time, so she went upstairs to the bedroom. She lay down in the
first bed, but it was too hard. Then she lay in the second bed, but it was too soft. Then she lay
down in the third bed and it was just right. Goldilocks fell asleep.
As she was sleeping, the three bears came home.
"Someone's been eating my porridge," growled the Papa bear.
"Someone's been eating my porridge," said the Mama bear.
"Someone's been eating my porridge and they ate it all up!" cried the Baby bear.
"Someone's been sitting in my chair," growled the Papa bear.
"Someone's been sitting in my chair," said the Mama bear.
"Someone's been sitting in my chair and they've broken it all to pieces," cried the Baby bear.
They decided to look around some more and when they got upstairs to the bedroom, Papa bear
growled, "Someone's been sleeping in my bed,"
"Someone's been sleeping in my bed, too," said the Mama bear
"Someone's been sleeping in my bed and she's still there!" exclaimed Baby bear.
Just then, Goldilocks woke up and saw the three bears. She said, "Hello!" It is nice to meet you.
Goldilocks shook hands with the three bears and they lived happily ever after. (New ending)
B. Write an essay on “Causes and effects of overpopulation”.
Use the target language and lexical variation to write the essay on “(Causes and
Effects of Overpopulation”.
Overpopulation is an undesirable condition where the number of the existing human population
exceeds the capacity of the land. Overpopulation is caused by a number of factors. Reduced
mortality rate, better medical facilities. Lack of education is few of the causes which result in
overpopulation. As a result sparsely populated areas become densely populated.
The effects of overpopulation are quite severe. The first of these is the depletion of resources.
The Earth can only produce a limited amount of water and food, which is falling short of the
current needs. Most of the environmental damage being seen in the last fifty-odd years is because
of the growing number of people on the planet. They are cutting down forests, hunting wildlife in
a reckless manner, causing pollution and creating a host of problems. Those engaged in talking
about overpopulation have noticed that acts of violence and aggression outside of a war zone
have increased tremendously while competing for resources.
The overuse of coal, oil and natural gas, has started producing some serious effects on our
environment. The rise in the number of vehicles and industries has badly affected the quality of
air. The rise in amount of CO2 emissions leads to global warming. Melting of polar ice caps,
changing climate patterns, rise in sea level are few of the consequences that we might have to

161
face due to environment pollution depletion. The population has to be controlled if we want to
sustain life on this planet. People must be made aware of the benefits of small families. The
spread of education can help create this awareness.
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the
students.
Home Assignment:
 Ask the students to open their CSS English for class 6 on pages # 154. Tell them that we‗ll
read the first paragraph of this unit on page # 154 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 4…Day 2 Travelling to Islamabad
SLO’s: After studying this unit, students will be able to:
 Learn about the use of Conditional Sentences-1.
Concepts of English Grammar to Learn:
 Students will learn about Conditional Sentences-1.
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
 Display a chart of Conditional Sentences-1.
Vocabulary: hardly, woke up, trying, lawn, cover, guess, holding, invitation, recently,
shifted, minutes, rubbing
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last day's lecture in the first five minutes.
Development: 15 Minutes
 Explain the concept of Conditional Sentences-1 as it is given on page # 157 of the book.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 154
and have a look at the given pictures.
 Read the title of the unit loudly.
 Read the first paragraph of the unit at the given page # 154.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (hardly, woke up, trying, lawn,
cover, guess, holding, invitation, recently, shifted, minutes, rubbing). Also, write down the

162
 Vocabulary words on the writing board. Ask the students to copy these words for dictation
and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (lawn, cover, invitation)
 Ask the students to write the singular form of the following words. (minutes)
 Ask the students to look for any action word in the given text. (woke up, trying, cover, guess,
shifted, rubbing)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (hardly)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (woke up).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students, ask the related questions.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 154. Tell them that we‗ll
read the second paragraph of this unit on page # 154 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 4…Day 3 Travelling to Islamabad
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: caught, sight, holding, invitation, softly, replied, happily, married, getting,
indeed, remarked
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Ask the students to do the given activity (A: Fill in the blanks with suitable conditional
verb forms) as given on page # 159 of the book.
B. Fill in the blanks with suitable conditional verb forms.
1. If you __________________ to learn a musical instrument, you have to practice.
 want  wanted
 would want  have wanted

