grade 6 - teachers' guide lesson plans english - Punjab ...

Academic Year2020-2021

COVID-19ACCELERATED

RESPONSE FOR EDUCATION, PUNJAB

GRADE 6TEACHERS’ GUIDE

LESSON PLANSENGLISH

(December)

PUNJAB CURRICULUM AND TEXTBOOK BOARD, LAHORE

GRADE 6TEACHERS’ GUIDE

LESSON PLANS ENGLISH(December)

PUNJAB CURRICULUM AND TEXTBOOK BOARD, LAHORE

Rationale for the 'COVID-19 Accelerated Response for Education':

The world has faced an unprecedented grim situation (COVID-19) starting from the end of 2019, continuing in 2020, that has played havoc and has left bitter marks which will be etched on the memory of mankind for centuries to come.

The repercussions of this pandemic have been felt in all disciplines of life including economy, education, habits, cultural norms, health care services, etc. so severely that the world finds itself helpless. Institutes imparting education had to modify and adapt their educational services strategies to cope with the new challenges after the closure of these institutes for about 6 months in Pakistan. Under the directions of the Government of Punjab, the Curriculum & Textbook Board of the province decided to initiate an 'Accelerated Learning Program' to speed up the teaching and learning activities and to make up for the time lapse the education field has had to face due to (COVID-19).

Journey from ALP to the need-based and time-bound COVID -19 Accelerated Response for Education: The first step in responding to the challenge of school closure due to COVID 19 was to devise an Accelerated Learning Programme for grades 1 to 8. It was deemed important to select three major subjects of study vis a vis English, Mathematics and Science and address all major and important skills and concepts within these areas of study in the most effective manner. Subsequently, it was the Herculean task to squeeze a nine-month syllabus of study into a five-month period, keeping in view skills development, conceptual understanding, horizontal and vertical alignment of the Student Learning Outcomes and a gradual but logical progression of concepts for all grade levels.

Lesson Plans as a manifestation of the Accelerated Learning Programme: In the next step, SLOs were aligned with the material and exercises of the textbooks which ultimately culminated into the development of Lesson Plans. These lesson plans will be shared with you on a rolling basis. It is expected that these plans will act as a ready resource for teachers to achieve learning outcomes in an efficient and effective way. Along with the Lesson Plans, it was decided to develop age-appropriate and engaging worksheets that would benefit students and act as a reservoir for reinforcement of skills and concepts taught in class. Therefore, subject experts were engaged to undertake the daunting task of reshaping and reconfiguring the syllabuses for Mathematics, Science and English.

It has been ensured that the lesson plans are aligned with the level of students and the demand of the Student Learning Outcome. The focus, during this entire exercise, has also been to oversee that classroom instruction is aligned with the goals and objectives of curriculum. Every effort has been made to help foster positive attitudes among students towards learning. Yet another purpose of this exercise is to help teachers create a healthy learning environment in classrooms that is lacking due to the pandemic.

It is a known fact that proper and well thought out lesson planning serves as a checklist that guides teachers to be systematic in the effective delivery of their lessons. Equipping teachers with a systematic, cohesive and an organized breakdown of the syllabus and providing them with well-planned lessons is in a bid to help them be prepared to take on any unforeseen challenges during the process of teaching and learning. Notwithstanding, lesson plans serve as historical documents of teaching practices whereby teachers have a point of reference to look back, reorganize and update their lesson for future usage.

Moreover, well thought out lesson plans help teachers to address challenges during lessons and employ pedagogies that enhance and consolidate learning. Not only this, but a good lesson plan minimizes the negative effects of learning on students, in case of teacher absence, as a cover teacher can deliver the lesson using the guidelines elaborated upon in the plan. Just like every good game needs a plan to win, similarly, every teacher needs a good plan to achieve lesson objectives. Last but not the least lesson planning prevents the over-reliance on textbooks, as direct and the only material for teaching.

Lesson PlansTeachers’ Guide (English)

i

The newly developed lesson plans are a highly effective, contextualised and easy to use resource that will serve as a practical tool for public sector teachers. It is hoped that teachers find the lesson plans highly useful, productive and that they are able to experience visible outcome-oriented learning that is concrete and enduring. Also, these plans are based on collaborative, interactive, and inquiry-based methodologies and approaches to make the classroom learning more effective, vibrant and engaging. Based on low cost, no cost material, these lesson plans can be applied with little effort and gain a lot of benefit for both teachers and students in terms of learning and conceptual understanding. The primary focus of the 'COVID-19 Accelerated Response for Education' has not only been on developing lesson plans that address Student Learning Outcomes and allow teachers to help students discover concepts, it has been ensured that plans are sequentially sub-divided in three major domains:

Ÿ Teaching Ÿ Assessment Ÿ Reinforcement

To ensure that the plan is executed in the best possible manner and that both teachers and learners get the most out of the plans, it is suggested that time to each domain is allocated in the following percentage while delivering them:

Ÿ Teaching 75%Ÿ Assessment 15%Ÿ Reinforcement 10%

An emphasis on bolstering concepts and skills through Worksheets: Further to the above, worksheets have also been prepared to supplement and complement all SLOs mentioned in the textbook. Like the lesson plans, the worksheets will also be shared with you on a rolling basis. Each worksheet provides practice and strengthens conceptual clarity. Moreover, these worksheets are aimed at keeping the students engaged in positive and productive activities while at home. Gaining the most out of the Worksheets:As mentioned above, the purpose of the worksheets is to consolidate and clarify concepts, but they can also be used as:

Ÿ Assessment for learningŸ Additional resource to be used in class Ÿ Sample activities for teachers to replicate and devise their own worksheets on similar line.

Tips for Teachers:To optimize these developed lesson plans, it is advisable for teachers to:

Ø go through and comprehend the relevant lesson plan well (Read and understand the text at least twice)

Ø keep the relevant textbook with you when going through the planØ read and comprehend the relevant chapter Ø make notes if requiredØ ensure the availability of mentioned resourcesØ highlight the SLO's, progression of activities, stages, transitions, and key pointsØ visualize your actual classroom, space, seating plan and challengesØ foresee the organization of group, pair or individual workØ play the role of facilitator, leader and managerØ try your best to execute the lesson plan in its true spiritØ ensure proper time managementØ adapt activity, if it is unavoidable

Lesson Plans

ii

Teachers’ Guide (English)

Ø Use teacher's discretion in implementation of the lesson i.e if you feel that a concept needs more time, you may extend the lesson to the next period

Ø Wrap up the lesson with good spirit leaving a positive message.

Components of Lesson Plans:Common elements in plans for lessons or units of study are a title/topic/problem, identification of Student Learning Outcomes (SLOs), a sequence of learning activities including introductory, developmental and concluding activities, a list of materials to be used and assessment strategies.

Choosing the Topic:. You can choose a topic from the textbook, a skill such as information gathering, a value such as peace, a current affair topic or an area of special concern such as the environment.

Identifying Student learning Outcomes (SLOs) from the Curriculum. The national curriculum has identified the Student Learning Outcomes to be achieved for each topic (if you do not have access to the National Curriculum document for the subject you are teaching you could develop SLOs yourself). Identifying the Student Learning Outcomes helps you to clarify the knowledge, skills and attitudes/values to be developed. Choose only one to three SLOs to develop your lesson (many more for a unit plan).

Development: Learning Activities:Introductory Activities:Introductory activities are designed to introduce the topic, a sub-topic or to establish connection with the previous lesson. They are designed to build readiness, create interest, raise questions and explore what children already know about the topic, recall relevant information, motivate students and focus their attention on the topic/theme/problem to be studied. Introductory activities include arrangement of pictures and other times that stimulate interest and questions. It may be based on the teacher posing questions, stating a problem or a dilemma, reading a poem or story, or inviting a guest speaker.

Developmental Activities:Developmental activities should grow out of the introductory activities. There should be smooth transitions between the activities to provide a smooth learning sequence. These activities are designed to realize the Student Learning Outcomes. They introduce new concepts, skills and values or build on past learning and should be linked with each other. They should flow from data gathering or intake activities to data organizing activities, to demonstrative or applicative activities, and move on to creative and expressive activities. Data gathering or intake activities provide the needed input to handle questions and hypotheses. Organizing activities helps structure and summarize information. Applicative or demonstrative activities extend learning and develop the ability to use concepts and skills. Creative and expressive activities enrich learning and develop the ability to improvise and apply learning in original ways.

Concluding Activities:

Concluding activities are activities that serve to consolidate, summarize, or facilitate students' application of knowledge and skills to a new situation. They are generally related to the main idea of the lesson.

Material Resources:

A key part of planning is to ensure the resources required to impart the lesson effectively. Resources are planned, identified, developed, or adapted for both teachers and students

Assessment of Learning: Assessment strategies tell us how well or to what extent the student learning outcomes have been achieved. Assessment of learning is important in all phases of the lesson/unit from introduction to conclusion. A variety of tools can be used to assess the realization of the chosen Learning Outcomes. Some of these will be prepared as part of the learning activities, for example, the drawing and labelling of a map, the checklist for evaluating a discussion, the final written report. Other tools such as tests can be prepared ahead of time as well.

Lesson Plans

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iv

Assessment/Evaluation:

This section focuses on ensuring that your students have arrived at their intended destination. Teachers need to gather some evidence that they did.

A teacher, at this stage, should ask herself/himself:

Ÿ 'How will I evaluate Student Learning Outcomes that were identified?'Ÿ 'What mode of assessment will give me the most accurate and clear picture of my students' learning

and progress?Ÿ 'What gaps have I identified in learning that need to be rethought, and reassessed?'Ÿ 'How can I make my assessment of students reliable and valid?'

Lesson PlansTeachers’ Guide (English)

Table of Contents

TopicLesson Plan No. Page No.

Lesson Plans

v


Unit 4: Night

1 1

2 9

3 14

19

25

5 49

6 61

7 68

68

Reading & Comprehension (Pre-Reading Strategy)

Reading & Comprehension (While-Reading Strategy)

Reading & Comprehension (Post-Reading Strategy)

Reading & Thinking Skills

Dictionary to Choose Appropriate Word Definition

Words Similar and Opposite in Meaning

Writing Skills

Oral Communication Skills

Formal & Lexical Aspects of Languages

Subject and Object Pronouns

4 19

29

33

Articulate English Sounds (Consonant Sounds: /b/, /k/, /d/, /f/, /g/)

Articulate English Sounds (Consonant Sounds: : /l/, /m/, /n/, /p, /s/)

49

54

Physical Description and Characteristics of an Object/ Place

Summary of Poem

37

41

Articulate English Sounds (Consonant Sounds: /h/, /t/, /v/, /w/, /z/)

Articulate English Sounds (Diphthongs)

45 Articulate English Sounds (Long and Short Vowel)

Table of Contents

TopicLesson Plan No. Page No.

Lesson Plans

vi


1 103

2 108

Reading & Comprehension (Pre-Reading Strategy)

Reading & Comprehension (While-Reading Strategy)

Unit 4: Night

75

81

87

92

97

Possessive Pronouns

Prepositions of Time

Simple Past Tense

Simple Present Tense

Present Continuous Tense

Unit 5: Travelling Etiquettes

NIGHTReading & Comprehension (Pre-Reading Strategy)

Ÿ Use pre-reading strategies to

predict the content of a text from topic / picture, title / headings etc. by using prior knowledge, ¦

asking questions and contextual clues.

guess the meaning of difficult words through contextual clues.¦

Student Learning Outcomes

40 minutes / 1 Period/s

Duration/Numbers of Period/s

40 minutesPeriod 1:

AaBbCc

Information for Teachers

Lesson Plans

Grade 6Lesson 1

1


Ÿ There are three stages in reading skills:

Pre-reading¦

While-reading¦

Post-reading¦

Ÿ Pre-reading section introduces students to the subject matter under discussion and gives them an

opportunity to express their own experiences, views and understanding of it. This activity

centralizes language as a vehicle for communication, prompting students to share their opinions

with others, leading them to accept and understand different point of views. It also allows students

to explore the topic further by getting new information or consolidating established information.

This activity will also help the teacher to evaluate the level of oral competency each student has

gained.

Ÿ At pre-reading stage, students try to guess the actual text. It sparks students' interest and give

Unit 4

Lesson Plans

Grade 6Lesson 1

2


Unit 4students an opportunity to begin thinking about or anticipate the story while making connections.

Ÿ Pre-reading strategy sets the purpose for reading and enable students to make predictions about

what might happen in the story/poem/text. As students make predictions, make connections, and

set purpose, comprehension of the story/poem/text is increased.

Ÿ Context clues are words in the same sentence or passage that gives you clues to what an unfamiliar

word means. These clues will help you understand the meaning of the unknown word in a story or

passage.

Ÿ There are seven types of context clues:

Definition context clues¦

Synonym context clues ¦

Antonym context clues ¦

Comparison context clues ¦

Contrast context clues ¦

Description or Example context clues ¦

Visual context clues¦

Material/Resources Required

Chalk/marker, white/black board, textbook

Introduction 5 minutes

The teacher will:

Ÿ begin the class by greeting the students with “Assalam-o-Alaikum/Good morning”.

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

Ÿ ask the students to open their textbooks at page 37.

Ÿ tell the students that they will be reading a poem.

Ÿ say, “but before reading the poem, lets predict what the poem is about”.

Lesson Plans

Grade 6Lesson 1

3


Unit 4

30 minutesDevelopment

Activity 1 15 minutes

The teacher will:

Ÿ ask the students to read the title of the poem only.

Ÿ write the title of the poem on the board.

Ÿ ask the students to tell what comes in their mind when they hear the word “night”.

Ÿ brainstorm and build a concept map on the board.

Expected answers:

Night

Night

darkness

moon

black

starssleep

dreams

owl

Ÿ take as many responses as possible.

Ÿ have the students read out some of the responses on the map.

Ÿ say, “let's connect other concepts to the map”.

Ÿ ask what comes in their mind when they hear the word “moon”.

Lesson Plans

Grade 6Lesson 1

4


Expected answers:

Unit 4

Night

darkness

moon

black

starssleep

dreams

owl

Ÿ prompt students with related vocabulary.

Ÿ ask what comes in their mind when they hear the word “darkness”.

