Scheme of study 2017-18

ENGLISH CLASS 8TH

CHECKED BY: MUNIR KHAN SET

COMPUTER SETTING BY: SHAHAB AHMAD

ELEMENTARY & SECONDARY EDUATION DEPARTMENT

MARDAN

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 Scheme of study 2017-18

Subject: English
Class: 8th
Section: A
Name of Teacher/Designation:
School:

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 DAY DATE LEARNING SLOs STRATEGY ASSEMENT HOME WORK REMARKS
BLOCK

1st Unit-1  Recognize that text  1st two question  Answer the  Interpreting
Page 2 comprises a group of about title topic. question in box at question 8 at
 First two question page 2 & 3. Study page 5.
paragraphs that on page 2.
develop a single theme  Student’s reading question 1 & 2.  Meaning.
or idea.  Derive meanings of  English to English
 Skim text to have a difficult words. and Urdu meanings
general idea of the  Translation in Urdu of new vocabulary
by teacher. at page 4.
text.
 Skim text to infer
main idea.
 Scan to answer short
questions.
 Distinguish between
what is clearly stated
and what is implied.
2nd Unit-1  Recognize that text  Question about  Question 3 & 4 at  To write oral
Page 3 comprises a group of picture at page 3. page 5. communication
paragraphs that on Generosity.
Hatim tai  Student’s reading  Question 9 at
develop a single theme
A Generous or idea.  Derive meanings. page 6.
Deed  Skim text to have a  Translation of  Writing skill at a
general idea of the paragraph in Urdu. and b.
text.  Dramatize the  Oral
 Skim text to infer dialogues of Sultan, communication
main idea.
Wazir & Hatim Tai. skills a , b at page
 Scan to answer short
questions. 6.

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  Distinguish between
what is clearly stated and
what is implied.
 Choose appropriate
synonyms.
 Recognize the author’s
purpose.
 Illustrate the use of
dictionary for finding
appropriate meaning and
spellings.
 Apply rules of “a”, “an”
and “the” wherever
applicable in speech and
writing.
 Illustrate the use of
tenses learnt.

3rd Unit-1  Skim text to have a  Student’s reading  Study question  To write
Page 4 general idea of the  Elicitation of No.5 & 6 at page 5.  Oral
Hatim Tai text. meaning of words in  X-Page 6 communication c,
A Generous  Scan to answer short English & Urdu.  Oral d & e.
Deed questions.  Dramatize the communication d,
 Distinguish between dialogues of Wazir & e on page 7.
what is Hatim Tai.  Article.
 Elicit the moral of
story by

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 Clearly stated and what
is implied.
 Recognize the
author’s purpose.
 Illustrate the use of
dictionary for findings
appropriate meanings
and spellings.
 Apply rules of “a”, “an”
and “the” wherever
applicable in speech and
writing.
 Illustrate the use of
tenses learnt.
 Apply the rules of
change of number of
nouns learnt earlier.

4th Unit-1  Distinguish between  To define the  Group  Writing

Page 8 what is clearly stated sentences. Presentation exercise on
Exercise and what is implied.  Elicit the different of  Individual page 8.
Hatim Tai  Illustrate the use of simple, compound Presentation on
A Generous dictionary for finding and complex types of sentences.
Deed appropriate meaning sentences. Give  Exercise on page
and spellings. example. 8.
 Formation of
sentences in groups.

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  Apply rules of “a”,
“an” & “the” wherever
applicable in speech
and writing.
 Differentiate
between simple,
compound and
complex sentences.
5th Unite-2  Apply critical thinking  To look the picture  Question box at  Writing
Page 10 to interact with text to elicit the topic. page 10. answer to Q 1
and use intensive  To ask questions at  Question No.1 on on page 13.
reading strategies. page 10. Page 13.  Extending
 Deduce meaning of  Relate a story.  Extending activity activity XIII.
difficult words from  Students reading. XIII.
context.  Elicit meaning of
 Read silently with difficult and new
comprehension and words.
extract main idea and  Translation in
supporting detail. English.
 Present a character  Group discussion.
sketch orally.  Translations in Urdu
 Give a personal by teacher with the
response about the help of students.
characters giving
reasons to support the
response.

6th Unit-2  Apply critical thinking  To elicit the story  1st question for  To write the
Page 13 to looking at picture at the box at page 11. answers of
page 11. question

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 1st Paragraph Interact with text and  Group discussion.  Question No. iv  Iv at page 13.
use intensive reading  Elicitation of of page 13.  Choose true
strategies. meaning of difficult  Choose true or or false from
 Deduce meaning of word in English & false from page 15 page 15.
difficult words from Urdu. iv to x.
context.  Translation into
 Read silently with Urdu.
comprehension and
extract main idea and
supporting detail.
 Present a character
sketch orally.
 Give a personal
response about the
characters giving
reasons to support the
response.
7th Unit-2  Apply critical thinking  Discuss the picture  Derive the  Write answer
Last to interact with text at page No.12 any answer of question of question v,
paragraph and use intensive elicit the idea. in the box at 11. vi, vii, viii.
Page No.1 reading strategies.  Students reading.  Study question v,
1st paragraph  Deduce meaning of  Derive difficult word vi, vii, viii &
No.12 difficult words from and meanings. answers in groups.
context.  Teachers reading,
 Read silently with translation with the
comprehension and help of students,
extract main idea and group work and
supporting detail. volunteer
presentation.

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  Read a story to retell
I sequentially and
summarize.
 Present a character
sketch orally.
 Give a personal
response about the
characters giving
reasons to support the
response.

8th Unit-2  Apply critical thinking  Discussion about  Question ix, x, xi  Write down
Last to interact with text picture at page No. & xii at page 14. the response of
paragraph at and use intensive 12.  Excluding activity all these
Page No.12 reading strategies.  Elicit theme of xiii and xiv. activities.
 Deduce meaning of picture.  Writing skill
difficult words from  Student’s response. activity at page
context.  Student’s reading & No.14.
 Read silently with teachers reading.  Oral
comprehension and  Difficult words and communication
extract main idea and meanings. skill activity at page
supporting detail.  Translation with the No.14
 Read a story to retell help of students.
it sequentially and
summarize.
 Present a character
sketch orally.

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  Give a personal
response about the
characters giving
reasons to support the
response.
9th Unit-2  Recognize and  Looking at picture at  Fill in the  Writing
Exercise B, C demonstrate function page No.15 and elicit the blanks at page down
& D at page and use of infinitives. suitable word for it the No.15 & 16. different
No.15 & 16  Know the meaning of word infinitive.  Exercise D type of
infinitive and then  To elicit the word (picking out sentences.
functions in sentences. infinitive. infinitive from
among the
sentences).
10th Unit-2  Looking at picture  Looking at picture of  Oral activity  Write down
Page No.17 & and elicit the suitable page No.17 and suggest a about sentences. different
18 Language word for situation. suitable word for  Enumeration of type of
study situation. type of sentences.
 Elicit and derive the sentences.
types of sentences oral
activity within group.
11th Unite-3  Read a poem and  Discussion about picture  Vocabulary,  Write down
Poem at page give orally or in writing of page 9 eliciting topic. meaning in answer of
20 Traveling the main idea, them,  Student reading. English &Urdu. question at
Etiquettes summary, personal  Deriving the answer of  Recalling page 22.
response and question at page 20. activity No.1, 2, (Recalling).
paraphrase.  Difficult words and the 3, 4 & 5 in
 Apply summary skills deriving in English and question and
to poems to write a Urdu. answer form.
summary  Eliciting them given in
 Restate the message the picture at page 20.
in simple prose.  Reading poem in Course

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12th Unit-3  Paraphrasing the poem,  Sing the poem  Responding the  Write down
Poem at page main idea.  Dividing it into parts different stanza in the paraphrase
20  Comprehension  Paraphrasing into prose. of all stanzas.
 Applying groups  Explaining the  Write down
 Explanation  Group work poem in group. summary.
presentation  Enumeration bad  Write down
 Joint Paraphrase habits. explaining.
 Note the main points.  Enumeration good
habits.
13th Unit-3  Good Manner  Discussion about  Write the  Write down
Page 22 Etiquettes. picture at page 22 sentences with sentences
Interpreting  Use of commas eliciting purpose. commas. having one or
Exercise –A  Deriving good  Group more than one
Page 23 manner presentation oral commas
 Discussion about and written.
picture at page 23.
 Looking out commas
in reading here loudly
sentences individually.
14th Unit0-3  Understand and use  Look at picture at  Making  Write down Exercise A &
Exercise A & B of correct noun page 26. sentences having 10 sentences B
at page 26  Using nouns in own  Discussion about nouns having nouns
sentences. picture.
 Group work a.
 Group presentation.
 Using nouns in
sentences
15th Unit-3  Know about countable  Group discussion  Activity at page 27,  Write down to Write down
Know about and uncountable nouns about picture at page 28. 10 different exercise C& D
uncountable  Possession of a 27. nouns.
nouns  Group presentation  Using nouns in
Use nouns in  Discussion about sentences.
different

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 Sentences page Noun  Kinds of nouns countable  Exercise D.
26, 27 & 28.  Use these nouns in and uncountable.
 Finding old
sentences.  Nouns gender of nouns in
discussion. word in
 Discussion about exercise.
possession case of noun.