163
2. If you ________________ maths at school, you would find commerce difficult to understand.
 learned  didn‘t learn
 doen‘t learn  won‘t learn
3. If that was Jameel, why _____________ he stop and say hello?
 do  did
 don‘t  didn‘t
4. If I ______________ enough time tomorrow, I will come and see you.
 get  will get
 had got  have got
5. If I ______________ her name, I would tell you.
 know  knew
 have known  had known
6. If I married you, we both _______________ be happy.
 will  would
 would have  would been
7. Oil _________________ if you pour it on water.
 float  floats
 would float  floated
8. She would have come if you _______________ her.
 would invite  had invited
 invited  invite
9. If he _____________ well, he would have passed the examination.
 studied  study
 had studied  has studied
10. If you asked him neatly, he ______________ you.
 would have helped  will have helped
 would help  will help
11. If you are going for shopping tomorrow, I ______________ with you.
 would come  will have come
 will came  will have come
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 154.
 Read the second paragraph on page # 154.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (caught, sight, holding, invitation,
softly, replied, happily, married, getting, indeed, remarked). Also down the Vocabulary
words on the writing board. Ask the students to copy these words for dictation and make
sentences.

164
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to look for any countable and uncountable noun in the given text.
 Ask the students to look for any common and proper noun in the given text.
 Ask the students to look for any action word in the given text. (if any)
 Ask the students to look for any adjective in the given text. (if any)
 Ask students to mention any adverb in the given text. (if any)
 Ask the students to look for any masculine or feminine noun in the given text. (if any)
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.
 Ask the students to look for any compound word in the given text. (if any).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
 To check the understanding of the students about the text, ask the related questions.
 Summarize the lecture in five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 154. Tell them that we‗ll
read the third paragraph of this unit on page # 154 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 4…Day 4 Travelling to Islamabad
Revision of Day 1, Day 2, Day 3
Week 4…Day 5 Travelling to Islamabad
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: arrived, younger, started, morning, stopped, lunch, hurriedly, outside,
shoving, pushing, someone, walked, repressed, instantly, complained, treatement, watching,
pacified, practical
Pre-Reading: 5 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Development: 15 Minutes
 Ask the students to do the given activity (B: Fill in the blanks using suitable first
conditional forms with the help of words given in brackets) as given on page # 160 of
the book.

165
B. Fill in the blanks using suitable first conditional forms with the help of words given in
bracket.
1. If I go out tonight, I will go to the cinema.
2. If you get back late, I will be angry.
3. If we do not see each other tomorrow, we will see each other next week.
4. If he comes, I will be surprised.
5. If you eat ice-cream, I will have a hot chocolate.
6. If she needs a computer, her brother will give her his computer.
7. If we do not have time this afternoon, we will meet tomorrow.
8. He will talk to her if you do not want to do it.
9. You will not win the game if you do not know the rules.
10. If we go to London, we will visit the Tower.
11. If she misses the bus, she will not get here on time.
12. She will not watch the movie if the television is broken.
13. If I do not go to bed early, I will be tired tomorrow.
14. If you do not want to go out, I will cook dinner at home.
15. He will not get a better job if he does not pass that exam.
16. I will buy a new dress if I had enough money.
17. She will cook dinner if you go to the supermarket.
18. They will go on holiday if they had time.
19. We will be late if we do not hurry.
20. She will take a taxi if it rains.
21. I will not go if you do not come with me.
22. If you eat greasy food, you will become fat.
23. If your sister goes to Lahore, she will have a good time.
24. If I leave now, I will arrive in Swat by 8:00 PM.
25. If you get a haircut, you will look much better.
Main Lesson Reading: 15 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 154.
 Read the third paragraph of the unit as given on page # 154 of the book.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (arrived, younger, started, morning,
stopped, lunch, hurriedly, outside, shoving, pushing, someone, walked, repressed, instantly,
complained, treatement, watching, pacified, practical). Also, write down the Vocabulary
words on the writing board. Ask the students to copy these words for dictation and make
sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.

