Army Public Schools and Colleges System

SOW Summary
Academic Session 2024-2025
First Term
Subject: English Language Class: I

Content Page No. Total Teaching Weeks: 18

Scope & Sequence 02 Prescribed Textbooks:
· Cambridge Global English APSACS edition Learner’s Book 1
Progression Grid 03
(Third edition) by Caroline Linse and Elly Schottman
General Instructions 06 · Cambridge Global English APSACS edition Activity Book 1
(Third edition) by Caroline Linse and Elly Schottman
Starter: The Alphabet 15
Resources:
Unit 1: Welcome to School 17
· Cambridge Global English APSACS edition Teacher’s
Unit 2: Family time 24 Resource 1 (Third edition)
Unit 3: Fun and Games 31 Prescribed Notebooks:
· APSACS English four- lined notebook (small): 1
Unit 4: Making Things 37

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 Army Public Schools and Colleges System
Scope & Sequence

Subject: English Language

Total teaching weeks: 18 Class: I

Week Unit/ Chapters Topics

1. Alphabet and Numbers · Revision of Alphabet and Numbers pgs 6 to 9
2. · What do we do at school?
3. · Children around the world
Unit 1: · The alphabet
4. Welcome to school · Favourite colours
5. · I go to school
· Revision (Unit 1)
6. · What do families do together?
7. · Breakfast time
Unit 2: · Short /a/
8. Family time · Let’s count
· Families work and have fun
9.
· Revision (Unit 2)
10. · What games can we play?
11. · Learning new games
Unit 3: · Short /u/
12. Fun and games · Giving instructions
13. · The Ker-PLUNK
· Revision (Unit 3)
14.
15. · What can we make with shapes?
· Short /e/
16. Unit 4:
· Painting a mural
Making things
17. · Thirsty crow
· Revision (Unit 4)
18.

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 Army Public Schools & Colleges System
Progression Grid

Vocabulary & Grammar

Pre1 Grade I Grade II
· Alphabetical order, words starting with · Singular and plural nouns · Singular/plural nouns in sentences There
letter a-l · Present simple with I, we, you is/are….
· Vowels & Consonants · Possessive adjectives by adjective order · Present simple
· Diagraph “th” · Present simple negatives · Possessive pronouns (mine, yours)
· Naming words · Questions and short answers: How many · Using have got + noun, like + -ing which
· Use of ‘this’ and ‘it’ are there? There is/are one? I ____ one
· Diagraph ‘oo’ · Present tense Imperatives; can for ability · Present Continuous question forms
· Use of ‘this’ and ‘that’ · Present continuous (statements, · Present simple 3rd person endings: -s, es
· Digraph ‘ee’ questions, word order) · Irregular plurals
· Use of ‘a’ and ‘an’ · Subject pronouns · Prepositions of location
· Capital Letter and Full stop · Present continuous- questions and short · Imperatives
· Singular-Plural answers · Can/can’t for ability
· ‘Ch’ words · Imperatives · Adverbs: slowly, quickly
· Sentence making · Present simple consolidation: yes/no · Conjunctions: and, but, or
· Pronouns questions. Don’t forget to…. · Determiners: all, most, some
· Use of ‘has’ and ‘have’ · Determiners: these/those · I like/ I don’t like + verb + ing
· Plurals · Past simple regular (-ed) and irregular
forms
· Past simple of be
· Past simple question forms
· Time expressions: in the morning/
afternoon/ evening; at night
· Past simple regular and irregular forms
· Countable and uncountable nouns with
some, a/an
· What (a) + adj. + noun
· When Clause

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 Oral Communication
Pre1 Grade I Grade II
· Listen and respond to stories, poems, and · Listen for information
rhymes. · Follow instructions
· Respond appropriately to questions, signs, · Ask and answer questions
stories and rhymes · Collaborative problem solving
· Respond to others in a variety of verbal · Memory games
and non-verbal ways for different purposes · Ask about an unknown word
· Wait for their turn to speak and listen · Ask for, give and follow directions
attentively to others. · Roleplay + guessing game
· Communicate ideas with clarity and talk · Listen to letters, numbers and colours · Interviews
about pictures, stories, objects, events of · Listen for information · Listen to and give instructions
interest etc. · Listen to letters · Discuss likes and dislikes
· Recall and use new vocabulary (at least · Interviews · Discuss and act out poems, song and play
150 words) in the language being taught. · Discuss, act out poems and songs · Partner interviews
· Retell and respond to stories, songs and · Talk about families · Discuss and act out poems, song and
rhymes using extensive vocabulary. · Listen to/give instructions stories
· Talk about their experiences and feelings · Discuss and act out poems, songs, stories
with peers and adults using complete · Guided speaking
sentences · Ask and answer information questions
· Raise and answer simple questions from
stories/text read by them or to them
· Write their full name in the language/s
being taught
· Write CVC words
Reading and Writing
Pre1 Grade I Grade II
· Skim and scan through age-appropriate · Letter names · Letter names and sounds
books, read/recognise familiar words · Spelling · Vowels and consonants
· Retell a favourite story in their own words · Capital letters · Sounds: sh, ch, th
in the correct sequence. · Labels · Short vowel sounds in initial and middle
· Indicate the direction in which the · Short a sound position

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 language being taught is read by running · Short u sound · Compound words
their finger under the text in the correct · Question marks · Occupation words ending with -er: singer,
direction i.e. for Urdu it is from right to left · Read decodable story writer etc.
and top to bottom · Short e sound · Prefix un-
· Identify the main events and characters in · Contractions: I’m, we’re · Long vowel sounds and spellings: ai, ay,
a story. · Short i, ch, sh sounds silent e
· Link what they read or hear read to their · Identify rhyming words · Long i spellings: i, igh
own real-life experiences · Short o sound · Rhyming words
· Recognise and name letters of the · Long e sound · Spelling dictation
languages being taught (graphemes) and · Long a spellings ai and ay · Homophones
know the most common sound that each · Poems /songs
· Read for information
letter represents · Information text
· Guided writing: cards, labels, picture
· Hear and relate a phoneme (in the initial, · Write personal information
captions
middle and end of a word) with the
· Read and act out story/play · Write about your school
corresponding letter.
· Write about clothes · Write an original song verse
· Identify and recognize the sound of
· Write a song verse · Use a capital letter and full stop
digraphs within words.
· Class story writing · Write a friendly letter
· Read consonant-vowel-consonant (CVC)
words using their knowledge of letters and · Write full sentences, captions, shared · Report information from an interview
sounds including onset and rime. writing short vowels · Write instructions collaboratively
· Recognise and generate rhyming words, · Read and follow instructions · Write information about birds
alliteration patterns · Write about activities/experiment · Write informational sentences
· Make phonetically plausible attempts · Make a chart · Report interview information (past tense)
when reading. Blend sounds associated · Write about favourite vehicles · Write a new verse
with letters when reading CVC words · Write about animals
· Trace and draw vertical, horizontal and · Write a poem based on model
wavy lines and simple patterns made up of
lines, circles, semi circles and other simple
shapes with efficient pencil grip
· Draw and colour pictures keeping within
the designated space
· Trace, copy and write the letters of the
language/s being taught using correct
formation