16th Unit-3  Use of tenses learnt earlier  Looking at picture and  Exercise C & D at page  Making
Page 24 use of opposite words. elicit suitable words for it. No. 24 & 25. sentences by
 Placing different things in
different places/ Positions
using different
and then deriving the preposition.
concept of proposition.
17th Unit-4  Know about computer  Discussion on picture at  Question in box at  Write answer
Computer technology. page 29. page No. 24 & 25. of question
paragraph page  Acquire understanding of  Idea with reference to  Study question No.1
30 and 1st the work of computer. picture to elicit the name and 2 at page 32.
No.1 & 2 from
paragraph of  To learn about pronouns of computer.  Evaluating and page 32.
page 31 (grammar).  Introductory, question 1 connecting question  Write the
& 2. No.1 at page 32. usage and
 Oral communicated skills  Presentation of oral
benefits of
activity at page 32. communication skill
work in groups. computer.
18th Unit-4  Know about  Discussing the  Skill question  Write an
Last computer technology. picture at page 30 and No.3 at page 32. essay on
paragraph at  Acquire 31.  Evaluating and computer and
page 31 understanding of the  Deriving different connecting its advantages.
work of computer. uses of computer. question No.2 at
 To learn about  Discussing benefits page No.32
pronouns of computer.
 Writing responses
on board.

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 (grammar)  Student reading
 Teacher reading
Translation

19th Unit-4  To learn about  Seeing and discussing  To talk about  Write a
Page No.33 Pronouns. the picture at page 3. different people. paragraph in
and 34  Use pronoun at  Talk about any  To talk about the which pronouns
Language their best place. personality in group and person at least 8 are used at least
Study individual personally, sentences and using 10 times.
discussing different types pronoun.
elicit by students that  Personal reference
there are of many kinds Interrogative and
of pronouns. indefinite.
 Using pronouns.

20th Unit-5  Read with  Seeing the picture at  Answer of the  Write a
Page No.36 comprehension. page 35. question in box at paragraph about
 Know about the  Seeing the picture at page 36. early life upto
founder of Pakistan page 36.  Studying question becoming a
narrate.  Introductory question No. 1 at page No.39. lawyer.
at page 36.  Evaluating and  Write names of
 Discussion about connecting question friends of the
Quaid-e-Azam in groups. No.2 at page 40. Quaid-e-Azam,
 Group work answer the
presentation. question.
 Student reading When Quaid-e-
 Teacher reading Azam join
Different words and congress.
meaning.
Translation in Urdu

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21st Unit-5  Read with  Students reading  Question No.2 at  Write a
1st 2 comprehension  Teacher reading page 39. paragraph
paragraph of  Know about Pakistan  Discussion in group  Oral about ideology
page 37 movement.  Volunteer communication of Pakistan
presentation skills at page No.40 with reference
 Meaning of difficult  Answer the to creation of
and new words with question why did Pakistan
the help of students. Quaid-e-Azam
 Translation in Urdu. leave congress?
 Write important  Answer the
points on writing/ question in the box
board. at page 37.
 Vocabulary.
22nd Unit-5  Read with  Looking at picture of  Question No. 3, 4  Write a note
3rd paragraph comprehension. page 37 and guess the & 5 at page 39. on Pakistan
page 37 and  Know about Pakistan topic for it. Resolution.
1st paragraph Resolution.  Recognize the
page 38 important persons in
this picture.
 Showing the student
the picture of Minar-
e-Pakistan and their
relating it to Pakistan
Resolution.
 Students reading
 Teacher reading
 Difficult words
 Translation
23rd Unit-5  To know the question  To discuss the  Write skills  Essay on
Last 2 of picture of Quaid-e- activity of page 40 Quaid-e-Azam.
paragraph at Azam with the flag

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 Page 38 Reading Of Pakistan.  Evaluating and
 Life of Quaid-e-Azam.  Students reading connecting
 Teacher reading Question No. 3 at
 Difficult words and page 40
vocabulary.
 Translation in Urdu.
24th Unit-5  Read with  Discussion on  Exercise B at  Exercise B &
Language comprehension. picture at page 42. page 42. C.
study at page  Know about the  Eliciting definition of  Exercise for thing  Making and
40, 41 & 42 definition of a verb. verb. verb. writing
(verbs)  Identify various  Group work forming  Writing card sentences of
functions of a verb. different sentences to having different the words of
identify verbs. words in exercise exercise “C”
 Derive verb of doing “C” relating to
and verb of being; word “cut” at page
helping verb. 42.
 Group work
presentation.
 Activity to improve
word power
25th Application  Punctuality  Discussion on the  Write application  Write down
for sick leave  Sense of students who are on for sick leave giving sick leave
responsibility. leave today or were clues. application.
 Write the application yesterday.
for leave purposes of  Discussion on the
application. purpose of
application.
 Writing sick leave
application.
 Writing sick leave
application involving
the

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 Students.
 Teacher clarification
about address, title, start
and end of application.

26th Unit-6  Read and comprehend the  Discussion pictures of  Answer the queston  Write the names
(Handicrafts in text. page 45. in box at page 44. of handicraft of
Pakistan)  Identify the important  Eliciting the theme of Kashmir.
Last 4 Paragraphs handicrafts of Pakistan. picture.
of page 44  Use polite expression in  Answering the questions
daily life. in box of page 44.
 Know how to answer  Students reading
questions.  Difficult words and
 Know about the deriving their meanings.
handicrafts and their  Translation
importance in daily life.  Discussion on the
handicrafts of Kashmir.

27th Unit-6  Read and  Discussion in groups  Answer of the  Write down
Last comprehend the text. on the picture at page question in 2nd box the name of
paragraph of  Identify the 44. at page 44. handicrafts of
page 44 important handicrafts  Group’s  Evaluating and Khyber
of Pakistan. presentation. connecting Pakhtunkhwa.
 Use polite expression  Students reading, question No.1 and
in daily life. teacher reading. 2 at page 46.
 Know how to  Difficult words and  Oral
to derive their communication
meaning. skill No.1 at page
 Translation by 46.
teacher.

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 Answer questions  Enumerate other
 Know about handicrafts of KPK.
handicrafts of KPK.
28th Unit-6  Read and  Discussion on the  Answer the  Write down
1st Paragraph comprehend the text. picture at page 45. question in the box the names of
of page 45  Identify the  Volunteer at page 45. handicrafts of
important handicrafts Presentation by  Extending activity Punjab.
of Pakistan. students. at page 46.  Write down
 Use polite expression  Students reading  Oral the advantages
in daily life.  Difficult words and communication of handicrafts.
 Know how to answer derive their Urdu skill No.2 at page
questions. meanings. 46.
 Know about  Teacher reading
handicrafts of Punjab. translation.
29th Unit-6  Read and  Discussion about  Oral and  Write down
Last 2 comprehend the text. picture 2 of page 45. communication the names of
paragraphs of  Identify the  Student’s sketch activity No.2 handicrafts of
page 45 important handicrafts presentations 4. at page 46. Sindh and
of Pakistan.  Division of class into  Write skill activity Baluchistan.
 Use polite expression groups two to discuss of page 47.  Write down
in daily life. handicrafts of Sindh  Enumerate the the names of
 Know how to answer and two to discuss of handicrafts of handicrafts of
questions. Baluchistan. Sindh and Pakistan.
 Group work Baluchistan.
presentation.
 Students reading.

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  Know about  Eliciting the
the handicraft reading new and
of Sindh & difficult words.
Baluchistan.  Translation.
30 th
Unit-6  Use polite expression  Activity of exercise A at  Performance of  Write down 2
Exercise A, B in daily life. page 47. these activities in sentences for
at page 47  Know how to answer  Perform these groups. each.
Exercise at questions. activities B at page 47.  Repetition of  Thanking
page 48  Know how to greet,  Group Discussion over these activities in greeting
apologize and use picture at page 48. pair. request
expression of parting  Activity exercise C at complaint,
etc. page 48. suggestion of
 Learn about command.
Transitive and
Intransitive verbs.
31st Unit-6  Use polite expression  Discussion over picture  Dramatize some  Write down
Page No.49, in daily life. on page 49. action of having 10 sentences
50  Know how to answer  Discussion in groups objects. having
questions. about the action done by  Speaking transitive
 Learn about someone or something sentences having verbs.
Transitive and  Eliciting the verb and Transitive verbs.  Write down
Intransitive verbs. objects in sentences.  Speaking sentences
 Discussion about sentences having having
Transitive verbs. Intransitive verbs. Intransitive
 Discussion over picture verbs.
at page 50.
 Ask students to do
some action but no over
any

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 Direct object.
 Clarification about
Intransitive verb.

32nd Story writing  To be able to write  Showing a picture to  Write down in  Write a story
(General) the story. learns. groups the on own choice
 Important points  Deriving the type of important keeping in mind
while story. picture principles to the important
 Writing about the format and write a principles of
picture story with help of writing story.
 Writing in group’s given outline.
different techniques of
writing a story.

33rd Unit-7  Understand the  Discussion over  Recalling and  Write down of
(Blessing of poem along with picture at page 51. interesting skill. each stanzas No.
God) central idea.  Deriving topic of  Summarize 1st 2 1, 2.
 Identify the figurative poem after discussion. stanzas.  Summarize 1st 2
language in the poem.  Students reading  Identify and use stanzas in own
 Identify different  Teacher reading the rhyme words words.
rhymes.  Difficult word and in sentences.
deriving their meaning
 Translation
 Groups discuss to
paraphrase the
stanzas.
 Group work
presentation.

34th Unit-7  Understand the  Pre-reading question  Working  Writing

Second two poem along with at page 52. paraphrases in paraphrase of
stanzas of central idea.  Discussion over groups and last two stanzas.
poem picture of presenting group  Using rhyming
work

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  Identify the figurative Page 52.  Identifying rhyming  Words in
language in the poem.  Discussion in groups words. sentences.
 Identify different rhymes. about rhymes.  Summarizing the  Summarize the
 Summarize the poem.  Group work presentation. poem in own words. poem
 Students reading
 Teacher reading
 Derive the meaning of
difficult and new words.
 Paraphrasing both
stanzas in groups.
 Group work presentation.
35th Unit-5  Model verbs  Discussing over picture at  Using different model  Using at least 10
Model Verbs  Grammar page 53. verbs in sentences. model verbs in
Page 53 & 54  Comprehension  Eliciting different words  Suggest some other sentences.
 Grammar usage in daily for boy’s activity model verbs.
life.  Suggesting proper word
for his activity/ ability/
inability or possibility.
 Discussion over other
model verbs such as may
(Permission, Possibility,
Prayer) should (dully
obligation etc. or must
necessity obligation etc.)