166
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (morning, treatement)
 Ask the students to write the singular form of the following words. (if any)
 Ask the students to look for any action word in the given text. (arrived, started, stopped,
shoving, pushing, walked, repressed, complained, watching, pacified)
 Ask the students to look for any adjective in the given text. (younger, practical)
 Ask students to mention any adverb in the given text. (hurriedly, instantly)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to look for any countable and uncountable noun.
 Ask the students to look for any Helping and Linking Verbs in the given text.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (outside, someone).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the
students?
Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 154. Tell them that we‗ll
read the fourth paragraph of this unit on page # 154 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 1 Travelling to Islamabad
Teaching Aids:
 CSS English for class 6.
 The writing board, Chalk or Board Marker, Eraser of Duster.
Vocabulary: finished, eating, threw, wrappers, dustbin, nearby, quickly, picked up,
seeing, everyone, ashamed, entered, lead, family, watching, realized, mistake, earlier
Pre-Reading: 10 Minutes
 Smile and say ―Aslam-o-Alaikum‖ to welcome the students.
 Revise the last lecture in the first five minutes.
Main Lesson Reading: 20 Minutes
 After the pre-reading activities, ask the students to open CSS English for class 6, page # 154.
 Read the fourth paragraph of the unit as given on page # 154 of the book.
 Ask the related questions from the students.
 Ask the students to tell the general perception of this part of the text.
 Assign volunteers to read the text again.

167
 Write down the Vocabulary words on the writing board. Ask the students to copy all these
words and write their synonyms on a separate notebook. (finished, eating, threw, wrappers,
dustbin, nearby, quickly, picked up, seeing, everyone, ashamed, entered, lead, family,
watching, realized, mistake, earlier). Also, write down the Vocabulary words on the writing
board. Ask the students to copy these words for dictation and make sentences.
 Ask the students to underlines all the words that start with a capital letter.
 Ask the students to mention all the long and short vowel sounds.
 Ask the students to mention the articles (a, an or the) in the given text.
 Ask the students to write the plural form of the following words. (dustbin, family, mistake)
 Ask the students to write the singular form of the following words. (wrappers)
 Ask the students to look for any action word in the given text. (finished, eating, threw, picked
up, seeing, ashamed, entered, lead, watching, realized)
 Ask the students to look for any adjective in the given text. (earlier)
 Ask students to mention any adverb in the given text. (nearby, quickly)
 Ask the students to look for any masculine or feminine noun in the given text.(if any)
 Ask the students to look for any countable and uncountable noun.
 Ask the students to look for any Helping and Linking Verbs in the given text.
 Ask the students to look for any transitional devices in the given text.
 Ask the students to mention any proposition in the given text.(if any)
 Ask the students to look for any compound word in the given text. (dustbin, nearby, everyone,
realized, mistake).
 Ask the students to look for any pronoun in the given text. (if any)
Recap: 5 Min
To check the understanding of the students about the text, ask the related questions from the
students?
Summarize the today‘s lecture in the last five minutes.
Home Assignment:
 Ask the students to open their CSS English for class 6 on page # 154. Tell them that we‗ll
read the fifth paragraph of this unit on page # 154 tomorrow.
 Ask the students to read the text in advance and write down the Vocabulary words on the
writing board. Ask the students to copy all these words and write their synonyms on a
separate notebook. Also, copy these words for dictation and make sentences.
Now finish the class by saying ―Allah Hafiz‖.
Week 5…Day 2 Travelling to Islamabad
th
 Do the 5 paragraph of this page in the same style as we did the first three paragraphs..
Home Assignment:
 Ask the students to do (A. Read out the text and answer the following questions) as given
on page # 155 of the book.
A. Read out the text and answer the following questions:
1. What was Momin doing in the morning?

