Class - I - Eng Lang &amp Lit

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS
Curriculum Development Panel

Class: 1
Subject: English Language
Developed by:
Curriculum Planning & Development Department
Mrs. Faiza Ahmed

Reviewed By:
Review & Quality Assurance Department
Army Public Schools and Colleges System
2nd Term Cold Region: 7th August 2017 – 26th December 2017
Class: I Subject: English Language
Index Page
Content of Syllabus Contents of the Pack Time Allocation
Prescribed Textbooks: Cover Page: 01 · Total Term Weeks: 20
· Learning Language Skills Textbook - 1 Curriculum Panel: 01 · Teaching Weeks: 19
by Low Jat Leng Index Page: 01 · Result / PTM: 01
· Learning Language Skills Activity Book – 1 Instructions (Anx-A): 06
by Low Jat Leng List of LOs (Anx-LOs.

Eng Lang-1) 03
Resources: Spiral Progression
· Teacher’s Guide for Learning Language (Anx-B1): 01
Skills - 1 Curr Mapping for
· Syllabus Worksheets Term 2 English (Anx-B2): 09
Block Syllabus: iv
· Total No. of Periods in
Prescribed Notebooks: Syllabus Break-up: 59
2nd Term: 6×19= 114
· English four-lined copy (small) Worksheet (Anx-C): 20
Ø Embedded Revision Periods: 06
(For Language, Comprehension and
Note: Ø Embedded Check Points Periods: 04
Creative Writing)
All Annexes are being sent in Ø Holidays: 05 days*
Note: New notebook should only be the form of Syllabus
used after completing 1st Term notebook. Implementation Guide for * 2nd Week Independence Day (01 day)
Teachers. The school heads *5th Week Defence Day (1 day)
Syllabus for the 2nd Term are responsible for providing
· Unit 5 Foods We Like. them to their teaching staff as *5th Week – Eid-ul-Azha (2 days)
· Unit 6 Fables without their help the teaching *17th Week –
· Unit 7 Fairytale Stories and instructions given in the Eid Milad-Un- Nabi (01 day)
Syllabus Break-up cannot be
properly followed.
Anx –A
General Instructions for English Curriculum
The Syllabus Break-up is a basic guideline that should be followed by all teachers. A
detailed set of instructions to teach comprehension, creative writing, grammar and
summary etc. are provided to ensure that teaching learning process is made uniform
throughout the system and students get an equitable standard in education across the
system. These instructions are to be understood by the Section Heads, subject
coordinators and language teachers so that teaching can be done on correct lines.
Experienced teachers can modify the teaching strategies according to their class
requirements while fresh teachers, new to learning and teaching processes or to the
APSACS System, may benefit suitably.
Revised Instructions for Comprehension
Proper comprehension of any text ensures language development and acquisition. In

formal language classes the students’ language proficiency and command is assessed
through reading and listening comprehension exercises, speaking and writing
assignments. Therefore, plenty of tasks based on comprehension work are made part of
routine language lessons.
The comprehension work not only helps a student to process, analyze and organize the
information given in text, it also helps him/her to learn/revise the embedded grammar
concepts in a systematic manner. All Exercise work is designed to achieve certain
objectives, which, if met successfully by the teachers and students make a sound basis for
language development.
Broadly speaking, by the end of the lesson students should be able to:
· read & complete the written work of the comprehension passage independently
· listen to and focus on information according to given instructions (Listening
Comprehension)
· do a variety of reading exercises e.g. model reading (by teacher or by student),
Shared/ group reading, independent silent reading
· identify the grammar, vocabulary and punctuation embedded in the assigned
passage/work.
It is the job of a teacher to prepare for a comprehension class in the Coordination

Meeting. The components of grammar / syntax and punctuations in the comprehension
passage are to be clearly identified. In the coordination meetings, the subject coordinator
must ensure that all subject teachers know/ practice correct pronunciation of generally
mispronounced words.
In the beginning of the lesson presentation, after sharing the objectives, she should draw
students’ attention to what the passage is all about and what they will learn / practice in
terms of tenses, parts of speech, punctuation, direct / indirect speech, active / passive
voice, similes, metaphors and idiomatic language etc. During the reading of text, she/he
should highlight/stress on the tenses and syntax with suitable frequency.
The language components studied in the comprehension classes may be further practiced
by using them in the creative writing assignments too.
Teacher should prepare questions to ask students during reading to check their
understanding.
(Assessment for Learning AFL) Lower order questions to be checked orally or through
peer discussion in class for instant feedback. Evaluative questions help children to think
and reflect on their responses critically. Students’ written work should be checked and
returned as soon as possible. Meaningful feedback is to be given by the teachers which
may guide students to correct / improve their mistakes in the work.
Page 1 of 6
Rules for Listening Comprehension
The teacher should give clear instructions about the information on which the
students will need to focus on during the Listening Assignment. She will ask them
to be attentive and pay close attention to what is being read by the teacher /played
on an audio device.
· Teacher will read the script twice, with correct intonation & pronunciation in a calm,
firm and carrying voice. She should avoid very loud and shrilly pitch of voice.
· In case, an audio device is being used for listening comprehension, teacher should
before-hand ensure that the sound is clear, uninterrupted, and the speaker is
enunciating words comprehensible to students.
· Students will listen attentively, and are instructed not to interrupt the teacher to repeat.
· Worksheets may be distributed before reading of script with instructions of not reading
them. They should be placed right side down.
· Students will be expected to work independently after teacher’s reading is finished.
· Students will not ask any questions or discuss with their seat mates during seat work
as the main objective of such work is to develop focus and concentration.
· Students will submit their work as soon as the work is complete.
· If teacher calls out the answers for checking, peer/self checking will be done.
Rules for Speaking
For all speaking classes teacher will divide the class in 2-3 major groups, depending upon
the class strength.
· Teacher will maintain a log, ensuring every child of each group gets an opportunity to
speak for 2 min, about the given situation.
· Nobody is allowed to laugh at or ridicule the person who is speaking.
· Teacher should be patient & supportive of students who are shy & have weak spoken
skills & ensure they get an equal opportunity of speaking.
· For frequently mispronounced words, the teacher will draw the attention of the whole
class and have them repeat the word correctly. Targeting one student will undermine
his/her confidence.
Creative Writing
Creative writing is the source to unleash the writing abilities of students. The teacher plays
a vital role in developing the creativity of students by being creative himself / herself, open
to new ideas and dealing with students of varied interests and backgrounds. Creative
writing activities should take place in class and NOT given as home assignments. (except
if a student wishes to pursue it as a hobby). Corrections can be given as Home Work.
Students should be encouraged to write independently. Teacher has to check students’
work according to the APSACS Notebook Checking Guidelines.
The teachers must ensure that the students use the grammar concepts, newly
acquired vocabulary and tenses which they have recently studied in
comprehension and grammar lessons. These may be made part of success criteria
for that creative writing piece.
The teacher will guide the students to:
· use a graphic organizer for brainstorming. During brainstorming session do not

discourage any student, write everything that the students wish to contribute. Let the
Page 2 of 6
student read and analyze all points and cross out the irrelevant points, and leave only
the relevant points on the board.
· think of suitable paragraphing or beginning, middle (complications/conflicts/resolutions)
ending of the essay/story respectively.
· organize the information on the web into introductory/middle and concluding
paragraphs by numbering the points on the board i.e all points with number 1 are for
introduction, those with number 2 are second paragraph and so on. This is a whole
class involvement activity. This step also guides a student to work independently.
· NOTE: For very young learners, short and simple sentences are to be kept written on
the board around the web/ organizers. For middle level classes, single word/phrases to
be written and for senior classes the information is mutually shared, discussed and
then rubbed out so they can work by themselves.
· use grammar, proper tenses, voice, adjectives, adverbs, similes, idioms, and
metaphors to make the essay/story more interesting and attractive. Effort should be
made by the teacher to connect the grammar/punctuation concepts done during
comprehension lesson too where relevant.
· use their senses. This important guideline is often overlooked. While writing, try to tell
about something using your five senses (sight, sound, taste, touch, smell). For
example, "The cotton candy tasted sweet on my tongue as the sugar melted. I could
smell moist, juicy kebabs on the grill." These two sentences used the sense of taste
and smell. See if it is possible to use all five senses in your story!
· stay on topic. Be sure to talk about an experience at or on the way to a fair. These are
made up stories, but not to get carried away with a cow that you may see on the way
to the fair. Mention it, but then move on.
· use the library: There are many pictures and facts in the library section that will give
you ideas/vocabulary for the story, specially the beginners.
· keep the stories clean and free from slang and expressions that ridicule others.
· use proper grammar. Use "ain'ts" and double negatives, like "don't not" only if they
want to portray a character as uneducated. Write complete sentences and capitalize
words at the beginning of a sentence, proper nouns, and other words that should be
capitalized
· edit their work for proper paragraphing, grammar, spelling and punctuation etc.
Dialogue Writing
Explain to students that a dialogue is a conversation between two or more

characters. .
· Dialogue is not exactly like real speech, but it should serve the purpose of the
conversation.
· Omit words and phrases that don't serve the conversation's purpose.
· Don't try to provide too much information at once through a single dialogue.
· Punctuate dialogue correctly, use quotation marks for a speaker’s exact words,
Capitalize the first letter of the direct quotation,
· Start a new line for the next speaker
· Break up dialogue with action. “Come here,” he walked to open the door.
· Try not to vary the tag lines too many times when writing dialogue.
· Not to use profanity and slang when writing a dialogue.
· Read widely, noting both good and bad dialogues. Listen to how people talk to each
other (real life dialogues)
Friendly, Personal Letters & business letters

Show the samples and use features given in the Text Books
Page 3 of 6
Script Writing
Show the samples and use features given in the Text Books
Summary Writing
Explain to the students that:
a summary is a shortened passage, which retains the essential information of the
original, it should be brief restatement in one’s own words of the contents of a
passage. Simply report back what the writer has said, without making value
judgments.
Characteristics of a good summary

· Can be understood without reference to the original
· Is a reproduction of, or contains only the ideas or information of the original work
· Is brief, readable unified whole without any unnecessary detail
Techniques in Summary Writing

· Paraphrase: It means to completely and correctly express other people’s ideas in
one’s own words.
· Grasping the Central Idea : find the main idea of text
· Topic sentence / outline: Finding the topic sentence from every paragraph for making
an outline
· Condensation of material in the text

o Use synonyms or synonymous phrases: e.g. He had a good command of English .
(He knew English well.)
o Change the structure of simple sentences: e.g. My brother has an appreciation of
modern art. (My brother appreciates modern art.)
o Turn complex sentences into simple sentences: e.g. He received a welcome that
was as cold as ice. (He received an icy welcome.)
o Combine the sentences: e.g. Hurry up. If you don’t, you’ll miss the train.
o (Hurry up or you’ll miss the train.)
Steps in writing a summary

Guide the students to:
· read the article twice to understand the content and find the main idea.
· look closely at topic sentences and key words repeated throughout.
· write down the main idea of the whole article.
· divide the article into sections and label each section.
· underline topic sentences in the paragraphs and the key ideas in them even if those
points are words and phrases
· cross out useless information, unnecessary words and repetitions, eliminate personal
ideas and inferences.
· use transitions for a smooth and logical flow of ideas.
· any word or phrases from the original need to be properly documented and
punctuated.
· conclude with a ‘summing up’ sentence.
Edit the draft (Success Criteria)

· Is all the important information in the summary?
· Am I listing things out or am I saying the same thing over and over again?
Page 4 of 6
· Have I left out my personal views and ideas?
· Is my grammar, punctuation, and spelling correct?
· Have I followed the word count, if specified?
· Write the final draft.
· Be sure to compare the finished summary and compare it to the original for accuracy.
Page 5 of 6
Integrated Curriculum
Note: Teachers will not be able to teach the integrated curriculum if they have not
studied the syllabus and integration document (Syllabus Implementation Guide for
Teachers ) in detail before the term starts
· Classroom teacher and subject teachers will be responsible for implementing two to
three integrated themes per term with their class.
· Before any theme is taken up a robust coordination meeting will be conducted by
assigned authority and connections of various subjects will be studied and understood
by concerned subject teachers. Every teacher will try to understand how the topics of
other subjects are connected with the theme
· The teacher will introduce the theme to the class and draw its web on the board
· She/he ask the students to copy the web on to their notebooks
· She/he will ask them to write the unit numbers which will fall under a said theme
· All teachers, whose subjects fall in the integrated theme, will explain in their lessons
why a particular unit has been selected for a particular theme and during teaching
stress on the conceptual similarities of contents.(When students will study the same
concept in different subjects , the concept will well cemented and knowledge will be
constructed across the disciplines)
· Teachers should develop the skill of sharing, preserving and storing the materials
developed for experiential learning. Sharing resource material and information will
decrease workload, enhance collaboration and provide basis for mentorship
· If teachers are unable to comprehend the concept of integrated teaching, they should
approach the Section Head for help and further training
· Whenever an opportunity comes, they should discuss the importance of integrated
teaching with the parents and bring them on board.
Group Formations
Where ever possible / necessary / indicated in curriculum divide to class into following
type of groups as need be:
a. Mixed Ability Group.