36th Unit-7  Conditional sentences  Dividing class into groups.  Writing different  Writing at least
Conditionals page  Examples their  Asking each group the conditional sentences 10 conditional
54 & 55 same question. and presenting in class sentences.

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 Usage and formation of  Giving them the fixed
conditional. line to answer.
 Write down the
answer of each group on
board.
 Giving each group a
word, when if unless and
use them in sentences of
their own.
 Deriving conditional
sentences after these
responses.
 Eliciting the fact about
these type sentences.
 Giving them the
concept of conditional
sentences.
37th Unit-8  Know about the part  Discussion over  Question in 1st box  Write down
(The Devoted played by the Muslims picture. at page 57. question No. I, ii,
Mate) Page 57. mystics in building the  Pre-reading question  Recalling and iii and iv at page
1st 2 paragraph character of the general No.1 interpreting question 59.
public.  Students reading No. I, ii, iii, iv at page  Evaluating and
 Know how service to  Teachers reading 59. connecting
humanity pays in life and  Difficult words and  Evaluating and question No. I at
wins respect from others. their meaning connecting question page 59.
 Urdu translation No.1 at page 59.
38th Unit-8  Know how service to  Overview of day 37.  Question in box ii  Write down
Last 2 humanity pays in life and  Discussion over picture at page 57. the theme of the
Paragraphs of wins respect from at page 58.  Question in box at unit in own
page 57 & 58 page 58. words.

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 Others  Difficult words and  Recalling and  Write down
 Translation their English and Urdu interpreting question recalling and
 Comprehension meanings. v, vi, vii, viii and ix at interpreting
 Teachers reading. page 59. question v, vi,
 Narration of the story  Evaluating and vii, viii & ix and
by the students in connection question evaluation and
group. No. ii, iii at page 59. connecting
 Eliciting the main question ii & iii.
theme in groups.
 Group’s presentation
over theme of story.
39th Unit-8  Identify the transitional  Group discussion on  Picking out  Write down 10
Language Study words use for different picture at page 59. transitional words sentences using
(Transititional purposes.  Giving some short from the paragraph transitional
devices)  Use transitional words. sentences and asking at page 60 (Exercise words.
the groups to adjust “A”)
these sentences in
paragraph.
 Eliciting the main
transitional devices.
 Use of transitional
words in sentences at
page 59 and 10 in pairs.
40th Unit-8  Know about  Group discussion  Exercise at page  Skim the
(Skimming & skimming and over picture at page 61. paragraph in
Scanning ) scanning. 61.  Skimming and exercise “A”.
page 61  Skim and scan the  Derive the word scanning the  Scan the
paragraphs. skimming and paragraph in paragraph
 Writing main idea of scanning. Exercise “A”. given in
paragraph.  Giving a paragraph  Writing main idea Exercise “A”.
and asking the group of exercise “A”.  Produce 5
to skim and scan it. question from
the paragraph

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  Writing in groups the Given in Exercise
main idea. “A” at page 60.
 Exchange of one
another group word and
presentation.

41st Unit-8  Attempt summary of  Discussing over picture  Write down the  Write down
(Writing the paragraph by at page 61. summary of the summary of
Summary) following different steps.  Group discussion over paragraph give in 1st paragraph at
diagram at page 61. exercise “A” at page page 57.
 Discussion the arrows 60.  Writing main
points in group. points to write a
 Group work summary.
presentation.
 Inline the points.
42nd Unit-8  Improve their  Discussion over picture  Using the words on  Writing
Page 62 vocabulary by knowing at page 62. page 6 in sentences. sentences of the
(Improve your the correct use of the  Eliciting proper word words on page
word power) words. for it. 62.
 Use them in sentences.  Giving the words on
page 62 by constructing
two groups each for
upper and lower half.
 Group work
presentation.
 Teacher’s clearance
about confusion.
 Constructing pain to
act the words (verbs).

43rd Unit-9  Read and comprehend  Discussion over picture  Question in first  Write golden
(Germs & at the at page 63. box at page 64. rules in bold
Diseases) letter at note.

22
 1st paragraph Text  Pre-reading  To quote the Books.
at page 64.  Understanding the question No.1, 2. golden sayings
importance of health  Students reading about wealth,
 Teachers reading health and
 Difficult words and character.
eliciting their  Which things are
meanings. given preference
 Translation over wealth?
 Pointing out over
hidden enemies.

44th Unit-9  Read and  Discussion over  Recalling and  Write a note
2nd paragraph comprehend at the picture at page 64. interpreting on files.
of page 64. text.  2nd question in box question No.1 at  How do the
Paragraph of  Understand the at page 64. page 66. germ enter
page 65. importance of health.  Students reading over bodies.
 Difficult words and
meaning
 Teacher reading
 Translation.
45th Unit-9  Read and  Discussion over.  Question in the  Write down
Last 2 comprehend at the  Relating 1st picture box at page 65. an essay on
paragraph of text. to the second one.  Recalling and mosquito’s
page 65.  Understand the  Group work interpreting germ and
importance of health. presentation. question No. 2 & 3 diseases.
 Students reading at page 66.
 Difficult words and  Evaluating and
their meanings. interpreting
question No 1, 2.
 Write a note on
picture at page 66.

23
  Teachers reading.
 Theme
 Translation.

46th Unit-9  Use the article  Formation of 4  Exercise A at  Write down

Article at page appropriately. groups. page 67. 20 sentences
66, 67 & 68  Differentiate  Each group to write  Exercise B at using each
between definite and sentences. page 68. definite and 10
indefinite article.  Parsing (making parts  Pronunciation of indefinite
 Pronounce the article of sentences). the article. article.
correctly.  Write down the name i) That
of parts. ii) The
 Eliciting word, article.
 Discussion over
picture at page 67.
 Giving each two
groups definite article
and each two indefinite
article.
 Group work
presentation.
 Teacher’s clearance.

47th Unit-9  Improve vocabulary.  Discussion over  Using both  Write

(Improve your  Use of different picture at page 69. words and sentences
word power) words having meaning  Eliciting the 10 antonyms in using words
active in different required word from the sentences. and antonyms
ways. picture during at page 69.
 Antonyms of these presentation.
words.  Constructing five
groups, assigning each
group a word from the
test at page

24
 69 and find its
antonyms.
 Groups word
presentation.
48th Unit-10  Locate the Kaghan  Pre-reading  Question in the  Writing
(The Kaghan valley in the map of question at page 71. boxes at page 71. answers to the
Valley) Khyber PakhtunKhwa.  Discussion over  How the people questions in
Page 71  Know about the life picture at pag 70. of this area have box at page 71.
of the people residing  Eliciting the topic for become to  How can one
in the surroundings of the picture. complete the become rich in
the valley.  Locating Kaghan wealthy people in areas like
 Know about the valley on the map. big cities of Kaghan.
importance of forests.  Students reading. Pakistan.
 Difficult words and
derive meanings.
 Teachers reading
 Translation.
49th Unit-10  Know about the  Question in box 1 of  Recalling and  Write down
1st paragraph valley of Kaghan. page 72. interpreting the answers of
at page 72  Know about the  Discussion over this question No. 1, 2, 3 question No. 1,
business of this valley question. & 4 at page 74. 2, 3, 4 at page
 Presentation of  Evaluating and 73.
answers. connecting
 Students reading question No.2 at
 Deriving meaning of page 74.
difficult words.
 Teachers reading

25
  Translation
 Discussion over hotel,
motel, restaurant.
50th Unit-10  Know about various  Discuss over picture at  2nd question in the Writing skills
Last Paragraph lakes located in the page 73. box at page 72. activity at page
at page 73 valley.  Discussion over lakes.  Recalling and 74.
 Know about the stories  Group work interpreting question Write an essay
woven about these lakes. presentation. No.5 at page 73. on a visit to
 Attract eh visitors to  Students reading  Evaluating and Kaghan valley.
the area and promote  Difficult words and connecting question
tourism. derive their meanings. No. 1, 3 & 4.
 Teacher’s clearance  Oral
and reading. communication
 Translation. activity at page 74.

51st Unit-10  Know about adjectives.  Group discussion over  Asking to use each  Write 10
(Adjective)  Learn about the kinds pictures on page 74 and type of adjective in sentences using
Page 74, 75 & and degrees of adjectives. 76. sentences. appropriate
76  Group word  Exercise on page comparative and
presentation. 76. superlative
 Asking to write 5 degrees.
sentences on each
picture and eliciting
adjective by any of
quality.
 Giving task to each
group to write adjective.
i. By size
ii. By colour
iii. By number
iv. By amount
 Group work
presentation

26
  Discussion over
interrogative adjective
and demonstrative
adjective.
 Group work
presentation.
 Teacher’s clarification
about interrogative,
demonstrative Adjectives,
and Degrees of
objectives.
52nd Unit-11  Recognize that the text
(Chinese new comprises a group of
year) paragraphs that develops
1st paragraph at a single theme or idea.
page 78  Know about the new
Chinese year.
 Analyze feature of an
effective topic sentence
such i) specific words, ii)
vivid verbs.
53rd Unit-11  Know about festivals of
2nd paragraph china.
of page 78 and  Importance of
1st paragraph of community.
page 79  Analyze the order of
arranging paragraphs: (i
Most important to
 Group discussion over
picture at page 77.
 Pre-reading activity at
page 78.
 Eliciting the topic after
discussion.
 Students reading
 Difficult words and
their meaning.
 Teacher’s reading
 Translation.
 Group discussion over
picture at page 78.
 Students reading.
 New and difficult
words and their
meanings.
 Teacher’s reading.
 Recalling and  Write a
interpreting question paragraph on
No.1 at page 82. start of Chinese
 Question in box at new year.
page 78.
 Recalling and  Answer as
interpreting question assess of
No.2, at page 82. question No.2 of
 Evaluating and recalling activity
connection question at page 82 and
No.1 at page 82. question No.1 of
 Exercise A (True or evaluating
False activity I to iv at activity at page
page 82 82.
 Write a note
on Chinese
communal
27
 Least important and  Translation. Feast.
vice versa. I) General to
specific and vice versa.