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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06

APSACS SCHEME OF WORK

Note: CW/HW to be decided by the teacher during the Subject Coordination Meeting, as per the APSACS HW policy.
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
Starter: The Alphabet · The initial week of 1 Term to be used for revision of concepts covered in
st

class Pre I.
Students will be able to: · Teacher to introduce herself to the class and take students' brief introduction · Brainstorming
· revise the ABC song in an interesting way.
· write the missing capital or · Recall and revise the ABC song with students.
small letters Activity: Show them pictures of different objects like apple, ball, cup, door,
· practice phonic sounds eye, fish………….. zebra in alphabetical order, if possible, on your
· identify vowels laptop/desktop.
· reinforce numbers in words · While showing the pictures, ask students to identify them and revise the
· write colour names phonic sound the object starts with.
· Paste flash cards or write alphabets (both capital and small) on the board. · Discussion
Discuss with students that there are 26 letters in the English alphabet. Five are
vowels and the rest are consonants
Board Activity
· Write the missing capital or small letters in the blanks, on the board. Tell · Activity
students to copy the exercise in their notebooks.

___ a B___, C___, ___ d, E___,

___f ___ g, H___, I___, ___ j,
K ___, ___ l, ___m, ___ n,
Skills: O___, P___, ___ q, R___, ___ s,
· Identifying T___, ___u, V___, ___w, ___x
Y___, Z___
· Show class the flash Cards and call three students on board. Tell them to
arrange the cards in sequence what comes first?
For example:
-----h,i
-----m,n
Rest of the students can share their ideas as well.

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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
· Activity
Q. Practice sequencing alphabets (pair work)

y b d _____ ric _____ i q m s _____

k a s g _____ y e l m_____

Activity:
Write all the alphabets on the board in a big circle and ask students to
Numbers 1-10 identify vowels. Put them in a separate bubble or show them on a vowel
hand.
· Activity
Read and write numbers.
· Practice counting with fingers, colour pencils, crayons etc in words. Use of
number games is recommended
· Use Flash cards to reinforce and later display on the board.
· Ask students to read aloud the numbers from board.
Colour names.
· Revise colours with spellings using different objects in the class.
· Writing any 5 colour names as classwork.
· Digital Resource
Use the above link for better reinforcement of the topics.
Colours https://www.abcya.com/grades/1

Class / Home Work:

· Learner’s Book 1pgs 10-11. (Reading and explanation)
· Activity Book 1 pgs 4-5.
· Write plurals of the following words
computer, clock, board, bag, chair. (notebook work)

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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
Unit 1: Welcome to School Warm up:
· Teacher to initiate her discussion by asking Big Question: “What do we do at
Sub-unit: Think about it school?” Think of an activity for introducing the theme. · Brainstorming
· Introduce the relevant vocabulary pertinent to every day’s lesson.
1. Read and Listen
Students will be able to: · Ask students about their favourite colour to start the discussion. Each student
· identify and describe objects in will be asked to give reasons of the choice of colour, likes and dislikes. Here it
the classroom. is important to emphasize upon Decision Making Skill.
· talk about what they do at · Hold the different objects in the class and ask what is this? Students to repeat
school the words.
· make plural using ‘s’ · Let students identify what they can see in the classroom picture on pg 10.
· write their own ‘Hello, school! Help students making classroom rules to be displayed & followed in the
poem course of the year. These may be modified on quarterly basis.
· Read the poem ‘Hello, school!’ a few times aloud.
Skills · Students to think of two words that rhyme in the poem. (school & rule)
· Identifying · Think and share
· Writing 2. What’s in the classroom?
· Describing · Refer to the big picture & ask students to find the following objects: yellow
chairs, red lunch box, blue ruler etc. Students may be asked to find additional
objects in the picture.

3. Making friends
· Teacher to play the Audio track 4 on her laptop / desktop or she can read the
lines from the Teacher’s Resource pg 22.
· Introduce the two characters in the picture Anna on the left, Maria on the
right. Students to listen carefully how old are the children? They should hold
up six fingers when Anna says I’m six. Later students in pairs can ask each
other such questions. · Digital Resource
Talk about making friends (working, Playing and learning together)

4. Topic vocabulary
· Using flash cards read the words together and make the meanings clear by
using them in sentences. Point to the objects in the picture and draw attention
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
to the plural ‘s’. How many tables/chairs/ computers/bags?
· Practice singular plural orally or on the board with real objects.
· Reinforce the vowel sounds and tell the students about articles like a table, a
clock, an ABC chart. Give them more examples.
· Activity Book 1 pg 5 Q 2.

5. Classroom Treasure Hunt

· Introduce Matteo in the picture and ask students to read the chart that he is · Class Discussion
showing.
· Read / Play the audio track 6
· Ask students to add things to the list that they can find in the classroom, using
small chits given by the teacher.
· Activity book 1 pg 4 Q1

6. School Poem
Make a poster of welcome song, she can copy the poem outline from the
Activity Book 1 page 5. Take student’s response and write in the poster. · Exit card
Using word box, do Q 3 the Activity Book pg 5.