Expected answers:

light

round/half/quarter

space/spaceship

rockets/astronaut

Night

darkness

moon

black

starssleep

dreams

owl

light

round/half/quarter

space/spaceship

rockets/astronaut

monster fear black

Lesson Plans

Grade 6Lesson 1

5


Unit 4Ÿ ask students, if anyone can suggest any cross links between the main concept map and the other

concepts on the map.

Expected answers:

Night

darkness

moon

black

starssleep

dreams

owl

light

round/half/quarter

space/spaceship

rockets/astronaut

monster fear black

Note: draw as many concepts as time permits.

Ÿ point at the concept map and explain that by looking at the title of the poem we can predict that

the poem is about signs of night.


The teacher will:

Ÿ read the poem once with proper stress and intonation.

Ÿ ask a few students to read.

Ÿ help students with pronunciation of difficult words.

Ÿ ask the students to underline the words they are not familar with.

Ÿ tell the students that we can predict the meaning of some words from contextual clues.

Ÿ write a couple of lines from the poem on the board.

Lesson Plans

Grade 6Lesson 1

6


Unit 4 Lines from poem:

The sun desending in the West¦

The evening star does shine¦

Ÿ ask them to read out the lines silently to predict the meaning of underlined words.

Ÿ give the students some time to think.

Ÿ write the line “The sun desending in the West” in a mind-map on the board.

Ÿ say, “Let's practice using context clues in the first line to determine the meaning of the word

“descending”.

Ÿ ask, “Do the words “sun” and “West” help you?”

Ÿ say, “We know that the sun rises in East and sets in west.

Ÿ say, “the word “descending carries the prefix de-“.

Ÿ ask, “Do you know what prefix de- mean?”.

Ÿ ask, “what do you predict the meaning of “descending” is, from the two contextual clues?”.

Expected answers:

descending means going down¦

descending means to sink¦

descending means to fall¦

Ÿ explain that to find the meaning of the word “descending” we used description and example

context clues.

Note: There will be many students who will guess the meanings right and there will be many who

will predict it half right or wrong. Do not snub those who guess it wrong, encourage those who

guess it right .

The sun desending in the West

The sun rises in East and sets in west

The sun desending in the West

The sun rises in East and sets in west

de- means "down, down from, from, off;

Lesson Plans

Grade 6Lesson 1

7


Unit 4Ÿ point at the second line, “The evening star does shine”.

Ÿ ask students to guess the meaning of “shine” from contextual clues.

Ÿ write their responses on the board.

Expected answers:

Ÿ ask, “From the contextual clues, we may predict that the meaning of “shine” is to give out a

bright light.

The evening star does shine

stars are bright

stars sparkle

stars glow

stars gli�er

3 minutesConclusion

The teacher will:

Ÿ sum up the session by saying, “today we have learnt to predict the content of poem from title and

contextual clues.

Ÿ say, “We also have learnt that context clues are words in the same sentence or passage that gives

you clues to what an unfamiliar word means. These clues will help you understand the meaning of

the unknown word in a story or passage”.

Lesson Plans

Grade 6Lesson 1

8


5 minutesAssessment

The teacher will:

Ÿ assess informally students' ability and understanding during activities in development stage of

lesson.

Unit 4

Homework 2 minutes

The teacher will:

Ÿ ask students to read many times the poem “Night”, with proper stress and intonation.

Lesson Plans

Grade 6Lesson 2

9


Unit 4

NIGHTReading & Comprehension (While-Reading Strategy)

Ÿ Apply critical thinking to interact with text and use intensive reading strategies (while-reading):

scan to answer short questions.¦

Ÿ Read a poem and give orally or in writing:

main idea¦

summary (through gapped summary exercises) ¦

identify line and stanza¦




40 minutesPeriod 1:

Ÿ While reading: Being an active reader is a crucial part of being a lifelong learner; therefore, a number

of active reading strategies through while reading activities are designed. This section helps in

recognizing the pattern of text organization through swimming, scanning, making inferences,

deducing meaning from context, inferring meaning and generating questions to understand text.

While reading questions are designed to predict, connect, visualize, evaluate and respond to interact

with the text.

Ÿ While teaching the lesson the teacher should consult the textbook at all steps where and when

applicable.

AaBbCc


Lesson Plans

Grade 6Lesson 2


Unit 4




The teacher will:


Ÿ wait for students to reply with “Walaik-um-Assalam/ Good morning”.

Ÿ do chorus reading with proper stress, intonation and rhythm.

Ÿ write the word “ Night'' on the whiteboard.

Ÿ ask the students to think of words associated with night.

Ÿ invite a volunteer to read these words written on the board.

Ÿ announce that we are going to read poem ' Night' by William Blake at page 37.



The teacher will:

Ÿ make the students stand with their books in a circle.

Ÿ do model reading of the poem with proper stress, intonation and rhythm.

Ÿ give 2 minutes to students for individual reading.

Ÿ ask the class to join for chorus reading .

Ÿ invite 2 volunteers for chorus reading.

Ÿ ask the class to take their seats.

Ÿ ask the class to find the answer of the question from the poem “ what does the moon look like

at night?'' ( ans. the moon looks like a disc, a dish at night.).

Ÿ read the first stanza ( the sun descending………….seek for mine).

10

Lesson Plans

Grade 6Lesson 2


Unit 4Ÿ ask the class to find the words that end on the same sound (west, nest, shine, mine).

Ÿ explain that these words are called rhyming words .

Ÿ ask the class to think of two more words with same sounds.

Ÿ involve the class to draw the main cues/ idea of the first stanza.

Ÿ write these cues on the whiteboard (the coming of night, sun setting, shining of stars, birds in

nests , the poet also looking for shelter).

Ÿ make the class join to make sentences by using these points.(at least 5 sentences in a paragraph

form).

Ÿ read the second stanza( the moon………on the night).

Ÿ ask the class to find the words ending in the same sound from this stanza( flower, bower, delight,

night).

Ÿ give the task to think of two more words with same sounds.

Ÿ help the class draw the main points( shape of moon, place of moon, pleasant .

Ÿ mood at night).

Ÿ involve the class to frame sentences with the help of these words(at least four to five sentences).

Ÿ consolidate both the paragraphs to generate the main/central idea of the poem.

Ÿ ask a brilliant student to share the main idea of this stanza.


The teacher will:

Ÿ write a short gapped summary:

This poem------------depicts the ------- of night. The poet--------- has depicted the �me of ------------ in a beau�ful way. The poet expresses that when the night approaches, the sun is -------- in the west. At the same �me, …………… begin to shine in the ------------. When the night is coming, all birds go to their ------------ for rest and sleep. The poet also wishes to find his ……….. place. In the remote point of the sky, the moon ------------ and looks like a lovely flower. The mood of the ………….. is very pleasant . She smiles silently and enjoys the lovely ………….. �me. All this ……………… scene make the night �me a ………………. experience.

Keys words ( night, �me, William Blake, night, se�ng, stars, sky, nests, rest, glows,moon,night,lovely,pleasant)

11

Lesson Plans

Grade 6Lesson 2


Unit 4Ÿ divide the class in three major groups.

Ÿ give them the task to complete this gapped summary (group task).

Ÿ 5 minutes allowed.

Ÿ after the alloted time, shuffle the output of the groups with other groups.

Ÿ involve the class to fill up the gapped summary correctly.

Ÿ ask the groups to rectify the errors if any.

Ÿ now hand over the output to the original groups to check their guesses.

Ÿ give 5 more minutes to add up at least 5 more sentences to this summary.

Ÿ at the end, collect all summaries and select the best sentences to be included in the final

summary.

Ÿ invite a reader to read the summary aloud.

Ÿ give your input when needed.

Ÿ provide constructive feedback and positive reinforcement.

2 minutesConclusion

The teacher will:

Ÿ wrap up the session by recalling the key points of reading a poem, its stanza form and how to write

the main idea and summary.

5 minutesAssessment

The teacher will:

Ÿ select 4 students and ask them to answer “Where is the sun setting? What is a regular/ rhymed

stanza? What are the stars doing in the evening?

12

Lesson Plans

Grade 6Lesson 2


Unit 4

Homework 3 minutes

The teacher will:

Ÿ extend this gapped summary to 18 sentences.

This lesson plan contains a worksheet (GRADE 6, English, WORKSHEET # 1, Unit # 4, Lesson Plan # 2 and

Period # 1). Please make sure that you obtain the required number of copies before the start of the class

and every student is given a worksheet before you finish lecture. Please also make sure that explain the

instructions of attempting the work sheet to the student.

Worksheet

13

Lesson Plans

Grade 6Lesson 3

14


Unit 4

NIGHTReading & Comprehension (Post-Reading Strategy)

Ÿ Apply strategies to comprehend questions by marking key words, verbs and tense in a variety of

question types:

literal/ textual / factual¦

respond orally or in writing Apply world knowledge and own opinion to the text read¦

relate what is read to their own feelings and experiences¦

respond orally or in writing¦

understand how a writer/poet uses language to appeal to the senses through use of figurative ¦

language including similes




40 minutesPeriod 1:

Ÿ Please carefully read the explanation of 'reading & thinking strategies,' given below.

Ÿ If students are to become independent learners, they need to acquire thinking skills to enhance

their study skills. Thinking creatively, sorting fact and opinion, recognizing consequences, defining

alternative viewpoints, comprehending and interpreting texts by applying critical thinking or

thinking strategies which will help students significantly in their schoolwork. In addition, students

answer literal, factual, interpretive/inferential, evaluative/personal response and open- ended

questions. Within these set of questions, a variety of learning opportunities is offered, including

individual and group work.

AaBbCc


Lesson Plans

Grade 6Lesson 3

15


Unit 4




The teacher will:


Ÿ wait for students to reply with “Wa laikumussalam/ Good morning”.

Ÿ ask them to recall the pre and while reading exercise done on 'Night'

Ÿ ask three to four students to share their homework on 'Night.'

Ÿ tell them that they will do post reading on ' Night'.

Ÿ Please note that the four questions types are: 1. Literal, Inferential, Evaluative and Open ended.

Answers to literal questions can be found in the text. The responses will largely require recall

and responses will retell, summarize, or cite information directly from the text.

Ÿ To answer interpretive or inferential questions the reader must make educated guesses as the

answer is not given directly in the text. One must take what one knows from the text and give it

meaning by interpreting it from what one has understood, as the information is not directly

expressed.

Ÿ Evaluative questions are perhaps the only ones where personal responses are acceptable. They

deal with judgement, value and choice. This question type is based on making CONNECTIONS:

To make these evaluations, you will have to bring in your own experiences, your understanding

of the world, and possibly other texts.

Ÿ Open ended questions are subjective in nature and like evaluative questions, they are based on

personal responses.

Ÿ Simile A simile compares two things using ' like' or 'as'. For example he swims like a fish


applicable.

Lesson Plans

Grade 6Lesson 3

16


Unit 4



The teacher will:

Ÿ draw the following mind map on the whiteboard.

Ÿ divide the class in 5 groups.

Ÿ ask each group to take 5 minutes to respond these questions.

Ÿ direct them to discuss within the group or take help from the text of the poem' Night' .

Ÿ ask them to prepare the notes of each question separately to be shared.

Ÿ supervise the class to ensure the students on task.

Ÿ invite one group to come forward and be ready to answer the questions.

Ÿ invite another group to ask the questions from 1st group.

Ÿ let them ask the questions one by one and get responses.

Ÿ involve other groups to share if their responses are same or different, if different, let them

share their responses also.

Ÿ consolidate the responses by giving your own input.

2. What do appear in the sky?

3. What does it look like?5. What is one good thing

about night?

6. What is one bad thing about night?

Night

1. Where does the sun go?

4. What do birds, animals and people do at night?

Lesson Plans

Grade 6Lesson 3

17


Unit 4Activity 2 15 minutes

The teacher will:

Ÿ write 'literal /factual' questions on the whiteboard.

Ÿ elicit the understanding of students about literal /factual' questions.

Ÿ now clarify their concept by defining and giving them examples of literal /factual' questions.

Ÿ ask the students to consult the mind map drawn on the whiteboard and evaluate which

questions are literal/factual.

Ÿ get their responses and finalize them.

Ÿ ask the class to go to exercise 'A'page 38 Reading for Comprehension.

Ÿ let them go through these 5 questions and decide which one are Literal questions(Q2Literal).

Ÿ give the students positive reinforcement.


The teacher will:

Ÿ explain the concept of ' simile' (A simile compares two things using ' like' or 'as'. For example he

swims like a fish).

Ÿ now ask students to go to page 39 of the textbook and see exercise C.

Ÿ make two students of same height stand against each (Supposed name Ali and Ahmed).

Ÿ ask students to compare the height of these two students.

Ÿ make them say ' Ali is as tall as Ahmed'.

Ÿ invite students think two , three more examples of comparison.

Ÿ attend exercise C and involve the class to make comparison of the given words.

Ÿ try to use that comparison words in sentences.

Ÿ answers part 1 of exercise C ( as fast as a deer, as pretty as a flower, jumps well as a ball, as

strong as a bull.

Ÿ answers part II of exercise C ( It feels soft as silk, This drink is sweet like honey, This luggage is

heavy like mountain, Your bicycle sounds noisy like a bad machine).

Ÿ let the class frame one comparison each student and share with the class.

Ÿ conclude the session by sharing the use of Figurative Language especially of Simile to make the

writing rhetoric and effective.

Lesson Plans

Grade 6Lesson 3

18


Unit 4

3 minutesConclusion

The teacher will:

Ÿ ask a few students to share reading strategies they learnt in the first, second and third lessons.

Extrapolate the important features of pre reading, while reading and post reading sum up the lesson

by sharing what they learned in terms of making predictions, pausing while reading and looking for

answers, and knowing about the three question types. Moreover, stress on the importance of

contextual clues and how they can master this skill through extensive reading.

5 minutesAssessment

The teacher will:

Ÿ ask the following comparisons :

Umair is as weak as a …………..(baby)¦

Waleed is as quiet as a ………..(lamb)¦

This fruit is as ripe as …………(cherry)¦

This task is as easy as …………(ABC)¦

This drink is as cold as ………..(ice)¦

Homework 2 minutes

The teacher will:

Ÿ ask students to write down ten sentences on this poem 'Night'.





Worksheet

Lesson Plans

Grade 6Lesson 4

19


Unit 4

NIGHTReading & Thinking Skills

Ÿ Use dictionary to:

choose appropriate word definition. ¦

Ÿ Locate, provide, connect and use words similar and opposite in meaning.