54th Unit-11  Know about the  Discuss over picture  1st question in  Write the
Paragraphs at festivals of China. at page 79. box at page 79. answers of
page 79  New Vocabulary  Group presentation.  Recalling and recalling and
 Students reading interpreting interpreting
 Difficult words and question No.iii, iv. question No.iii
their meaning.  Evaluating and & iv.
 Teacher’s reading interpreting  Evaluating
 Translation in Urdu question No. ii, iii. and
 Student’s  Exercise A interpreting
translation. (True/False activity question No. ii
No. v, vi. & iii.
55th Unit-11  Know about the  Formation of four  2nd question in  Write down
Page 80 festivals of china. groups, each to box at page 79. the 15 days
 Concept of discuss at one picture.  Question in box celebration of
community, unity  Group word at page 80. New year of
work. presentation.  Writing skills China.
 Scan to locate an  Discussion over activity at page 82.
opinion. work presented.  Oral
 Students reading. communication
 Difficult words and activity at page 82.
derive their meanings.
 Translation.
56th Exercise-B  Indentify and  Discussion over  Individual reading  Write 20
picture at of the words in

28
 Minimal at Pronounce in minimal Page 83 Words on Exercise-B Minimal
page 83 pairs common problem  Group work  Pronunciation of the pairs.
consonants including /v/, presentation words by teacher.
/w/, /ya/, /th/, /I/, etc.  Students reading
 Loud reading
 Teacher reading
 Marking between the
differences between two
words.

57th Preposition on  Know about preposition  Group discussion  Giving different  Write 10
page 84 types types of preposition about difference sentences and pointing sentences
of preposition sentences. out preposition from having
 Parsing sentences. these sentences. preposition.
 Pointing preposition.
 Group work
presentation.

58th Preposition of  Learning preposition of  Group discussion  Pointing out preposition  Writing to
time page 85 time about the picture at of time in examples at sentences
page 85. page 85. using
 Group work preposition
presentation. of time.
 Eliciting the definition
of preposition of time.
 Doing activity at page
85 groups.
 Group work
presentation.
59th Preposition of  Learning and applying  Group discussion in  Pointing out preposition  Writing
place (In, on, preposition of place. picture at page 86 on of place at page 87. sentences
at) at page 86, different sentences.  Writing 5 sentences using
87  Eliciting preposition of about the picture at page preposition
place in them. 87 using preposition. of place.

29
  Group work
presentation
 Using preposition of
time in sentences.
 Discussion and
presentation of table and
examples of page 86.
60th Preposition of  Know and learn  Group discussion over  Presentation by  Write 15
direction preposition of direction the sentences having students using sentences using
Preposition of agent and device. preposition. preposition of preposition of
Agent.  Using them in  Group work direction agent direction, agent
Preposition for sentences. preposition according to device. device in each
device. the direction of teacher. five.
Eliciting each type of
preposition, direction,
agent device.
 Working over
examples of page 87.
61st Exercise-C at  Know, learn silent  Group discussion  Putting letters in  Write 15 words
page 86 “Silent letters. about the words which blank, spaces given having silent
Letters”.  Use and write words have silent letter. by teacher. letters.
having silent letters.  Group work
presentation.
 Teacher’s clarification
about silent letters.
 Doing exercise-C at
page 88.

62nd Syllable at page  Know about syllabus.  Discussion over picture  Exercise-E at page  Write 20 words
88, 89  Recognize and at page 88. 89. having syllables.
 Discussion about the  Discussion over
words picture at page 89

30
 Write syllable Like airplane.  Write individually
 Group work presentation. syllable words.
 Clarification of teacher  Presentation of
about syllable. individual work.
 Doing exercise-D at page
88.

63rd Unit-12  Read and  Motivation and pre- 1 Group  Write an

Our School understand the reading picture at page 90 discussion. Question essay on
(Poem) poem. to 91. from the students. “Our School”
(Anonymous)  Understand the  Show the picture and 1. Who is the poet of about 25
Line No.1 to 5 theme of the motivate the student. this poem? sentences on
page 91 poem. Where do children get 2. What is the your note
 Share and education? meaning of dwell? books as a
What did you see in these
discuss their views 3. Where we live in home work.
in the groups. pictures activities? peace.
Student reading 4. Similar words,
Words and meaning English piece, peace.
to English with the help of
students.
64th Unit-12  Read and  How you read any poem?  Words meaning.  Write 20
Our school Understand poem  Who is the poet of this Writing in groups. adverbs on
(Poem)  To know about poem? Ask and write on the your note
(Anonymous) anonymous poem.  Where we obey the rules board examples of book as a
Line No.6 to  To learn about and laws? adverbs from each home work
11 page 91 adverbs.  Teacher reading + student. and words
students reading. To search  How does a school meaning
meaning with the help of make our life? from the
students.  Question from the poem.
Definite of adverb. student.

31
65th Unit-12  To know about so  Questions about the  Making four  What do you
Exercise at many hearts. poem from groups, groups and asking learn in your
page 92  To know about the activities competition each group to school?
Group smile. between groups. search adverb from Write 30
discussion  To identify adverbs.  Write each group 20 Unit No. 1, 2, 3, 4 sentences on
language adjectives and make of text book. your note
study adverbs. book?
66th Unit-12  Students will be able  Questions about  Write each group  Write 20
Our school to learn about the previous knowledge. ten sentences and adverbs of
(Poem) kinds adverb.  Writing three words show four kinds of each class on
of adverbs  About the kinds of and asking the adverbs. your note book
Page No.93 adverb. student which is an  Make cards of as home work.
1. Adverb of  To divide adverbs adverb. four kinds of
time into different classes.  Divide the students adverbs activities
2. Adverb of into four groups. of group.
frequency.  Ask them to write
3. Adverb of every group.
place.  Different kinds of
4. Adverb of adverbs.
manner.  Different sentences
and search adverb in
each sentence.
 Competition among
the groups.

67th Unit-12  Students will be able to  Previous knowledge  Make a chart of  Write 20
Our School know the 7 kinds of Question from all the seven kinds of sentences and
(poem) page 94 adverb. groups. adverbs and show show seven
5. Adverb of  They will be able to  What do you know every group all the kinds of
quantity. differentiate among the about the adverb of
class. adverbs in each
6. Adverb of different kinds of time?
sentence.
 Match columns of
each

32
 Affirmation. Adverbs. Kinds of adverbs.
7. Adverbs of  Group discussion about
reason. adverbs.
 Discuss kinds of 5, 6 & 7
with the help of students.

68th Unit-12  Students will be able to  Activities: Competition  Write five sentences  Write the
Exercise-B make adverbs from between groups. on the blackboard of degrees of 10
Forms of adverb. adjective.  Make a chart of positive, different kinds of adverbs on your
Adverbs from  Students will be able to comparative and adverbs and clear with note books as
adjectives. know about the degrees and superlative degrees of the help of students. home work.
Commonest forms of the adverb. adverbs.
adverb.  Write different adjectives
Forms their on the blackboard and
comparative and clarify from the different
superlative kinds.
degrees.  Show the picture at page
95. A student is thinking
about the adverbs.
69th Unit-12  Students will be able to  The teacher will guide the  Ask the students to  Write 20 verb
Exercise-C learn where the adverbs are students where the make charts of adverbs phrases on your
Position of generally placed. adverbs of different kinds and also show the note books.
adverbs page 97 placed after verb. adverb phrases for
to 98  Examples will be given example of time
with the help of sentences. everywhere.
 Activities with charts
between different groups.

70th Unit-12  Students will be able to  Discuss among group  Choose adverbs of  Write a
Exercise-D & understand the kinds of about the kinds of adverbs seven kinds from Unit paragraph of 20
Revision of the adverbs completely. teacher will give a test on No. 5, 6 & 7. lines what you
unit at page 98, the blackboard with help of have learnt in this
99 insert the students. unit.
adverbs in the
brackets in

33
 The place  Students will  Activities of different
differentiate kinds of adverbs with
between different small charts.
classes of adverbs.  Competition between
groups.
71st Unit-13  Learn to answer in  To show the pictures  Question from  Write words
Great Muslim the boxes. of Muslims scientists. students. meanings from the
Scientist Ibn-  Learn to answer in Tell the names of some  When and paragraph.
e- Sina page exercise 1, 2, 3. Pakistani scientist. where Ibn-e-Sina  Translation into
101  Learn about the  Who made Pakistan born? Urdu from he was
paragraph great Muslim nuclear country?  What was his born various
No.1 at page scientist Ibn-e-Sina.  Tell me the name of age when he sciences.
101.  To learn difficult some early Muslim learnt the Holy  Use these words in
words meanings. Scientist. Quraan. your own sentences.
 Words meanings  When and  Scientist, pride,
 Model reading where Ibn-e-Sina inspire, famous.
 Student reading died.
 Translation with the
help of students.
72nd Unit-13  After reading this  Model reading of the  Questions from  Answer the
Page No.102 part students will teacher. box and exercise. questions No. 4, 5, 6
paragraph be able to learn the  Vocabulary  Who dies Ibn-e- from the exercise.
No.1 books on medical  Short questions about Sina Cure?  Translate five
science. this paragraph.  What is the sentences from this
 To know about  Words meanings name of his paragraph.
the doctor of Ibn-e-  Translation with the medical book on  Use these words in
Sina. help of the students. Medical science? your own sentences
 Show picture of book  Words meanings entire, reliable,
and Muslim Scientists. English to English illness, cured.
in groups. Who
wrote many
books?