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Momin was trying to read a letter in the lawn.
2. What did the father of Momin ask about the invitation?
He asked to his son that ―What is this in your hand, my son?‖.
3. Why did the family of Momin move to Islamabad?
The family of Momin moved to Islamabad to attend the marriage party of Ahmad.
4. What bad did the passengers do while getting off from the bus?
The passenger walked onto the feet of Momin.
5. How did Momin make his younger sister silent on the bus?
Some children were making a noise. In the bus Hamna was also talking to others. At this, Momin
putting a finger on lips, asked Hamna, ―Hush up, Hamna!‖
 Ask the students to do (B: Read out the text and express your opinion and personal
preferences) as given on page # 156.
B. Read out the text and express your opinion and personal preferences. (multiple choice
questions)
1. What was Momin doing in the morning?
 Playing  Sleeping  watering the plants  reading an
invitation card
2. Why had the uncle of Momin shifted to Islamabad?
 due to the transfer  due to the family‘s problem
 due to the marriage ceremony of his sn  due to the illness of his mother
3. What did the people in the bus do to Momin while getting off?
 They walked off to the shop
 They took to the streets
 They ran away.
 They walked onto the feet of Momin
4. What did Momin do after the people threw the wrappers on the floor?
 He put the wrappers into his pocket
 He put the wrappers into dustbin
 He put the wrappers into the street
 He put the wrappers into the bus
5. How did the people learn the lesson?
 When Momin and his family got on the bus after lunch in line.
 When the drive of the bus drove the bus speedily
 When it was raining outside.
 When they reached Islamabad
Use the dictionary to choose appropriate word definition and identify part of speech of the
word.
Word meaning part of speech
Toes one of the five small parts that stick out from the foot noun
Sink to move downwards, especially by falling or sitting down verb
Storage Place of storing something. Process of storing something. noun

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 Bent not straight Adjective/verb
Strong powerful adjective
C: Read the words in the box. Make three tables in your notebook, count the syllables and
write in correct column.
1 syllable 2 syllables 3 syllables
grass butch-er re-al-ized
prog-ress va-ca-tion
wal-nut con-duc-tor
slip-per Sat-ur-day
ti-ger
hob-by
ob-serve
en-ter
con-test
prin-cess
Let’s listen and Speak (Page 156 of textbook)

At the table in the kitchen, Goldilocks was hungry. She She walked into the living
there were three bowls of tasted the porridge from the room where she saw three
porridge. first bowl, then the second chairs. But just as she settled
and third bowl. down into the chair to rest, it
fell down!

Goldilocks fell asleep. When the bears came back Goldilocks woke up and saw the
As she was sleeping, the they saw that someone has three bears. ‗Help!‘ She ran
three bears came home. eaten all their porridge. downstairs and into the forest.
She never came back again.