Ÿ Recognize and articulate English sounds given in the pronunciation key in the dictionary.




40 minutesPeriod 1:

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

they allow us to all be on the same page when discussing or reading about an issue.

Ÿ Alphabetical order comes in handy for dictionary skills and also for making sequential order on

list/items as in attendance register.

Ÿ The selection of words for the use of dictionary should be from the students reading range of

familiar words.

Ÿ Guide word is a word printed at the top of a dictionary page indicating the first or last word entry on

that page. Guide words help to find the word one wants to look up in the dictionary. The guide word

on the right shows the last entry on that page.

AaBbCc


Ÿ Use dictionary to:

choose appropriate word definition.¦

Lesson Plans

Grade 6Lesson 4

20


Unit 4Ÿ An entry word is a word that you look up in the dictionary. Entry words are printed in bold and they

are listed in alphabetical order.

Ÿ Scanning is a way of reading a text quickly to find the information that you need with the help of key

words. The more you practice, the better you will get at finding words fast.


applicable.


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


The teacher will:


Ÿ wait for students to reply with “Wa laikumussalam/ Good morning”.

Ÿ ask students the kind of information they can find in a dictionary.

Ÿ ask students how a dictionary can help improve our vocabulary.

Ÿ tell students, “Today we are going to learn to find definition/meaning of words in the dictionary”.


Activity 1

The teacher will:

Ÿ write the following words on the board.

Ÿ ask students to arrange the words alphabetically.

Lesson Plans

Grade 6Lesson 4

21


Unit 4

1. smile 2. west 3. must 4. high

5. night 6. eveing 7. like 8.sit

1. evening 2. high 3. like 4. must

5. night 6. sit 7. smile 8. west

Expected answers:

now draw another table on the board and ask the students to copy the table in their ¦

notebooks.

entry word meaning parts of speech

Ÿ ask students to take out dictionaries of their own if they have any.

Ÿ provide dictionary in the class in case students don't have any of their own.

Ÿ write the entry word evening in the table and ask the students to look up the word evening in the

dictionary.

Ÿ ask students to look for guide words first since they tell you the first word and last word on the page.

The other words on the page come between the guide words in alphabetical order.

Ÿ ask students to look up the definition/meaning and what part of speech word evening is.

Ÿ ask students to look if the word has more than one meaning.

Ÿ take students' responses and note them in the table on the board.

entry word meaning parts of speech

evening1. the part of the day between the a�ernoon and the

�me you go to bed noun

Ÿ write the entry word high and ask the students to look up the word high in the dictionary.

Ÿ ask students to look up the definition/meaning and what part of speech word high is.

Lesson Plans

Grade 6Lesson 4

22


Unit 4Ÿ take students' responses and note them in the table on the board.

entry words meanings parts of speech


�me you go to bednoun

high

1. measuring a long distance from the bo�om to the top

2. used to talk about the distance that something measures from the bo�om to the top

adjec�ve

Ÿ write the entry word like and ask the students to look up the word like in the dictionary.

Ÿ ask students to look up the definition/meaning and what part of speech word like is.

Ÿ move around the classroom among the students to monitor how they are working.

Ÿ show support to the students who need help to motivate them, appreciate those students who

answer correctly.





high

1. measuring a long distance from the bo�om to the top


adjec�ve

like

1. similar to somebody/something2. used to ask somebody's opinion of somebody/

something3. in the same way as somebody/something

verb/noun

Ÿ write the entry word must and ask the students to look up the word must in the dictionary.

Ÿ ask students to look up the definition/meaning and what part of speech word must is.

Ÿ move around the classroom among the students to monitor how they are working.

Lesson Plans

Grade 6Lesson 4

23


Unit 4Ÿ show support to the students who need help to motivate them.

Ÿ appreciate those students who answer correctly.





high

1. measuring a long distance from the bo�om to the top.


adjec�ve

like

1. similar to somebody/something.2. used to ask somebody's opinion of somebody/

something.3. in the same way as somebody/something.

verb/noun

must

1. used to say that something is necessary or very important (some�mes involving a rule or a law)

2. used to say that something is likely or logical.modal verb

Ÿ ask students to copy the meaning of all the words from the table in their notebooks.

3 minutesConclusion

The teacher will:

Ÿ tell students that today we have learnt that no one is expected to know the meaning, parts of

speech and pronunciation of every word; and to find the meaning, parts of speech and

pronunciation we consult dictionary when required.

5 minutesAssessment

The teacher will:

Ÿ assess students' responses during activities to how much they have learnt.

Lesson Plans

Grade 6Lesson 4

24


Unit 4

Homework 3 minutes

The teacher will:

Ÿ ask the students to locate the definition/meaning of the remaining four words (night, sit, smile,

west) from the dictionary.





Worksheet

Lesson Plans

Grade 6Lesson 4

25


Unit 4

40 minutesPeriod 2:

Ÿ Locate, provide, connect and use words similar and opposite in meaning.

Ÿ Synonyms are words that are similar, or have a related meaning, to another word.

Example: draw – drag, feeble – tender

Ÿ A word that has the exact opposite meaning of another word is its antonym.

Example: day – night, wise – foolish, sit – stand

AaBbCc



chalk/marker, white/black board, textbook, flash cards


The teacher will:


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

Ÿ ask students to get in pairs and think of six adjectives, then ask them to write those adjectives in

their notebooks.

Expected answers: weak, strong, high, low, thin, thick

Ÿ assess the students by moving around the room to observe the participation of each student.

Ÿ assess how well the students communicate with their partner and how well they follow directions.

Ÿ ask students that there are many words that mean the same to these adjectives.

Ÿ ask students that a dictionary is used to locate synonyms and antonyms.


Activity 1

The teacher will:

Ÿ write five sentences on the writing board.

¦ The sun sets in the west

¦ The stars glitter in the sky.

¦ The birds chirp in their nest.

¦ I am very happy today.

¦ I like flowers very much.

Ÿ underline one word from each sentence.

¦ The sun sets in the west





Ÿ ask students to change underlined words with similar words.

Expected answers: descends, shine, twitter, delight, love

Ÿ remind students that words that have similar meanings are called synonyms.

Ÿ write the definition of synonyms on the board.

Ÿ (Synonyms are words that are similar, or have a related meaning, to another word.)

Lesson Plans

Grade 6Lesson 4

26


Unit 4

10 minutes


The teacher will:

Ÿ point at the underlined words on the board.

Ÿ ask students to change underlined words with their opposites.

¦ The sun sets in the west.





Expected answers:

¦ The sun rises in the East.

¦ The stars dim in the sky.

¦ The birds are silent in their nest.

¦ I am very sad today.

¦ I dislike flowers very much.

Ÿ remind students that words that have opposite meanings are called antonyms.

Ÿ write the definition of antonyms on the board.

(A word that has the exact opposite meaning of another word is its antonym.)

Ÿ explain that synonyms and antonyms help to build our vocabulary, they help us to understand

the meanings of unfamiliar words.

Lesson Plans

Grade 6Lesson 4

27


Unit 4

3 minutesConclusion

The teacher will:

Ÿ ask students that today we have learnt that synonyms are words that are similar, or have a related

meaning, to another word. For example: fellow-friend

Ÿ tell, we have also learnt that a word that has the exact opposite meaning of another word is its

antonym. For example: sad- glad

5 minutesAssessment

The teacher will:

Ÿ show the flash cards of the words: west, mine, moon, flower, sit, right

Ÿ ask students to tell antonyms.

Expected answers: east, yours, sun, thorn, stand, left

Lesson Plans

Grade 6Lesson 4

28


Unit 4

The teacher will:

Ÿ write the following sentences on the board.

Ÿ ask students to copy the sentences and find the synonyms and antonyms of the underlined words

using a dictionary.

¦ He is my friend.

¦ Alia is the tallest in the class.

¦ I am very glad.

¦ He will reach soon.

¦ I like white color.





Worksheet

Homework 3 minutes

Lesson Plans

Grade 6Lesson 4

29


Unit 4

40 minutesPeriod 3:


Ÿ There are 44 sounds in English which are divided into two types i.e. consonants sounds and Vowels

sounds.

Ÿ Consonant sounds comprise 24 sounds while vowels sounds are 20 in number.

Ÿ These sounds are essential for better pronunciation and to utter the words with correct accent.

AaBbCc



Chalk, white/black board, board markers, textbook, consonants sound chart, flash cards


The teacher will:

Ÿ begin the lesson by greeting the students (Assalam-o-Alaikum/ Good Morning/ Hello)

Ÿ wait for students' responses, “Wa Alaikumussalam”/ Good Morning.

Ÿ ask students to utter letters of alphabet without vowels.

Expected answers: b, c, d, f, g, h, j, k, l, m, n, p ,q , r, s, t, v, w, x, y, z

Ÿ ask students that there are 24 consonants sounds.

Ÿ say, “today we are going to learn how to pronounce five consonants sounds (b,c,d,f,g)”.


Activity 1

The teacher will:

Ÿ show flash cards of the words one by one (bat, cat, dad, fat, gun)

Ÿ ask students to say the first sound of the word bat.

Expected answer: /b/

Ÿ ask students to say the first sound of the word cat.

Expected answer: /k/

Ÿ ask students to say the first sound of the word dad.

Expected answer: /d/

Ÿ ask students to say the first sound of the word fat.

Expected answer: /f/

Ÿ ask students to say the first sound of the word gun.

Expected answer: /g/

Ÿ paste flash cards or write words (bat, cat, dad, fat, gun) on the board.

Ÿ articulate each word slowly with proper stress and intonation and ask students to repeat

pointing to the correct consonant sounds on whiteboard.

Ÿ write the following table on board

15 minutes

Lesson Plans

Grade 6Lesson 4

30


Unit 4

Le�ers Symbols

BbCcDdFfGg

/b//k//d//f//g/

Lesson Plans

Grade 6Lesson 4

31


Unit 4Ÿ ask students to open their book at page 9 and look at consonant symbols

Ÿ point to the correct consonant sounds on whiteboard.

Ÿ ask students to draw symbols of the sounds in the air.

Ÿ point to /b/ and say “bat”.

Ÿ ask students to repeat it loudly.

Ÿ point to /c/ and say “cat”.


Ÿ point to /d/ and say “dad”.


Ÿ point to /f/ and say “fat”.


Ÿ point to /g/ and say “gun”.


Ÿ pronounce consonant sounds slowly and correctly.

Activity 2

The teacher will:

Ÿ show flash cards of the words (bill, bank , fill, drill, gun, fun, fight, bite)

10 minutes

Ÿ ask students to utter the words loudly.

Ÿ help students pronouncing the sounds correctly if they feel any difficulty.

bill bank gun fun

drill fill fight bite

3 minutesConclusion

The teacher will:

Ÿ tell the students, “Today we have learnt and practiced five consonant sounds /b/, /k/, /d/, /f/, /g/.

Ÿ point at the table of consonant sounds and utter these sounds with the class.

5 minutesAssessment

The teacher will:

Ÿ write following words on the board and ask students to pronounce them.

baby, coat, daddy, fever, goal, banana, Friday, candy, duck

Lesson Plans

Grade 6Lesson 4

32


Unit 4

Le�ers Symbols

BbCcDdFfGg

/b//k//d//f//g/

The teacher will:

Ÿ ask students to practice at home articulating the following consonants sounds /b/, /k/, /d/, /f/,

/g/.

Ÿ ask students to make ten words using these sounds and pronounce in the class the next day.





Worksheet

Homework 2 minutes

Lesson Plans

Grade 6Lesson 4

33


Unit 4

40 minutesPeriod 4:


Ÿ .There are 44 sounds in English which are divided into two types i.e. consonants sounds and Vowels

sounds.



AaBbCc



chalk, white/black board, board markers, textbook, consonants sound chart, flash cards


The teacher will:






Ÿ say, “Today we are going to learn how to pronounce five consonants sounds (l,m,n,p,s)”.

Lesson Plans

Grade 6Lesson 4

34


Unit 4


Activity 1

The teacher will:

Ÿ show flash cards of the words one by one (line, mine, nine, pine, sign)

Ÿ ask the students to say the first sound of the word line.

Expected answer /l/.

Ÿ ask the students to say the first sound of the word mine.

Expected answer /m/.

Ÿ ask the students to say the first sound of the word nine.

Expected answer /n/.

Ÿ ask the students to say the first sound of the word pine.

Expected answer /p/.

Ÿ ask the students to say the first sound of the word sign.

Expected answer /s/.

Ÿ paste the flash cards or write the words(line, mine, nine, pine, sign) on board.

Ÿ articulate each word slowly and with proper stress and intonation and ask the students to

repeat.


Ÿ write the following table on board.

15 minutes

Le�ers Symbols

LlMmNnPpSs

/l//m//n//p//s/

Lesson Plans

Grade 6Lesson 4

35


Unit 4Ÿ ask the students to open their book at page 9 and look at consonant symbols


Ÿ ask the students to draw the symbol of the sounds in the air.

Ÿ point to /l/ and say “line”.

Ÿ ask the students to repeat it loudly.

Ÿ point to /m/ and say “mine”.


Ÿ point to /n/ and say “nine”.


Ÿ point to /p/ and say “pine”.


Ÿ point to /s/ and say “sign”.


Ÿ pronounce the consonants slowly and correctly.

Activity 2

The teacher will:

Ÿ show flash cards of the words (light, might , night, plight, sight)

10 minutes

Ÿ ask students to utter the words loudly.


light might night plight sight

Lesson Plans

Grade 6Lesson 4

36


Unit 4

3 minutesConclusion

The teacher will:

Ÿ tell the students, “Today we have learnt and practiced five consonant sounds /l/, /m/, /n/, /p, /s/.

Ÿ point at the table of consonant sounds and utter these sounds with the class.

5 minutesAssessment

The teacher will:


lip, mouth, nose, pore, skin

Le�ers Symbols

LlMmNnPpSs

/l//m//n//p//s/

The teacher will:

Ÿ ask students to practice at home articulating the following consonants sounds /l/, /m/, /n/, /p,

/s/.

Ÿ ask students to make ten words using these sounds and pronounce in the class the next day.





Worksheet

Homework 2 minutes

Lesson Plans

Grade 6Lesson 4

37


Unit 4

40 minutesPeriod 5:


Ÿ .There are 44 sounds in English which are divided into two types i.e. consonants sounds and Vowels

sounds.