Class / Home Work:

· Learner’s Book 1 pgs 10-11. (Reading and explanation)
· Do Activity Book 1 pgs 4-5
· Write plurals of the following words:
computer, clock, board, bag, chair. (notebook work)

Unit 1:
· Review the names of classroom objects. Revise plural nouns done in
Sub-unit: Find Out more previous lesson. · Brainstorming
· Introduce key words (verbs) using the word cards
Children around the world · Elicit students’ responses to the Q ‘What do the children do at school?’. Write
all answers on the board. e.g. We read / do Maths / sing at school.
Students will be able to: · Ask students to observe the pictures on page 12 and say what the children
· listen and respond to are doing in their school.
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
informational text. Warm up:
· have a conversation with a · Review the names of classroom objects. Revise plural nouns done in
friend, practice theme previous lesson.
vocabulary · Introduce key words (verbs) using the word cards
· write about themselves · Elicit students’ responses to the Q ‘What do the children do at school?’. Write
· make a class chart all answers on the board. e.g. We read / do Maths / sing at school.

Skills 1. Before you read

· Reading · Ask students to observe the pictures on page 12 and say what the children
· Speaking are doing in their school.
· Writing · Read / Play the audio track 7. Students to listen and point to the pictures.
· Students will read the text from pg 12 one by one and teacher can write the
verb or verb phrase on the board e.g. use computers, read, do Math, write,
play etc
· Tell students about the use of Capital letter, whenever we write some ones’
name, we always use capital letter. Amira, Marat, Zak
· Students to be given practice of using capital letters with names. · Digital tool

2. What do you do at school?

· Introduce six vocabulary pictures.
· Take students’ responses on the Q What do you do at school
· Tell students to solve Ex 1 Activity book page 6.

3. How do children go to school?

· Study pictures on pg 13, and guess means of transportation children use to
reach school? Tell students that children around the world use more or less
similar means of transportation.
· Read / Play the audio track 8 and let students repeat after every sentence. · Class Discussion
Students to ask their partner how do you go to school & answer the Qs given
under the heading Challenge in the Activity Book pg 7.

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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
4. A class chart · Think pair & share
· Look at the class chart on pg 13 and ask students how many students go to
school by bus, car, bicycle or walk.
· On the board make a chart of your own class with students’ input and see
how many go by bus, car, bicycle, walk to school. Refer chart on Activity book
pg 7.
· Group Work: Students to sit in groups (8-10 students in each group). · Group Activity
Distribute blank charts on A4 size paper to each group. They will discuss, Gallery walk
walk and fill in the details themselves. Write names of their group members in
the chart.
· Conclude the lesson in the form of answering Qs 1-4 in the Activity book pg 7
Ex 2.

Class / Home Work:

· Learner’s Book 1 pgs.12-13. (Reading and explanation)
· Activity Book 1pgs 6-7.
· Reading of pg 12-13 from Learner’s Book.
· Bring a passport size photograph (3x4 cm).

Unit 1
Warm up Activity:
Welcome to school · Students will play the TPR game as a class. And respond to action verbs/ · Brain storming
instructions uttered by the teacher.
Alphabet poem
Lesson 3: The alphabet · Students will listen to the alphabet poem and point to the letters. Afterwards
write the missing alphabets neatly in Ex 1 in Activity Book.
Students will be able to: Word Wall
· listen and respond to · Paste Flash cards of each letter of the alphabet on classroom word wall.
informational text. Students will paste their names on sticky notes under the initial letter. Make · Exit Card
· have a conversation with a students mindful of using capital letter at the start of names.
friend, practice theme Activity:
vocabulary · Students will work in pairs and one will read the words given on pg. 14 to the · Pair work
· write about themselves partner to write down, vice versa the other will read words provided by
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
teacher for the same practice. Later students will check their own spellings
under the teacher’s guidance.
A spelling song
· Teacher to make letter cards of the Bingo song prior to the activity. Play the
audio of the song and students will sing along while pointing at the letters.
Make a new song
· Students to recall the activities they do at school and tell an activity to make a
verse e.g., play, jump, sing etc. Make one as an example and another will be · One sentence
done by students. summary

Class / Home Work:

· Learner’s Book 1pgs.14-15. (Reading and explanation)
· Activity Book 1 pgs 8-9.
· Words for dictation teacher, school, read, sing, name.

Online Assignment / Project Work:

· Use any 5 nouns in sentences (take picture & upload on AIS)

Unit 1: Welcome to School

Warm Up:
Lesson 4: Use of English 1. Colours
· Place a collection of colourful objects in the class and ask students to point to · Brainstorming
Favourite colours something which is red, brown. Learners hold the object and say a sentence
to describe it.
Students will be able to: · Write any object in the speech bubble on the board & ask students to identify
· Interview /introduce their the colour as given in textbook pg 16 – a green grass, a blue sky.
friend. · Revise rainbow colours with the students.
· spell name aloud · Talk to students that Rainbow appears in seven colours because water
· write and speak about their droplets break white sunlight into the seven colours red, orange, yellow,
partner green, blue, indigo, violet. We can only see a rainbow if the sun is behind us
· use the word his or her and the rain in front. Show them picture of a rainbow.
· make a name card

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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
Skills: 2. An interview
· Speaking · Show students the picture of Fatima with the clip board interviewing Ben. · Digital tool
· Writing · Play the interview audio track 12 several times
· Communication · Ask students to listen to the script carefully and fill in the details of ‘Lena’ in
· Collaboration the book.

3. Make a name card:

· Students to make a similar name card shown in textbook by writing their · Quick write
name & favourite colour & draw a picture of themselves on a piece of paper.
Pin the name card on the shirt so that everyone can see name clearly.
· Show the card to the family and ask the same Qs to parents & siblings. Make
their name cards at home.

4. Interview a friend
· Introduce the Possessive adjectives with examples to explain the concept of
/his/ and /her/. (See Language Detective box)
· In pairs, students will ask the 3 interview Qs from their friend. Refer speech
bubbles for the Qs. Students to write about their friend in notebooks. Copy
sentences from the textbook. Partners stand up and introduce each other to
the class using the words they have written. · Turn to your
· Students to be give a short Ex to practice the Possessive Adjectives. neighbour

5. Mystery child
· Read the name & favourite colour on the name card one by one. See sample
in the speech bubble. Let students point to the matching name. Students to
continue playing the game with a partner. · Pair and share
· Ex 1, 2 & 3 to be done on Activity Book pg 10 & 11.

Class / Home Work:

· Learner’s Book 1 pgs.16-17. (Reading and explanation)
· Do Activity Book 1 pgs 10-11.
· Write down 10 colour names in notebook.