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 ‫االسؾآپاداکرفس‬
‫ومنماسراتلکشمےسوساتکساھت۔ وہدلجیےسااھٹ۔ اسےناہھتںیماتطخاھتؾایل۔ وہاےسالؿںیمڑپےنھیکوکششرکراہاھت۔ وہریبوینااحہط‬
‫دھکیاتکساھتاورادنازہاگلاتکساھتہکاسےکپاسایکےہ۔ ہیوکیئطخںیہناھت۔ ہیاؿےکاچچاکدوعتپاہماھت‪،‬وجاحؽیہںیماشپورےساالسؾآپادٹفشوہااھت۔‬
‫ھچکٹنمدعب‪،‬اسےکوادلیھباینپآںیھکنےتلمرکدیباروہےئ۔‬
‫اسےناےنپےٹیبوکدوعتپاہمڑکپےوہےئداھکی۔‬
‫اسےنآہتسہےسوپاھچ۔ اسےنآہتسہےسوپاھچ۔"اٹیب ہیاہمترےاہھتںیمایکےہ؟"‬
‫ڑلےکےنوخیشےسوجابدپا‪"،‬پاپااجؿ‪،‬ہیاتدوعتپاہماکاکرڈےہ۔‬
‫اوہ‪،‬ںیمھجمسایگ۔آپےککرؿیکشادیوہریہےہ؟"‬
‫ک‬
‫"اہں‪،‬ادمحاسےنیہمیک ‪21‬پارخیوکشادیےکدنبنھںیمدنبھاجںیئم ۔"‬
‫وہتہبوخشوہاگ‪"،‬اسےکوادلےناہک۔"‬
‫"ومنمےنرامیرسکدےی‪"،‬وایعق‪،‬وہوہاگ۔‬
‫اتوطلیااظتنررکےنےکدعب‪،‬دؿآایگ۔ وپراہبنکایتروہایگ۔ ومنمیکوھچیٹنہبانمہیھبدورسےم راجےنیکوہجےستہبوخشیھت۔وہسبرپوسار‬
‫وہےئگاورحبصیہاانپرفسرشوعایک۔ جسبڈراویئرےندورہپےکاھکےنےکےئلاتداکؿرپسبوکرواکوتتہباسرےولگاتدورسےوکرلزےتاور‬
‫دےتلیکھوہےئدلجیےسپاہراج ےئگ۔ وکیئومنمےکریپوںرپالچ۔اسےنانخیچاچاہو نکوفراًیہاسےناےنپپاوںوکدپاایل۔‬
‫ک‬
‫اسےنڈراویئرےساسپارواولسکیکاکشییک‪،‬و نک ہیساکیبراھت۔اسےکوادلوغرےسہیسھچکدھکیرےہےھت۔اسےنومنموکرپوکسؿایکاور‬
‫اےسوشمرہدپاہکوہیلمعاثمؽےکذرےعیاؿوکداھکےئہکدورہپےکاھکےنےکدعبسبرپےسیک واسپآںیئ۔‬
‫ک‬
‫ھچکٹنمےکدعب‪،‬سےناانپچنلاھکپامتخایک۔ اؿںیمےسرتشیبےن رقیبیڈسنبںیمںیہنہکلبقرشرپررپیکنیھپدی۔ومنمدلجیےسڑھکاوہااور‬
‫اسےنررپیزااھٹرکڈسنبںیمڈاےل۔ اےسدھکیرکسوکاےنپروےیرپرشدنمیگوہیئ۔ ابومنمیہاھتوجےلہپسبںیمدالخوہااوروپرےےبنکوک‬
‫ک ک‬ ‫ک‬
‫النئںیم سبںیموسارایک۔ دورسےولگیھبدھکیرےہےھتاوراینپیطلغاکااسحسرکرےہےھتوجاوہنںےنسبےسایرےتوقیکےہ۔ ھچکےچبوشر‬
‫اچمرےہےھت‪،‬سبںیم‪،‬حمتاادورسوںےسیھبپاںیترکریہیھت۔ اسرپومنمےنوہوٹنںرپایلگن رےتھکوہےئحمتااےساہک‪"،‬شہاپ‪،‬حمتاا"۔‬
‫وہ قومشوہیئگاوراسرےوچبںےناسیکریپوییک۔ ابلمکموکسؿاور قومیشیھت۔ ھچکھگوںدعبسباالسؾآپادیچنہپ۔ اؿےکاچچسبانشیٹسرپ‬
‫ااظتنررکرےہےھت۔‬
‫‪Third Term Model Paper‬‬
‫‪Model Paper‬‬
‫‪Instructions:‬‬
‫‪ Every question has four possible answers but one is correct.‬‬