AaBbCc



Chalk, white/black board, board markers, textbook, consonants sound chart, flash cards


The teacher will:






Ÿ say today we are going to learn how to pronounce five consonants sounds (h,t,v,w,z)

Lesson Plans

Grade 6Lesson 4

38


Unit 4


Activity 1

The teacher will:

Ÿ show flash cards of the words one by one (horse, tortoise, vulture, wolf, zebra )

Ÿ ask students to say the initial sound of the word horse.

Expected answer: /h/

Ÿ ask students to say the initial sound of the word tortoise.

Expected answer: /t/

Ÿ ask students to say the initial sound of the word vulture.

Expected answer: /v/

Ÿ ask students to say the initial sound of the word wolf.

Expected answer: /w/

Ÿ ask the students to say the initial sound of the word zebra.

Expected answer: /z/

Ÿ paste flash cards or write the words(horse, tortoise, vulture, wolf, zebra) on board.

Ÿ articulate each word slowly and with proper stress and intonation and ask the students to repeat

pointing to the correct consonant sounds on whiteboard.

Ÿ write following table on board

15 minutes

Le�ers Symbols

HhTtVv

WwZz

/h//t//v//w//z/

Lesson Plans

Grade 6Lesson 4

39


Unit 4Ÿ ask students to open their textbook at page 9 and look at consonant symbols there.

Ÿ point to the correct consonant symbols on whiteboard.

Ÿ ask students to draw the symbol of the sounds in the air.

Ÿ point to /h/ and say “horse”.


Ÿ point to /t/ and say “tortoise”.


Ÿ point to /v/ and say “vulture”.


Ÿ point to /w/ and say “wolf”.


Ÿ point to /z/ and say “zebra”.


Ÿ utter the consonant sounds slowly and correctly.

Activity 2

The teacher will:

Ÿ show flash cards of the words (hail-hale, tail-tale, vale-veil, wine-wind, zeal-zest)

10 minutes

Ÿ ask students to pronounce the words loudly.


3 minutesConclusion

The teacher will:

Ÿ tell students that today we have learnt and practiced the five consonant symbols and sounds /h/,

/t/, /v/, /w/, /z/.

Ÿ point at the table of consonant sounds and pronounce the sounds with the class.

Lesson Plans

Grade 6Lesson 4

40


Unit 4

5 minutesAssessment

The teacher will:


home, house, time, tide, well, way, valley, vary, zoom, zip

Le�ers Symbols

HhTtVv

WwZz

/h//t//v//w//z/

The teacher will:

Ÿ ask students to practice at home articulating the following consonants symbols /h/, /t/, /v/, /w/,

/z/.

Ÿ ask students to make some words with initial sounds /h/, /t/, /v/, /w/, /z/ and pronounce next day

in the class.





Worksheet

Homework 2 minutes

Lesson Plans

Grade 6Lesson 4

41


Unit 4

40 minutesPeriod 6:


Ÿ .There are 44 sounds of English alphabet.

Ÿ These are divided into two main types:

Consonant Sound - 24¦

Vowel sound -20¦

¦ Vowel sounds are further divided into two main types:

Ÿ Short and long vowels -12

Ÿ Diphthongs - 8

Ÿ There are gliding vowel sounds in some words which are made by two vowel sounds putting

together as /aɪ/ sound in time, ice, bright, etc. and /ɔɪ/ sound in boy, toy, join, employment etc.

Ÿ These are called gliding sounds because the diphthong sound in a word starts from one point in our

mouth and ends at another. It causes a slight glide or wavy touch in uttering the word.

Ÿ Mostly diphthongs are combination of two vowel sound but some time it is combination of one

vowel and one semi vowel as /oy/ sound in words boy, oil and /ow/ as in words wow and how.

Ÿ Teacher can teach this lesson by making charts and using dictionary, too.

Ÿ Teacher should use textbook also where needed.

Ÿ These symbols are essential to learn exact pronunciation of English vocabulary and to articulate

these words with standard accent.

AaBbCc



marker/chalk, white board/black board, text book, chart of diphthongs and dictionary.

Lesson Plans

Grade 6Lesson 4

42


Unit 4


The teacher will:

Ÿ begin the class by greeting the students with “Assalam-o-Alaikum/Good Morning.”

Ÿ wait for students to reply with “Wa Alaikumussalam/ Good Morning”.

Ÿ review the vowel letters by writing them on the board “a, e, i, o, u”.

Ÿ say, “today we are going to learn diphthongs that you have already read in grade 5”.

Ÿ say, diphthongs are vowel/ semivowel sounds which combine to separate vowel sounds into a

single unbroken sound.

Ÿ explain, there are eight diphthongs in English.

Ÿ write those symbols on the board with one example under each diphthong.

Ÿ tell that the symbols take slashes before and after them to show that these are sounds not the

letters of English alphabet.

Ÿ display a chart of diphthong with examples.

/aɪ/ /eɪ/ /ɪə/ /ʊə/ /əʊ/ /eə/ /ɔɪ/ /aʊ/

ice cake ear poor slow bare toy how

/aɪ/ cry, my, like, lime /əʊ/ no, slow, loan, though

/eɪ/ bake, rain, lay, eight, break /eə/ pair, lair, stare, care, bear

/ɪə/ here, near, year, pier /ɔɪ/ boy, coy, toy, foil, coin

/ʊə/ sure, cruel, poor, manure /aʊ/ bound, house, brown, how, now

Ÿ read the chart to help students

Lesson Plans

Grade 6Lesson 4

43


Unit 4


Activity 1

The teacher will:

Ÿ point at the chart of diphthong with examples.

10 minutes

Ÿ read the chart to help students

Ÿ ask them to tell words rhyming with . /ɪə/

Expected answer: tear, cheer, fear, here.

Ÿ ask them to tell words rhyming with ./eɪ/

Expected answer:: bake, take, hate, race, rain.

Ÿ ask them to tell words rhyming with ./ʊə/

Expected answer:tour, poor, sure.

Ÿ help students where they feel difficulty in uttering right sound or word.

/aɪ/ cry, my, like, lime /əʊ/ no, slow, loan, though

/eɪ/ bake, rain, lay, eight, break /eə/ pair, lair, stare, care, bear

/ɪə/ here, near, year, pier /ɔɪ/ boy, coy, toy, foil, coin

/ʊə/ sure, cruel, poor, manure /aʊ/ bound, house, brown, how, now

Activity 2

The teacher will:

10 minutes

Ÿ divide students into two groups and give them the taught diphthongs to make words with the

help of dictionary.

Ÿ call groups in front of the class one by one.

Ÿ ask them to write symbols with words on the board and say them later.

Ÿ students will perform this activity with the help of their teacher.

Lesson Plans

Grade 6Lesson 4

44


Unit 4

2 minutesConclusion

The teacher will:

Ÿ say the students, “Today we have learnt diphthongs of English alphabet”. These are 8 in number.

Ÿ point at the chart made on the board and utter sounds with the students.

5 minutesAssessment

The teacher will:


cry, my, bake, bright, slow, though, bound, liar, stare, career, toy, cruel

The teacher will:

Ÿ study the diphthong chart at page 9 of your English textbook, practice at home and make three new

words with each diphthong.

Ÿ write these words in your note book and tell them to the class next day.





Worksheet

Homework 3 minutes

Lesson Plans

Grade 6Lesson 4

45


Unit 4

40 minutesPeriod 7:


Ÿ .There are 44 sounds of English alphabet.

Ÿ These are divided into two main types:

Consonant Sound - 24¦

Vowel sound -20¦

¦ Vowel sounds are further divided into two main types:

Ÿ Short and long vowels -12

Ÿ Diphthongs - 8

Ÿ There are gliding vowel sounds in some words which are made by two vowel sounds putting

together as /aɪ/ sound in time, ice, bright, etc. and /ɔɪ/ sound in boy, toy, join, employment etc.

Ÿ These are called gliding sounds because the diphthong sound in a word starts from one point in our

mouth and ends at another. It causes a slight glide or wavy touch in uttering the word.

Ÿ Mostly diphthongs are combination of two vowel sound but some time it is combination of one

vowel and one semi vowel as /oy/ sound in words boy, oil and /ow/ as in words wow and how.

Ÿ Teacher can teach this lesson by making charts and using dictionary, too.

Ÿ Teacher should use textbook also where needed.

Ÿ These symbols are essential to learn exact pronunciation of English vocabulary and to articulate

these words with standard accent.

AaBbCc



marker/chalk, white board/Black board, text book, chart of long and short vowel and dictionary.

Lesson Plans

Grade 6Lesson 4

46


Unit 4


The teacher will:

Ÿ begin the class by greeting the students with “Assalam-o-Alaikum/Good Morning.”

Ÿ wait for students to reply with “Wa Alaikumussalam/ Good Morning”.

Ÿ review the vowel letters by writing them on the board “a, e, i, o, u”.

Ÿ say, “today we are going to learn short and long vowel sounds that you have already read in grade 4-

5”.

Ÿ write those symbols on the board.

¦ short vowels can be represented by a curved symbol above the vowel: ă, ĕ, ĭ, ŏ, ŭ.

¦ long vowels can be represented by a horizontal line above the vowel: ā, ē, ī, ō, ū.


Activity 1

The teacher will:

Ÿ revise short and long vowel sounds with students by asking:

can you tell me short and long vowel sounds of letter “a”. ¦

Expected answer:

Ÿ and, at, aeroplane, apple, ankle (short vowel sounds)

Ÿ art, charm, heart, arm, harm (long vowel sounds)

¦ can you tell me short and long vowel sounds of letter “e”.

Expected answer:

Ÿ egg, pen, hen, fell (short vowel sounds)

Ÿ eat, meat, cheek, feel, beat (long vowel sounds)

¦ can you tell me short and long vowel sounds of letter “I”.

Expected answer:

Ÿ ink, inn, win, pin (short vowel sounds)

Lesson Plans

Grade 6Lesson 4

47


Unit 4Ÿ ice, rice, wise, bike, right (long vowel sounds)

¦ can you tell me short and long vowel sounds of letter “o”.

Expected answer:

Ÿ ox, box, orange, oak (short vowel sounds).

Ÿ bold, gold, bolt, goat (long vowel sounds)

¦ can you tell me short and long vowel sounds of letter “u”.

Expected answer:

Ÿ put, but, cut, bull, uncle (short vowel sounds).

Ÿ rule, blue, flue (long vowel sounds)

Ÿ draw a table on the board with short and long vowels.

short vowels long vowels

ă and, apple, at, a�ack, ahead ā a�er, army, charm

ĕ egg, pen, bet ē been, eat, sheet

ĭ In, ill, ink, if ī ideal, ice, right

ŏ ox, box, on ō walk, all, tall

ŭ uncle, junk, up ū blue, flue, true

Ÿ explain that long vowel sounds take horizontal line above them.

Ÿ articulate each word slowly with correct pronunciation, for the students.

Ÿ underline each vowel sounds in the words written on the board.

2 minutesConclusion

The teacher will:

Ÿ say the students, “Today we have learnt short and long vowel sounds”. These are 12 in number 7-

short and 5- long sounds.

Ÿ point at the chart made on the board and utter sounds with the students.

Lesson Plans

Grade 6Lesson 4

48


Unit 4

5 minutesAssessment

The teacher will:


art, aeroplane, uncle, ink, ill, oxen, unrest, bunch, rat, help, goat, bolt.

The teacher will:

Ÿ practice short and long vowel sounds at home and bring some words written in your note books

using these sounds.





Worksheet

Homework 3 minutes

Lesson Plans

Grade 6Lesson 5

49


Unit 4

NIGHTWriting Skills

Ÿ Analyze written texts to use in their own writing, features of a simple descriptive composition about

people, objects and places: identify parts of a letter.

m physical description and characteristics of an object/ place, moving from general to specific.

Ÿ Read a poem and give response orally or in writing

¦ main idea

¦ summary (through gapped summary exercises)

Ÿ Comprehend and use summary skills to:

¦ write summary/ précis of simple passages.

¦ summarize poems.




40 minutesPeriod 1:

Ÿ Analyze written texts to use in their own writing, features of a simple descriptive composition about

people, objects and places: identify parts of a letter.

¦ physical description and characteristics of an object/ place, moving from general to specific.

Lesson Plans

Grade 6Lesson 5

50


Unit 4

Ÿ When describing objects, the following areas in the order given below should be taught to students.

Examples: ¦ The girl plucked a fresh cone-shaped purple flower.¦ The teacher asked me to take a seat at the beautiful oblong brown wooden table.

Ÿ When describing places, you may want to include:¦ location/setting ¦ physical characteristics¦ atmosphere¦ speacial attractions¦ the culture and people in the place¦ historical details¦ personal impression/opinions.

Ÿ Use the following 'wh' questions given below to help you recognize and describe places:¦ Where is it?¦ When is it?¦ What is the weather like?¦ What are the social conditions?¦ What is the landscape or environment like?¦ What special details make the setting vivid?

Opinion Size Shape Colour Material

beau�ful huge rectangular brown wooden

warm �ny heart-shaped red plas�c

fresh medium oblong green leafy

ugly giant-sized round black metal

messy li�le triangular purple concrete

�dy/clean average square red aluminum

fragrant enormous cone-shaped golden steel

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Unit 4


chalk/marker, white/black board, textbook

A sample descrip�on: MY SCHOOLMy school is located on the slope of a lush green mountain in Swat. In summers, I enjoy walking to school and love the beau�ful scenery. The red brick building of my school is visible from a distance. The majes�c old structure overlooks the valley and is one of the most prominent buildings of the area. The double-story building has classrooms from sixth to the tenth grade. Every classroom enjoys a beau�ful view and opens into a corridor, which makes the classes airy and well lit. There is a playground inside the boundary walls of my school and at the far end of the ground is a canteen that serves home cooked snacks. We also have an assembly area that is at the back of my school. For the science students, there are well equipped laboratories and for children like me, who love to read, there is a well -stocked library, as well. There are around three hundred students studying in my school, and thirty teachers. All students and teachers come from the same village, so they all know each other, which makes the environment of my school friendly, familiar and fun. I love my school.

5 minutes

The teacher will:



Ÿ write the word 'classroom' on the white board.