34
73rd Unit-13  Learn to answers short  Model dealing of the  How many drugs did  Write about
A great Muslim questions. paragraph. Ibn-e-Sina discoveries? the various
scientist (Ibn-e-  Know about the great  Words meanings, group  What branches of
Sina) paragraph Muslim scientists Ibn-e- discussion about the knowledge did he
contributions
No.2 sina). discoveries of Ibn-e-Sina. study? of Ibn-e-Sina.
 Learn about the  Discuss about the  Who detected  Write
discoveries of Ibn-e-Sina. different branches of tuberculosis? different
science in which Ibn-e-Sina  Who discovered
branches of
was expert. interrelationship
between time and science in
motion. which Ibn-e-
Sina was
expert.
74th Unit-13  After reading students will  Class will be divided into  Question from the  Write all the
New Vocabulary be able to tell the meaning four groups. exercise. difficult words
page 103 of words in English  Discussion among the  When was Ibn-e-Sina
recalling and  They will increase their groups about difficult born?
and their
interpreting at vocabulary. words.  Where was he born? meaning in
page 103  To learn new words.  Writing competition.  What is the meaning English on your
of cure? note books.
 What is the meaning
of unique?
75th Unit-13  Students will be able to  Previous knowledge what  What is the definition  Write 20
Exercise know about preparation is a preposition give of prepositional sentences with
(Grammar) preposition. examples. phrase?
prepositional  The will make difference  Different activities will be  Sentences with the
prepositional
phrases at page between preposition and given to the groups. prepositional phrase. phrases.
104 to 105 prepositional phrases.  Every group will make a  Pick out the
chart of ten prepositional prepositional phrase in
sentences. these sentences.
 Group discussion.
76th Unit-13  Students will learn the  The teacher will ask the  Write 40 words and  Write 30
Synonyms meaning of synonyms. whole class about the same their synonyms each words and
(Grammar) Page meaning words with the group 10 words on the
No. 106 help of the blackboard charts. their synonyms
from unit No.6,
7 & 8.

35
 Exercise-C  They will tell Teacher will give different
synonyms of examples.
different words.  Activities of groups. Every
 They will increase group will write 20 words and
their vocabulary. their synonyms.
77th Unit-13  Students will be  Previous knowledge. How  Choose conjunctions  Write 20
Exercise The able to know about many parts of speech. from the following sentences and
conjunction the conjunctions.  Write parts of speech with sentences. insert proper
page No.  They will be able to examples on the blackboard.  Fill in the blanks with the conjunctions.
106 search conjunctions  Group competition. appropriate conjunctions.  Write all the
from the book.  Discussion among the groups  Join the sentences with conjunctions
about conjunctions. the help of conjunctions. from Unit No.
9, 10.
78th Unit-13  Students will be  What is conjunction?  Write ten sentences  Write 20
Exercise –D able to give examples  Teacher will write some each group examples of sentences
Examples of of different kinds of sentences and ask the students conjunctions. and insert
conjunctions conjunctions. to find the conjunctions.  Fill in the blanks with proper
Example proper conjunctions.
conjunctions.
 He was sorry after he had  Each group will make a
done it. The earth is larger than card of 10 conjunctions.
moon.
79th Unit-13  Students will be  Teacher will give activity for  Who was Ibn-e-Sina?  Translate the
Revision of able to make the exercise.  When was he born? following
the whole sentences, to  Translate these sentences into  Where was he born? paragraph into
unit page translate into Urdu. Urdu.  Write the name of his Urdu.
No. 101 to  To answer the  Use these words in your own famous book.
102 questions to know sentences.
about conjunctions.

80th Unit-13  Students will be  Picture of a crow.  What did you see?  Write
complete

36
 Grammar story Able.  Pitcher pebbles and  Tell me the name of Story with moral
(Thirsty Crow)  To write a story to garden. this bird. “The Clever Crow”.
increase their  The story will be  What is he searching
vocabulary. complete with for?
 To improve their questions and answers  What did he think?
writing. with the help of the  How he drank
 To seek new words. students. water?
 To learn the lesson.  Teacher will write  Moral
some points.
 Students will write
complete story with
moral.

81st Unit-13  After writing this essay  The teacher will show  Whose picture is  Write 50
Grammar, students will be able; the whole class some this? sentences about
Essay (Allama  To know their national pictures and asks the  Where was Allam your National Poet.
Iqbal) poet. students about them. Iqbal born?  Write name of
 To know about thinker  Who is our national  What is the name of his important
of Pakistan. poet? his father? books.
 To seek new words.  What is he thinking?  Where did he study?
 TO improve their  Where was he born?
writing and knowledge.  Activities. The teacher
will divide into groups.
Each group will write
about their national
poet and hero.

82nd Unit-13  Students will be able to  Previous knowledge  Write an application  Students will
(Grammar) write application. parts of application. for SLC on your note write an
Application for  To learn new  Meaning of SLC. books. The teacher will application for SLC
SLC vocabulary.  Difficult words on the check and correct the on their neat note
blackboard and their mistakes. books as home
work.

37
  To learn method of Meaning.
writing application.  How to address the
principal. Activities
and discussion among
the students.
83rd Unit-14  Read and  Group discussion  1st question in box  Writing the
1st paragraph understand the text. about picture at page at page 112. answers of
on page  From an idea the No.111.  Recalling and question No. 1, 2
No.112. The future world.  Group work interpreting at page 114.
words in the presentation. question No. 1, 2 at
year 2100.  Pre-unit question of page No. 114.
page No.112.  Oral
 Students reading. communication.
 Teachers reading.
 Deriving meanings
of difficult words.
 Translation.
84th Unit-14  Read and  Group discussion  2nd question  Write the
2nd paragraph understand the text. about the picture at in the box at interjecti
at page 112.  From an idea from page 112. page on with
The world in the dream world of  Group work No.112. some
the year 2100 science. presentation.  Recalling sentence
 Pre-unit question and s at page
No.2 at page 112. interpreting 115.
 Students. Reading. question
 Teachers reading. No.3 and 4,
 Deriving meaning of at page 114.
difficult words  Writing skills
 Translation. of students.

38
85th 1st paragraph  Read and understand  Group discussion  3rd question in  Write the
at page the text of paragraph about picture at page box at page 113. answers of the
No.113 “The at page No. 113. No.113.  Recalling and question No. 5,
world in the  How to use science  Group work interpreting 6 at page No.
year 2100” for the betterment of presentations. question No. 5, 6 at 114.
humans.  Pre-unit question at page No. 114.
page No.112.  Picture discussion
 Students reading. at page 114.
 Teacher reading.
 Deriving meaning of
difficult words.
 Translation in Urdu.
86th 2nd paragraph  Read and understand  Group discussion  Continue of  Write the
at page 113 the text paragraph at about paragraph question in box answer of
“The world in page 113. (continue the picture No.3 page No.113. question No.7.
the year  From an idea science. at page No.113).  Recalling and
2100” The world in the year  Group work interpreting
2100. presentation. question No.7 at
 Students reading. page 114.
 Teacher reading.
 Deriving the
meaning of new
difficult words.
 Translate in Urdu.
87th 3rd paragraph  Read and understand  Group discussion of  4th question in  Write the
at page 113 the text. 3rd paragraph at page the box at page interjection
 Idea of interjection. No.113. 113. sentences.
 Pre-unit questions at  Sentences of the
page 112. interjection at page
 Students reading. 115, 116.

39
  Teacher reading
 Translation.
88th Last  Read and  Group discussion of  Pre-calling and  Write the
paragraph at understand of text the text paragraph. interpreting some proper
page 113 “The passage.  Group presentation question on page nouns and
world in the  Know about noun.  Pre-unit question No.3 No.114. abstract noun.
year 2100” at page No. 112.  Evaluating and
 Students reading connecting
 Teacher reading question at page
 Translation of the text. No.115.
 Nouns abstract.
 Nouns at page
No.116.
89th Language  Know about  Group discussion on  Recalling and  Write and
study interjection at page interjection. interpreting recite some
grammar No.115.  Group presentation at question on interjections.
page No.115. interjection.
 Use of interjection  Present a
between the students sentence.
groups.
 Explanatory of
interjection.
 Teacher explanation.
90th Continue of  Abstract collection  Group discussion of  Kinds of nouns.  Write a list of
language nouns read and abstract nouns.  Evaluating and collection and
study understand the  Group presentation of connecting abstract noun.
grammar at abstract noun at picture at page No. 116. question at page
page 116 page No.116 and  Students reading at No.115.
117. page No.117.  Exercise
 Teacher reading. sentences.

40
91st  The proper  Read the sentences  Group discussion  Proper nouns at  Write some
noun. at page 117. about nouns. page No. 117, 118. important
 The  Understand the  Group presentation proper
common noun noun (Collective and of sentences at page nouns.
at page Common) 116, 117.
No.117 of the  Group presentation
world in the of picture at page
year 2100. No.116, 117.
 Deriving the nouns.
 Students sentences
about nouns.
 Teacher’s sentences.
92nd The common  Read the sentences  Group discussion  Recalling questions  Write at
nouns at page and understand. about common nouns. about common least 50
No.117, 118  From an idea about  Group presentation nouns. common
of the world in common nouns. of a picture at page  Common nouns at nouns on
the year 2100. 118. page 118. your note
 Students reading. book.
 Teacher reading.
93rd The abstract  Revision of sentence  Revision and review  Revision of  Write the
and collective at page No. 116. the collective and question about collective
nouns revision  Review the abstract abstract nouns at page collective and and abstract
at page 116 & noun. No. 116, 117. abstract noun. noun 50
117  Revision of pictures each.
representation at page
116.
94th Unit-15  Read and  Group discussion  First question in the  Write the
Page 119 understand the text. about the picture at box at page No.120. answer at
Important of  Know about the page 119.  Recalling and page 122.
Media 1st various forms of  Group work interpreting question at
paragraph at page No. 122.
media. presentation.
 Oral communication
page No.120  Pre-unit question at
at page
page 120.