‫‪171‬‬
  Choose the correct answer and fill the circle.
 Only use a black or blue pen to fill the circle.
 Filling more than one circle will be considered as the wrong answer.
Section “A”
Time allowed: 50 Minutes Total marks: 40
1. The masculine of mare is ________
o Stallion o duck o buck o ewe
2. I prefer to read ______ the library.
o at o into o in o to
3. A noun phrase is a group of words that serves the same purpose as a ______.
o pronoun o noun o verb o adjective
4. Synonym of commotion is _____.
o coherence o accord o peace o disturbance
5. Please give me _____ red hammer.
o on o an o the o no article
6. “Where is the butter?” is a/an _______ sentence.
o exclamatory o interrogative o imperative o declarative
7. “Can I borrow a pen, please?” The sentence is a _______.
o request o command o statement o wish
8. The child responded to his mother's demands ______ throwing a tantrum.
o with o by o from o on
9. “She will invite me.” Passive voice is ____.
o I shall be invited by her. o I will be invited by her.
o I shall being invited by her. o I will been invited by her
10. “He sat behind a _____ desk.” Insert correct order of adjective.
o big wooden brown o big brown wooden
o wooden big brown o wooden big brown
11. Tariq did not study for the test yet. Choose auxiliary verb.
o study o yet o did o for
12. “Jameela raced her bike up the hill.” This is a ______.
o simple past tense o simple future tense
o present continuous tense o past continuous tense
13. Which is an interrogative sentence?
o Tahir went to the store. o Where is the store?
o I bought food for dinner. o Shut the door!

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14. She wants to be sure the task in complete. It is a/an________.
o interrogative sentence o exclamatory sentence
o declarative sentence o imperative sentence
15. I said to him, "Why are you working so hard?" Indirect is ________.
o I asked him why was he working so hard.
o I asked him why had he been working so hard.
o I asked him why he had been working so hard.
o I asked him why he was working so hard.
16. “Never” is an adverb of ___.
o position o frequency o place o manner
17. “Bravery” is an / a ____________.
o collective noun o abstract noun
o concrete noun o proper noun
18. Odd one out.
o send____sent o go____went o bring____brought o smile____smiled
19. “Patient” is a _______.
o noun o adjective o verb o adverb
20. Many people bought delicious chicken pies. ______ all the pies were sold out.
o eventually o afterwards o next o in the end
21. The boys laughed at the beggar. (choose correct passive voice)
o The boys were laughed at by the beggar.
o The beggar was laughed at by the boy.
o The beggar was being laughed by the boy.
o The beggar was being laughed at by the boy.
22. Why have you made a noise? (choose correct passive voice)
o Why has a noise been made by you? o Why has a noise made by you?
o Why have a noise been made by you? o Why had a noise been made by you?
23. It ___________ drizzling throughout the previous day.
o keeps o kept o keep o keeping
24. My computer broke down, so I ___________ continue my work.
o cannot be o could not
o can‘t o couldn‘t been
25. she said to me, “Please help me”. (choose correct passive voice)
o She requested me to do help her. o She requested me to help him.
o She requested me to help her. o She requested me to have helped her.
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26. She says, "I did not finish my work." (choose correct passive voice)
o She says that she had not finish her homework.
o She says that she did not finish her homework.
o She says that she was not finished her homework.
o She says that she had not been finish her homework.
27. I said. “I work hard to finish my task”.
o I said that I worked hard to finish my task.
o I said that I work hard to finish my task.
o I said that I had to work hard to finish my task.
o I said that I have to work hard to finish my task.
28. They gave a pen to him. (Identify the pattern of the following sentence)
o SVO o SVIDDO o SVDOIO o SVDO
29. I finished the work (Identify the pattern of the following sentence)
o SVO o SVDDIO o SVDO o SVIODO
30. What is the tense of this question?
Did you go to the library on your way home?
o past continuous tense o simple future tense
o present continuous tense o simple past tense
31. Which of the sentences is correct?
o I usually getting the bus to work. o I am usually got the bus to work.
o I usually gets the bus to work. o I usually get the bus to work.
32. Which verb is in the simple future tense?
o He goes to work. o He will come.
o He arrived late. o He arrives late.
33. Which of the following choices is an example of an interrogative sentence?
o When is lunch? o What a beautiful scene it is!
o Put your plate in the sink. o He will not win this game.
34. Are you going to the party?
o statement o command o question o exclamation
35. Select the correctly punctuated sentence.
o They visited Peshawar, Hunza, Hazara, and Lahore.
o They visited Peshawar Hunza Hazara and Lahore.
o They, visited Peshawar Hunza, Hazara, and Lahore.
o They visited Peshawar, Hunza, Hazara and Lahore.
174
Read the passage and answer the questions.
Pakistan is a country of natural resources. It has many hill stations, like Muree, Malamjaba, and
Nathia Gali. There are high mountains in Pakistan. K.2 is the second highest peak in the world.
Pakistan is also the land of rivers. Ravi, Chenab, Sutlej, Jehlam, Beas, and Indus.
36. K-2 is the _____________ highest peak of Pakistan
o first o second o third o fourth
37. Rivers in Pakistan.
o Ravi, Chenab, Ganga, Nile o Ravi, Sutlej, Nile, Tames
o Ravi, Chenab, Sutlej, Jhelum o Ravi, Beas, Kreri, Kabul
38. Pakistan is a country of natural resources’. In the given sentence word “Pakistan” is
___________________
o a collective noun o a common noun
o a proper noun o a material noun
39. The word 'peak' means ______________.
o cliff o top o fort o side
40. How many hill stations have been mentioned in the above paragraph?
o5 o2 o3 o4
Section “B”
Time allowed: 2 hours 10 minutes Total marks: 60
Q1. Read the stanza and answer the questions given below: 10 marks
If a task is once begun,
Never leave it till it is done,
Be the labour, great or small,
Do it well or not at all.
v. Write TWO rhyming words for small, all, _____ ________ 2 marks
vi. Write the main idea of the stanza. 2 marks
vii. What advice is the poet giving in the stanza? 2 marks
viii. What is the meaning of task and labour? 2 marks
ix. Pick out two adjectives from the stanza. 2 marks
Q2. Read the paragraph and answer the questions given below: 10 marks
One day Irum saw a girl named Sara. She was sitting alone in a park and looking very sad. Irum
asked her, ''Why are you so sad?'' Sara was surprised to see Irum but then she replied, ''I am
hungry and have nothing to eat.'' Irum took Sara to her home. She met Irum‘s mother and sister.
Irum‘s mother gave her food to eat. Later, Irum‘s sister gave her some toys too. Sara became
happy. She thanked Irum for her kindness and went away.
ix. Pick out and write the topic sentence of the given passage. 2 marks
x. What is the main idea of the paragraph? 2 marks
xi. Write the name of any TWO characters in the story. 2 marks
xii. Which character do you like the most? Why? 2 marks