Ÿ ask students to look around them and give you describing words for the classroom walls, how big or

small is the room, windows, chairs and desks, notice boards, displays etc. (some examples are:

airy/sunny/stuffy classroom, dingy/ dark classroom etc. walls are whitewashed/ paint is peeling off,

the room is filled with rickety chairs and unstable desks, two walls have notice boards that display

essential information such as timetables etc., it overlooks the flowerbeds, which can be seen from

the huge windows….

Ÿ accept five to six responses and write them on the white board.Ÿ tell them that there is specific vocabulary to describe people, places and objects.

Introduction

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Unit 4



The teacher will:

Ÿ divide them in groups of four each.

Ÿ tell them to open their grade 6 textbooks at page 43 exercise B and study the mind map given on

'Night.’

Ÿ ask them to discuss in their group the questions given in this activity and their responses to the

questions.

Sample responses: ¦ Where does the sun go? It sets, it goes down, disappears.¦ What appears in the sky at night? Stars appear in the sky, the moon shines, we can see

planets and we can see the dark sky and white clouds.¦ What does it look like? It looks beautiful, like someone has decorated the the sky with

precious gems and stones.¦ What is one good thing about the night? It is peaceful, it is calm, and it gives all creatures

time to rest/sleep.¦ What is one bad thing about the night? It becomes too quiet and it can be scary.

Ÿ monitor the class and take rounds as students discuss, assisting them where needed.Ÿ take five to six responses.Ÿ make corrections and provide positive reinforcement.


The teacher will:

Ÿ tell them to work on their own and write a paragraph of about 50-60 words on 'Night,' using the

answers gathered during the group activity.

Ÿ give them 10 minutes to write the paragraph.

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Unit 4

2 minutes

The teacher will:

Ÿ sum up the lesson by stressing on describing words to create a visual picture of the object or the

place. She will also reiterate the importance of specific vocabulary use.

6 minutesAssessment

The teacher will:

Ÿ write a few objects and places on the board and ask five to six students to provide appropriate

descriptive words to describe the object or place. Following can be a few examples to be given:

¦ a cricket ball¦ a ruler¦ a lunch box¦ kitchen¦ a garden

Ÿ take responses from five or six studentsŸ make corrections where required.

A football: A round inflated s�tched ball made of strong plas�c material allowing it to be kicked mul�ple �mes.

Homework 2 minutes

The teacher will:

Ÿ ask students to choose an object or a place and write one or two sentences using descriptive words.




instructions of attempting the worksheet to the student.

Worksheet

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Unit 4

40 minutesPeriod 2:

Ÿ Read a poem and give orally or in writing:

¦ main idea

¦ summary (through gapped summary exercises)

Ÿ A summary should include all the ideas that are essential to the author's thesis. A summary should

be considerably shorter than the passage. Do not include unessential information (length depends

upon the purpose and your use of the summary. It should be one-third length of the original text.)

AaBbCc


Gapped Summary exercise:What �me of the year is being discussed in the poem, 'A Wintry Night'?_________________________________________

_________________________________________What are the two opposites the poet men�ons in the first line of the poem?_________________________________________

_________________________________________How does the world appear on a wintry night?_________________________________________

_________________________________________What evidence does the poet give about how the world appears on a wintry night?_________________________________________

_________________________________________Who is with the poet on this night?_________________________________________

_________________________________________How is the poet feeling?_________________________________________

_________________________________________

Lesson Plans

Grade 6Lesson 5

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Unit 4


Board marker, white board, scotch tape and two chart papers, on one write the following poem and onthe other, write the questions given in information for teachers.

5 minutes

The teacher will:



Ÿ greet students by saying Assalam-o-alaikum/ Good Morning/ Hello.

Ÿ ask them what they have learnt about poems.

Ÿ tell them to share a poem they have learnt in their English class.

Ÿ encourage them to talk about rhyme, main idea, theme and descriptive words by giving examples.

Ÿ tell them that they will be reading a poem and doing some exercises to find out the main idea and

then write a summary.

Introduction


Activity 1

The teacher will:

Ÿ put up the chart paper with the poem, 'A Wintry Night,' written on it.

Ÿ ask them to do silent reading of the poem.

Ÿ do model reading of the poem with proper intonation and stress.

Ÿ ask two to three students to read the poem aloud.

Ÿ ask them what the poem is about.

Ÿ ask them to identify the rhyming words.

Ÿ underline on the chart paper, as they speak the rhyming words out.

Ÿ paste the chart paper with the questions written on it.

Ÿ go one by one to each question, and ask students to answer.

Ÿ write the answers on the chart paper, correcting where needed.

Ÿ tell them to share the main idea of the poem.

Ÿ ask them to identify the four main ideas discussed in the poem.

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Unit 4

Possible responses: winter nights are dark but peaceful, there is snow on the ground, it is cold in the night, the poet feels happy and free.

Ÿ give them time to discuss with their partners the summary of the poem.

Ÿ invite four to five students to share the main ideas discussed in complete sentences, orally.

Ÿ make corrections where needed.

Ÿ tell them to write the summary in two to three sentences.

Ÿ ask two to three students to read their summaries to the whole class.

Ÿ make corrections where needed.

2 minutesConclusion/Sum Up

The teacher will:

Ÿ sum up the lesson by reiterating important points of summary writing. Tell them that it is a short

version of the actual text and that summarizing requires use of own words.

6 minutesAssessment

The teacher will:

Ÿ ask random questions on:

¦ What is summary writing?¦ What is main idea in a poem?¦ What are rhyming words?¦ How does one describe objects and places?

Homework 2 minutes

The teacher will:

Ÿ ask students to practice reading the poem 'A Wintry Night' with stress and intonation.

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Unit 4

40 minutesPeriod 3:

Ÿ Comprehend and use summary skills to:

¦ write summary/ précis of simple passages.

¦ summarize poems.

Ÿ When writing a summary, remember that it should be in the form of a paragraph. A summary

begins with an introductory sentence that states the text's title, author and main point of the text as

you see it. A summary is written in your own words. A summary contains only the ideas of the

original text.

Ÿ When writing a summary remember to:

¦ create a title for the passage related to the main idea.

¦ accurately summarize the text.

¦ your summary must describe all key ideas from the text.

¦ do not include opinions or personal information in your summary.

¦ highlight or underline key ideas in each passage.

Ÿ As an example, show students the following paragraph and ask them, 'what the author wishes to

express in this paragraph?' Write your answer in the summary box and then think of an appropriate

title for the passage based on the main idea of the passage.

Ÿ An appropriate title: (Possible title: Machines over Humans?)

Ÿ Automation is the use of machines to reduce the need for human labor. In other words,

automation is when jobs done by people become jobs done by robots. Automation can be a good

thing. Clothing, cars, and other manufactured products are available at good prices and in large

supply because of automation. But automation can also be a bad thing. Because of automation

there are over 700,000 robots in America that do jobs once performed by humans. The way of

automation may not be best for humanity, but it is the course we are taking.

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Unit 4


Board marker, white board, chart paper with the paragraph on 'Automation' written on it.

5 minutes

The teacher will:



Ÿ ask them what they know about summary writing.

Ÿ take two to three responses.

Ÿ write the following sentence on the white board:

¦ 'Today, I came to school in a rush, as I got up late and was not able to have breakfast, my mom

was upset with me for not getting up early but I managed to reach school on time.

Possible summary: Despite getting up late, I reached school on time).

Ÿ Tell students that they will be learning about summary writing in the class today.

Introduction


Activity 1

The teacher will:

Ÿ ask students to open to page 105 of the grade 6 textbook and read the first paragraph of the

Chapter on Modern Inventions.

Ÿ tell students to read the paragraph.

Ÿ tell students that the paragraph is of 62 words and a summary of this paragraph would mean

stating the content in approximately 21 words, which is one third of the text.

Ÿ give students time to write the summary on their notebooks.

Ÿ tell them to consult with their partners and share their versions with each other.

Ÿ ask them to count the words and check if they have written 20-22 words.

15 minutes

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Unit 4

Possible summary of paragraph 1: We live in the age of science and technology. We depend on science

in everyday activities and to improve quality of life. (22 Words).

Ÿ take two to three responsesŸ write the summary on the white board and ask the class to copy it in their notebooks.


The teacher will:

Ÿ ask them to work on their own and write the summary of the sixth paragraph on page 106 (Page

106 of Chapter 10).

Ÿ remind them to count the words in the paragraph and write the word count in their notebooks.

Ÿ tell them to calculate the number of words that make a third of the paragraph.

Ÿ give them a few minutes to count the words.

Ÿ take a few responses.

Ÿ share with them that the total number of words in paragraph six are 34 and a third would be

approximately 11 to 12 words.

Ÿ ask three to four students to share their summary.

Ÿ ask them to tell you the total number of words.

Ÿ appreciate their effort.


The teacher will:

Ÿ sum up the lesson by highlighting the main features of summary writing.

6 minutesAssessment

The teacher will:

Ÿ assess the understanding throughout the lesson as the students are attempting the summary

writing activity and sharing their responses.

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Grade 6Lesson 5

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Unit 4

Homework 2 minutes

The teacher will:

Ÿthask students to write the summary of the tenth (10 ) paragraph on page 107 of their textbook.





Worksheet

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Grade 6Lesson 6

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Unit 4

NIGHTOral Communication Skills

Ÿ Use conventions and dynamics of group discussion and interaction to:

take turns¦

engage in conversation ¦

agree / disagree ¦




40 minutesPeriod 1:

Ÿ In our daily routine life we have shared some social incidents/ aspects with one another, therefore

we need a variety of verbal and non-verbal expressions.

Ÿ Some social settings require more formal ways of communication or expression: e.g. with elders,

teachers and strangers. However, with friends and people of same age, known to us, we may be less

formal and more at ease.

Ÿ Speakers and listeners use facial expressions to express their view points on different social/ moral/

routine life issues, using gestures like smiling, shrugging the shoulder, raising eye brows, frowning

etc.

Ÿ As Oral communication has two parts: use of language and interpersonal skills so teach the students

to be more polite and humble while agreeing/disagreeing to others' points of view.

Ÿ Give your students vocabulary to agree/disagree in a natural and polite manner

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Unit 4Ÿ If you provide a safe environment to the students and enforce rules of taking turn or getting

engaged in conversation so that students do not make fun of or fight with, one another, they will

then have courage to express themselves in the class.

Ÿ Provide phrases to students to learn, practice and reproduce appropriately while teaching them use

various ways of expressing agreement/disagreement to share and respond to others'

opinions/reasons/points of view. However, give them multiple options to respond.

For Example:

Ÿ Ways of Expressing Agreement

Yes

I agree.I agree with you.I do agree with you.I quite agree.I absolutely agree.I couldn't disagree with you anymore.You are right.

Ÿ Ways of Expressing Disagreement

No

(I'm sorry)

I don't agree.I don't agree with you. (I'm afraid)I can't agree with you.

(I think)

You are wrong.You are in the wrong.You are quite wrong. (I'm afraid)You are absolutely wrong.

Ÿ Use your facial expressions while talking to the students.

Ÿ Create opportunities for students to have real conversation with one another rather than just role

plays in class. This will help to develop students' interpersonal skills.

Ÿ Give your students vocabulary to show their identity and use previously learnt formulaic

expressions for agreeing/ disagreeing according to age, gender and status of the addressee/listener

Ÿ Since these are not tasks that will be done only once rather, we are calling them “routines” and not

“activities”.

Ÿ It is extremely important that you model the responses or your personal views regarding

agreeing/disagreeing during engaging them in a conversation while teaching to the students.

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Unit 4




The teacher will:



Ÿ share with the students that there are some words that we may use to support one's idea or to differ

with it more politely for example:

¦ I like……..

¦ We considered it good….

¦ I want to…

¦ I really don't like to……

Ÿ give students a situation by drawing a mind map on the board to brainstorm, agree/ disagree, to

engage them in conversation.

Expected answers:

Summer is thebest Season

I think it is goodbecause...

my favourite partis when...

it looks to b tough....

I like it butI need...

it makes meunhappywhen I...

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Grade 6Lesson 6

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Unit 4


Activity 1

The teacher will:

Ÿ say “good morning” to the students.

Ÿ ensure that the students respond by saying “good morning”.

Ÿ call a student to come in front of the class to express views on different topics.

Ÿ The topic could be:

¦ English language is very important to learn.

¦ Wearing school uniform is a symbol of being disciplined.

¦ Mango is the king of fruits.

Ÿ use the phrases:

¦ I like it when, I like to, I love to, my favorite part is when…

¦ I don't like it, I don't like to, it makes me very unhappy when I have to…

Ÿ teach students to make eye contact with the students while expressing likes/ dislikes or being

agree/ disagree to others' personal interests.

Ÿ encourage students to look at the teacher directly.

Ÿ tell students when you talk to someone it is good to pay full attention and make eye contact with

him/her.

Ÿ emphasize that we need to respect each other's opinion and to be very polite while making

conversation.

Ÿ tell the students that today we will learn how to agree/disagree and respond to personal

interests, views, opinions of others to be engaged in general everyday conversation.

Ÿ introduce the topic by emphasizing that educated and civilized people express their opinions

and accept others' view points by using appropriate responses and words.

10 minutes

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Unit 4Activity 2

The teacher will:

Ÿ emphasize that we need to respect each other's point of view while giving opinion or reason for

something/someone.

Ÿ ask students to volunteer themselves to speak some sentences voluntarily to showing their

agreement/disagreement to something or with someone.

For example:

¦ Ahmed is always late for school?

Expected Answer:

¦ No, I don't think so.

Ÿ say to the student “You have not done your homework. What is your opinion about it?”. The

student responds by saying “I am sorry teacher, I forgot but I will complete it and never repeat it

again.”

Ÿ say to the student “It's okay but be careful next time”.

Ÿ say to the student “Do you think we should be fair in our dealings. The student responds by

saying “Yes, of course we should be, it is our moral duty.”

Ÿ say to the student “It's okay but be careful next time”.

Ÿ explain following table to the students. Divide the class into groups of five. Each student must

get a turn to pick one way of asking the opinion from the table given below. The student must

ask about which thing he/she wants to give opinion/reason. Any other student from the group

can pick a way of responding by adding his/her point of view about that.

Ÿ ask opinion about something else and some other student will reply.

Ÿ allow all the students to get a chance to ask and answer in the group.

8 minutes

Asking about opinion Ways of giving opinions

What's your opinion about……? To be honest……….