High ability, average and struggling learners will be included in this group. This is a
mutually supportive group
b. Ability Groups
This group can be made keeping in mind the level / standard of students (means)
i.e. a group of good students, a group of average students, and a group of students
with learning difficulties. In this way, a group of good students will be able to assist
the other groups after completion of their work. They will share their ideas with
each other. This in fact, will enable the teacher to give more time to the group of
less able students.
c. Friendship Group
Students are allowed to make groups with their friends, so they will show interest &
complete their work in time.
Page 6 of 6
Anx-Los. Eng Lang-1
National Learning Outcomes
The curriculum aims to provide language learning and teaching experiences within national and cultural bounds while encouraging the
learners to be lifelong learners.
The curriculum places greater emphasis on the understanding and use of the English language in different academic and social
contexts than on acquiring knowledge about the language for its own sake. Such an approach acknowledges, on one hand, the
importance of teaching the knowledge about the language system; on the other, it moves a step forward to emphasize the appropriate
use of that knowledge so that students’ ability to communicate in real life situations is improved and made effective for various
purposes.
In the light of identified constraints and limitations of the teachers and learner, and inadequate learning resources, development of the
following competencies in the English language has been focused on in the curriculum:

• Reading and Thinking Skills
• Writing Skills
• Oral Communication Skills
• Formal and Lexical Aspects of Language
• Appropriate Ethical and Social Development
Identifying Developing Defining Developing Student
Competencies and Learning Benchmarks at Learning Outcomes
selecting developmental at
standards each grade level
Competencies levels
Developmental Level
At this level, the young learners are helped to get a solid start in developing readiness for subsequentwork and learning in relevant and focused
areas of knowledge, skills and understanding. This would steer them into becoming autonomous learners. They should learn aspects of a foreign
language which are parallel to their current level of command of their own language. Earliest activities are mostly lexical with structural activities
playing a formulaic role. All can be modified for language teaching purposes.
Page 1 of 3
Summary of Competencies and Standards
Reading and All students will search for, discover and understand a variety of text types through tasks
Thinking Skills which require multiple reading and thinking strategies for comprehension, fluency and
enjoyment
All students will read and analyze literary text to seek information, ideas, enjoyment, and to
relate their own experiences to those of common humanity as depicted in literature.
Writing Skills All students will produce with developing fluency and accuracy, academic, transactional and
creative writing, which is focused, purposeful and shows an insight into the writing process.

Oral Communication All students will use appropriate social and academic conventions of spoken discourse for
Skills effective oral communication with individuals and in groups, in both informal and formal
settings.
Formal and Pronunciation: All students will understand and articulate widely acceptable pronunciation,
Lexical Aspects stress and intonation patterns of the English language for improved communication.
of Language Vocabulary: All students will enhance vocabulary for effective communication.
Grammar and structure: All students will understand grammatical functions and use the
principles of grammar, punctuation, and syntax for developing accuracy in their spoken and
written
Appropriate All students will develop ethical and social attributes and values relevant in a multicultural,
Ethical andSocial civilized society.
Development
Page 2 of 3
Class 1 Class 2 Class 3
Reading · To recognize, read, and · To read and understand the · To read fluently while understanding
understand simple sentences, news items, simple paragraphs various kinds of general text, tables,
words, posters, digits, numbers, of different types of texts, graphs like pie, bar, pictorial etc.,
symbols, signs and signboards advertisements and posters etc. signs and symbols of common
usage and comprehend the
information, results and impacts.
Writing · To write personal and family · To write simple notes, letters, · To communicate in writing in the
names and addresses, simple messages, receipts with digits form of applications, letters, brief
words/ sentences and numbers and symbols as well as numbers accounts, personal views and
up to fifty (both in digits and above fifty and fill simple forms present information in simple text.
words) and basic arithmetic after understanding them

symbols
Speaking · To speak the language clearly · To speak and express views in · To prepare and give an oral
and easily and communicate an adequate way, gather and use presentation or report about a
simple messages in oral and information and demonstrate discussion appropriately
written form and talk about ability to identify and solve
problems of day to day life and problems concerning self and
show keenness to acquire surroundings
knowledge.
Listening · To listen and identify the main · To listen actively the details of a · To identify and analyze different
points of simple instructions and discussion, Explanations, purposes behind the use of
short narratives or information instructions, narratives and language and reflect critically on
identify the main points speaker’s point of view
Page 3 of 3
Anx – B1
Spiral Progression Identified in Curriculum Mapping

True acquisition of a language is mastery of its four language skills i.e listening, speaking, reading
and writing. In Pakistan, teachers teach English as a second language, themselves not being
native English speakers. Therefore, they need extensive training and sound understanding of
syntax, mechanics and phonics of language. They must also be aware of progression of
language development in formal schooling.
Teaching of comprehension lessons is a challenge for most teachers. Majority of teachers limit it
to surface understanding through questions and answers about the content matter and contextual
vocabulary learning. A good teacher effectively uses the comprehension lessons to teach the
language by focusing on the embedded grammar and syntax, as well as the punctuation.
Therefore, during lesson planning phase, it is imperative for teachers to identify those grammar
concepts which the students have studied in previous lessons/classes and the concepts which
are embedded in the present lesson. It is these concepts which must be identified during
teaching. To ensure that students truly understand what they read, effective instructions must be
given to empower them to become independent learners.
Since all comprehension lessons have grammar, vocabulary and punctuation embedded in them,
level wise curriculum mapping (Anx-A) has been done to facilitate the teachers. Teachers must
consult the relevant curriculum map to identify, what the students have done in previous
lesson/class, what he/she is expected to learn in present lesson/class and what will be in store for
him /her in the next class (concept of spiral progression in curriculum). This will help teachers to
recognize that grammar is being taught regularly and in a systematic and planned manner.
The same practice is advised for literature lessons. Literature lessons should not be treated
simply as stories/events, where students are to be assessed through low order questionsfocusing
on recall and reproduce method. Literature lessons are the strongest vehicle to teach a language
in its true essence when the students learn of moral practices, culture, history, traditions and the
kind of formal and informal language used in that era. Teachers can also embed and apply the
taught grammar concepts during literature lessons. This will help students to apply grammar and
consolidate language skills.
Page 1 of 1

Anx-B2
Curriculum Mapping – English Classes Prep - X
Book/
Concepts Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Class
LLS Grammar Nouns Verbs Pronouns Pronouns and Possessive ‘Who’, ‘What’ and
Prep Verbs Pronouns ‘Where’
Vocabulary In The Classroom My Body (nouns) Family Members The Four Friends What Do They Do? In The House
(nouns, naming (nouns) (Adj+verbs) (nouns + verbs) (nouns)
words)
Punctuation Capital letters and Revision of Capital Letters and More About Capital Apostrophe Question Marks
small letters Capital letters and Full Stops Letters and Full stops
small letters
LLS 1 Grammar Verbs ‘Has’ And ‘Can’ And ‘Can’t’ Subject –Verb Simple Present Verbs ’Do’ & ‘Does’ Present
‘Have’ Agreement Tense Continuous Tense

Vocabulary How Does It Feel? What A Mess! (adj) Animal Sounds Underwater World How Do They The Farmer And
(adj) (nouns) (nouns) Taste? (adj) The Shepherd Boy
(adj+verbs)
Punctuation Comma Apostrophe Exclamation Mark Revision of Revision of Revision of
Capital letter, Full Comma Apostrophe
Stop and
Question mark
LLS 2 Grammar Countable and · Simple Present Possessive Present Simple Past Tense Simple Future
Uncountable Tense Adjectives Continuous Tense Tense
Nouns · Definite and
Indefinite Articles
Vocabulary Action Words Synonyms Antonyms Homophones Homographs Words with Multiple
Meanings
Punctuation Commas In A Full stops Revision of Comma After ‘Yes’ Apostrophe To Revision of
Series Exclamation Mark and ‘No’ Show Possession Apostrophe
LLS 3 Grammar Imperatives Adverbs of Manner Direct And Indirect Wh-questions Adjectives Prepositions Of
Speech Place And Time
Vocabulary One Word – Homophones Synonyms Antonyms Analogies Revision of
Different Meanings Homophones &
(homographs) Homographs
Punctuation Quotation Marks in The Full Stop The Exclamation The Question Mark The Apostrophe The Colon
Direct Speech Mark
Page 1 of 8
Book/
Concepts Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13
Class
LLS Grammar Prepositions - - - - - -
Prep
Vocabulary The Grocery
- - - - - -
Shop (nouns)
Punctuation Revision of - -
Apostrophe & - - - -
Question Mark
LLS 1 Grammar Simple Past
Tense - - - - - -
Vocabulary The Frog Prince
(nouns+adj) - - - - - -

Punctuation Revision of
Exclamation
- - - - - -
Mark
LLS 2 Grammar Subject-Verb Asking
Agreement Questions Using
- - - - -
‘May’ and
‘Should’
Vocabulary Analogies Similes - - - - -
Punctuation Question Mark Exclamation
- - - - -
mark
LLS 3 Grammar Subjective-Verb Connectors And
Agreement ‘then’
Revision of
- - - - -
Present & Past
Continuous
Tense
Vocabulary Words with The Time Factor
Multiple (idiomatic
- - - - -
Meanings expressions)
(homographs)
Punctuation The Comma Revision: The
- - - - -
Comma
Page 2 of 8
Book/
Class
LLS 4 Grammar Subject – Verb Noun Phrases Future Tense Prepositional Adjectives, The Past Tense
Agreement in Questions Phrases Adjectival Simple And
Phrases & Continuous
Degree of Tenses
Comparison
Vocabulary Revision of Synonyms Antonyms Homographs Collective Nouns Prefixes and
Homographs Suffixes
Punctuation The Full Stop The Comma The Colon The Exclamation The Apostrophe Quotation Marks
Mark in Direct Speech

LLS 5 Grammar Subject-Verb Agreement Revision of Simple sentences Phrases: Review Connectives Complex
Present Perfect Sentences
Tense Introduction of
The Past Perfect Direct /Indirect
Tense Speech
APSACS
Vocabulary Similes Words That Nouns Related To Words Related To Information Webs Words
Describe The Environment Sports And Health (nouns, adj, Associated With
And Nature (nouns; verbs, Disasters and
classification) classification) Emergencies
(nouns + verbs)
Punctuation Comma in Complex The Comma Quotation Marks The Exclamation The Hyphen The Apostrophe
Sentences Mark
Move Grammar · Imperatives · Nouns · The Simple · Personal · Adjectives · Adverbs
Ahead · The active and · Noun Phrases Past Tense Pronouns · The Order of · Adverbial
1 passive voice · Direct / Indirect · The Present · Reflexive Adjectives Phrases
(6) · Active / Passive Perfect Tense Pronouns
· Translation
Vocabulary · Action Words · Idioms · Similes · Register · Alliteration · Stem words
· Compound Words · Clichés · Metaphors · Slang · Synonyms
And Antonyms
Punctuation Headings Open punctuation The Comma The Apostrophe Titles The Comma
Page 3 of 8
Book/
Class
LLS 4 Grammar Transitive & Relative
Intransitive Pronouns &
- - - - -
Verbs Relative
Clauses
Vocabulary Word Homophones
Organization
- - - - -
(different parts
of speech)
Punctuation The Question The Hyphen
- - - - -
Mark
LLS 5 Grammar Clauses Complex