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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
Unit 1: Welcome to School
Lesson 5: Read and respond Warm up: Brainstorming
I go to school · Brainstorm how do you go to school? what do you see on your way to
school? Animals/birds/plants/trees/flowers etc.
Students will be able to: · Stick the word cards of the key words on the white board and discuss them.
· predict the story Write the title of the story and ask students to observe the pictures and
· listen& read the story predict what the story is about.
· talk about each picture
· complete a conversation by 1. Before you read
writing in speech bubble · Look at the series of pictures 1-5 and comment on the girl’s action in each · Learning log
picture, the animals seen in the pictures, what do you like or dislike about · Digital tool
Skills: each picture. Write in a piece of paper.
· Predicting · Play / read the audio track 13 and ask students to put their fingers on the line
· Reading as they listen.
· Communicating · Students to read and teacher to explain the text to the class.
· Describing · Tell students that if you walk to school or any other place do not stop or waste
time
· Never talk to strangers or take anything from them.
· We should always try to keep ourselves neat and clean.
· Words to Remember: Ask students to look for a six-letter word in the text
which is repeated several times. Complete the word and count how many
times can you find it. Tell students that the word /I/ is always written with a
capital letter.
· Ask a few simple, short Qs to check students’ comprehension. It could be
one-word answer or Yes / No.

2. Yes or No
· Chain notes
· Show pictures to the students and ask the Q on pg 21.
· What does a squirrel do? swims, climbs, hops. Start the sentence and let the
students complete it. Students will find & match the pictures in the story
making chain notes
· Revise capital letters that a sentence starts with the capital letter. We use
capital letter for Proper nouns
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
· Written work to be done in notebooks. Answer these questions. (notebook) · Questions/Answers
1. Where is the girl going?
2. How many animals does the girl see on her way?
3. Which animal hops?
4. Which animal swims in water?
5. Which animal climbs the tree?

3. Over to you
· Point to the pictures & ask what are these? Revise plurals with the picture
words. Ask the given Q in the textbook. Help students answer in complete · Pair and share
sentence. Students tell their partner what they see on their way to school.

4. What do the animals do? (Learner’s Book 21)

· Students to draw a matching line to show what do these animals do. Later
they will say each sentence with each other .
· Activity Book 1 page 12-13 Exercises 1, 2, 3.
Class / Home Work:
· Learner’s Book 1 pgs.18-21. (Reading and explanation)
· Do Activity Book 1pgs 12-13.
· Question and answers
· Do reading of page 18, 19, 20.
· Dictation words. rabbit, hop, swim, duck.

Unit 2: Family time

Warm up:
Lesson 1: Think about it · Initiate discussion by asking Big Question: “What do families do together?” · Brain storming
· Talk about “How families work and play together.” Family is the unit which
What do families do together? Allah Almighty has blessed us with. Parents use all their energies / powers to
give comfort to their children. Discuss age-appropriate parents’ & children’s’
Students will be able to: rights & responsibilities.
· talk about families · Ask students about their families like; Is your family big or small? Who lives in
· use his /her in sentences the house? How do you love your family? How do you help your family? etc.
· read words and find synonyms · Make students realize how important family is in our lives. If we have good
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
· ask and answer questions relations with each other in the family we can live a healthy & happy life and it
about the family promotes a healthy society. We should respect each other in the family. · Class Discussion
· make a card & write a · Ask students to show & describe their family pictures.
message
1. Read and listen
Skills: · Read aloud the poem ‘Families’. Focus on the big picture, identify all the
· Listening family members& describe what each one is doing on a Saturday. in the
· Reading picture. Students to say & repeat sentences like; This is Sam, this is his
· Questioning mother……, focusing on the use of his & her.

2. Sam and his family

· Play the audio track 15, students to listen & point to the characters. Pause the
audio and ask questions from the students.
· KWL
· Ex 1 & 2 Activity Book pg 16 to be done in class.

3. Topic vocabulary
· Read Topic Vocabulary pg 25, students to read after her. Repeat each word
several times and check for correct pronunciation.
Play track 16, students to answer the 3 questions in ‘yes’ or ‘no’.

4. Do you….?
· Point to the pictures and read the words. Teacher can ask questions from the
students about their family. One example is given in the book “Do you read
books with your family?”
Yes, I do. No, I don’t. In pairs, students to ask & answer such Qs about their
families · Quik write

Make/Design a card: Make a card for someone special in your family and write
a short beautiful message. · Whole class activity
· Distribute 4x5 inch card and ask students to cut the shape of their own
choice. Draw something and write few words of praise for the person. This is
how you can show love and affection to your family members. Later, you can
present the card at home. Show and read out the card to the class.
· Ex 3, 4 & Challenge in the Activity Book page 17.
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
Class / Home Work:
· Learner’s Book pgs 24-25. (Reading and explanation)
· Activity Book pg 16-17
· Write the following masculine & feminine in the correct list:
son, madam, husband, gentleman, male, sir, lady, uncle

Online Assignment / Project Work:

· Choose a Project: Assign a project from LB in light of the Instructions for Teachers (Teacher’s discretion)

Unit 2: Family time Warm up:

· Initiate the discussion about the breakfast. · Class discussion
Sub-unit: How many of you had breakfast today? What do you eat in breakfast? Why is
Lesson 2: Find out more breakfast important? What does the word breakfast mean?
Give example of different parts of the country, where people eat variety of food
Breakfast time during breakfast. Discuss the food children generally eat for breakfast.

Students will be able to: 1. Before you read

· Asking & answering Qs Study pictures on page 26 and ask students to observe what the children are
questions about breakfast going to eat or are eating?
· Talk about every day’s · Tell the students about the Pancakes that it is a kind of thin, flat, round cake · Pair work
breakfast made from a mixture of flour, eggs and milk that is fried on both sides.
· Read the text and respond · Read the text with picture 1 & 2, students to point to the picture and read the
· Identify fruits lines. Ask Qs to check students’ response.
· Write a fruit salad recipe
2. What do you eat for breakfast?
Skills · Introduce vocabulary & ask this Q to elicit answers (I eat fruit & cereal with
· Reading milk). Students to practice asking & answering the same Q in pairs. Practice · Discussion
· Identifying revising plurals with breakfast vocabulary
· Communicating · Encourage students to have vegetables, fruit and healthy food in every meal.
· Writing recipe · Students to repeat the vocabulary words.

3. Write
· Write about yourself & your partner as mentioned in the textbook.
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· Ex 1 & 2 Activity Book page 18-19 for reinforcement.