41
  Students reading 123.
 Teacher reading
 Deriving the difficult
words of the text.
 Urdu translation.
95 2nd paragraph  Read and understand  Group discussion  2nd question in  Write the
at page 120 of the text. about the picture at the box at page answers of the
importance of  Role of Media in the page 120. 120. question No. at
Media. society.  Group work  Recalling and page 122.
presentation. interpreting
 Pre-unit question at question No.2 at
page 120. page 120.
 Students reading  Write skills at
 Teacher reading page 123.
 Deriving the new
difficult words.
 Translation.
96 3rd paragraph  Read and understand  Group discussion of  3rd question in  Write
at page the text. the text and picture the box at page answers of
No.120  Information and at page 120. 120. question No.3.
media.  Group work  Recalling and
presentations. interpreting
 Pre-unit question question No.2 at
No.2 at page 120. page 122.
 Students reading  New vocabulary
 Teacher reading. at page 122.
 Deriving the difficult

42
 Words
 Translation into
Urdu
97 The  Read and understand  Group discussion of  Recalling and  Write the
importance of the text at page 121. the text. interpreting answers of the
Media 1st  Print media and  Group work question No. 3 at questions at
paragraph at social media. presentation about page 122. page 122.
page 121 the picture at page  Evaluating and
121. connecting
 Students reading question No.1 at
 Teachers reading page 122.
 Deriving the difficult
words.
 Translation.
98 2nd paragraph  Read and understand  Group discussion  Evaluating and  Write the
at page 121 of the text. about the picture at connecting at page answers of
importance of  Idea of tenses. page 121. 122. question at
Media.  Group work  The use of page 122
presentation of the tenses. question No.2.
picture at page No.
121.
 Students reading
 Teacher reading
 Deriving the difficult
words of the text at
page 121.
 Translation into
Urdu.

43
99 The use of the  Understand the use  Group discussion  Present indefinite  Write some
tenses at page of tense. about the tense. tense. sentences of
123 of  Knowledge about the  Group work  Knowledge about present
importance of percent tense at page presentation about the present indefinite
media. No.119. the picture at page indefinite tense. tense.
123.
 Student’s
knowledge and
reading sentences at
page 123.
 Teacher reading.
100 Continue of  Knowing about the  Group discussion  Present some
present tense at page NO. 123, about tense. sentences from the
indefinite 124.  Group work students.
tense at page  Use of tense. presentation about  Present indefinite
123, 124 of the picture at page tense sentences.
importance of No124.  Evaluating of
Media  Student’s activity. present Indefinite
 Teacher activity. tense.
 Some useful
sentences.
 Translation into
English.
 Use of verbs.
 Helping verbs
 Use of do and does.
101 Continue of  Simple sentences.  Group discussion  Present Indefinite  Write ten
present  Negative and about present tense. tense, Negative sentences of
indefinite interrogative  Group work and interrogative present
tense at page sentences. presentation of sentences. indefinite
123, 124 present tense at page tense, Negative
124 and
Interrogative.

44
  Use helping verbs.  Student’s sentences.
 Teacher sentences.
 Translation into
English.
102 Present  Knowing about the  Group discussion  Knowledge of  Write the
continuous present continuous about present tense, present continuous 10 sentences
tense at page tense. previous knowledge. tense. of Urdu and
124 of the  Improve their word  Group work  Evaluating of their English.
importance of power at page 119. presentation of the present continuous
Media picture at page 124. tense.
 Student’s reading at
page 124.
 Teacher explanation
 Use of helping verb
“ing” is, am, are.
103 Continue of  Previous knowledge  Group discussion  Knowing about  Write
present about present about present present continuous twenty
continuous continuous tense. continuous tense. tense, negative and sentences
tense at page  Improve their words  Group work interrogative negative and
124. power at page 119. presentation. sentences. interrogative.
 Improve negative and  Student’s sentences.  Previous
interrogative  Teacher sentences. knowledge of
sentences.  Some importance present continuous
sentences and Urdu. tense is , am, are,
and use of “not” and
sign of “?”.
104 Present  Present perfect tense  Group discussion  Evaluating of the  Write the
perfect tense knowledge. about present perfect present perfect sentences on
at page 124 &  Improve the forms of tense at page 125. tense. your note
125 verbs.  Group work  Recalling question book.
 Indicate the presentation about about present
picture at page 125. perfect tense.

45
 Present perfect tense.  Student’s
 Use of has & have. comments.

105 Continue of  Knowledge of present  Group discussion  Evaluating of  Write 10

present perfect tense.  Group work verb from “Third sentences of
perfect tense  Use of has not & have presentation. Form”. present perfect
at page 125 of not.  Use of “Has” &  Questions about continuous
importance of “Have” use of “Have” & tense.
Media “Has”.
106 Present  Knowing about  Group discussion  Importance  Write 10
perfect present perfect about present perfect sentences. sentences of
continuous continuous tense at continuous tense. present perfect
tense at page page 125.  Group work continuous
125  Make the sentences presentation about tense.
importance of of present perfect the picture at page
Media continuous tense. 125.
 Student’s activity
 Teacher activity.
107 Unit-16  Read and understand  Group discussion  1st question in  Write answer
1st paragraph the text. about the picture at the box at page of the
on page 127  Know how the page 127. 127. questions page
of the carpenter is useful to  Group work pre-  Recalling and No. 127, 130.
carpenter follow men. sanitation about interpreting
picture. question No. 1 at
 Pre-unit question at page 130.
page 127.  Exercise-A
 Students reading. complete the word
 Teacher reading. at page 131.
 Deriving the
meaning of difficult
words.

46
  Translation into Urdu.
108 Unit-16  Read and  Group discussion  2nd question in  Write
The carpenter understand the text. about the text at page the box at page answers of the
2nd paragraph  Know about the 127. 127. question No.2
at page 127 of tools used in  Group work  Recalling and and Exercise-B
carpentry. presentation. interpreting at page 131.
 Pre-unit question at question No.2 at
page 127. page 130.
 Students reading  Exercise-B
 Teacher reading. singular and plural
 Deriving the at page 131.
meanings.
109 Unit-16  Read and  Group work discussion  3rd question in  Write the
The carpenter understand the text about the picture No.1 the box at page answers of the
3rd Paragraph at page 128. at page 128. 128. question.
at page 128  Become conscious  Group work  Recalling and
in handling the tools. presentation. interpreting
 Realize that manual  Pre-unit question No.2 question at page
labor.  Student’s reading 130.
 Teacher reading  New vocabulary.
 Deriving the meaning
of difficult words.
 Translate into Urdu.
110 Unit-16  Read and  Group work discussion  4th question in  Write the
The carpenter understand the text about the picture No.2 the box at page answer of the
4th paragraph at page 128. at page 128. 128. question at
at page 128  Use correctly the  Group work  Recalling and page 130.
“ei” or “ie” in the presentation about the interpreting
words. picture. question at page
 Pre-unit question No.3 130.
at  Exercise-C at
page 132.

47
 Page 127.
 Students reading.
 Teacher reading.
 Deriving the meaning
of difficult words.
 Translation by
students with the help
of teacher.
111 Unit-16  Read and  Group work  Theme of the  Answer the
The carpenter understand the text at discussion about the Unit at page question 2 at
5th paragraph page 129. picture at page 129. No.129. page 130.
at page 129 Give the plural of  Group work  Evaluating and
words. presentation about the connecting
 Learn the past pictures. question at page
tense.  Student’s reading 130.
 Deriving the meaning  The past tense at
of difficult words. page 132.
 Translation into
Urdu.
112 Unit-16  Read and  Group discussion  Use the second  Write 10
Simple past understand the about the past tense. form of verb in the sentences of
tense at page sentence at page 132.  Group work simple past tense. Urdu and there
132 of the  Learn about the past presentation about the  Use of adverbs in English on your
carpenter tense. picture at page 133. sentences at page note books.
 Use of 2nd form of  Students reading 132.
verb. about past tense.
 Teacher reading
 Explanation of simple
past tense.

48
113th  Continue of  Understand the  Group discussion  How make of  Write the
the simple past tense. about past tense. Negative and some negative
past tense at  Learn the use of  Group work interrogative and
page 132. past tense. presentation. sentences with interrogative
 Negative  Student’s activity. help of verb and sentences of
and  Negative sentence in “not” “did” simple past
interrogative past tense. tense.
sentence.  Interrogative
sentence.
 Teacher activity about
negative and
interrogative sentences.

114th Past  Understand the  Group work discussion  How to use the  Write some
continuous past continuous about the past “was”, “were” and sentences of
tense at page tense. continuous tense. “been”. past
133.  Learn about the  Group work  Where “ing” use. continuous
Verb and verb and helping presentation.  Simple tense.
helping verbs. verb.  Student’s sentences. sentences.
 Teacher sentences.
 Group activity.
115th Continue of  Understand and  Group work discussion  How use the  Write 10
past use of tense. about past continuous “was”, “were” and sentences
continuous  Make Negative tense. “been”. negative and
tense. sentences with help  Group work  Use first form interrogative
Negative of “was not” and presentation. with “ing”. form.
Interrogative “ing”.  Student’s activity.  How make a
sentences at  Teacher activity sentence.
page 133.  Some useful sentences
of the tense.
116th Unit-16  Understand and  Group work discussion  How to use of  Write the
“Had”. sentences

49
 Past perfect Use of past perfect  About the tense at page  Third form of Of past perfect
tense at page tense. 133. verb. tense.
No.133  Use of “Had”.  Group work presentation.
 Learn of past  Student reading.
tense.  Teacher reading
 Translate into Urdu with
the help of students.