Introduction of Sentences With
- - - - -
Active / Clauses
Passive
Vocabulary Persuasive Antonyms
Words And
- - - - -
Phrases (nouns,
verbs, adj)
Punctuation Capital Letters: The Full Stop,
Review Question Mark
- - - - -
and Exclamation
Mark: Review
Move Grammar · Adjectival · The Present · Present and The Simple · Prepositions · Direct Speech
Ahead Phrases Perfect Tense Past Present Tense and · Indirect
1 · Adjectival Participles Active / Prepositional Speech
(6) Clauses · Comparative Passive Voice Phrases · Translation -
and · The Past
Superlative Conditional
Adjectives Tense
Vocabulary ·Denotation and · Context · Connotations Standard · Prefixes · Idioms
Connotation · Word ·Homophones English · Suffixes
·Non- association and Puns -
discriminatory
language
Punctuation Headings The Semi-colon The The Comma Parentheses Quotation Marks
Exclamation -
Mark
Page 4 of 8
Book/
Class
Move Grammar Adverbs Prepositional ·Contractions · The active and ·Collective nouns ·Subject and
Ahead 2 Adverbs of manner, phrases ·It’s and its passive voices and abstract predicate
(7) place and time Adjectival and ·Translation · Action verbs and nouns ·Main clauses
· Direct / Indirect adverbial phrases imperatives ·Nouns and noun · Direct /
· Active / Passive · Direct / Indirect phrases as Indirect
· Idioms subjects and · Active /
objects Passive
·Translation
Vocabulary · Register · Spelling rules · Story webs · Suffixes · Commonly · Using a
· Formal and informal · Commonly · Word webs · Prefixes confused words dictionary
language confused words · Problem verbs · Using a

· Idioms thesaurus
Move Grammar Questions and Participants, Connectors of Subject-verb Action verbs and Subject and
Ahead 3 Answers infinitives and time, sequence agreement the active voice predicate
(8) · Direct / Indirect gerunds and cause-and – · Tenses · Active /passive · Revision of
· Direct / Indirect effect Voice Tenses
· Translation Subject-verb-
agreement
Vocabulary Easily confused words Using the thesaurus Building verbs Building adjectives Using positive Building abstract
to increase using suffixes using suffixes language nouns using
vocabulary · Idioms suffixes
·Translation
English 9 Grammar Adjectives, Modal Verbs, Change into Abstract Noun, Collective Nouns, Kinds of
Conditionals: Type 1, Exclamatory, Nouns, kinds of Articles, Prepositions of Adverbs,
correct form of verb, Assertive, Pronouns, Prepositions of Place, Infinitives,
Future Tense Interrogative, Pronoun- Time, Punctuation, Conjunctions, Gerund,
Negative, and antecedent, Pronunciation Present Participle,Conditionals:
Imperative Subject-Verb Past Continuous Type III, Past
sentences, agreement, voice, Tense Perfect Tense
Punctuation, Ellipses Past Indefinite
Tense,
punctuation
Vocabulary Use of thesaurus and Words opposite in Meaning in Use of dictionary, Synonyms, Varying shades
dictionary meaning, meaning in context, use of meaning in context connotations, use of meaning,
context, idioms and dictionary and recognition connotations and
proverbs denotations
Page 5 of 8
English Grammar ·Concrete nouns · Collective nouns · Personal · Kinds of adverb ·Transitive and · Modal verbs
10 ·Abstract nouns · Use of Pronouns · Adverb phrase intransitive verbs · Active passive
·Noun phrase must/mustn’t · \degrees and · Gerunds ·Prepositions voice
·Past indefinite tense · Present indefinite order of · Infinitives ·Active passive · First
·Past continuous tense tense adjectives · Active passive voice conditional
·Pronunciation key · Present continuous · Adjective phrase voice · Silent letters
tense · Future indefinite
· Punctuation tense
· Use of hyphen
Vocabulary · Deducing meaning · Explaining meaning · Synonyms · Specialized · Synonyms and ·Guessing
of unfamiliar words of words · Meaning of vocabulary antonyms meaning of
· Translation into · Translation into words · Prefixes Idioms · Connotation and unfamiliar words
Urdu Urdu with ‘to infinitives’ denotation ·Translation

Page 6 of 8
Book/
Class
Move Grammar ·Personal and ·Reported ·Subordinate ·Finite ·Continuous ·Future tenses
Ahead 2 reflexive speech clauses Verb phrases tenses ·The future
(7) pronouns ·Relative ·Auxiliary verbs ·Non-finite verbs ·Perfect tenses perfect -
·Relative pronouns and ·Translation continuous
Pronouns subordinate tense
conjunctions
Vocabulary · Phrasal verbs ·Homophones · Poetic devices ·Synonyms ·Denotations · Emotive words
· Phrasal verbs ·Words · Poetic devices ·Antonyms and · Fewer and less
associated with connotations -
modern ·The language of
technology the movies
Move Grammar Modal Model Adverbial Types of Prepositional Connectors of

Ahead 3 auxiliaries auxiliaries in phrases and sentence phrases reason, condition
(8) Direct / questions clauses construction ·Translation and choice
Indirect · Active · Tenses Revision of -
/passive Tenses
Voice
Vocabulary Building Compound Describing Non- Evoking Clipped words
adverbs using words images and discriminatory emotions with and contractions
-
suffixes emotions language words
Idioms
English Grammar Position of Adjective Articles, Direct Relative Transitional Conditionals.
9 Adverbs, Phrases, and Indirect pronouns, Devises, Type II, simple,
Degrees of Adverb phrases, Narration, Adjective Adverbial compound and
Adverbs, Present Compound Clauses, active Clauses, complex
Passive Voice, Indefinite, Prepositions, passive voice Punctuation sentences, -
Present Perfect Present Past Perfect punctuation
Continuous Continuous, Continuous
Tense Present Perfect Tense
Tense
Vocabulary Use of Synonyms, Dictionary use, Deducing the Root words, Dictionary use,
thesaurus, prefixes, idioms and meaning of Transitional meaning in
abbreviations, suffixes phrases, unfamiliar devices, context
meaning in cognates words synonyms -
context
Page 7 of 8
English Grammar ·Indefinite · Kinds of · Noun clause · Relative · Past perfect ·Subordinating ·Third
10 pronouns pronouns · Present Pronouns tense conjunctions conditional
·Pronoun · Participles perfect · Adjective · Past perfect ·Adverb clause ·Simple,
antecedent · Gerund continuous clause continuous compound
agreement phrase tense · Second tense and complex
·Present perfect · Infinitive conditional · Direct and sentences
tense phrase indirect ·Quotation
·Coordinating · Prepositional speech marks
conjunctions phrase · Active passive
voice
Vocabulary ·Deducing ·Synonyms · Explaining the · Deducing · Deducing ·Synonyms ·Prefix ‘en’
meaning of ·Connotation meaning of meaning of meaning of ·Analyzing and ·Explaining
unfamiliar and Denotation unfamiliar unfamiliar unfamiliar understanding phrases
phrased ·Translation of words and words and phrases common ·Translation

·Translation into idioms into phrases phrases · Suffixes prefixes into Urdu
Urdu Urdu · Translation of
idioms into
Urdu
Page 8 of 8
Subject: English Language Session 2017-2018 Class 1
Block Syllabus for 2nd Term
Distribution of Topics within Teaching Periods
Periods per Week: 06
· Progression of teaching will be done as indicated topically in the block below. In order to implement teaching effectively the teachers must
read Syllabus Break-up, Syllabus Implementation Guide and Curriculum Mapping document in depth.
· The complete BLOCK must be read by teachers in order to plan daily lessons and Check Points properly.
· The topics for revision periods must be planned during the coordination meeting and detailed plan be written in teacher’s planner.
· Significant concepts/topics have been identified for each chapter/unit. Remember not to include more than any TWO concepts/topics in one

Check Point Test.
· Spot/Surprise tests:
Ø must be given at regular intervals to assess students’ learning, carries up to 2- 5 marks & with time duration of not more than 5-10 min.
Ø topics should not be decided in the coordination meeting as Spot Tests are taken according to class needs.
Ø marks are to be entered in the student’s notebook index page.
Ø marks are not to be included in Check Points / Term Examination.
Ø are not to be mentioned as prior notice in students’ diaries as no preparation is required for this, they are merely teacher’s assessment of
students’ learning.
Ø marks are for Performance INFORMATION/REFERENCE only and will not be added to any formal report.
No. of Unit Phonics & Speaking &
Comprehension Vocabulary Punctuation Grammar
Periods No. Penmanship Writing Skills
06
Periods
Recap of concepts (AFL – see Syllabus Implementation Guide for Teachers- 2017)
* 30 05 Foods We Like · Ending sound ‘v’, · What’s in a · How do · Capital · Verbs ‘Do’
Periods · Listening Comprehension ‘x’ and ‘z’. cake? they Letter and and ‘Does’
- A Picnic Basket · Penmanship 03 (Speaking) taste? Full Stop · Speech
· Reading Comprehension pages · My Favourite bubbles
-i-
- Hot Soup for Mummy Food (Questions
- A Shopping List (Activity Book) · Design a Menu /Answers
- Syllabus Worksheet # 1(Ali’s
Weather Chart)
Significant concepts taught in
this unit:
· Verbs 'do', 'does'
· Speech bubbles
(Questions/Answers)
· Capital Letter and Full Stop

· Phonics
· Vocabulary
Note:
· (1+1) Revision Periods to be
spaced out according to the
class needs.
· Syllabus Worksheet # 1 or
any other unseen passage
to be used for embedded
class test in Check Point 5
in the 6th Week.
· *1 period will be lost due to
holiday in the 2nd week.
· 4 periods will be lost in the
5th week due to holidays.
30 06 Fables · The ‘ai’, ‘ea’ and · Tell a Story · The · Revision of · Present
Periods · Listening comprehension ‘oa’ sound (Speaking) Farmer Capital Continuous
- The Greedy Farmer · Penmanship 03 · Story ending / and the Letter and Tense
· Reading comprehension pages Anansi and the Shepherd Full Stop · Use of a, an,
- The Shepherd Boy Who Cried Turtle Boy the
Wolf · The best way · Recall
of spending my Noun, Verb
- ii -
- The Silly Milkmaid day and
(Activity Book) · How to keep Adjective
- Syllabus Worksheet # 2 my room tidy
(My Day)
- Syllabus Worksheet # 4
(Tigers)
Significant concepts taught in
this unit:

· Present Continuous Tense
· ‘a’ and ‘an’
· Punctuation
· Phonics
· Vocabulary
Note:
class needs.
· Check Point 6 in the 11th
week.
30 07 Fairytale Stories · ‘FL’ and ‘FR’ · Butterfly · Syllabus · Use of the · Syllabus
Periods · Listening comprehension sounds · A visit to a Worksheet Capital Worksheet #
Cinderella · ‘CH’ & ‘SH’ park # 5 on letter in 3 on ‘Verbs’
· Reading comprehensions sounds · Tell a Story ‘Vocabulary’ Proper · Syllabus
The Peach Boy · Penmanship 03 (Speaking) · The Frog Nouns Worksheet #
The Greedy Ant (Activity pages · Story Review Prince 6 on
Book) (Nouns and ‘Adjectives’
Syllabus Worksheet # 7 Adjectives) · Syllabus
(Omar’s Toys) Worksheet #
Significant concepts taught in 9 on ‘Simple
this unit: Past Tense’
· Punctuation
- iii -
· Verb
· Tenses: Past and present
Simple tenses
Note:
class needs.
Note:
week.

Revision Time · Syllabus
* 13 · Revision of · My School · Syllabus Worksheet
Periods Practice of unseen phonics done so Bag Worksheet # 12 on
comprehension passages far · The National # 8 on ‘Present
- Syllabus Worksheet # 10 (A Flag of Nouns Continuous
Ball for My Dog) Pakistan Tense’
- Syllabus Worksheet # 11 · Revision of
(Buzz, Buzz, Bumblebee) Verbs ‘Do’
Significant concepts taught in and ‘Does’
this unit: · Speech
· The Present Continuous bubbles
Tense
· ‘Do ‘and ‘Does’
· Speech bubbles
· Nouns
· Creative writing
Note:
week.
· 1 period will be lost in the
17th week due to holiday.
Result Making Week
Result Day
- iv -
Subject: English Language-I Periods per week: 6
APSACS Syllabus
2nd Term Cold Region
07th August 2017 – 26th December 2017
Topic & Objectives /
Teaching Methodology Activities Resources
Learning Outcomes
Instructions :
· The purpose of allocating a number of periods to units is to give freedom to teachers. It is up to the teacher to give as many periods to the
topic according to class needs.
· Teacher will introduce the topic through a Warm-up Activity (decided in the coordination meeting) which will gain the students’ attention.
Make them curious and inquiring about what is going to happen in the lesson.