What do you think of ………? If you ask me………..

How do you feel about……..? I feel ………….

Are you with or against………….? To my mind …………….

Do you think that…………………? It seems to me that……………..

Ÿ emphasize on paying full attention and making eye contact with the person you talk to.

Ÿ practice the same conversation with a few more students.

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Unit 4Activity 3

The teacher will:

Ÿ ask students to listen carefully the sample dialogue the teacher is having in his/her hand and

distributes its copies among the students to model the expressions used to show agreement/

disagreement on some points between both of the friends

Sample Dialogue:

Ÿ Two friends, Rabia and Hajra are complaining about one of their courses at school.

Rabia: Our course is too theoretical. It should be more practical. Don't you think so?

Hajra: I could not agree with you more. I'm just doing the course to pass exam. I don't think

that it's going to help me after I leave School.

Rabia: Exactly. And I can't understand most of the theory. I just learn my notes by heart.

Hajra: So do I. We should complain to the School head.

Rabia: I think that you're right. I suggest that we should see him/her as soon as possible.

Hajra: I agree. Don't you think that we should talk to the other students first and ask them

what they think about the course?

Rabia: Good idea. Let's ask them tomorrow. OK?

Hajra: OK.

Ÿ focus on rise and fall of tone, voice and facial expressions, gestures while performing the

dialogue twice in front of the class and ask students to focus.

Ÿ invite two students in front of the class for a role-play.

Ÿ ask one student to play the role of Hajira and the other of Rabia.

Ÿ allow students to read from the paper/ board and take turns.

Ÿ ask students to practice the dialogue in pairs.

9 minutes

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Unit 4

3 minutesConclusion

The teacher will:

Ÿ tell students that today we have learnt how to express personal interest, agreement/

disagreement.

Ÿ tell students that today we have learnt how to give reason and opinion for an action by taking turns.

Ÿ ask students to tell how to use polite expression if they do not agree with someone or like

something.

Ÿ ask students to use polite tone if they do not agree with someone or like something

Ÿ remind students that it is good to pay full attention and make eye contact with, when you talk to

someone.

Assessment

The teacher will:

Ÿ assess informally students' ability and understanding during activities in development stage of

lesson.

The teacher will:

Ÿ ask students to agree/ disagree with their brothers, sisters or friends in different situations using

correct expressions without being impolite or rude.

Ÿ ask students to practice the dialogue given on page 44 of the textbooks.

Homework 2 minutes

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Grade 6Lesson 7

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Unit 4

NIGHTFormal & Lexical Aspects Of Language

Ÿ Demonstrate use of pronouns as subject and object. Recognize function of, and use possessive and

reflexive pronouns.

Ÿ Illustrate use of prepositions of position, time, movement and direction.

Ÿ Recognize the form and various functions; and illustrate use of Simple Present, Present Continuous,

Simple Past, Past Continuous and Future Simple tenses.




40 minutesPeriod 1:

Ÿ Demonstrate use of pronouns as subject and object.

Ÿ A subject pronoun acts as subject of a sentence because it always comes in the beginning of a

sentence and it performs action.

Ÿ Subject pronouns are seven in number i.e. I, we, you, they, he, she and it.

Ÿ The subject pronouns are always in the beginning of a sentence.

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Unit 4

Example:¦ He plays cricket daily. ¦ They teach English.¦ You drink milk¦ We write a letter.¦ She stitched a beautiful dress.

Ÿ An object pronoun acts as the object of a sentence because it receives action on it. Ÿ These object pronouns are me, us, you, them, him, her, it.Ÿ These are also seven in number.Ÿ The object pronouns always come near the end of a sentence, sometimes alone and sometimes

with an object.

Example:¦ She saw me.¦ We helped them. ¦ He taught you Maths. ¦ We have a cat and we love it. ¦ He became angry with us.

Subject Pronoun Object Pronoun

I me

you you

he him

she her

it it

we us

you you

they them

Singular

Plural

Types of Pronouns

Lesson Plans

Grade 6Lesson 7

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Unit 4


chalk, marker, white/black board, textbook, chart of subject and object pronouns.

5 minutes

The teacher will:



Ÿ ask students, "What is a pronoun?"

Expected answer:

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

Ÿ encourage students to give examples of pronouns.

Expected answer:

¦ I, he, she, it, they, we, you

Ÿ tell students that today they will learn about specific types of pronoun called an object pronoun and

a subject pronoun.

Introduction


Activity 1

The teacher will:

Ÿ write a sentence with subject pronoun on the board.

¦ He goes to school at 7:00 am.Ÿ ask students where is the subject of the sentence and what is it.

Expected answer:¦ The subject of the sentence is he and it is in the beginning of sentence.

Ÿ call another student to the board and ask why it is called subject pronoun.

15 minutes

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Unit 4

Expected answer:

¦ It is called subject pronoun because it comes in the beginning of sentence and it performs the action.

Ÿ write another sentence on the board.¦ Teacher told us a story.

Ÿ call a student to the board and ask to underline the object pronoun and ask why it is called an object pronoun.

Expected answer:¦ The object pronoun is us and it is called object pronoun because it comes near the object.

(story)Ÿ explain:

¦ a subject pronouns acts as the subject of a sentence. It performs action of the verb.¦ the subject pronouns are: he, I, it, she, they, we, and you. ¦ an object pronouns acts as the object of a sentence. It receives the action of the verb. The

object pronouns are her: him, it, me, them, us and you.Ÿ write some more sentences on the board.

¦ They are typing a letter for him.¦ She cooked a delicious lunch for us. ¦ They bought a deer to give him as a gift. ¦ We gave them the news of her marriage.¦ You will help me, in cooking rice.¦ She is knitting gloves for you.

Ÿ underline all the subject and object pronouns with the help of students.¦ They are typing a letter for him.¦ She cooked a delicious lunch for us. ¦ They bought a deer to give her as a gift. ¦ We gave them the news of her marriage.¦ You will help me, in cooking rice

Ÿ make a table on the board with column A and column B.Ÿ ask students to write all the subject pronoun in column A and all the object pronoun in column B.

Ÿ ask student to work in pairs to finish this activity well in time.

Column A Column B

they, she, we, you him, us, her, them, me

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Unit 4


The teacher will:

Ÿ write some sentence on the board with missing subject and object pronouns.

Ÿ ask students to fill in the blanks with suitable subject and object pronouns.

¦ _________ is waiting for her bus.

¦ _________ are not learning their lesson.

¦ I am not giving __________ his pen.

¦ She is on _______ way to home.

¦ __________ are buying a cup of tea.

Expected Answers:

¦ She is waiting for her bus.

¦ They are not learning their lesson.

¦ I am not giving him his pen.

¦ She is on her way to home.

¦ We/you/they are buying a cup of tea.


The teacher will:

Ÿ say the students “Today we have learnt what subject and object pronouns are”.

Ÿ revise the lesson quickly by telling students difference between subject and object pronouns and

their place and function in a sentence.

Ÿ ask students to tell some sentences with subject and object pronouns.

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Unit 4

6 minutesAssessment

The teacher will:

Ÿ write following sentences on the board and ask students to note down the sentences in their

notebooks.

Ÿ ask students to fill in the blanks with suitable subject and object pronouns.

¦ Ali is working with _______.

¦ They have given ______ their book.

¦ You help ________ in difficulty.

¦ She teaches ________ lesson.

¦ _________ is happy on his promotion.

¦ _________ are ready to go with _____

¦ ________was looking sad.

Ÿ take a few responses and fill in the blanks on writing board.

Expected Answers:

¦ Ali is working with me/her/him/us/them.

¦ They have given us their book.

¦ You help me in difficulty.

¦ She teaches me lesson.

¦ He is happy on his promotion.

¦ We are ready to go with them. / They are ready to go with us.

¦ He/she/I was looking sad.

Homework 2 minutes

The teacher will:

Ÿ ask the students to attempt Exercise B on pages 40 of the textbook.

Ÿ select some pronouns used in poem “Night” of your textbook at page 37.

Ÿ write sentences in your notebook using pronouns selected from the poem “Night”.

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Grade 6Lesson 7

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Unit 4





Worksheet

Lesson Plans

Grade 6Lesson 7

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Unit 4

40 minutesPeriod 2:

Ÿ Recognize function and use of possessive and reflexive pronouns.

Ÿ Possessive pronouns in English are used to avoid repetition of common or proper nouns in some

written or oral text.

Ÿ There are seven possessive pronoun in English.

AaBbCc


my mine

your yours

his his

her here

its its

our ours

your yours

their theirs


I me

you you

he him

she her

it it

we us

you you

they them

Singular

Plural

Types of Pronouns

Possessive Pronouns

Ÿ These seven subjective pronouns have 12 possessive pronouns.

Ÿ The first category of possessive pronouns (my, our, your, their, his, her, its) shows simple possessive

mode

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Unit 4

Examples:

¦ This is my pen¦ That is your table¦ It is her bag.

Ÿ The second category of possessive pronouns (mine, ours, yours, theirs and hers) shows emphasis in possession or strong possession.

Example:¦ This is your bag. This is yours.¦ That is my lunch box. That is mine.

Ÿ Simple possession always takes a noun after it. Example:

¦ it is her room. ¦ That is their clock. ¦ He is your friend. etc.

Ÿ Strong or emphatic possession doesn't take a noun after it rather it takes a noun before it Example:

¦ This pen is his. ¦ That computer is theirs. ¦ Those balls are ours. ¦ This apple is hers.

Ÿ “His” and “its” are used both for simple and strong possession. They don't take another “s” with them as in theirs, ours, yours and hers.


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

5 minutes

The teacher will:



Ÿ display a chart with subjective and possessive pronouns written on it.

Ÿ say, “Today we are going to reinforce our learning of possessive pronouns through some interesting

activities”.

Introduction

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Grade 6Lesson 7

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Unit 4

my mine

your yours

his his

her here

its its

our ours

your yours

their theirs


I me

you you

he him

she her

it it

we us

you you

they them

Singular

Plural

Types of Pronouns

Possessive Pronouns


Activity 1

The teacher will:

Ÿ explain that possessive pronouns in English are used to avoid repetition of common and proper

nouns in some written or oral text.

Ÿ tell that there are seven possessive pronouns.

Ÿ point at the chart of “types of pronouns” and explain the seven objective pronouns and 12

possessive pronouns

Ÿ write some sentences of possessive pronouns on the board.

Ÿ ask students to underline possessive pronouns.

¦ It is his ball.¦ That is your marker.¦ Those are their bottles.¦ She is my teacher.¦ He is our neighbour.

Expected answer:¦ It is his ball.¦ That is your marker.

10 minutes

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Unit 4¦ Those are their bottles.¦ She is my teacher. ¦ He is our neighbour.

Ÿ explain that strong or emphatic possession is used for confirmation of some information or statement and it does not take a noun after it like simple possession does.

Ÿ write some sentences with strong possession on the writing board.

¦ It is your purse. It is yours.¦ That is my home. That is mine.¦ It is his parrot. It is his.¦ Those are their chairs. Those are theirs.¦ These are our boxes. These are ours.

Ÿ ask the students underline strong/emphatic pronouns.

Expected answer:¦ It is your purse. It is yours.¦ That is my home. That is mine.¦ It is his parrot. It is his.¦ Those are their chairs. Those are theirs.¦ These are our boxes. These are ours.


The teacher will:

Ÿ write following sentences on the board and ask students to note down those sentences in their

notebooks.

Ÿ ask students to fill in the blanks with proper possessive pronouns: mine, ours, his, hers, yours,

its, theirs.

¦ I paid for my scarf, so it is _______________.

¦ Pick any one of these desserts, the choice is _______________.

¦ The math book belongs to Rabia, it is _______________.

¦ All my brothers love video games, playing them is a favorite pastime of ________.

¦ We bought this game together, so it is _______________.

Expected Answers:

¦ I paid for my scarf, so it is mine.¦ Pick any one of these desserts. The choice is yours.¦ The math book belongs to Rabia, it is hers.¦ All my brothers love video games. Playing them is a favorite pastime of theirs.¦ We bought this game together, so it is ours.

Lesson Plans

Grade 6Lesson 7

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Unit 4

Ÿ move in the class to help students.

Ÿ write following sentences on the board and ask students to note down those sentences in their

notebooks.

Ÿ ask students to remove simple possession from the sentences and make sentences with strong

possession.

¦ It is your hand bag. ¦ That is our playground.¦ Those are their umbrellas. ¦ These are her dresses.¦ This is his car.

Expected answer:

¦ It is yours.¦ That is ours.¦ Those are theirs.¦ These are hers.¦ This is his.


The teacher will:

Ÿ say the students “Today we have learnt possessive pronouns with simple and strong possession”.

Ÿ revise the lesson quickly by saying that a simple possessive pronoun always takes a noun after it

whereas strong possession does not do so.

5 minutesAssessment

The teacher will:

Ÿ assess students' learning and understanding through different activities performed in class,

during development stage of the lesson.

Lesson Plans

Grade 6Lesson 7

80


Unit 4

Homework 2 minutes

The teacher will:

Ÿ ask students to attempt Exercise B on pages 40 of the textbook.





Worksheet

Lesson Plans

Grade 6Lesson 7

81


Unit 4

40 minutesPeriod 3:

Ÿ Illustrate use of prepositions of position, time, movement and direction.

Ÿ Preposition tells the position of a noun.

Ÿ It shows relationship between a noun or pronoun and other words within a sentence.

Ÿ Examples: on, in, at, out, behind, under, with etc.

¦ The pencil is in my bag.¦ I use it to write with.¦ Our class sits under a tree.¦ Teachers reach the school on time.

Ÿ There are four kinds/ types of preposition.

Ÿ Four kinds of preposition tell us more about its relationship between a noun or pronoun by showing

position, time, movement and direction of a noun or pronoun.

Ÿ This unit 'Night' (a poem) focuses on the use of preposition of time.

Ÿ There may only be three prepositions of time, but the ways in which you can use them are almost

endless. It tells when and how often something is done.

Ÿ Preposition of time may indicate timing by using definite or indefinite states of time in a sentence.

Ÿ “When” indicates time in a sentence.