4. Talia and Jacob’s fruit salad

· Read the names of fruit list given on the right side. Discuss about students’
favourite fruit.
· Play the audio track 18 and listen to the recipe carefully.

5. Write a recipe
· If students are to make their own fruit salad which of the fruits, will they · Application card
choose from the list. Write 3-4 step recipe in notebooks.
· Guide students to choose fruits from the chart for making the salad.
· Write fruit salad recipe in 3-4 steps. Start each step with the verb
· For further practice, do Ex 3 & Challenge in the Activity Book pg 19.

6. A class chart
· Write the title ‘Our class breakfast’ on a large chart & ask the class to suggest
words to include. Help students make their own charts of different fruits.
Guide them how a chart is organized & how to work with it
Class / Home Work:
· Learner’s Book pgs 26-27. (Reading and explanation)
· Activity Book pg 18-19
· Write down at least names of 10 fruits in your notebook.
· Words for dictation: bread, beans, yogurt, noodles and soup

Unit 2: Family time

Lesson 3: Letters and sounds Warm up: · Brainstorming
Short a · Play mum says or dad says, a variation of Simon says to revise actions from
Students will be able to: lesson 1 & 2 as a starter activity. Begin by showing letter a & its sound.
· identify short /a/ sound Revise vowel sounds · Digital tool
· mime the rhyme
· compare rhyming words 1. Listen and look
· read the phonics story · Show the phonic song to revise short /a/ sound

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· identify short /a/ sound words https://www.youtube.com/watch?v=vE2T8P8kURo
· Introduce CVC (consonant vowel consonant) words to teach the short /a/
sound.
Skills: · Look at the pictures & point to the letter /a/ on pg 28.
· Identifying
· Miming 2. Grandma’s glasses
· Reading Read the rhyme Grandma’s glasses. Students to repeat.
· Mime to help students understand ‘folds her hands’ / ‘puts them on her lap’.
· Read the rhyme many times together, until students are able to say complete
lines by themselves

3. Rhyming words · Class Discussion

Read CVC words. Ask them to find the similarities in them.
Key words
cat, hat, cap, map, lap, nap, clap, back, glasses
Share that they all contain letter /a/ in the middle & end with letter /p/. Then
ask about the differences. They all begin with a different letter. Spell the 3
words aloud with the class.
· Encourage students to look at the other two pictures & complete the words.
Continue practicing rhyming words with more CVC words followed be Ex 1 in
the Activity Book pg 20. · Listening and
speaking
4. Phonics story
· Read the title ‘The cat’. Tell students that this story is about a cat.
· Read / Play the audio track 21. Students to observe the series of pictures in
the story. Let the students take turns to read the story and identify 8 short /a/ · Chain Notes
sound words. Make chain notes by writing all the words on the board for
recap.
· For further reinforcement, Ex 2 & 3 in the Activity Book pg 21.
· Make sentences.
· Reinforce verbs and ask students to pick any 3 verbs from the
· LB pg 28 and use them in sentences.

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Class / Home Work:
Reading Learner’s Book 1 pgs 28-29. (Reading and explanation)
· Do Activity Book 1 pg 20-21
· Words sentences: Choose and write five words with short ‘a’ sound and make sentences in your notebook
· Make sentences of any 3 verbs on pg 28
Warm up:
Unit 2: Family time · Have a spelling competition in the class to revise the theme vocabulary · Brainstorming
Lesson 4: Use of English students have learned so far.
· Place colour pencils, crayons, markers in the basket. Call any student to find
Let’s count for example, blue crayons. Let’s count the crayons. Repeat that there are five
blue crayons. Continue with more examples.
Students will be able to:
· revise singular/plural nouns 1. How many?
· count the objects · Revise singular and plural nouns with the help of suitable activity. Show to
· practice forward and backward count & answer the Qs by looking at the picture of the house.
counting i. How many doors, tree and windows are there?
· write sentences using ‘there is ii. How many doors, windows, chairs, tables etc are there in the class
& ‘there are’ iii. How many doors & windows are there in your house? Give them time to
think & write the answer.

2. Play a counting game

Skills · Provide a round card, paper clip and pencils. Explain & model how to make a · Think and share
· Counting spinner. Ask students to make different things on the card. In pairs, students
· Questioning take turns (spin the card) to ask and answer Qs depending on where the
· Reading spinner lands. Focus on the use of ‘There is’ and ‘There are’ with one or more
· Writing than one item.
· Give five sentences with blanks to be filled with ‘There is’ and ‘There are’.

3. Sing a counting song

Students to count 1-10 forward and backward using number cards. Teacher
can hold markers/ crayons in the hand and count with the students. Recall
number rhymes one, two buckle my shoe. 1,2,3,4,5 once I caught a fish alive. · Listening and
· Play audio track 22 and ask students to listen to the poem and mime along. Speaking
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Read the poem and sing together.
· Do Activity Book1 page 22-23 Ex 1, 2 & 3.
Class / Home Work:
· Learner’s Book 1 pgs 30-31. (Reading and explanation)
· Do Activity Book 1 pg 22-23.
· Memorize the poem ‘Ten in the bed’.
· Creative writing on the topic: ‘What is in my school bag?’. Write five sentences.
· Count objects and write sentences with ‘There is’ and ‘There are’

Lesson 5: Read and Respond Before you read (Ex 1 & 2 merged)
Students will be able to: · Students to look at the pictures closely and answer the Qs to predict the · Brainstorming
· listen to the content for listening content from audio track 23. Discuss the size, work and fun activities
information/story of different families.
· ask and answer questions · Students to discuss their own family lives in light of size, work and fun
about families activities. And write 2 sentences about their parents in notebooks.
· Discuss how family members help each other and let students share their
own experiences.
Skills Activity:
· Students will answer the Qs given in Ex 2 LB orally and then write few
· Speaking sentences about their families.
· Reading Family questionnaires · Pair work
· Listening · Students will work in pairs to solve the questionnaire about their families’ work
· Writing and fun activities.
· Describing · Discuss the value of helping others and saying thank you and please.
· Critical thinking Activity:
· Students will draw their picture in activity book pg. 25 and write a sentence
describing what they are doing. Emphasize the punctuation rule of using
capital letter at the start of a sentence.
Class / Home Work:
· Do Ex 1, 3 & 4 Pgs. 34 – 35, LB
· Do Ex 1 – 3 & Challenge Pg. 24 – 25, AB
· Revision: Quiz Pgs. 26 – 27, AB