· Share the objectives/ learning outcomes on a daily basis with students instead of simply writing them on the board.
· Introduce the difficult and new vocabulary on the soft-board. Read out these words clearly so as to make students learn the correct
pronunciation. Teachers to ensure that they learn/practise the correct pronunciation of words during the coordination meeting
· Use of graphic organizers is recommended in lesson explanation .Teachers are instructed to pick the most appropriate and relevant organizer
for lesson explanation. Refer to ‘Syllabus Implementation Guideline for Teachers’ handbook
· The pictures in the textbook are a source of learning and must be focused on during lessons.
· Sharing of learning outcomes should not be confused with sharing of the success criteria. Both are written on the board, but the former is
written and shared at the beginning of a lesson, whereas the latter is written and discussed when students are assigned a task (oral /
written) after the lesson presentation has been completed.
· All Qs, whether given either for C.W or H.W will be thoroughly discussed in class along with the relevant topics before asking students to
attempt them in notebooks / Activity Books.
· Teachers are instructed to provide constructive written feedback in every piece of creative writing to enable students to build up and improve
upon the written task assigned.
· Closely monitor and facilitate students who have been identified as struggling learners and ensure they complete the class work during the
time allotted.
· Embedded Assessments should be planned with the subject-coordinator during the Coordination Meeting.
· Critical Thinking questions introduced with the sign in the break-up should be stressed upon by teachers in the class. Suitable (wait) time
should be provided to students to search for answers to such questions and also come forward with critical thinking questions of their own.
· Teacher to ensure that Critical Thinking questions are to be discussed at length, as they might be included in exams.
· Special focus has been placed on acquiring of academic skills. Skills are indicated in the objectives of the lesson. These skills are expected to
be developed as a result of that lesson. Skills mentioned in the teaching methodology in bold, are NOT to be shared with the students directly;
Restricted Page 1 of 59
Session 2017 - 2018
Subject: English Language - I Periods per week: 6
Learning Outcomes
in the manner we share the objectives. This identification of skills is for guidance and facilitation of the teacher. The teacher may choose more
sub skills, keeping in mind the lesson objectives /learning outcomes. The acquired skills can be tested through Assessment plan of the daily
lesson (spot tests, oral discussion, activities, written and project work)
· List of level specific National Los have been attached with each Syllabus Break-up. The teachers are expected to read and understand that
APSACS Syllabus Break-up has been designed along the same lines. (Refer to National Learning Outcomes Booklet of Annex-L subject-
class)
Strands in the Syllabus Break-up

· Following strands (with icons for identification) are embedded in the Syllabus Break-up :
· Patriotism: to develop sense of belonging and love for the Motherland, was chosen as the Theme for Academic Session 2015-2016 by IGT&E. It
will be a permanent part of teaching and learning in APSACS
· *Values Education: to enforce Values Education as the moral precepts appear in the lessons.
· *Stay safe and smile: To raise awareness about natural and man-made disaster and cope with them effectively and how to deal with it in effective
manner.
· ICT: Integration of ICT in curriculum to prepare students for the challenges of 21st century.
· Sports: To inculcate the spirit of sportsmanship and develop healthy individuals.
· Say No to Drugs: To develop awareness among students about the harmful effects of drugs and ways to cope with it.
21st Century Skills:
· Critical thinking and Problem solving: to develop intentional, reflective and lateral way of looking at things or circumstances whereas,
Session 2017 - 2018
Learning Outcomes
problem solving enables students to find solutions to dificult / complex issues.
· Collaboration: is a joint effort to support multiple individuals or groups to accomplish a task or project successfully. It develops
students’ focused listening skill and promotes sharing of ideas / thoughts and peer work. Both collaboration and communication are closely
interlinked.

· Communication: to develop students’ spoken and written expression through the use of a mutually understood language.
· Creativity: to enable students tothink innovatively and develop ‘out of box’ thinking and problem solving, and be able to express their
individual thoughts and actions skilfully in their work presentation.
NOTE: Not all strands are embedded in each and every subject. The icon will appear where the relevant concept will appear in the lessons.
· *Values Education: Values are moral issues of fairness, honesty, kindness, responsibility, forgiveness, obedience, sharing and caring etc. These Values
influence a person's behavior and attitude and motivate him/her to act accordingly in all situations. It is responsibility of parents and teachers to
consciously ensure correct values development in the children and help them make judgments and decisions about good and bad in life. Values education
is integral part of covert and overt school curriculum. In the APSACS Syllabus Breakups of all subjects, the strand is well embedded and identified by an
icon . Whenever
an opportunity arises during lessons, the teachers need to capture these teachable moments and stress on the importance of the particular value which is
directly or indirectly mentioned in the lesson. The teacher will talk and discuss values and moral precepts in age appropriate manner and according to the
situation. Teachers will pose Moral dilemmas for the students according to their ages and Value clarification will be done. The Value of the Week
practiced in the school may be kept in mind.
· *Stay Safe and Smile. These are the moments when feelings and emotions of students are stimulated due to some trauma according to situations or
by design. A teacher has to grasp such moments to make students identify and normalize the feelings & values. Voluntary sharing of feelings and
acceptance of fear or sorrow according to different situations helps to normalize things in day to day life. During the course of study a teacher experiences
such moments quite often, especially when the students get moved. These specific points have been highlighted in the syllabus break up by this icon
Session 2017 - 2018
Learning Outcomes
Suggested Websites Teachers should visit the following websites for getting more ideas and making their lessons a model lesson.
http://www.vocabulary.co.il/
http://www.spellingcity.com/
https://www.teachingchannel.org/
http://www.braincurls.com/
http://teacher.scholastic.com/
http://www.educationworld.com/

https://www.teachingchannel.org/videos/activating-prior-knowledge
http://www.itresearch.com
https://www.atozteacherstuff.com
word it out.com for word cloud
Listening English Improvement Plan (LEIP)
To improve and enhance the listening skills of students, Listening English Improvement Plan (LEIP) has been embedded in the Syllabus Break-up.
The most basic and powerful way to connect to another person is to “Listen”. Listening is not the same as “Hearing’’ which refers to the sounds that
are audible in the environment, whereas ‘Listening’ requires ‘focus’. Listening means paying attention not only to what is said, but how it is spoken,
the use of language intonation and actions. In other words, it means being aware of both verbal and non-verbal messages. Research shows, that
having opportunities to talk, as well as to listen, to teachers and to the students will help the students gain language skills, that are valuable for
their success in reading and writing.
· Teacher must utilize the mentioned learning opportunities (story- telling, video watching, role play, class presentations, listening
comprehension, question and answer sessions, and recitation) in the syllabus to derive maximum benefit to enhance listening skills of the
students. It is, therefore, important that the teachers keep the following points in mind:
Ø Ask open-ended questions that invite students to expand upon their answers.
Ø Try not to ask questions which have single word or yes/no answers when doing LEIP activities.
Ø Present new words for the students to expand their vocabulary.
Ø Repeat the questions and let the students take the conversational lead.
Spoken English Improvement Plan (SEIP)
To improve spoken English skill of the students, the Spoken English Improvement Plan (SEIP) has been embedded into English lessons through
different activities. The primary role is to encourage students to speak in English as much as possible. Reading and recitation are a power strategy
to work the tongue and remove inhibitions. Interactive story telling sessions can be another sound technique. (The list of story-books is attached in
Session 2017 - 2018
Learning Outcomes
literature syllabus breakup).The teacher must put in conscious effort to integrate SEIP into lessons and help students develop fluent spoken skills
in English. It is advised that the teachers being role models should speak in English all the times (amongst their classes and also with the students)
and avoid translation method. Language is the best way to master a second language.
It is expected that by effectively implementing the SEIP and LEIP, both the teacher and students will develop language fluency and
proficiency which will enhance their communicational skills.

The National Anthem Classes I, II and III: ‘ The Importance of the National Anthem’ · A Flag of
and The Flag of Before the commencement of the actual lesson, the teacher will write the Pakistan
Pakistan: words, ‘National Anthem’ on the board. Explain the meanings of these (Miniature
words: ‘National’ means shared by the whole country and ‘Anthem’ is a paper or
Students will be able to: song which has a special importance for the country, and it is sung on · Class Discussion cloth)
1. pronounce the words special occasions, like in the morning assembly in schools and all over the · A recording
of the National country on National days and functions. Inform the students that all of the
Anthem correctly countries around the world have their own National Anthems. The National
2. sing the National wordings of the Anthem are generally in praise of the country and its Anthem of
Anthem rhythmically people, which is why we sing it with pride and as a mark of respect we Pakistan on
stand at attention. the mobile or
Now play the pre recorded tune of the anthem and tell the students to sing lap top
(not shout) along with it, proudly and respectfully. The teacher should
ensure that all the students know the words and their correct
pronunciation.
Note:
· From class III onwards it is suggested that the teacher will start
explaining some facts and meanings of the verses of the National
Anthem to the students. (The National Anthem and the translation of
the verses are attached with the Syllabus Breakup).
· This activity must be repeated 3 or 4 times during each term.
Session 2017 - 2018
Learning Outcomes
SEIP: To help students develop fluency in spoken English, the
teachers must make a conscious effort to integrate SEIP into their lessons.
They can achieve this by becoming role models and speak in English with
the students and amongst themselves all the time. Speaking the language
is the best way to master a second language. The translation method must
be discouraged.
Unit 5

Foods We Like · Talk about the different kinds of food we eat.
Getting Started · Introduce the unit and share the objectives of the lesson. · Board Activity · Textbook
At The Market · Tell the students to open up pages 72-73 of the Textbook, and ask pgs 72-73
Students will be able to:- them to identify foods they see in the pictures.
Vege · Teacher’s
-
1. identify different · Ask the students if they have gone shopping with their parents. Tell
Meat
table
Drinks Fruit Guide pg 33:
kinds of food in the them to describe their experiences. Ask them when do they usually
s Getting
picture visit the market. Is it during the day time or at night? Started
2. talk about their
· Board Activity: Ask students to name the kinds of food they eat at
personal experiences
breakfast, lunch and dinner. Note them under given headings on the
of shopping
board.
3. answer the questions
Read the names of different kinds of food from the textbook pgs 72,
independently
73. Breakfast Lunch Dinner
Skills SEIP: discuss with students why eating a variety of food is important to
the human body. What will happen if you do not have a healthy diet?
· Identifying
Encourage students to speak aloud and give their input in complete
· Recalling and
sentences. Correct students, keeping in mind not to embarrass them.
describing
Remember, the purpose of this discussion is to encourage students to
speak and build their confidence. Repeat the questions many times so
most of the students get a chance to speak and answer.
· Discuss Qs 1-3 on pg 73 with students. Ensure that students are
attentive to you.
Session 2017 - 2018
Learning Outcomes
Listening · LEIP: Whenever the word LEIP occurs in the Syllabus, the teacher Pre-listening Activity: · Textbook
Comprehension should focus on improving students’ listening skill. Tell students that the ‘A Picnic Basket’ pg 74
A Picnic Basket very first step to effective listening is, to be physically and mentally 1. Students to share · Activity
Students will be able to: present, be an active listener. Give some reaction sometimes during their experiences of Book pg 66
1. recognize and the listening (such as nodding, showing your surprise and other a picnic party. · Teacher’s
identify the items in feelings). Try to focus on the main subject instead of the words. If 2. Students to identify Guide pg
the picture on pg 74 possible, give feedback about what you have / have not understood. the things they see 35:Listening
in the textbook and Pre-listening Activity: in the picture on pg

· A basket of
pg 66 in the Activity · Follow the steps given in the Activity column. 74 in the textbook. assorted
Book. · Give instructions for listening comprehension. Write the words on picnic
2. listen to a short text Instructions for Listening Comprehension the board. food/snacks
carefully 1. Read the listening script twice from Teacher's Guide pg 35 with correct 3. Discuss Qs 1, 2 and
3. use the information intonation and pronunciation. 3 on pg 74 with
from the text read to 2. Students to listen carefully. students (oral)
do the Ex in the 3. Students will not ask any questions or discuss with their seatmates 4. 1st Step: Show the
Activity Book during listening activity. basket, and take out
4. Students will be expected to work independently after teacher’s reading each snack and let
is finished. the students name
5. Students will submit their work as soon as the work is completed. the foods.
(recognition)
Skills 6. If teacher calls out the answers for checking, exchange work with
· Identifying your peer for checking. (Peer Work)
· Listening · Read the listening script twice from Teacher’s Guide pg 35.
· Relating · Students will listen carefully to the script and complete Ex 5A in the
Activity Book pg 66 in pairs.
Note:
· As the children are young at this stage, the teacher may allow
them to work in pairs and do the work.
· Share the Success Criteria with students and write it on the board
before children start written work.
Session 2017 - 2018
Learning Outcomes
· Spot/Surprise test must be given at regular intervals to assess
students’ learning and marks are for Performance
INFORMATION/REFERENCE only and will not be added to any formal
report.
Success Criteria C.W:
Remember to: · Discuss Qs 1, 2, 3 (Textbook pg 73)
· identify the kinds of food you eat each day and remember the season in which they are found in · Ex 5A Activity Book pg 66.