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posi�onon, in, under

�mein, on, at

movementto, into

direc�onfrom, to

Preposi�ons

Lesson Plans

Grade 6Lesson 7

82


Unit 4

Examples:

¦ morning/evening ¦ Saturday/Sunday¦ at 5:00 am/at three o'clock

Examples:

¦ My birthday falls in January.¦ Birds often migrate in spring and autumn. ¦ My vacation will end on Monday.¦ We're going for shopping on Friday night. ¦ Meet me at 7:30 pm.¦ My grandfather is old, he can no longer drive at night.


chalk, marker, white/black board, textbook, worksheet.

10 minutes

The teacher will:

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


Ÿ recall the usage of prepositions of position, time, movement and direction through brainstorming.

Introduction

in on at

Ÿ Months: in January / in AprilŸ Seasons: in spring / in

winterŸ Years: in 1984 / in 2015Ÿ Centuries: in the 20th

centuryŸ Times of day: in the

morning / in the eveningŸ Longer periods of �me: in

the past / in the 1990s / in the holidays

Ÿ Days of the week: on Monday

Ÿ Days + parts of days: on Tuesday a�ernoon / on Saturday morning

ndŸ Dates: on November 22Ÿ Special days: on my birthday

/ on Independence dayŸ Fes�vals: on Eid

Clock �mes: at 7:30 a.m. / at 5 o'clockExcep�ons: at night / at the weekend

Lesson Plans

Grade 6Lesson 7

83


Unit 4

Ÿ create a mind map regarding prepositions of time.

Ÿ write a sentence and ask students to add prepositions of time to it.¦ Alia goes for shopping _______noon.

Expected answer:

¦ Alia goes for shopping at noon. Ÿ ask students to use (on, at) some other prepositions of time for the same sentence by taking turns.

Expected answer:

¦ Alia goes for shopping on Sunday. ¦ Alia goes for shopping at 7 o'clock in the mall.

Ÿ give students more sentences and ask them to add/change the above-mentioned prepositions of time one after another /simultaneously.

Sample sentences:¦ My great-grandmother was born in 1960.¦ Breakfast is a meal eaten in the morning. ¦ My vacation will end on Monday.¦ We're going for shopping on Friday night.

Time

in

onat

Lesson Plans

Grade 6Lesson 7

84


Unit 4


Activity 1

The teacher will:

Ÿ ask students the function of prepositions of time based on introduction activity.

Ÿ ask them different kinds of prepositions they have already read.

Ÿ make a chart regarding focused kind of preposition i.e. preposition of time.

10 minutes

Preposi�on Usage Example

Ÿ on days of week on monday

Ÿ in months / seasons �me of day year in August / in winter in the morning in 2009

Ÿ at for night for weekend a certain point of �me (when?)

at night at the weekendat 7 o'clock

Preposi�on of �me

Ÿ call students one by one to the board and ask them to write one sentence using any one of the

prepositions of time shown in the chart.

Expected answer: ¦ I go to school early in the morning.¦ I will see you at night.¦ He was born in December.¦ The sun sets in the west.¦ The moon appears and smiles at night.¦ I reach school in time.¦ She plays badminton in the evening.¦ I drink milk at night.¦ He takes exercise early in the morning.¦ We shall go to village at the weekend.

Lesson Plans

Grade 6Lesson 7

85


Unit 4

Activity 2

The teacher will:

Ÿ write some sentences on the board and ask students to underline prepositions of time given in

sentences.

¦ I go to school daily on time.¦ He is always found in the school library at noon.¦ Somebody was at the door in the morning.¦ Was there anybody at home on Sunday.¦ We lived in Pakistan in 2010.¦ My uncle is coming on Sunday.

Expected answers:¦ I go to school daily on time.¦ He is always found in the school library at noon.¦ Somebody was at the door in the morning.¦ Was there anybody at home on Sunday?¦ We lived in Pakistan in 2010.¦ My uncle is coming on Sunday.

10 minutes


The teacher will:

Ÿ sum up by asking the students the prepositions of time.

Ÿ say to the class to tell some examples.

Ÿ conclude the lesson by repeating main points of the lesson.

Lesson Plans

Grade 6Lesson 7

86


Unit 4

6 minutesAssessment

The teacher will:

Ÿ write following sentences on the board and ask students to note down the sentences in their

notebooks.

Ÿ ask students to fill in the blanks with appropriate prepositions of time.

¦ I finish school early _______________ Wednesdays.

¦ Are you going to work _______________ summer holidays?

¦ What shall we do _______________ the weekend?

¦ Mobile phone was invented _______________ 1980.

Expected Answers:¦ I finish school early on Wednesday.¦ Are you going to work in summer holidays?¦ What shall we do at the weekend?¦ Mobile phone was invented in 1980.

Homework 2 minutes

The teacher will:

Ÿ ask students to attempt Exercise D on pages 40 of the textbook.





Worksheet

Lesson Plans

Grade 6Lesson 7

87


Unit 4

40 minutesPeriod 4:



Ÿ Simple past is a verb tense that is used to talk about things that happened or existed before now.

Examples:

¦ Last year, I traveled to Japan.¦ Did you have dinner last night?¦ She washed her car.¦ He didn't wash his hands.

Ÿ Past tense is used for describing complete activity in the near past.

Ÿ Formula in affirmative sentence:

Subject + second form of the verb + object

Example: He wrote a letter.

Ÿ Formula in negative sentence:

Subject + did not + first form of the verb + object

Example: He did not write a letter.

Ÿ Formula in interrogative sentence:

Did + subject + first form of the verb + object

Example: Did he write a letter?

Ÿ Formula in negative sentence:

Didn't + Subject + first form of the verb + object

Example: Didn't you play?

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

Ÿ To ensure maximum participation of students, they should not be discouraged if they answer or name the things in Urdu.

Ÿ While teaching lesson, the teacher should also consult textbook at all steps where and when applicable.

AaBbCc


Lesson Plans

Grade 6Lesson 7

88


Unit 4


Chalk, marker, white/black board, textbook

5 minutes

The teacher will:

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


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

Ÿ ask the students, “What did you do after school yesterday?”

Ÿ write students' responses on the board.

Ÿ ndunderline the verbs and tell students that past form 2 form of the verb is used in simple past tense

e.g. went, saw.

Expected answers:

¦ I played cricket.¦ I made a doll's house.¦ I visited my uncle's house.¦ I helped my mother/father in household chores.

Ÿ tell the students that today we are going to learn about simple past tense.

Introduction


Activity 1

The teacher will:

Ÿ explain that the simple past tense is used to tell or talk about things that happened or existed in

the near past.

Example: ¦ I play – I played¦ I eat – I ate

Ÿ explain that we follow certain patterns for forming affirmative, negative, interrogative and negative interrogative sentences of simple past tense for regular verbs.

Lesson Plans

Grade 6Lesson 7

89


Unit 4

Ÿ explain that an affirmative sentence in past simple is usually formed by adding -d, -ed, or -ied to the

base form of the verb e.g. attacked, listened, dried.

Ÿ explain, to create a negative sentence in the past simple, use didn't (did not) + the base form of the

verb.

Ÿ explain, to create an interrogative sentence in the past simple, start the question with did, then add

a subject (the person or thing that does the action) followed by the base form of the verb.

Ÿ now explain, to create an interrogative sentence in the past simple, start the question with didn't,

then add a subject (the person or thing that does the action) followed by the base form of the verb.

Ÿ now teacher will explain simple past tense.

Ÿ ask the students to take out their notebooks and write an affirmative sentence with the help of

pattern explained..

Ÿ take a few responses from students and write on the writing board.

Subject + verb + ed

I skipped.

Subject + did not + verb

They didn't go

Did + subject + verb + ?

Did she arrive ?

Did + subject + not + verb + ?

Didn't you play ?

Affirma�ve

Nega�ve

Interroga�ve

Interroga�ve nega�ve

Lesson Plans

Grade 6Lesson 7

90


Unit 4

Expected Answers:

¦ I watched T.V.¦ He caught a bird

Ÿ ask students to write a negative sentence with the help of the pattern explained..Ÿ take a few responses from students and write on the writing board.

Expected Answers:¦ I did not watch T.V¦ He did not catch a bird.

Ÿ now ask the students to write an interrogative and an interrogative negative sentence with the help of pattern explained..

Ÿ take a few responses from students and write on the writing board. Expected Answers:

¦ Did I watched T.V?¦ Didn't / Did not I watch T.V?

Ÿ move around the class and make sure that students are responding correctly. In case of any difficulty, help students until they understand and complete the activity.


The teacher will:

Ÿ tell the students that today we have learnt about simple past tense and the patterns for forming

simple past tense with regular and irregular verbs.

Assessment

The teacher will:

Ÿ write some sentences on the board and ask students to change them in simple past tense.¦ I watch a movie.¦ The cat does not run after a rat.¦ She writes me a letter.¦ I do not take tea in the morning.¦ She works hard.¦ He does not take test.

Lesson Plans

Grade 6Lesson 7

91


Unit 4

Expected Answers:

¦ I watched a movie.¦ The cat did not run after a rat.¦ She wrote me a letter.¦ I did not take tea in the morning.¦ She worked hard.¦ He did not take test.

Homework 2 minutes

The teacher will:

Ÿ ask students to write fifteen sentences in simple past tense in their notebooks.





Worksheet

Lesson Plans

Grade 6Lesson 7

92


Unit 4

40 minutesPeriod 5:



Ÿ Simple present is a verb tense that is used to express a habitual action or routine work.

Examples:¦ I go to school daily.¦ Do you have dinner tonight?¦ She washes her car.¦ He doesn't wash his car.

Ÿ Present tense is used for describing complete activity at present.Ÿ Formula in affirmative sentence:

stSubject + 1 form of the verb + objectExample: He writes a letter.

stSubject + 1 form of Verb + s/es + objectExample: She likes bananas.

Ÿ Formula in negative sentence:Subject + do/does not + first form of the verb + objectExample: I do not write a letter. She does not like bananas.

Ÿ Formula in interrogative sentence:Do/Does + subject + first form of the verb + ?Example: Do I write a letter?

Does she like bananas?Ÿ The teacher should refer to some common and familiar objects to make this lesson more interesting

and realistic.Ÿ To ensure maximum participation of students, they should not be discouraged if they answer or

name the things in Urdu.Ÿ While teaching the lesson, the teacher should also consult textbook at all steps where and when

applicable.

AaBbCc



chalk, marker, white/black board, textbook

Lesson Plans

Grade 6Lesson 7

93


Unit 4

5 minutes

The teacher will:



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

Ÿ ask the students, “What do you do after school every day?”

Ÿ write students' responses on the board.

Ÿ ask students to underline the verbs and tell students that present form of the verb is used in present

tense e.g. go, see.

Ÿ I play cricket.

Ÿ I make a doll's house.

Ÿ She visits her uncle's house.

Ÿ He helps his mother/father in household chores.

Expected answers:

¦ I play cricket.¦ I make a doll's house.¦ She visits her uncle's house.¦ He helps his mother/father in household chores.

Ÿ tell the students that today we are going to learn about simple present tense.

Introduction


Activity 1

The teacher will:

Ÿ explain that the simple present tense is used to tell or talk about things that happen or exist in

the present situation or in routine.

Example:

¦ I play in the evening.¦ I eat food daily.

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

Lesson Plans

Grade 6Lesson 7

94


Unit 4

Subjectst

+ verb + 1 form

I skip.

Subject + verb + s/es

He/ She/It goes.

Affirma�ve

Subject + did not + verb

They didn't go

Subject + does not + verb

He/She/It does not go

Nega�ve

Do + subject + verb + ?

Do they go?

Does + subject + verb

Does He/she/it go?

Interroga�ve

Do + subject + not + verb + ?

Do I + not go?

Does + subject + not + verb

Does He/she/it + not go?


Lesson Plans

Grade 6Lesson 7

95


Unit 4

Ÿ explain, to create a negative sentence in the present simple, use don't/ does not + base form of the

verb.

Ÿ explain, to create an interrogative sentence in the present simple, start the question with do/does,

then add a subject (the person or thing that does the action) followed by the base form of the verb.

Ÿ now explain, to create an interrogative sentence in the present simple, start the question with

do/does, then add a subject (the person or thing that does the action) followed by the base form of

the verb.

Ÿ ask students to take out their notebooks and write an affirmative sentence with the help of pattern

explained.

Ÿ take a few responses from students and write on the writing board.

Expected Answers:¦ I love Pakistan.¦ We eat food.¦ She drinks milk.

Ÿ ask students to write a negative sentence with the help of pattern explained..Ÿ take a few responses from students and write on the writing board.

Expected Answers:¦ We do not eat food.¦ She does not drinks milk.

Ÿ now ask the students to write an interrogative and an interrogative negative sentence with the help of pattern explained..

Ÿ take a few responses from students and write on the board. Expected Answers:

¦ Do we eat food?¦ Do we not eat food?¦ Does she drink milk?¦ Does she not drink milk?



The teacher will:

Ÿ tell students that today we have learnt about simple present tense and its negative and

interrogative sentences following the formulas given above/told before.

Lesson Plans

Grade 6Lesson 7

96


Unit 4

Assessment

The teacher will:

Ÿ write some sentences on the board and ask them to change the sentences into negative and

interrogative sentences.

¦ I watch a movie.¦ The cat runs after a rat.¦ She writes me a letter.¦ I take tea in the morning.¦ She works hard.¦ He takes test.

Expected Answers:

Nega�ve Sentences Interroga�ve Sentences

¦ I do not watch a movie.

¦ The cat does not run a�er a rat.

¦ She does not writes me a le�er.

¦ She does not works hard.

¦ He does not take test.

¦ Do I watch a movie?

¦ Does the cat not run a�er a rat?

¦ Does she not writes me a le�er?

¦ Does she not works hard?

¦ Does he not take test?

Homework 2 minutes

The teacher will:

Ÿ ask the students to write fifteen sentences in simple present tense in their notebooks.





Worksheet

Lesson Plans

Grade 6Lesson 7

97


Unit 4

40 minutesPeriod 6:

Ÿ Recognize the form and various functions; and illustrate use of Simple Present, Present

Continuous, Simple Past, Past Continuous and Future Simple tenses.

Ÿ The present continuous tense is used for describing actions and activities being done/taking place

at the time of speaking.

Ÿst1 form of verb adding ''ing'' to it makes progressive form of the tense that is used to express an

action or routine work being done at the time of information or statement.

Ÿ To show the work or action happening at the moment some auxiliary/helping verbs are to perform

their role along with the main verb.