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Unit 3: Activity:
· Play a few rounds of ‘Guess the word’ to revise action words. Teacher to · Brainstorming
Fun and games perform an action and students will guess the action word. Explain that the
action verbs are imperatives
Lesson 1: What games can we · Students will discuss their favourite games, favourite player etc. · Discussion
play
Mime the actions
Students will be able to: · Show vocabulary cards (Ex 1) to nominated students taking turns and ask
· listen to the poem/text/play/ them to mime the action. Let the class guess the action.
story
· listen and follow instructions Read and listen(Ex 1-3 are merged)
· ask and answer Qs about · Read the text and listen to the audio track 24 and clap the rhythm. Try to
games bounce a ball along reading. Play the audio track 25. Students to listen and
· practice theme vocabulary point at the correct picture.
· recite and read a poem
· write instructions for a game Can you do it?
· compare and contrast ways to Activity:
have fun · Students will work in pairs and each pair will do the actions mentioned in Ex 4 · Pair work
· understand the rules of games and find out the things each partner in a pair can do. Reinforce the use of I
can….
Skills:
· Reading Activity:
· Writing Toss the ball
· Listening · Toss the ball randomly at students to recapitulate modal verbcan. The one
· Speaking who catches the ball will speak a sentence using the expression I
· Identifying can…………
· Comparing
Make up a game with a ball
· Contrasting
· Students will work in groups and make a ball game of their own, and explain it · Group work
· Collaborating
through their drawings and few sentences.
· Critical thinking

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Class/Home Work:
· Ex 2 & Challenge, Pgs. 28 – 29, AB
· Ex 1, Pg. 28, AB
· Words for dictation (5 words)

Unit 3: Fun and Games Warm up:

· Introduce key words using vocabulary cards.
Lesson 2: Find out more 1. Read and play
Learning new games · Introduce the game ‘Rock, bird ,water’, students to read & follow the game
instructions. Ex 1 Activity Book pg 30 will make students more confident.(ref
Students will be able to: pg 40,41 LB)
· read & follow game rules · Tell students how we can use hand signs to communicate with people who
· practice making signs with are hearing impaired or have speech problems.
their hands as per instructions
· compare the two games Read / Play the audio track 27, and point to the lines in the textbook. Read / · Listening and
· write about their favourite listen to the instructions carefully and, practice making signs with your hand as a Speaking
game class.
· When students are confident let them play the game with partner and see
who wins. Play at least 5 times. · Turn to your
neighbours
2. Read, play and compare
· Introduce a new game played in Malaysia, quite similar to Rock, Paper, and
Scissors.
· Students to look at the pictures, read & complete the missing words in the
instructions.
· Let them practice the game ‘bird, water, rock’, making hand signs. Play the
game 5 times with your partner.
· Discuss both the games and find out which one is more interesting.
· Help students compare both the games & after discussion write differences · Exit Card
on the small chits.
· For further practice, do Ex 3 & 4 Activity Book pg 31.

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3. Similar or different?
· Ask the 2 Qs & elicit answers. Write students’ responses on the board which
will help them write answers in notebooks. Help them with spellings.
· Ex 2 in the Activity Book pg 29 is a reinforcement of L book pgs 40 & 41.
· Write 5 sentences on the topic, ‘My Favourite Game in notebook’
Class / Home Work:
Learner’s Book pgs 40-41. (Reading and explanation)
· Do Activity Book pg 30-31
· Write 5 sentences on ‘My Favourite Game’
· Make illustrated word cards for the words: rock, paper, scissor, bird & water.

Unit 3: Fun and Games Warm up: · Brain storming

Lesson 3: Letters and sounds · Students to show the illustrated word card to their partner. Partner to spell the
Short u word. Swap roles between the partners.
Students will be able to: · Introduce vocabulary with the help of real objects, toys & pictures. Students to
· identify the short u sound repeat the words.
· identify rhyming words 1. Listen and look
· play the rhyming game · Ask students to recall vowel sounds. Introduce short u sounds with pictures of
· read the story & recognize the cup, bug, rug etc. (CVC words). Elicit more words with short u sound (board
short u sound work)
· describe pictures · Let students recall the rhyming words e.g. Ben, pen, ten, men etc

Skills: 2. I can run like a puppy

· Identifying · Read the poem aloud a few times focusing on short u sound words. Students
· Reading to find words that rhyme in the poem.
· Describing
3. Rhyming game ‘Tic-tac-toe’
· Explain and model how the game is played. Draw the grid on the board and · Pair work
play a few rounds as a class. Let students play the game in pairs.
· For practice, do Ex 1 & 2 in the Activity Book pg 32.

4. Phonics story
· Show series of pictures from the textbook and ask students to predict the
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story.
· Students to read the story aloud. While reading the story, students to identify
words with short u sounds. How many are there in the story?
· Students to be given opportunity to describe each picture making chain notes
· Tell students that Allah Almighty likes those who help others. Whenever you · Chain notes
see someone in trouble always try to extend help.
· Activity Book Ex 3 & Challenge to be done in class.
· Think of 3 more rhyming words for the following: run, rug, duck. Class
discussion to be done before starting the written work.

5. Puppets (Learner’s Book 43) is not included in the syllabus.

Class / Home Work:
· Learner’s Book pgs 42-43. (Reading and explanation)
· Do Activity Book pg 32-33
· Think of 3 more rhyming words for the following: run, rug, duck

Unit 3: Fun and Games Warm up: · Brainstorming

Lesson 4: Use of English · Revise body parts with the help of rhymes or flash cards.
Giving instructions
1. Where is the duck?
Students will be able to: · Introduce Prepositions by placing any object on, under & next to your table.
· name parts of the body Say the sentences loudly. Students to repeat. Give a few more examples with
· use prepositions to tell where all three prepositions. Refer pictures a, b, c on LB pg 44
things are · Ask few students at random to place objects in different places around the
· learn to give and follow classroom and ask the class where they are. Students to answer in complete · Activity
instructions sentences.
· list the tasks performed by · Teacher can place an object and ask questions where is the ….?
both the hands · Students to write 2 sentences for each preposition (on, under, next to).