the market H.W:
· think and talk about the importance of food in your daily life · If you go for a picnic, what foods would
· refer to the text and the pictures for answering Qs you like to take? Make a list and draw
· give your opinion while discussing the significance of a balanced diet pictures of the different foods in your
· identify the things you see in the pictures notebooks.
· listen to the text carefully
· discuss answers with your class-mate before circling the correct item in the Activity Book
Phonics · Recap of phonics; A to Z. · Board work · Textbook
Ending sound ‘V’, ‘X’ & · Write the letter ‘v’ on the board. Teach students to make ‘v’ sound. pg 75
‘Z’ · Show pictures of things with names that have the ending sound ‘v’ · Activity
Students will be able to: Textbook pg 75. Encourage students to recognize and pronounce Book pgs
1. read the poems the words. 67- 69
aloud with clear · Teacher’s
stress on the ending · Teacher should record the correct pronunciation of the words in Guide pg
sound ‘v’ , ‘x’ and ‘z’ her own voice on her mobile. Instruct students to hear the phonic 36: Phonics
2. identify the pictures sound of ‘v’ carefully. The pronunciation of ‘v’ is tricky, therefore it is · Board
and pronounce suggested that teacher should check its pronunciation from the internet · Pair work · Recorded
words with the / dictionary. phonic
ending sound ‘v’ , ‘x’ ·Explain with examples on the board that some words end with the ‘v’ sounds
and ‘z’ sound, but may not end with the letter ‘v’. Give examples.
· Write other words on the board and teach students to pronounce the
words, emphasizing the ending sound ‘v’. For example, shave, have,
Session 2017 - 2018
Learning Outcomes
save, behave, alive, slave.
Skills
· Identification · Pair up students and ask them to repeat the words written on
and recognition the board to their partners.
of ending · Students will take turns to read the poems, emphasizing the sound of
sounds ‘v’, ‘x’, the blue coloured words.
· Let students complete Ex 5B pgs 67-69 in the Activity Book.

· Repeat the above mentioned steps for teaching words with the ending
phonic sound ‘x’ and ‘z’.
Note: Each phonic to be taught in a separate period, at least one
phonic sound per week.
Remember: · Ex 5B, part I, II, III, IV, V and VI
· to listen to the word attentively and to pick the right sound Activity Book pgs 67- 69.
· to pronounce words with the correct pronunciation and rhyme H.W:
· to stress the sound of ‘v’ , ‘x’ and ‘z’ when words end with them · Make sentences of: five, hive, fox,
· that sometimes words ending with s, have ‘z’ sound box, bees, trees in your notebooks.
Reading · Share the objectives of reading comprehension with the class. Bring Pre-Reading Activity · Textbook
Comprehension some healthy and unhealthy foods to the class. Show them to the (To Market, To Market) pgs 76-79
Hot Soup for Mummy students and ask them to identify the groups. Write students’ 1. Read the poem · Activity
Students will be able to:- responses in two columns as Healthy and Unhealthy food. Add more aloud from the Book pgs
1. read and to the list. (Use students lunch boxes as a resource) textbook pgs 76 - 73-74
comprehend the story · Pre-reading Activity: Follow the steps given in the Activity column. 77. Let students · Teacher’s
2. recall and recount a (pgs 76-77) follow the reading Guide pg
similar personal · Introduce the new and difficult vocabulary on the board. Break multi- after the teacher 37:Reading
experience syllable words into phonics based parts, to help students pick up 2. Ask students to · Flash cards
3. show comprehension sounds and learn spellings and pronunciation. Display flash cards in suggest other foods · Different
skill by answering Qs class. that their parents kinds of
buy when they go to foods
Session 2017 - 2018
Learning Outcomes
· Teacher to do model reading of the passage ‘Hot Soup for Mummy’ the market. Write
Skills from the Textbook pgs 78- 79. foods essential for a
· Reading Students will read the passage at random and comprehend the balanced diet on the
· Comprehending theme. Ask students why Mummy says thank you to the family. board.
· Writing Note:
grammatically · Correct the spelling
Revise all the Courtesy Words with emphasis on the usage of of sandwich in the
correct answer ‘Thank you’ at different occasions. Textbook, pg 76

· Ask questions to help students infer and draw conclusions about the
characters and sequence of events.
SEIP
· Ask students to think of the steps to be taken if, any of their
family members fall ill. Give maximum chance to students to
speak.
· Discuss the lesson learnt from the story.
· Students will do Ex 5C part I & II after class discussion in the Activity
book pgs 73 - 74.
Remember to: · Read the poem “To Market, To
· read the text with understanding Market” pg 75.
· refer to the comprehension passage while answering Qs · Reading and comprehension of the
· write the date on top of pg 73 in the Activity Book passage pgs 78-79.
· complete Ex 5C independently · Ex 5C part I and II Activity Book
pgs 73- 74.
H.W:
· Words for dictation: onion, carrot,
soup, delicious, vegetable
Session 2017 - 2018
Learning Outcomes
Phonics and · Take dictation of words given for HW. · Activity
Penmanship · Read the sentences in the Activity Book pgs 70 -72. Book pgs
Students will be able to: · Ask students to identify and pronounce the words with the ending 70 -72
1. trace the dots and sound ‘v’, ‘x’ and ‘z’. · Teacher’s
write legible script · Write the sentence within four lines on the board. Guide pg36:
· Students will trace the dots and do hand-writing practice in the Phonics and
Skills Activity Book pgs 70-72. Penmanship
· Correct letter

Note:
formation · Teacher to guide students to leave a single line while writing and
· Transcription identify the next set of four lines.
· Each page to be done in a separate period week-wise.
Remember to : · Penmanship Activity Book pgs 70-71.
· use a well sharpened pencil for writing H.W:
· leave one finger space between words · Give one page for handwriting in
· write within the four lines notebooks every week.
· leave a single line after every line of writing
· follow the script you have just traced
Speaking · Revise instructions for speaking classes. · Textbook
What’s in a Cake? Instructions for Speaking pg 80
Students will be able to : 1. Teacher will maintain a log, ensuring every child of the class gets an · Teacher’s
1. recite the poem with opportunity to speak about the given situation. Guide pg
correct intonation 2. Nobody is allowed to laugh at or ridicule the person who is speaking. 37:
2. talk about their 3. Teacher should be patient and supportive of students who are shy and Speaking
favourite cake and have weak spoken English Skills, and ensure they get an equal · Chart
the ingredients used opportunity of speaking. showing
in baking a cake · Read the poem (textbook pg 80) with correct intonation. · Brainstorming ideas pictures of
3. draw a picture of the · Now ask students to recite the poem aloud. through web cakes, and
cake · Let students talk about or describe the cake shown in the picture on pg diagram ingredients
Session 2017 - 2018
Learning Outcomes
80 of the textbook. Discuss some of the ingredients that are used in of baking a
baking a cake, and the recipe of baking a cake, by making two web cake
Skills diagrams on the board.
· Recitation SEIP
with · Drawing a picture of
intonation the cake
· Pair Work: Give opportunity to each pair to revise the
· Speaking ingredients and the recipe with the help of web diagrams made on the · Pair work

board. Now call pairs turn-wise and let each student participate in the
discussion.
· Draw a picture of their favourite cake, in their notebooks for H.W.
Remember to: · Read the poem and discuss the
· recite the poem in a clear, audible tone with proper pauses ingredients used in baking a cake.
· speak confidently about your favourite cake and its ingredients H.W:
· draw a colorful picture of your favourite cake in your notebooks. · Draw and colour your favourite cake.
Punctuation · Revision of the basic sentence structure. How does a sentence begin? · Board
Capital letter and full How does it end? · Worksheet
stop · Write a few sentences on the board stressing the Capital Letter and prepared by
Students will be able to: the Full Stop. · Board Work the teacher
1. punctuate the · Board Work:
sentences using Ø Write a few sentences on the board and ask students to begin a
Capital Letter and sentence with a capital letter and add a full stop at the end. e.g
Full Stop i like carrots
my teeth are white
Skills that is his toothbrush
· Punctuating she has white teeth
sentences · Written Work: Prepare a worksheet on the concept and let the
students punctuate the sentences.
Session 2017 - 2018
Learning Outcomes
Remember : · Worksheet or a short Ex prepared by
· always start your sentence with a capital letter and end it with a full stop the teacher.
H.W: None
Reading · Share the objectives of reading comprehension with the class. · Activity Book
Comprehension · Talk about helping mother in the kitchen when she is not well. pgs 78 - 79
A Shopping List Encourage students to share their personal experiences when they · Samples of

Students will be able to: have helped their mothers. shopping
1. read and · Show a sample of a shopping list and explain how to make it. Write list.
comprehend the examples on the board.
passage · Introduce and discuss the meaning of new words.
2. look at the picture · Teacher to model the reading of the passage ‘A Shopping List’ from
and identify the foods the Activity Book pgs 78- 79.
3. help Alan to make a · Students will take turns to read the passage.
shopping list · Ask them to look at the picture of the refrigerator and kitchen table and · Class discussion
identify the foods.
Skills · Discuss the Qs with the class, followed by independently done written
· Reading work. Ex 5F in the Activity Book pgs 78-79.
· Comprehending
· Sorting
· Listing
Remember to: · Ex 5F part II, IV Activity Book pgs 78-
· read and understand the text 79.
· refer to the comprehension passage while answering Qs H.W:
· write the date on top of pg 78 in the Activity Book · Words for dictation: grocery, please,
· complete Ex 5F independently kitchen, shopping, things,
Session 2017 - 2018
Learning Outcomes
Vocabulary · Show pictures or real food with the four different kinds of tastes to the · Textbook pg
How Do They Taste? class. Let the students taste salt, sugar, lemon etc. 81
Students will be able to: · Categorizing food · Activity Book
1. read the text to find according to the pg 75
words that describe Teacher may use her laptop or mobile to show the pictures.
taste · Teachers
how foods taste · Tell students to identify and differentiate between the four taste.
Guide pg 37:
2. identify the tastes of · On the board write names of food and take input from the students Board Activity Vocabulary
different kinds of food about its taste e.g. lemon is sour, sugar is sweet, chips are salty and

· Some
3. match the pictures to chocolate is…. Write more examples. Sour Sweet Salty Bitter
eatables
the correct word · Read the passage in the textbook pg 81, paying special attention to
with different
the new vocabulary (words in bold).
tastes.
Skills · Board Work: Ask students to name other foods with the same tastes.
· Internet /
· Differentiating Write the names of the foods in columns on the board, under each
Mobile
heading.
· Listing
· Students will do Ex 5D in the Activity Book pg 75.
· Matching
Remember to: · Ex 5D Activity Book pg 75.
· identify the tastes of food as sour, sweet, salty, bitter and hot
· match the pictures to the correct words in the Activity Book H.W:
· Write four foods for each of the given
tastes: sour, sweet, bitter and salty
Session 2017 - 2018
Learning Outcomes
Writing Skill · Teacher to talk about her favourite food and give reasons for liking it · Textbook
My Favourite Food through a web diagram on the board. · Brainstorming pgs 85- 86
Students will be able to : · Read about Jimmy’s favourite food from the Textbook pg 85. Explain through web · Activity
1. read about Jimmy’s how Jimmy has described ‘Aloo’ pies. diagram Book pgs
favourite food · SEIP 80- 81
2. describe their · Pencil
favourite food using · Crayons
suitable adjectives · Group work: Make groups according to the choice of food. Ask