Ÿ Auxiliaries or helping verbs are used keeping in mind the subject and auxiliary verb agreement e.g.

singular or plural form of the subject or doer.

Examples:

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is He, she, it or any singular name

are We, you /anything/name that is plural in form

am I only being the indefinite subject

Ÿ Simple formula to weave sentences for this progressive form of tense is as follows:st

Subject + is/am/are + 1 form of the verb/main verb +ing. Examples:

¦ I am going to school daily on time.¦ Are you playing cricket?¦ She is washing her hands after lunch.¦ You are getting ready for school.

Ÿ Present continuous tense is used for describing the activity being performed at present.Ÿ Formula for affirmative sentence:

stSubject + 1 form of the verb + ing+ objectExample: He is writing a letter.

Lesson Plans

Grade 6Lesson 7

98


Unit 4


chalk, marker, white/black board, textbook

Ÿ Formula for negative sentence:Subject + is not/am not/are not+ first form of the verb with ''íng'' + objectExample: I am not writing a letter.

Ÿ Formula for interrogative sentence:Is/am/are+ subject + first form of the verb with íng ? ?Example: am I writing a letter?

Ÿ The teacher should refer to some common and familiar activities happening in class routine during teaching/learning process to make this lesson more interesting and realistic.

Ÿ To ensure maximum participation of students, they should not be discouraged if they try to answer or make the sentences in Urdu.

Ÿ While teaching the lesson, teacher should also consult textbook at all steps where and when applicable.

5 minutes

The teacher will:



Ÿ say, “I am talking to the whole class. I am noticing many beautiful faces here.”

Ÿ ask the students, “What are you doing at the moment?”

Ÿ write students' responses on the board, that may be '' we are listening to you / we are looking at

you.

Ÿ tell students that present continuous tense is used to describe the actions that are happening or

taking place when a speaker is speaking/stating or informing about the current action or situation

Ÿ ask students that the teacher and the students will be acting/expressing an action without speaking

by taking turns and both the teacher and students(randomly) will response using the

progressive/continuous tense.

Ÿ write some of the action/doing words on the board showing different situations. (play, make, visit,

help)

Introduction

Lesson Plans

Grade 6Lesson 7

99


Unit 4

Expected answers:

¦ I am playing.¦ She is making a doll's house.¦ You are visiting your uncle's house.¦ He is helping his mother/father in household chores.

Ÿ ask students to underline auxiliary and main verbs and tell students to perform the action as well to

reinforce present situation.

Ÿ tell students that today we are going to learn about present continuous tense.


Activity 1

The teacher will:

Ÿ explain that as the present continuous tense is used to tell or talk about things that happening st

or existing in the present situation, therefore the formation requires the use of ''ing'' with the 1

form of main verb

Ÿ ask the students to fill in the gaps after writing the following sentences on the board.

Example:

¦ Ahmad is ----------- on the computer. (work) ¦ I am not ----------- healthy food daily. (eat)¦ Are we ----------- noise in the class? (make)¦ Is he not ----------- on the bus? (ride)¦ Our teacher is ----------- a book. (read)

Expected Answers:¦ Ahmad is working on the computer. ¦ I am not eating healthy food daily.¦ Are we making noise in the class? ¦ Is he not riding on the bus? ¦ Our teacher is reading a book.

Ÿ explain that we follow certain patterns for forming affirmative, negative, interrogative and negative interrogative sentences of present continuous tense.

Lesson Plans

Grade 6Lesson 7

100


Unit 4

Affirma�vest Subject + helping/auxiliary verb + 1 form

of main verb with ''ing''She is skipping a rope.

Nega�vest

subject, is not/ am not/ are not + 1 form of main verb with ''ing''

I am not skipping a rope.

He /She is not skipping/you.We are not skipping a rope.

Interroga�ve Is/am/are in the start of the sentence, st subject + 1 form of main verb with

‘'ing'' + ?

Are we/you skipping a rope?Is he/she skipping a rope?


Is /am /are in the start of the sentence + st

subject+ not+ 1 form of main verb with ''ing'' +?

Are we not following the direc�ons?

Sentences forma�on pa�ern for present con�nuous tense Model sentences

Ÿ ask students to take out their notebooks and write an affirmative sentence with the help of

pattern explained using the action word ''swim''.

Ÿ take a few responses from students and write on the board.

Expected Answers:

¦ I am swimming in the pool.¦ He is swimming in the pool.¦ We are swimming in the pool.

Ÿ ask the students to write a negative sentence with the help of pattern explained.Ÿ take a few responses from students and write on the board.

Expected Answers:

¦ I am not swimming.¦ He is not swimming.¦ We are not swimming.

Lesson Plans

Grade 6Lesson 7


Unit 4

Expected Answers:

¦ Am I swimming?¦ Am I not swimming? ¦ Is he swimming?¦ Is he not swimming?¦ Are we swimming?¦ Are we not swimming?



The teacher will:

Ÿ tell the students that today we have learnt about present continuous tense and its negative and

interrogative sentences following the respective formulas.

Assessment

The teacher will:

Ÿ model the definition statement given on page 41 of the textbook to reinforce the function of the

present continuous tense.

Ÿ get students to read out the definition statement to make them learn and recall what they have

been taught during the period about present continuous tense and its usage.

Ÿ write some sentences on the board and ask them to change the sentences into negative and

interrogative sentences.

¦ I am watching a movie.¦ The cat is running after a rat.¦ She is writing me a letter.¦ We are taking tea in the break.¦ The class is working hard to pass the exam.¦ Father is taking rest.

101

Lesson Plans

Grade 6Lesson 7


Unit 4

Expected Answers:

Nega�ve Sentences Interroga�ve Sentences

¦ I am not watching a movie.¦ The cat is not running a�er a rat.¦ She is not wri�ng me a le�er.¦ We are not taking tea in the break.¦ The class is not working hard to pass

the exam.¦ Father is not taking rest.

¦ Am I watching a movie?¦ Is the cat running a�er a rat?¦ Is she wri�ng me a le�er?¦ Are we taking tea in the break?¦ Is the class working hard to pass the

exam?¦ Is father taking rest?

Homework 2 minutes

The teacher will:

Ÿ ask students to write 15 sentences in present continuous tense.





Worksheet

102

Lesson Plans

Grade 6Lesson 1


Unit 5

TRAVELLING ETIQUETTES Reading & Comprehension (Pre-Reading Strategy)

Ÿ Use pre-reading strategies to

¦ predict the content of a text from topic / picture, title / headings etc. by using prior knowledge,

asking questions and contextual clues

¦ guess the meaning of difficult words through contextual clues.




40 minutesPeriod 1:

Ÿ There are three stages in reading skills:

¦ Pre-reading

¦ While-reading

¦ Post-reading

Ÿ Pre-reading section introduces students to the subject matter under discussion and gives them an

opportunity to express their own experiences, views and understanding of it. This activity

centralizes language as a vehicle for communication, prompting students to share their opinions

with others, leading them to accept and understand different point of views. It also allows students

to explore the topic further by getting new information or consolidating established information.

This activity will also help the teacher to evaluate the level of oral competency each student has

gained.

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103

Lesson Plans

Grade 6Lesson 1


Unit 5Ÿ At pre-reading stage, students try to guess the actual text. It sparks students' interest and give

students an opportunity to begin thinking about or anticipate the story while making connections.

Ÿ Pre-reading strategy sets the purpose for reading and enable students to make predictions about

what might happen in the story/poem/text. As students make predictions, make connections, and

set purpose, comprehension of the story/poem/text is increased.

Ÿ Context clues are words in the same sentence or passage that gives you clues to what an unfamiliar

word means. These clues will help you understand the meaning of the unknown word in a story or

passage.

Ÿ There are Seven types of context clues:

¦ Definition context clues

¦ Synonym context clues

¦ Antonym context clues

¦ Comparison context clues

¦ Contrast context clues

¦ Description or Example context clues

¦ Visual context clues




The teacher will:



Ÿ write this question on top of the whiteboard “How do you come to school?”

Expected answers:

¦ on foot, by bus/public transport, on bike, on cycle, rickshaw

Ÿ ask, “What things do you take care of when you are on the road?”

104

Lesson Plans

Grade 6Lesson 1


Unit 5 Expected answers:

¦ always look for signals

¦ use the pedestrian/zebra crossing to cross the road

¦ look to your right and then to the left to see if there are any approaching vehicles

¦ no running on the roads/streets

¦ reading and interpreting road safety signs

¦ using sidewalks only when walking

Ÿ ask the students to open their textbooks at page 49.

Ÿ ask a few students to read aloud the title of the lesson.


Activity 1

The teacher will:

Ÿ write the title of the lesson on the board, “Travelling Etiquettes”.

Ÿ ask, “What do you understand by the term travelling?”

Ÿ write responses on board.

Expected answers:

14 minutes

travelling

moving journey goingsomewhere

trip

Ÿ ask, “Do you know what is the meaning of etiquettes?”

Ÿ appreciate those students who give correct meaning of etiquettes.

Ÿ explain that

¦ etiquette is defined as the formal manners and rules that are followed in social or

professional settings.

¦ etiquette is always to show respect and kindness to everyone around you.

105

Lesson Plans

Grade 6Lesson 1


Unit 5Ÿ ask, “What do you think will be discussed in this lesson?”

Ÿ take responses and share that this lesson will circle round the rules, care and principles that we

should adopt when we travel.

Activity 2

Ÿ draw a box and write the following words in it.

Ÿ divide the class in two major groups/ lines

Ÿ instruct one group to ask concept/meaning of the written words (don't give your input at this

level)

Ÿ the second group will try to respond/ guess the meaning of these words

Ÿ accept all responses whether correct or incorrect

Ÿ direct the class to open their books at page 62 'Glossary section'

Ÿ underline the words that have been asked and let them match the responses

Ÿ ask a student from group one to read the words aloud

Ÿ select a student from the second group to read the glossary meaning aloud

Ÿ give your own input where it is necessary.

13 minutes

e�que�es, get off, unwri�en rules, passengers, pavement, transport, signal, queue, sensibly, pla�orm, handrails

2 minutesConclusion

The teacher will:

Ÿ sum up the pre-reading activity by throwing light on the importance of 'Travelling Etiquettes'.

106

Lesson Plans

Grade 6Lesson 1


Unit 5

Assessment

The teacher will:

Ÿ invite two students in front of the class. Ask one student to mention 5 good travelling norms that

must be followed.

Ÿ ask the other student to mention 5 things that must be avoided while travelling on the road.

The teacher will:

Ÿ ask each student to share road safety tips with their siblings and friends.

Homework 1 minutes

5 minutes





Worksheet

107

Lesson Plans

Grade 6Lesson 2


Unit 5

TRAVELING ETIQUETTES Reading & Comprehension (While-Reading Strategy)

Ÿ Apply critical thinking to interact with text and use intensive reading strategies (while-reading):

¦ scan to answer short questions

¦ locate specific information to answer short questions.

¦ make simple inferences using context of the text and prior knowledge.

¦ use context to infer missing words

¦ deduce meaning of difficult words from context




40 minutesPeriod 1:

Ÿ Please carefully read the explanation of 'while reading strategies,' given on page vii in the chapter

titled 'Introduction.' Read the 'Guidelines for the Teachers,' given on page 48-51 of the grade 6

textbook to understand the concept of 'while reading.'


applicable.

AaBbCc




108

Lesson Plans

Grade 6Lesson 2


Unit 5


The teacher will:



Ÿ make students recall the pre-reading activity done on 'Travelling Etiquettes.'

Ÿ select 4 students to present the travelling norms (Homework assigned the previous day)

Ÿ invite 4 more students to explain the rules and what they represent

Ÿ give your own input where needed

Ÿ now share with the students that today the class is going to read and comprehend the text on

'Travelling Etiquettes '


Activity 1

The teacher will:

Ÿ tell students that they have 08 minutes for silent reading of the text on 'Travelling Etiquettes'

(Pages 48-51)

Ÿ monitor students to ensure proper and focused reading.

Ÿ now make three major groups of the class

Ÿ assign group one the task to re-read the text of paragraphs 1-2 P 48

Ÿ assign group two the task to re-read the text of paragraphs 3-4 P 49-50

Ÿ assign group three the task to re-read the text of paragraphs 5-7 P 50-51

Ÿ allot 5 minutes for reading

Ÿ now assign the following tasks

15 minutes

109

Lesson Plans

Grade 6Lesson 2


Unit 5

Group Name Tasks Assigned (Find and write the answers to these ques�ons)

Group AWhat are e�que�es? Why should students, in par�cular, follow travelling e�que�es? Where should one stand while wai�ng for transport on road?

Group B

Should we stand in the middle of the pavement while wai�ng for a vehicle? Where should we put our bags while in a bus or van etc? Should we say ' 'Thank you' to the driver/ conductors?How should we behave with fellow passengers?

Group CHow can we help people in the bus? When should we open the door of vehicle? What should we do before we cross the road? How can we avoid of missing our stop?

Ÿ allot 6 minutes to accomplish these tasks

Ÿ monitor the class and assist when needed

Ÿ now invite two members from each group

Ÿ one member will ask questions assigned to the group (one question at one time)

Ÿ the second member will share the written responses of the questions (3 minutes each group)

Ÿ give your input where needed

Activity 2

The teacher will:

Ÿ ask them to note down at least five difficult words in their notebooks and try to guess the

meaning from the context.

Ÿ direct them to turn to the Glossary on pages 62 and see if they can understand the difficult

words.

Ÿ ask them to compare their list with that of the student sitting next to them.

Ÿ rotate and monitor this activity.

Ÿ make mental notes of the common mistakes, students have made in identifying the meaning of

the difficult words.

Ÿ ask them to share the difficult words they had identified during the reading

Ÿ write the words on the writing board and tell them to try to guess the meaning from the context.

Ÿ cross out the words the students have guessed wrong and tell them the meaning of words they

could not infer.

10 minutes

110

Lesson Plans

Grade 6Lesson 2


Unit 5

2 minutesConclusion

The teacher will:

Ÿ wind up the lesson by explaining the importance of Travelling Etiquettes.

Assessment

The teacher will:

Ÿ ask 1 Travelling Etiquettes from each student

The teacher will:

Ÿ ask students to plan a visit to Islamabad. Write 10 things they will do or avoid on the road

Homework 1 minutes

5 minutes





Worksheet

111

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