2. Play an instructions game

· Revise body parts with the help of instructions game like, point to your eyes,
say something to your friend’s ear, keep the pencil under your nose, touch
your friend knee, clap your hands etc.
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Skills: · Ask students to work in pairs and play the same game (pg 44). One student
· Identifying gives instructions and the other follows it. · Pair Work
· Following instructions · For practice, see Ex 1 & 2 in the Activity Book pg34
· Listing
3. Left and right
· Students to demonstrate that left hand makes an L . Let students draw the
same image on A4 size paper & label the left & the right hand.
· Tell students that most of the people are right-handed & a few are left-
handed. Research says that the right-handed people have the left side of the
brain super active & vice versa. It means that the left side of the brain knows
what the right hand is doing.
· Ask a few Qs .Students to identify and write ‘left’ or ‘right’ next to each task.
a. Which hand do you use to write? ________
b. Which hand do you use for picking a cup? ________
c. Which arm did you use while throwing a ball? ________
d. Which eye do you use to wink? ________
e. Which eye do you use to look through the empty tube? ________ · Quick write
f. Run forward and jump off one leg, which do you jump off? ________
g. Drop the ball on the ground and kick it, which foot do you use? ________
· Students to think critically & make a list of right-hand & left-hand tasks. For
example, we hold pencil / spoon / toothbrush in the right hand, whereas, we
hold eraser, fork & toothpaste on the left hand.
· Ask students to draw a line in the middle of notebook pg, draw two lollipops
on the left-hand side & three balloons on the right-hand side.
· Play audio track 31, students to listen and read carefully to match instructions
with the pictures.

4 Point to the baby

· Sing: Head and Shoulders Knees and Toes. · Digital resources

5. Wind the bobbin up

· Play the audio track 33 and sing along with actions. Play it several times and
let the students sing and enjoy the rhyme.
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· Ask students to work in pairs or in small groups and add more lines to the
rhyme: Wind the Bobbin Up. · Digital resources
· Ex 3 & 4 Activity Book pg 35 to be done in class.

6. Make up a new verse of the song pg 45 is not included in the syllabus.

Class / Home Work:
· Learner’s Book 1 pgs 44-45. (Reading and explanation)
· Do Activity Book 1 pg 34-35
· Students to write 2 sentences for each preposition (on, under, next to).
· Memorize the poem “Wind the Bobbin Up”.

Unit 3: Fun and Games Warm up:

Lesson 5: Read and respond · Use the photos or pictures to introduce the vocabulary pertinent to each day’s
The Ker-Plunk lesson. · Brainstorming
· Ask students to identify what scares them & why. Write their responses on the
Students will be able to: board.
· make predictions about the
story 1. Before you read
· listen and read along · Introduce the background of the story, the characters & the pictures. Students
· use prepositions to complete to look at the pictures and predict what the story is about.They can write on · Exit Card
the sentences the small chits and paste it on board to share with each other.
· analyze & answer the Qs · Play audio track 34 and ask students to follow the text in their books
critically · Students to be randomly selected to read the text after model reading done
by the teacher.
Skills: · Ask relevant Qs about the animal characters, scary things & ask about the Qs
· Predicting which animals ask in the story.
· Reading 2. Characters in the story
· Comprehending 3. Scary things
4. Questions
· Write all the characters of the story on the board.
Ask variety of Qs to check students’ comprehension. · Comprehension/
a. Which characters are silly? And why? Class Discussion

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b. Which character is wise?
c. Why the lion is called the king of the jungle?
d. Why is the rabbit scared?
e. What was he doing when he heard the sound?
f. What made the sound, Ker-Plunk?
g. Who was scared first and made the others scared?
h. What other animals were asking questions?
· Students to do Qs 1-4 in class, whereas Qs 5-8 at home.
· Revise prepositions (on, under, next to).
· For reinforcement, see Ex 1, 2 & 3 in the Activity Book pg 36, 37.
· Ex 5 Act it out in Learner’s Book pg 49 is not included in syllabus.

Class / Home Work:

· Learner’s Book pgs 46-49. (Reading and explanation)
· Do Activity Book pgs 36-37
· Question and answers (a-d)
· Question and answers (e-h)
· Use sight words in sentences: a, the, run, help.

Unit 4: Making Things Warm up: · Brainstorming

Lesson 1: Think about it · Initiate lesson by asking Big Question: What can we make with shapes?
What can we make with shapes? Encourage students to draw a picture in notebooks, a house, a fish, a rocket
or a traffic signal using different shapes.
Students will be able to: · Using internet, revise shapes & colours by showing pictures of patterns with
· draw pictures with shapes different shapes in them.
· describe the picture
· learn new vocabulary 1. Read and listen
· make plurals · Play the audio track 35 several times and let the students listen and read the · Hand signals
· identify gender nouns, poem ‘Party time’. Students to practice reciting the poem together as well.
singular & plural nouns · Ask students to share their party time activities. What makes them happy?
· answer the Qs · Show pictures to introduce characters, clothes & objects in the picture. Clear
the meaning of funny & frown.

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Skills · Focus on the picture pg 60, ask students to describe what can you see? What · Class discussion /
· Drawing is each character doing? debate
· Identifying · Revise gender nouns while introducing the characters. Give more examples
· Listening for practice.
· Reading · Students to write one sentence answer to the Q. What is in the poem & in the
· Describing picture? (Notebook)

2. We’re going to a party

· Revise the vocabulary relevant to this Ex. · Quick write
· Play the audio track 36 several times and let the students point to the
characters in the picture. Ask questions related to the audio. Students to
answer the Q in notebooks. What is Lucy wearing?

3. Topic vocabulary)
· Introduce the vocabulary. Repeat the words with the spellings to the students.
Revise singular and plural nouns. Students to be asked to use words in
sentences (oral)
· Play audio track 37. Pause after each word. Let students find the words in the
picture.
· For further practice, see Ex 1 & 2 Activity Book pg 40, 41.