117 Unit-16  Use and  Group work discussion  How to use of  Write 10
The carpenter understand the about the tense. “Had not” in the sentences
continue of past perfect tense.  Group work presentation. sentences. Negative and
past perfect  Negative and  Student’s sentences.  Third form of 10 sentences
tense at page interrogative  Teacher sentences. the verb. interrogative.
133 sentences.  Translate Urdu to English  Sign of “?”.
sentences.
118 Unit-16  Understand the  Group work discussion  How to use of  Write 15
The carpenter tense about past perfect “had been” and sentences of
past perfect  Helping verb continuous tense at page first form of verb past perfect
tense at page “been” “ing” first 134. with “ing”. continuous
134 form.  Group work presentation tense.
 Student’s sentences.
 Teacher sentences.
 Useful sentences.
119th Simple future  Understand the  Group work discussion  Learn of the  Write the
tense at page future tense. about the tense at page tense. sentences of
134  Learn about the 134.  Use of Shall & the future
tense  Group work presentation will. indefinite
tense.

50
  Use of “shall” and  Student’s sentences.
“will”.  Teacher sentences.
 Translation of
sentences.
120th Unit-16  Read and understand  Group work  Use shall and will  Write about
The carpenter the tense at page 134. discussion about the as helping verb. 15 sentences
future  How to learn the picture at page 134.  Use “ing” with of the future
continuous future continuous  Group work first form of the continuous
tense at page tense. presentation about verb. tense.
134. the picture.  Shall be and will
 Student’s sentences. be.
 Teacher sentences.
 Translation.
121 Unit-16  Understand the  Group work  How to use the  Write 10
The carpenter tense. discussion about the “have” in the sentences
Future perfect  Learn about future picture at 135. tense. about future
tense at page perfect tense at page  Group work  Third form of perfect tense.
135 135. presentation. verb.
 Student’s sentences
 Teacher sentences.
 Translation.
122nd Unit-16  Learn about the  Group work  How to cure of  Write some
Future perfect future perfect discussion about the future perfect sentences
continuous continuous tense. tense. tense in sentences. about future
tense at page  Use of “have been” in  Group work  Have and been. perfect tense
135 the sentences. presentation.  Third form of
 Student’s sentences. verb.
 Translation.
123rd Unit-17  Read and  Group work  1st question in  Write the
discussion the box at page answer of

51
 1st paragraph Understand the text. About the picture at 137. The question in
on page 137  Know the page 136.  Recalling and the box and
of cleanliness. importance of  Group work interpreting question No.1
cleanliness. presentation about the question NO.1
picture at page 136. page 139.
 Pre-unit question
No.1 at page 137.
 Student’s reading
 Teachers reading
 Deriving the difficult
words.
 Translation.

124th Unit-17  Read and  Group work  2nd question in  Write the
2nd paragraph understand the text. discussion about the box at page 137. answer of the
at page 137 of  Know the bad effect picture No.2 at page  Recalling and question.
cleanliness of un-cleanliness. 136. interpreting Words meaning.
 Group work question No. 2.
presentation.  New vocabulary.
 Pre-unit question
No.2 at page No. 137.
 Students reading
 Teacher reading
 Deriving the meaning
of difficult words.
 Translation into
Urdu.
125th Unit-17  Read and  Group work  Recalling and  Write the
3rd paragraph understand the text. discussion about the interpreting answers of the
of cleanliness picture at page 137. question No. 3 & 4. question of
recalling.

52
  Be careful in  Group work  Consonant
avoiding the things presentation. cluster at page 140.
harmful for human  Pre-unit question
beings in the social No.3.
life.  Student’s reading
 Teacher reading.
 Deriving the meaning
of difficult words
 Translation.
126th Unit-17  Read and  Group work discussion  Evaluating and  Write the
4th paragraph understand the text. about the picture at connecting answer of the
at page 138 of  Know the outward page No.138. question No. 1, 2 at question.
cleanliness and inward concept  Group work page No. 139.
of cleanliness. presentation  Picture No.5 at
 Pre-unit question No.3 page 139.
 Student’s reading
 Teacher reading
 Deriving the meaning
of difficult words
 Translation into Urdu.
127th Unit-17  Read and  Group work discussion  Evaluating and  Write the
5th paragraph understand the text about the text. connecting answer of the
at page 138 of  Group work question at page 2. question.
cleanliness presentation  Language study.
 Student reading  Grammar at page
 Teacher reading 141.

53
  Deriving the meaning of
difficult words.
 Translation into Urdu.
128th Unit -17  Read and understand  Group work discussion of  Evaluating  Write the
Last paragraph the text at page 138. the text at page 138. and connecting answers of
at page 138 of  Group work presentation. question No.39 questions.
cleanliness.  Pre-unit question No.4 at at page 139.
page 137.  Grammar.
 Student reading.
 Teacher reading
 Deriving the meaning of
difficult words.
 Translation.

129th Unit -17  Read and learn of  Group work discussion of  Exercise-B at  Write some
Grammar-A at consonant at page 140. picture at page 140. page 140. words start
page 140 of  Consonant and  Group work presentation  Used the “a” with vowels.
cleanliness vowels. of the consonant. before
 Identify consonant  Students reading consonant and
duster.  Translation “an” before
vowels
130th Unit-17  Read and understand  Group work discussion  Exercise-C at  Write the
Continue of of monothongs, about the pictures at page page 141. clear vowels.
grammar diphthongs, tripthongs 141.  Conversation  Write the
consonant and at page 141.  Group work presentation of vowels and monotongs.
vowels at page  Student activity. consonant.
136

54
  Teacher activity

131st Unit-17  Continue of learning  Group discussion  Conversation at  Write some

Continue of and understanding of about the page 142. diphthongs.
grammar at monothongs, monothongs and
page 141 diphthongs and diphthongs.
tripthongs.  Group presentation
of diphthongs.
 Student’s activity
 Student’s activity
about ‘thongs’.
 Teacher’s activity
about “thong”.
132nd Continue of  Continue of learning  Group work  Continue of  Write the
grammar at and understand discussion about trip conversation at some
page 141 of tripthongs at page 141. thongs. page 142. tripthongs.
cleanliness.  Group presentation.  Improve your
 Student’s activity. words power at
 Teacher activity. page 143.
133rd Unit-18  Know about the  Student reading.  What is the  Words
Population natural resource of the  Teacher reading present population meaning of
growth its country.  Translation of our country? paragraph 1 to
impact  Pakistan’s population  New vocabulary  When Pakistan 2.
paragraph 1 in 1951.  Recalling and did come into to  Write the
to 2  Increasing ratio of interpreting being? population of
Pakistan’s population  Know about the three
in south Asian dangers of over neighbouring
countries. population. countries.
 Group discussion

55
  Discussion in about
picture on page 1.

134th Unit-18  Become conscious of  Students reading.  What was the  Difficult
Population increase in population  Teacher reading population of words meaning
growth its  To understand the  Writing the Pakistan in 1951? of paragraph 3.
impact. meaning of living and paragraph read.  Write some  Write
Paragraph 3 proper living  Group discussion measure which can exercise-A
 To know the effects about the factors control the using the
of population on responsible for over increasing capital letters
human life. population. population where
 To know the link of  Group discussion  Who are worried necessary.
population with about the effects of about rapid
progress and overpopulation. increase in
development.  Group work population?
presentation.
135th Unit-18  Take care of their  New vocabulary  What are the  Words
Population diet, clothing and the  Translation basic rights of a meanings of
growth its other necessities of  Group discussion child? paragraph 4.
impact. life. about population  Why is the  Make
Paragraph 4  Realize how we can  Paragraph writing progress of our sentences
control the social evils  Students reading country at stake?  Writing the
in society.  Teacher reading  How shall we be paragraph etc.
able to achieve
better living?
136th Unit-18  Use punctuation  Group discussion  Is unemployment  Words
Population pointers correctly.  Translation a cause of meaning
growth its  Know about full stop.  Students reading overpopulation?  Paragraph
impact. Mark of exclamation  Why is our living writing
Paragraph 5, and standard low?  Punctuate
6. the paragraph
read.

56
 Question mark colon  Teacher’s reading  Why don’t we get
and its use.  New vocabulary proper diet?
 Make sentences
 Words meaning
 Picture discussion.
137th Unit-18  Learn about  Students reading  Is controlled  Words
Population capitalization.  Teacher reading population meaning of the
growth its  Places where the  New vocabulary necessary for paragraph.
impact. capital letter is used.  Rules regarding the justice and to  Write a
Paragraph 7 capitalization. overcome bribery? paragraph
 How can we about
dream of healthy, population.
peaceful and  What do you
prosperous know about
Pakistan? controlled
population?
138th Unit-18  To know about  Writing the  What is  Writing of a
Population punctuation. paragraph on punctuation? paragraph for
growth its  To know different blackboard for  What is full stop? punctuation.
impact. signs used for the punctuation.  What is comma?  Writing of all
Paragraph punctuations.  Ask students to  What is question the sign used
from page No.  Differentiate among punctuate. mark? for
149 for the punctuations.  Teacher reading punctuation.
punctuate  Students reading.
139th Unit-18  How to write an  Question about  What is an essay?  Write an
Population essay. population.  What is essay on the
growth its  To know about the  Essay writing on the overpopulation? note book.
impact. different parts of an blackboard by the  What is the  Population of
Essay essay. teacher. relation of at least three
“Population”  To know the  To know to write population to countries.
population of beginning middle and unemployment?
neighbouring end of an essay.