· A piece of
3. draw and colour a students to discuss and describe their favourite food in 5-6 coloured
picture of their sentences. paper
favourite food · Take feedback group-wise. Allow each member of the group to speak My · Sample of
4. design a menu a sentence or two during group presentation. Favourite menus
· Students will do Ex 5G in the Activity Book pgs 80, 81 independently. Food
Skills · Distribute samples of menu in groups and let students observe them
· Reasoning and describe features such as: texture of the paper, colour, design,
· Designing and lettering and the variety of dishes listed on the card.
colouring · Note: Read and explain the steps for designing a menu Textbook pg · Group Work
· Using 86. Let students design and create their own menu.
appropriate
nouns and
adjectives
Remember to:
· write about your favourite food, what the food tastes like and why you like the food · Design a menu and write the
· draw and color a picture of your favourite food in the box names of the dishes on the colored
· check spellings, put (full stop) and a , (comma) where needed paper. Draw pictures of the dishes.
· write the names of your favourite dishes and draw their pictures on the coloured paper · Ex 5G in the Activity Book pgs 80-81.
· decorate your menu H.W:
None
Session 2017 - 2018
Learning Outcomes
Comprehension · Share the objectives of reading comprehension with the class. · Syllabus
Ali’s Weather Chart · Bring a weather chart in the class for a warm-up activity to grab Worksheet
Students will be able to: students’ attention. Initiate discussion by referring to different signs of #1
1. read and the weather and ask students to identify them as cloudy, sunny, rainy · A weather
comprehend the and windy. Ask about today’s and the last day’s weather. Encourage chart
weather chart them to tell you in complete sentences in the past tense.
2. show understanding
of the text by doing · Class Discussion

comprehension Ex · Show students on your mobile / laptop the weather forecast of the next
few days.
Skills · Students will take turns to read the passage from the Syllabus
· Reading Worksheet #1.
· Discuss the comprehension Qs. Make sure that students do not write
· Comprehension
answers during discussion.
· Written work to be done in the Worksheet.
· Note: Discuss the H.W in class.
Remember to : · Syllabus Worksheet # 1.
· refer to the comprehension passage while doing comprehension Ex
· write the date on top of the page · Make a weather chart for the next
· complete the Exercises within the given time week
· read the weather chart more than once
H.W:
None
Session 2017 - 2018
Learning Outcomes
Grammar · Explain that the verb ‘do’ or ‘does’ can be used to ask questions · Textbook
Verbs ‘Do’ and ‘Does’ about wants, abilities and likes and dislikes. Write the rules on pg 84 in pgs 82-84
Students will be able to : the textbook for using ‘do’ and ‘does’ on the board. · Activity
1. read the questions · Read the conversation in the textbook pgs 82-84. Book pgs
and answer them · Pair up students to practise using the verb ‘do’ or ‘does’ in 76- 77
2. use ‘do’, ‘does’, questions and answers with their partners. · Teacher’s
‘don’t’ and ‘doesn’t’ in Board Activity: Guide pg
positive and negative · Pair Reading

· Write a few questions on the board and ask students to answer them 38:
sentences using ‘do’, ‘does’, ‘don’t’ and ‘doesn’t’. Students will write the Grammar
3. ask Qs using ‘do’ and questions and answer them correctly in notebooks. · Board Activity
‘does’ · SEIP: Teacher to make questions using ‘Do’ and ‘Does’ etc.
· Discuss Ex 5E in the Activity Book pgs 76-77 followed by
independent written work.
Skills · Note:
· Questioning Spot/Surprise test must be given at regular intervals to assess
· Grammar students’ learning and marks are for Performance
INFORMATION/REFERENCE only & will not be added to any formal
report.
Remember: · Ex 5E Activity Book pgs 76, 77.
· that we use ‘do’ with pronouns I, we, they, you, and ‘does’ is used with pronouns he, she, it or with · Write the questions from the board
a name and answer them correctly using do,
· to read the dialogue using correct intonation does, don’t and doesn’t.
· to fill in the blanks with the correct verbs H.W:
· Make 2 questions using ‘do’ and 2
questions using ’does’ in notebooks.
Session 2017 - 2018
Learning Outcomes
Unit 6: Fables · Textbook
Getting Started · Teacher to pre- record one or more fable on her/ his mobile or lap pgs 88 – 89
Stories that I Like top in an interesting way with intonation and emotion. · Teacher’s
Students will be able to: · To catch students’ attention, start the lesson by playing one of the pre- Guide pg 40
1. identify popular recorded stories to the class.This activity has to be planned and Getting
fables and deduce recorded in a coordination meeting with the other English teachers Tell Started
the morals using students that these stories are called fables. Explain that a fable is a
pictorial cues story that has a message or a lesson on good behaviour, and that

2. talk about what they animals are the main characters and talk like humans.
like about their · The characters play / act different roles. They show good and bad
favourite fables and behaviour which influences some other person’s life. It is the same
give reasons to with us in real life. We are different characters; whatever we do, act or
support their perform, has some effect on persons related to us.
responses · Write some morals on the board like ‘Lying is harmful. People stop
believing you even when you are right’, ‘slow and steady wins the race’,
Skills ‘one good turn deserves another’ ‘Save for a rainy day’.Tell students to · Brainstorming
· Recalling look at the pictures in the textbook pgs 88- 89, identify the characters through pictorial
· Deducing and tell them to match and write the morals of the stories from the cues
morals board along with the names of the stories, in their notebooks
· Narrating · For the teacher:
1. The Lion and the Mouse · Narrating stories
Moral: Do good and have good or ‘one good turn deserves another’.
1. The Hare and the Tortoise
Moral: Slow and steady wins the race
2. The Goose that laid the golden eggs.
Moral: ‘Greed is a curse’ or ‘ Save for a rainy day’
3. The boy who cried wolf!
Moral: ‘Never tell a lie’ or ‘Lying is harmful. People stop believing you
even when you are right’
· Encourage students to share any fable which they might know, with the
Session 2017 - 2018
Learning Outcomes
class.
· Discuss the fables using the questions on pg 89 as prompts.
Remember to: · Listen to the recording of a fable.
· give free response and reasons for liking a particular fable · Look at the pictures in the Textbook
· identify the animal characters in the pictorial images pgs 88-89.Write the names of the
· narrate your favourite fable with a moral in simple words stories from the Textbook and match

their morals from the board (in
notebooks.)
· Discuss Qs 1-4 Textbook pg 89.
H.W: None
Listening · Pre-listening Activity: Follow the steps given in Activity column. Pre-listening Activity · Textbook pg
Comprehension · Revise instructions for listening comprehension (refer to Anx B pg 2 ‘The Greedy Farmer’ 90
The Greedy Farmer and 3). · Ask students to · Activity
Students will be able to: · Read the listening script twice from Teacher’s Guide pg 42. describe the picture Book pg 82
1. listen carefully to · Students will listen to the script carefully. They will recall the content (Textbook pg 90) Ex 6A
the short story and complete Ex 6A in the Activity Book pg 82. · Read the Qs in the · Teacher’s
2. recall the content LEIP textbook and Guide pgs
to do the written discuss them in 41-42:
work class. Pre-
· Play the game ‘Chinese Whisper’ to improve listening
efficiency. · Invite students, Listening
Game Instructions: specially leasable and
Skills learners, to answer Listening
· Listening · Divide students into groups of four. If you have extra students, they can
be added in (four is the optimal number, though five and six also work.) the Qs.
· Recalling
Have each group sit in a straight line. Whisper clearly the sentence
(given below) to a student who is first in the group. Have that student
whisper the sentence to the next student, and so on down the line. The
fourth or last student should recite the sentence aloud. If that last
student repeats it inaccurately, the process starts over again until he
Session 2017 - 2018
Learning Outcomes
gets it.
· Some suggested sentences are:
1. Maaz secretly loves cheese.
2. Happy pencil and a ball go for a walk.
3. The noodles ran away with the meatball.
4. I like yellow carrots and blue potatoes.
· Ex 6A Activity Book pg 82.

Remember to:
· identify the characters you see in the picture on pg 90 in the textbook H.W:
· listen to the text carefully · Words for dictation: golden, goose,
· recall the story and tick the correct answers in the Activity Book build, greedy, farmer, animal
Phonics · Dictation of words given for HW. · Textbook pg
The ‘ai’ , ‘ea’ and ‘oa’ · Recall the phonics of the Vowels, a,e,i,o,u. · Brainstorming 91
sounds · Write the vowels ‘ai’ on the board. Teach students to make the ‘ai’ through web · Activity
Students will be able to: sound. diagram Book pgs
1. read the poems in · Show the pictures of a snail, train and rain to the class. Record the 83-85
rhythm words in your voice on the mobile to teach them the correct sound and Teacher’s
2. recognize words with pronunciation. Guide pg
the medial vowel · Brainstorm other words with the ‘ai’ sound on the board and teach 43: Phonics
sounds ‘ai’ , ‘ea’ and students to pronounce the words, emphasizing the vowels ‘ai’. ai · Board
‘oa’ · Read the rhyme in the green box aloud (Textbook pg 91) to the class. · Pictures
3. pronounce the words Get students to repeat the rhyme as a class.
correctly · Pair up students and ask them to identify the suggested rhyming
4. identify the rhyming words and repeat the rhyme to their partner. First, repeat the rhyme, · Pair work
words in the poem and then identify the rhyming words, focusing on the vowel sound.
· Discuss Ex 6B part I given in the Activity Book pg 83 with the class.
Tell the students to do the work on their own.
· Repeat the above mentioned steps for teaching words with the vowel
‘ea’ and ‘oa’ sound, followed by completion of Ex 6B part II, III and IV
Session 2017 - 2018
Learning Outcomes
in the Activity Book pgs 84- 85. (Task to be spread out in three periods
Skills of separate weeks)
· Identification · Discuss the HW in class.
· Phonetic
awareness
· Pronunciation

Remember : · Ex 6B part I- IV Activity Book pg 83-
· to pronounce words with the ‘ai’ and ‘ea’ sounds correctly 85.
· to identify the pictures and circle the things with the ‘ai’ sound
· to pick rhyming words from the poem. Think of other words with the ‘ai’ and ‘ea’ sounds in the H.W:
middle Make sentences using the following
words:
- train, rain
- please, ease
- road, goat
Session 2017 - 2018
Learning Outcomes
Reading · Pre-reading Activity: Follow the steps given in the Activity column. Pre-Reading Activity · Textbook
Comprehension · Read the story ‘The Shepherd Boy Who Cried Wolf’ from the The Shepherd Boy pgs 92-97
The Shepherd Boy Textbook pgs 94-96 to the class. a. Ask students to · Activity
Who Cried Wolf · Ask students to underline difficult words in the textbook and explain describe what they Book pgs
Students will be able to: their meanings and write them on the board so students can copy them see in the picture 89- 90
1. read a fable in their notebooks. Pronounce the words aloud with emphasis on (Textbook pgs 92- · Teacher’s
2. identify the main correct pronunciation. 93). Guide pg
idea and moral of the b. Introduce the word

· Students will take turns to read the story. 44: Pre-
story · Ask pertinent Qs from the story to evaluate students’ understanding. ‘Shepherd’ and Reading
3. extract information to Ask students ‘Is it right to have some fun by playing a trick on explain what a
answer Qs about the others?’ shepherd does.
story Why / Why not? Give a short talk here to teach students the results of c. Read the Qs on pg
such behaviour. 93 to the class. Let
Skills students discuss the
· Reading picture using the Qs
· Discuss the consequences of the boy’s behaviour and the moral of
· Comprehending as prompts
the story. Relate the message of the story with real life situations.
· Developing d. Invite students to
· Discuss the questions in the Textbook on pg 97.
vocabulary share their answers.
· Students will do Ex 6C independently in the Activity Book pgs 8-90 after
class discussion.
Remember to : · Write difficult words and their
· read and understand the main idea of the story meanings in notebooks.
· read the sentences in the Activity Book and match them with the correct picture · Ex 6C Activity Book pgs 89- 90.
· write the date on top of the page
· complete the Ex within the given time independently H.W:
· Words for dictation (give any five)
forest, village, wooden, trick, pretend,
attack, puzzle
Session 2017 - 2018
Learning Outcomes
Grammar · Dictation of words given for HW. · Board
Use of Article (a, an or · Revise vowels through a warm-up activity. · Chart
the) · Tell students that: showing the
Students will be able to: Ø We use the words a and an to talk about one person or thing. correct use
1. identify and use the Ø We use an before a noun that begins with a vowel. of articles
correct article Ø We use the to talk about a particular thing, when both the speaker and
the listener know which object is being talked about.