4. Who are you?

· Explain the writing tip box with students. When we say I am, the word joins
together, we write like this; I am-I‘m, he is-he’s, she is-she’s, they are-they’re. · Listening and
· Ask students to look at the picture, choose any character of their choice. speaking
Observe and write what that character is wearing.
· Imagine you are one of the characters; and you are going to a party. · Quick write
Which dress would you like to wear? Why?
· Describe who are you and what are you wearing.
· Check students’ pronunciation while using contractions.
Students may wear a character-titled crown & walk in the class
· LB pg Pg 54, 55 are not included in syllabus.
· Think and share
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· Explain HW and online assignment in the class.
Class / Home Work:
· Do Ex 1-5 (LB pgs. 52-53). (Reading and explanation)
· Do Ex 1-4 (AB pgs. 40-41)
· Words for dictation dress, trousers, funny, frown, clown.
· Do 5 singular plurals & 5 masculine feminine on Notebook
Note: Pg 54,55 are not included in syllabus.
Unit 4: Making Things Warm up: · Brainstorming
Lesson 3: Letters and sounds · Reinforce the vowel sounds and introduce short e sounds with the words like
Short e egg, pen, ten, hen etc.
1. Listen and look
Students will be able to: · Play audio track 39, let students listen to short e sound and say the words. · Digital tool
· identify and read the words · Make a table to elicit list of words with short e sound on the board. Repeat the
with the short e sound words many times ending in
· complete the missing words in - ed - et - en - eg
the poem · Show the relevant videos to teach short e sound.
· predict the story https://www.youtube.com/watch?v=ONEyC-S1x-U
· read the story https://www.youtube.com/watch?v=y1VTHOfIO4E

2. Rhyming words
Skills: · Read the sentences in picture 1 and 2 and underline the rhyming words. · Class discussion
· Identifying Students to make a rhyme for picture 3 (a red bed). Accept all possible
· Reading answers from students.
· Predicting
3. Grand old Duke of York
· Play audio track 40, let students listen to the rhyme and say it. · Listening and
· Discuss and do Ex 1 - 2 Activity Book pgs 44, 45. speaking
4. Phonics story
· Look at the series of pictures (1-6) & predict what happens in the story.
· Play audio track 41, ask students to focus words with short e sound. · Listening and
Reading of the story ‘The tent’ many times by the students to find ten short e speaking
words. Repeat words for correct pronunciation. Practice using the words in

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sentences (oral).
· Ex 3 and Challenge in the Activity Book pg 45 to be done in class.
· Let students try the following tongue twisters. Ask them practice them at
home as well.
1. Wet led, let wed, wet led wed.
2. Ten wet hens beg jed.
3. Meg met Ted, Ted met Meg.
Class / Home Work:
· Do Ex 1-4 (LB pgs. 56-57)
· Do Ex 1-3 (AB pgs. 44-45
· Draw a circle around the words having the short e sound. Web, pen, pet, eat, wed, she, get, sheep, den, red, bee, hen, meet, let, feel.
· Give five words for dictation
Unit 4: Making Things pg 52-63 Warm up: · Brainstorming
Lesson 4: Use of English · Show pictures to explain the difference between a painting and a mural.
Painting a mural · Discuss with students that a mural is any piece of artwork painted on a wall,
ceiling or other surfaces. Ask them if they have ever seen a mural on a wall · Class discussion
Students will be able to: while travelling on road side.
· differentiate between a
painting & a mural 1. Look and listen
· describe the picture · Introduce new vocabulary & the characters in the pictures. Ask students to
· use is, am, are to complete the look at the picture carefully & describe it, especially the children, their clothes,
sentences their paintings, the colours they are using & the place (city/town).
· sing a traditional song with · Students to listen to audio track 42 Liz and her friends. Students to complete
actions the sentences in the Learner’s Book pg 58
· write a poem by following a · Revise use of (is, am and are) with examples on the board. · Think pair and share
pattern · For further practice, solve Ex 1, 2 Activity Book pg 46.
2. What are they wearing
· Introduce Pronouns & Present continuous tense with examples.
· Look at the picture in Ex 1, students in pairs to talk about the clothes, the
children are wearing using is & are + ing with the main verb.

3. A traditional rhyme

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· Talk about the most important London city in England. Show London on a
world map. Show pictures of London & London Bridge. Let students
recognize the silver & gold colour.
· Play the recording of traditional English song ‘London Bridge is falling down’
audio track 43. Students to sing & mime the actions along. · Group work
· Let students read the song independently.

4. Make a new rhyme

· In groups of 3-4, encourage students to write a new verse for the rhyme,
replacing the colours and the building, provide additional vocabulary on
buildings if necessary.
· Same Ex to be done in Ex 3 Activity Book pg. 47.
Class/ Homework:
· Do Ex 1-4 (LB pgs. 58-59)
· Do Ex 1-3 (AB pgs. 46-47)
· Students to choose any five words they like from this lesson & use them in sentences.
Unit 4: Making Things Warm up · Digital tool
Lesson 5: Read and respond · Show the video of the story ‘Thirsty Crow’.
Thirsty Crow
Students will be able to: 1. Before you read
· read and comprehend the Ask students about different stories that they have read, seen or heard. · Discussion
story · Show pictures pgs 60-63 and ask students to relate each picture with events
· discuss the moral of the story in the story.
· extract the correct information · With the help of puppets, introduce the story characters.
from the text to answer Qs · Students to read & comprehend the story Thirsty Crow.
· Discuss the moral of the story. Where there is a will there is a way, every
problem is solvable if you work hard to solve it. God helps those who help
themselves, self-help, helping others etc. The thirsty crow in the story had
inventive and innovative thinking. He was also very consistent in his efforts. · Quick write
No matter how difficult the time is, one must work patiently and use wisdom to
Skills: overcome that difficulty.
· Reading
2. Read and Talk
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Subject & Class: English Language - I First Term (2024-2025) No of periods per week: 06
Teaching Strategies, Suggested Learning Activities, Digital Resources / Assessment for
Content, SLOs & Skills
Digital Tools Learning Strategies
· Comprehending · Ask simple & critical thinking Qs to check comprehension.
· Life skills a. What is the title of the story?
· Critical Thinking b. What is the story about?
c. What is the crow looking for?
d. Where was he flying?
e. Where did he find the water?
f. Why could not he drink the water?
g. What was the idea?
h. What he did after drinking the water? · Discussion
i. How did the crow help the other crow?
j. Did the other crow thank him? · Comprehension
k. What could be other options to drink water from the pot?
l. Do you help others? How?
m. How do you feel when you help others?
· Write Yes or No with the given questions.
3. Actions in the pictures
· Students to read the action words aloud. Ask them to find these words
in the pictures.
4. Act out the story
· Provide the cutouts of the characters and students to colour and paste them
on the sticks. · Role play
· In small groups students to practice acting out different scenes of the story in
class.
Class/ Homework:
· Do Ex 1- 3 and challenge Activity Book pgs 48-49 after class discussion.
· Do Quiz AB pgs. 50-51.

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