57
 Countries through an
essay.

140th Unit-18  To be able to write a  Students reading  What is greed?  Write a story
Population story.  Teacher reading  Name some and write some
growth its  To know what is  Story through other stories about new words
impact. greed. picture. greed. used in a story.
Story “Greed is  Results of greed.  Writing the story  What are the  In which
curse”.  Losers of greed. and its moral sufferings of tense story is
 Curses of greed.  New vocabulary. greed? written.
 Different words/  What is a moral?
meaning.
141st Unit-18  To know about the use  Students exercise by  What is full stop?  Writing a
Population of full stop. writing a paragraph.  What is a question paragraph using
growth its impact.  To know how to use a  Teacher presentation. mark? full stop and
Use of full stop question mark.  How to use a full stop  How to use full question mark.
and question and question mark. stop and question  Writing of a
mark.  Practice of putting a mark? ten sentences
full stop and mark. using full stop
and question
mark.
142nd Unit-18  Know about the tense.  Writing the sentences  What does present  Writing of at
Population  Know the uses of the of present continuous by means? least twenty
growth its impact. tense. the students.  What is sentences of
“Tense present  Know about the  Writing the sentences continuous? present
continuous tense” continuous tense. of the continuous tense  How these continuous.
by the teacher. sentences of present  Interrogative
 Know how the continuous are and negative
sentences are made. made? sentences of
present
continuous.
143rd Unit-19  To comprehend the  New vocabulary  Who was Abbott?  Writing of the
The Abbott of story.  Reading the paragraph  What is a words/ meaning
Canterbury  TO know the main by the teacher. Canterbury? of the
Paragraph-1 page paragraph.

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 153 Idea of the story.  Reading the paragraph  Where is  Paragraph
 To know how to write a by the students. Canterbury? writing on the
story.  To know the words  What is the religion note books.
used in the paragraph. of the people of  Where is
England? England?

144th Unit-19  To know the story.  New vocabulary  Who was the king?  Writing the
The Abbott of  To know what is  Reading by the teacher  Where did he rule? paragraph.
Canterbury dialogue.  Reading by the  What is  Questions
Paragraph-2  Know three questions students. conversation? about the
page 153 about by king.  To know new words  Who was Abbott? paragraph read.
conversation with their meaning.  Questions
between the about the
king and Abbott picture on page.
145th Unit-19  Learn how to answer  Reading by the  Writing of the  Writing the
The Abbott of short questions. teacher. paragraph read. read paragraph
Canterbury  Learn the spoken  Discussion about the  Writing of three on note books.
paragraph 2 language. picture on page 152 & questions asked by  Three question
page 153 to 154  Know the difference 153. the king. and answers
between written and  To understand the  How much time given by
spoken language. picture and story. was given to the shepherd.
Abbott by the king?  What is the
religious
Christian leader
called?
146th Unit-19  To know what the  Reading by students.  Writing of the read  Writing the
The Abbott of conversation?  Reading by the paragraph. read paragraph.
Canterbury  To know the use of “Sir” teacher.  Who was Abbott?  Words
Paragraph-3 and “please”.  New vocabulary.  Who was king meanings
page 154,  To know how to make Paragraph writing. John?  Using the
Dialogue questions.  Discussion about words in
between the picture on page sentences.
Abbott and kind 154.
John.
147th Unit-19  To learn  Reading by the  Was Abbott a  Writing the
The Abbott of  To read new words. students. learned man? paragraph

59
 Canterurry  To know about the  Reading by the  Who requested  Writing the
parargraph cholars. teachers. Abbott to answer words
from page 154  To know the  New vocabulary. on his place? meaning.
to 155 paragraph writing.  Discussion about the  What was the  Making of
picture on page 155. demand of a sentences from
shepherd from the words used
Abbott? in paragraph.

148th Unit-19  Know how to read a  Reading by the  What was the  Paragraph
The Abbott of paragraph. students answer of the 1st writing.
Canterbury  To know the meaning  Reading by the question?  Question
Paragraph-6 on
of the difficult words. teacher.  How much worth answers.
page No. 155
 To know the answer  New vocabulary told by the  Sentences.
given by the shepherd.  Using of words in shepherd to the  Did king John
sentences. king? want to kill the
 Who was the lord Abbott?
Jesus Christian?
149th Unit-19  To be able to know  Reading by the  Why could the  Paragraph
The Abbott of the answers of the students. Abbott not answer writing
Canterbury three questions.  Reading by the the questions?  New words
Paragraph-7
 To know how to teacher.  Who helped the with their
page No. 155 to
156
answer the question.  New vocabulary Abbott? meaning
 To know the story.  Discussion about  Sentences
picture on 157.
150th Unit-19  To know the result of  Read by the  How did the  Paragraph
The Abbott of the story. students. shepherd help the writing
Canterbury  To know why king  Reading by the Abbott?  Words
Paragraph-8
John wanted to kill teacher.  Why was king meaning
page No. 156
Abbott?  New vocabulary. John pleased with  Using the
 To know the dialogue  Making of the shepherd? words in your
writing. sentences. own sentences.
151st Unit-19  To know the  Questions reading  How much ward  Writing the
by the was given to answers

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 The Abbott of Summary of the Students. The shepherd? Of the four
Canterbury story through  Reading of questions by  What happened questions on the
Question on questions. the teacher. to the Abbott at note book.
page No. 157
 To know the end  Answers by the the end?  Sentences
of Abbott. teacher.  Should a king writing.
 To know the treat his people
behavior of the like this?
king?  What is the
responsibility of a
good king?
152nd Unit-19  To learn about the  Reading of direct  What is direct  Writing of at
The Abbott of speech. speech, sentences by the speech? least 5 sentences
Canterbury  To know about the students.  What is indirect of direct and
Direct &
direct form of  Reading the same form of speech? indirect form.
Indirect
Narration
speech. sentences by teacher.  What is the  Writing of the
pronoun page  To know the  New vocabulary pronoun? pronoun.
157. indirect speech. through sentences.  Change in  Conversation
pronoun? between brother
and sister.
153rd Unit-20  Read and  Group work discussion  Pre-unit question  Write the
First stanza at understand the stanza about the picture at page No.1. answer of the
page NO.161 at page No. 161. No.160.  New vocabulary question on your
poem A smile  Enjoying reading the  Group work presentation at page No.162. note book.
poem. about the picture.
 Recalling
 Student reading
question No.1.
 Teacher reading
 Deriving the meaning of
difficult words.
154th Second stanza  Read and  Group work discussion  Pre-unit question
of the poem. understand the text. about the picture at page at page 161.
A smile at page  Infer the main 161.  Recalling
160  Group work presentation question No.2 at
page 162.

61
 Theme of the poem About the picture.
at page 160.  Student’s reading
 Teacher reading
 Deriving the meaning
of difficult words of the
text.
155th 3rd stanza of  Read and  Group work discussion  Pre-unit question  Write the
the poem at understand the text about the picture. No.3 answer of the
page 161 of poem.  Reading by students.  Recalling question question at
 Explain and  Teacher reading No.3 at page 162. page 161, 167.
paraphrase the  Deriving the meaning  Oral skills.
stanza. of difficult words in the
stanza.
156th Unit-20  What is a  Group discussion about  Pre-unit question  Write the
A smile paraphrase? the picture at page 162. No.3 at page 161. answers of the
paraphrasing  Understand the  Group work  Evaluating and question.
the stanza at true sportsmanship. presentation about expending question
page 162. picture. at page No.163.
 Student’s activity
 Teacher activity
 Explain the stanza by
students.
 Urdu translation.
157th Theme of the  What is the theme  Read and understand  Evaluating and  Write a
poem writing writing? the theme. expending question paragraph on
skills at page  Paragraph writing  Group discussion No.3 at page 16. your note book
163.  Group presentation.  Explain the picture. about stanza
 Paragraph writing. No.1.

62
  Student’s activity.
 Teacher activity.
158th Unit-20  Learn about the  Group discussion  Well write a  Write the
Exercise-A sentences. about the picture at paragraph about topic and
Identify the  Learn about writing page 164. school. supporting
topic a sentences and  Group work  Identified the sentence.
sentences and paragraph at page presentation about the topic sentences.
supporting 163. picture.  Would identify
sentences at  Sentences by the the supporting
page 164. students. sentences.
 Sentences by the
teacher.
 Translation a
paragraph.
159th Exercise-B  Read and learn  Group discussion the  Will able to tell  Write a
Chronological about the sentences pictures at page 164. about the paragraph.
order chronological order  Group Work chronological  Some
sentences of at page 164. presentation about the sentences. chronological
the unit-20 pictures.  Time sequence. order
page 164  Student’s activity sentences.
about the picture.
 Teacher activity
 Translation into Urdu
some difficult words.
160th Unit-20  Learn about the  Group discussion  Used of space  Write some
Exercise-C space sentences. about space sentences. and cause sentences
Space  Cause and effect  Group presentation sentences in the about causes
sentences, sentences. about cause and effect sentences. and effect.
cause effect at sentences.  Would be
page 165  Student’s sentences. explaining the
 Teacher sentences. cause of effect.

63
  Translation into
Urdu.
161st Unit-20  Understand the  Group discussion  Filled the blank  Write the
Exercise-D & E identify cause and about the cause and spaces. some
page 160 effect relationship in effect sentence.  Use of relationships
the reading text of unit.  Group presentation relationship sentences in
 Out time the story. between text and the text.
 The thirsty crow. unit text.
 Fill in the blank
spaces.
162nd Unit-20  Learn about pet  Group work  Filled the blanks  Write a
Exercise-F & G animals. discussion about the spaces with the paragraph
Page 166 &  Improve your words picture at page 167. help of verbs. about your pet
167 powers (synonyms)  Group presentation  Known about pet animal.
 Student’s pet animals.
animal, story, or
paragraph.
 Teacher’s writing.
163rd Unit-20  Learn about blank  Words with same  How to match  Write the
Continue of spaces and fill them. meanings in group. the column. column of
exercise-G at  Column-A & B  Group work exercise-H at
page 166 & compare. presentation. page 167.
exercise-H at  Column matching A
page 167 & B.

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