Skills · Activity: Show students some items one by one like, __onion, __book,
· Identification __umbrella, __apple, __ egg, __house, __sun etc. and ask them to add · Board work
· Correct use of ‘a, an’ or ‘the’ before each. Repeat activity for practice and
article reinforcement of the concept.
· Written work
· Write a sentence beginning with a, an or the. Use the given helping
verb ‘is/has’.
1.sky / dark
2.apple / red
3.moon / round
4.cat / likes / milk
5.elephant / long trunk
Remember to : · Write a sentence beginning with a, an
· use the words a and an to talk about one person or thing. or the using the given helping words.
· use an before a noun that begins with a vowel.
· use the to talk about a particular thing. H.W:
None
Session 2017 - 2018
Learning Outcomes
Phonics and · Read the sentences in the Activity Book pg 86. · Activity
Penmanship · Ask students to identify and pronounce the words with the ‘ai’ sound in Book pgs
Students will be able to: the middle. 86-88
1. trace the dots and · Write the model sentence on the board within four lines. · Teacher’s
write legibly in script · Students will trace the dots and write the sentences in the Activity Guide pg
Skills Book pg 86. 43: Phonics
· Repeat the same procedure for pgs 87- 88 in the Activity Book. (Task and
· Penmanship

to be spread out in three separate periods of different weeks) Penmanship
(correct formation
of letters)
· Identifying phonics
Remember to : · Penmanship Activity Book pgs 86-88.
· write within the four lines neatly H.W:
· leave a single line after every line of writing · Give one pg for handwriting practice
· follow the given script carefully while writing at home.
Speaking · Share the objectives of the lesson with the class. · Textbook
Tell a Story · Discuss the rules for speaking activity. pgs 98-100
Students will be able to: Note: Ensure that the teacher must use an authentic resource to get to Activity: (optional) · Teacher’s
1. observe the pictures know the actual stories. · Bring a jar and Guide pg
and interpret the · Ask students to look at the order of events in the two stories given in some pebbles to Speaking
sequence of events the Textbook pgs 98-100 and talk about what is happening at each the class to · A jar of
depicted in them stage of the story. illustrate the first pebbles
2. present their ideas · Teacher may lead the young learners in the spoken class by framing story.
verbally and asking leading Qs like: · Name the story and
1. Who is the man in the second picture? (pg 99) (Introduce the word share its moral
‘farmer’ on the board)
2. Where do you think he lived?
3. Where is he standing and what does he do?
4. What is he thinking?
Session 2017 - 2018
Learning Outcomes
5. What does he want his plants to do? etc.
(Frame 6, 7 pertinent Qs for the first story. Write helping words on the · Group Work
board.)
· Story Telling
Group Work: Divide the class into small groups.
Skills
Name the groups 1 – VI. Assign the first story to group I, III and

· Imagination
· Inference
· Creativity V and the second story to groups II, IV and VI. Tell them to be
· Organizing creative and discuss what is happening in each picture of the story.
ideas SEIP:
· Describing · Tell students to be confident and speak in English as often as possible,
to as many people as you possibly can! Do not be shy to make
mistakes! The more you practice the better and more confident you will
become in your pronunciation and vocabulary.
· Ask each member of the group to tell what is happening at each stage
of the story. Encourage students to share what they have learnt from
each story.
Remember to: · Textbook pgs 98 – 100. Tell a story.
· talk confidently during group discussion. Do not deviate from the given clues H.W:
· describe what is happening in each picture of the story None
· narrate the story in your own words
· use helping words written on the board
Session 2017 - 2018
Learning Outcomes
Reading · Ask students if they have ever day dreamed about their future. Share
Comprehension their responses with the class. · Activity
The Silly Milkmaid · Read the story in the Activity Book pgs 93 - 94 ‘The Silly Milkmaid’ to Book pgs
Students will be able to: the class. Make students underline difficult words in the Activity Book 93- 94
1. read a fable and explain their meanings. Repeat the new words aloud in the class · Teacher’s
2. identify the main so students learn their correct pronunciation. Ask students to write the Guide pg
idea and moral of words and meanings in their notebooks. 48: Reading
the story

· Students to take turns to read and explain the lines that they have Comprehension
3. extract relevant read.
information to · Ask pertinent Qs from the story to evaluate students’ understanding,
answer Qs such as: · Class Discussion
a. Why does the milkmaid go to the market?
Skills b. What happens to her?
· Reading c. What is the moral of the story?
· Comprehending · Tell students to discuss the consequences of the milkmaid’s
· Inferring daydreaming and the moral of the story.
· Discuss the Qs in the Activity Book pg 94.
· Students will do Ex 6F in the Activity Book pg 94 after class discussion.
· Discuss the HW with the students in class.
Remember to : · Ex 6F Activity Book pg 94.
· read and understand the main idea of the story
· write the date on top of page 93 in the Activity Book H.W:
· work independently and answer Qs in your own words and complete the Ex within the given time · Words for dictation: dream, chicken,
beautiful, forget, spell, pretend, castle
Session 2017 - 2018
Learning Outcomes
Vocabulary · Follow up of previous day’s dictation HW. · Textbook
The Farmer And The · Read what the Farmer and the Shepherd Boy say about the lesson pg 101
Shepherd Boy they have learnt (Textbook pg 101). · Activity
Students will be able to: · Write the highlighted words in the textbook and on the board. Book pg 91
1. read the text and · Grammar: Recall Noun, Verb and Adjective: · Teacher’s
learn to pronounce Ask the students: Guide pg
new words 1. What Part of Speech do the highlighted words belong to? · Class Discussion 46:
2. fill in the blanks with

(Textbook pg 101) Vocabulary
suitable words 2. Instruct the students to underline the Nouns, Adjectives and Verbs · A
3. recognize the parts of in the sentences, in the Textbook pg 101. vocabulary
speech 3. Teacher to draw three columns on the board, write the headings: chart
4. recognize tense of Noun, Verb, Adjective. Students to draw the columns and write the identify the
the sentence Headings in their notebooks. From the yellow and blue speech parts of
bubbles,( Textbook pg 101) instruct them to write the underlined speech
words in their respective columns. (Independent work)
Skills 4. Introduce the term “Tense’ along with the meaning. (Time)
· Reading 5. Talk about the past, present and future.
· Identifying · Students will do Ex 6D in the Activity Book pg 91after class
· Grammar discussion.
· Discuss the HW in class with the students.
Suggested Activity:
· Google ‘Dictogloss technique, a dictation activity where learners
practise listening, writing and speaking skill and use vocabulary,
grammar and discussion in order to complete the task.
https://www.teachingenglish.org.uk/article/dictogloss
Remember: · Grammar: Choose and write the
· to recall the stories to understand the Parts of Speech of the underlined words Nouns, Adjectives and Verbs in their
· a noun is the name of a person, place, animal or thing respective columns. (Textbook pg
Session 2017 - 2018
Learning Outcomes
· san adjective describes a noun 101)
· a verb tells us about the action of the noun · Ex 6D Activity Book pg 91.
· to fill in the blanks with suitable words from the box in the Activity Book H.W:
· that the verb will tell you the tense of the word · Make sentences of: rich, poor, foolish,
promise, lie
Writing Skill: · Textbook
Story Ending / Anansi · Write the word ‘trick’ on the board and ask students what they pgs 103-

and the Turtle understand by this word. The meaning can be further explained and 104
Students will be able to : linked to the concept given in the textbook by giving an example of · Class discussion · Activity
1. read the story lunch / pencil box. Tell students that tricking someone is not good. Book pg 95
2. think imaginatively · Ask students if they have tricked someone or have been tricked by · Teacher’
to complete the story someone. Share their responses with the class. The teacher can tell Guide pg
3. write the ending of her own story to lead the activity. 48: Writing
the story in the · Read and explain the story given in the textbook pgs 103-104.
Activity Book · Ask a few questions to check students’ understanding of the story.
· Write pertinent Qs given below on the board. Let students discuss the
Qs in groups. Tell students that the answers of Q 3-5 will constitute
the ending of the story. · Group work
Skills
· Creative · Questions for group discussion
thinking 1. Why does Turtle come to visit Anansi?
· Concluding 2. How does Anansi trick Turtle?
· Organizing
ideas 3. What do you think Turtle will do next?
· Logical · Presentation of
sequences 4. What do you think will happen to Anansi in the end? Group Work
5. What is the moral of the story?
· Take feedback from each group. Write points/bullets on the board
which students will include in the written work.
Session 2017 - 2018
Learning Outcomes
· Guide students to write information about characters, setting and
events to complete the story
· Students will organize the ideas and write the ending of the story in
the Activity Book pg 95.
Remember to: · Write the ending of the story in the
· look at the picture of Anansi in a bowl in the Textbook pg 104 and come up with ideas for a Activity Book pg 95.

suitable ending of the story H.W:
· write the rest of the story in the space provided in the Activity Book None
· use correct punctuation, i-e capital letters, full stop and comma
Punctuation (Revision) · Revise the concept and use of the capital letter and full stop with · Board
Capital Letter and Full examples on the board. Refer to success criteria. Give a lot of board · Worksheet
Stop practice for conceptual clarity. · Board Work (Teacher’s
Students will be able to: · Explain that the word ‘I’ is always written as a capital letter, whether it resource)
1. use the word ‘I’ in is used at the beginning or middle of a sentence, or in a question.
capital letter when Give examples. I am Talha, I like to walk. While walking in the park, I
used as a personal saw a blue kite. My mother asked me what would I like to eat. May I sit
pronoun next to you? etc.
2. revise the use of a · Revise the rule that every sentence begins with a capital letter and
capital letter and a ends with a full stop. Repeat and practice this rule time and again.
full stop · Written work: (A worksheet can be prepared on this pattern) to be
3. rewrite the sentences done as class-work.
with the relevant · Write the following sentences on the board. Tell the students to copy
punctuation marks these sentences in their notebooks and write the letters that should be
and capital letters in in capital and add full stop at the end of the sentence.
their notebooks 1. my name is anna
Skills 2. i live in a big city
3. i can sing a song
· Application
4. can I come to see you on saturday?
5. My brother will come on sunday
Session 2017 - 2018
Learning Outcomes
6. i see a blue kite
7. i went to iqbal park in lahore
8. In june we will have summer holidays
Note: The teacher can distribute the prepared worksheet among the
students. Discuss it with them and ask them to complete the written
work on the worksheet at home.
Remember to: · Worksheet on capital letters and full

· use a capital letter for the personal pronoun ' I ' stops (teacher’s resource)
· use a capital letter to begin a sentence · Write the ending of the story in the
· rewrite the sentences with the punctuation mark and capital letters again Activity Book pg 95.
H.W: None
Comprehension · Share the objectives of reading comprehension with the class. · Syllabus
My Day · Show different timings of the day on the clock and discuss students’ Worksheet
Students will be able to: daily routine with respect to the time shown in the clocks. #2
1. read and relate the · Reading from the Syllabus Worksheet # 2. · A Clock
passage to the · Students will take turns to read the passage.
character’s routine · Introduce the new and difficult words on the board. Tell them their
2. learn the importance meanings and pronounce them repeatedly in the class with spellings.
of time
3. answer simple Qs
based on the text · Discuss why following a daily routine is important and
time management is a skill for success in life. How life gets affected
Skills when a routine is not followed. Give examples from students’ point of · Class discussion
· Following view.
directions for · Discuss the questions given at the end of the passage. Tell students to
routine activities complete the written work in the Syllabus Worksheet.
· Time
management
Session 2017 - 2018
Learning Outcomes
Remember to : · Syllabus Worksheet # 2 in the Tear off
· read and comprehend Omer’s routine Pad No A, B and C.
· refer to the comprehension passage to find answers to the questions H.W: (written)
· write the date on top of the page · What do you do at the following
· complete the Ex within the given time timings? 7:30 a.m 6.00 p.m 9.00 p.m