175
 xiii. Why was Sara happy at the end? 2 marks
Q3. Do as directed. 15 marks
xxi. He (finish) the work. (Use the correct form of the verb and rewrite the sentence)
xxii. They (eat) food. (Use the correct form of past tense and rewrite the sentence)
xxiii. (Underline the silent letter)
xxiv. The doctor is busy _____________ the patient. (insert preposition)
xxv. My sister bought a new dress ____________ me. (insert preposition)
xxvi. Hina saw some trees flowers and fruits in the park. (Punctuate and capitalize)
xxvii. Strawberry (underline the consonant cluster in initial position)
xxviii. I will travel to school by bus tomorrow. (what is the tense of the sentence)
xxix. Hurray we have won the match (insert punctuation marks)
xxx. Tahira is as intelligent as ______________. (insert simile)
xxxi. Ali is a sporty boy and plays cricket in a wide ground on sunny afternoons. (Pick out all
adjectives in the given sentence)
xxxii. He likes to play cricket. (Change into an interrogative sentence)
xxxiii. I like the music. (Change into passive voice)
xxxiv. They have _______ driving since morning. (Insert suitable helping verb)
xxxv. He says, ―I am a good student.‖ (Change into indirect speech)

Q4 Write a letter to a friend inviting him to your brother’s marriage. 10 marks

OR
Write an application to the Principal / Headmaster of your school for fee concession.

Q5. Write a paragraph of 70-100 words about your village/city. 15 marks

OR
Construct your own story with the help of the following beginning.
It was a snowy evening. On my way back home, I saw a dog shivering with cold. I ________

176