Writing Skill: · Brainstorm the topic by making 6 clocks on the board with different · Board
My Best Way of timings shown, like 7 and 10 O’ clock in the morning, 1 and 3 O’clock
Spending the Day in the afternoon, 6 O’ clock in the evening and 10 O’ clock at night.
Students will be able to: · Ask students to recall and discuss in pairs what they do at the given
1. recall and share what times. Write their responses on the board. Teach them to follow their · Brainstorming
they do at different parents’ and teacher’s instructions to learn to mange time during through web
times of the day the day. What are the results of good and poor time management? diagram
2. write some sentences
on the topic
· Wrap up the discussion by telling students to think before going
to sleep, and recall what made him / her happy or sad that day. What
Skills he / she should keep practising and what he / she should avoid doing
· Recalling in future. Relate to values (of the week / month etc)
· Time · Let students speak about what they like doing best during the day.
Management · Students will write 6-8 sentences on the topic in notebooks.
· Writing · Note:
On Spot/Surprise test must be given frequently to assess students’
learning and marks are for Performance INFORMATION/REFERENCE
only and will not be added to any formal report.
Success Criteria: C.W:
Remember to : · Write 6-8 sentences on the topic in the
· discuss your daily routine and tell what you do at the particular times notebooks
· write about the topic in 6-8 sentences
Session 2017 - 2018
Learning Outcomes
H.W:
None
Unseen · Class discussion · Syllabus
Comprehension · The teacher will pre- record some animal voices along with a tiger’s Worksheet
Tigers voice on her/ his mobile and play it in front of the class.Let students
#4
Students will be able to: hear the voices and recognize the animal. At the same time show them
· Flash cards
1. read the passage the flash cards with the downloaded pictures of the animals. Show a
· Recorded
2. answer the Qs to picture of a Tiger along with its voice, pre-recorded on the mobile, to

animal
show understanding initiate discussion about its appearance and facts given in the
sounds
of the text worksheet.
Note: This recording of the animal voices has to be planned in the
Skills coordination meeting with the other English teachers.
· Listening · Model the reading from Syllabus Worksheet # 4.
· Recognizing/ · Individual reading of the passage by the students.
matching · Refer to the new words displayed on the soft-board or use flash cards.
· Reading Explain certain concepts through examples like biggest, cat family,
· Comprehending stripes, hunt, blind, cubs etc given in the passage.
· Fact finding · Ask pertinent Qs from the passage to check students’ comprehension.
· Discuss the comprehension Ex at the end of the passage followed by
written work in Syllabus Worksheet # 4. Give students wait time to
think and form a sentence in their mind before giving you the answer.
· Note: Let students practise reading the sentences and answer the
Qs themselves.
Remember to : · Listen to the pre-recorded voices of
· listen carefully to recognize the voices of the animals along with the pictures the animals and match them with the
· read the comprehension passage twice before doing Part A and B pictures of the animals making those
· write the date on top of the page noises.
· Syllabus worksheet # 4 Qs A, B and
C.
Session 2017 - 2018
Learning Outcomes
· Write two sentences about tiger cubs
in notebooks.
H.W:
· Make sentences of: hunt, blind, strong
Grammar · Revise Simple Present Tense done in Unit 4. · Textbook pg
Present Continuous · Discuss and devise a method during the coordination meeting on how 102
Tense to revise the tense. Plan a warm-up activity and avoid traditional · Activity Book

Students will be able to: method of teaching tenses. pg 92
1. revise Simple · Write verbs in the Simple Present Tense on the board (see examples · Teacher’s
Present Tense below) and explain how to change them to the Present Continuous · Board Activity Guide pg 47:
2. form verbs in the Grammar
Present Continuous Tense
· Movie clip
Tense Adding ‘__ ing’
on “Mr
3. learn how and when Simple Present Tense Present Continuous
Bean”, or
to use the Present Tense
“Tom and
Continuous Tense do doing Jerry”
talk talking
beat beating
cook cooking
Adding ‘__ ing’ to words ending with ‘e’
write writing
bake baking
Skills
love loving
· Forming verbs in
type typing
Present
Special case of adding ‘_ ing’to words ending with‘t’
Continuous
Tense bet betting
pet petting
· Grammar
get getting
Tense. Students will make the table in their notebooks.
Session 2017 - 2018
Learning Outcomes
· Explain that verbs in the Present Continuous Tense show actions that
are happening now. Emphasize that ‘ing’ is added to a verb in the · Role Play
Simple Present Tense to form a verb in the Present Continuous Tense.
Suggested Activity
· Explain the concept through examples and actions (role play etc).
Give examples of actions happening in class. OR
· Show them a movie clip of Mr. Bean/ Tom and Jerry for 5 minutes, and ·

Pair work
ask students to write the characters actions in the Present Continuous
Tense.
· Read the sentences in the textbook pg 102.
· Invite students to the board to write a few examples of verbs in the
Present Continuous Tense.
Pair work:
· Tell each pair to look around the class-room and speak sentences in
the Present Continuous Tense to show what is happening at the
moment.
· Students will do Ex 6E in the Activity Book pg 92 (which will be
discussed and explained first)
Remember to: · Make the table in notebooks.
· use ‘ing’ with the verb in the Present Continuous Tense · Ex 6E Activity Book pg 92
· make sentences in the Present Continuous Tense
· change the verbs to the Present Continuous Tense H.W:
· use 'is' or 'are' in the Present Continuous sentences · Give 5 sentences (in the same pattern
as given in the Activity Book) to
change the verbs in the brackets to
the Present Continuous Tense.
Session 2017 - 2018
Learning Outcomes
Writing Skill · Take a few minutes to ask students to look around their classroom, to · Board
How to keep my room see what looks untidy or out of place. Tell the students to tidy up their · Group work
tidy classroom such as, chairs and desks to be straightened up, books and
Students will be able to: notebooks to be properly placed on the table/shelves, the litter on the
1. talk about the things floor should be picked up and thrown into the bin, etc. Make this a · Brainstorming
in their room group activity. Assign the groups to do different tasks, e g. Group 1 to
2. think about the tidy up the shelves; Group 2 to align the rows of desks and chairs; · Web diagram
ways to keep the Group 3 to pick up the litter and throw it in the bin etc. After the tidying

· Group discussion
room tidy up session, ask them to take a critical view and see the difference.
3. write some · Tell the students to think about their rooms at home.
sentences on the Brainstorm by asking questions like:
topic. 1. Whom do you share your room with?
2. What are the things in your room?
3. Is your room clean and tidy?
Skills 4. If ‘Yes’ then, what do you do to keep it clean?
· Observing 5. Do you keep a dustbin in your room? etc
· Critical Thinking · Discuss with students the ways to keep their room neat and clean
· Writing · Note: Write some leading questions / points on the board on how to
keep one’s room tidy to facilitate students. Tell the students to think
about what they did to clean up their classroom at the beginning of the
lesson.
· Make a web on the board and complete it with students’ responses.
· Students will write 5-7 sentences on the topic ‘How to keep my room
tidy’ in their notebooks in the form of a paragraph.
Remember to: · Group activity
· take active part in class activities / discussion · Write 5-7 sentences on the topic,
· follow the pattern written on the board and write 5-7 sentences as a paragraph in your notebooks ‘ How to keep my room tidy’ in
notebooks.
H.W: None
Session 2017 - 2018
Learning Outcomes
Unit 7: · Introduce and explain the term ‘Fairy Tales’. Show them the pictures
Fairy tale Stories and the names of the different stories on pgs 106-107 of the Textbook. · Story telling · Textbook
Getting Started LEIP: Then tell them the age old favourite story of ‘ Little Red Riding pgs 106-107
Fairytales Hood ’ in a dramatic way (In English. Do not translate the story) Act out · Teacher’s
Students will be able to: the story with intonation in voice and actions. Bring in a little drama in Guide pg
1. recognize what fairy the class, to fascinate and capture students’ interest. Be eloquent, · Discussion on fairy 49:Getting
tales are quick, and crisp in speech. In the end, ask the students if they have tales Started
2. name and talk about been able to deduce the moral of the story. Tell them to be aware of

familiar fairy tales strangers.
with imaginary Note: It is important to plan this story telling exercise in the
creatures coordination meeting with the other English teachers. Do
discuss how to tell the story in the best possible way.
· Explain that the concept of magic is a common element in fairytales.
Skills Give examples from different stories / cartoon movies so that students
· identifying develop an interest in finding more about fairytales.
· Identification · Identify the characters and discuss the imaginary creatures in the
· Listening Textbook pgs 106 -107. Discuss the stories with students and describe
· Speaking what is happening in each picture.
· Talk about fairy tales, using the questions on pg 107 as prompts.
SEIP:
· Encourage students to share with the class the story of their favourite
fairy tale. Guide them to tell the happenings of the story in sequence.
Help them to continue where they are stuck either with language,
vocabulary or ideas.
Remember to: · Discuss what is happening in each
· identify/name the characters and creatures in the picture picture (Textbook pg 106).
· describe what is happening in each picture. · Listening to the story.
· share the fairy tales that you know with your class-fellows · Telling a fairy story.
H.W: (optional)
Session 2017 - 2018
Learning Outcomes
· Read the story ‘Cinderella’/’Hansel and
Gretel , if the story book is available in
the library, or ask your parents /
brother / sister to tell you the story of
Cinderella or Hansel and Gretel.
Listening · Pre-listening Activity: ‘ Pre-listening Activity · Textbook
Comprehension Cinderella and her Stepsisters’ (Textbook pg 108). Follow the steps a. Introduce and pg 108

Cinderella given in Activity column. explain the term · Activity Book
Students will be able to: · Read the instructions for listening comprehension (Refer to Anx B pg 2 ‘step-sisters’ pgs 96- 97
1. talk about the picture and 3). b. Ask students to · Teacher’s
2. listen to a story · Read the listening script twice from the Teacher’s Guide pg 50. describe what is Guide pg
3. recall the script · Discuss Ex 7A in the Activity Book pgs 96 - 97. happening in the 50:Listening
4. engage themselves · Students will recall the script and do Ex 7A in the Activity Book. picture · List of words
in an additional LEIP c. Write a few Qs on on flash card
and SEIP activity the board and ask
LEIP & SEIP Activity: students to discuss
Skills · The students will work in classroom situation in teams of two, seated the picture with their
· Speaking back to back, one reading the words from the flash card, the other partners using the
writing down after listening to the words carefully, and then reversing Qs as prompts
· Listening
the process by interchanging/shuffling the tasks where the reader d. Encourage students
· Recalling
becomes writer. With several such teams operating in the classroom to share their
· Inter-personal answers with the
simultaneously, this pair activity will promote inter-personal
communication class.
communication and listening skills.
Note: Select words from unit 5 and 6 to prepare flash cards according to
class strength and as per activity demands. The teacher can improvise the
game by playing it with sentences etc.
Remember to: · Ex 7A Activity Book pgs 96, 97.
· listen to the script carefully
· recall the story and tick the correct answer
Session 2017 - 2018
Learning Outcomes
· discuss answers with your group members H.W:
· speak in English and inter change the task with your partner · Read any fairy tale of your own choice.
Grammar · Introduce the concept of ‘verbs’ (doing words) through a warm-up Warm-up Activity · Syllabus
Verbs (Worksheet # 3) activity. 1. Play the game of Worksheet #
Students will be able to: · Explain clearly with examples and actions that doing words tell us what ‘Simon Says’. Make 3
1. know that verbs tell is happening now. students do different
us what people are · Brainstorming actions.

doing and what is · Draw a hand and a foot on the board and ask students to tell what they 2. Write a few
happening now can do with their hands and feet. Write students’ responses in the web. sentences on the
through actions board and ask
2. identify doing words hands feet students to identify
3. complete the verbs
sentences using
suitable verbs · Students will do Syllabus Worksheet # 3 after class discussion. · Brainstorming
· First discuss all the Qs orally and then let students read the sentences
Skills themselves and solve the Ex independently, without teacher’s
guidance. Teacher will only monitor them, not help them in terms of
· Identification
telling the right answer.
· Use of verbs
Remember: · Syllabus Worksheet # 3.
· that verbs are the action words
· to think of the actions (doing words) that you can do with your hands and feet or other body parts H.W:
· to identify verbs in the given sentences · Write four to five sentences on the
· to choose suitable verbs from the box to fill in the blanks pattern of worksheet questions on the
board for students to do in their
notebooks.
Session 2017 - 2018
Learning Outcomes
Phonics · Revise the vowel and consonant sounds alphabetically through a · Textbook pg
The ‘FL’ and ‘FR’ warm-up activity. · Brainstorming 109
sounds · Write the consonant blend ‘fl’ on the board. Teach students to make Activity · Activity Book
Students will be able to: the ‘fl’ sound. Use coloured chalk to highlight consonant sounds. pgs 98-99
1. recognize & spell · Show the pictures of flag, flea & flower to the class · Pair Reading · Teacher’s
the sounds of the · Brainstorm other words with ‘fl’ sound and teach guide pg 50:
consonant blends students to pronounce the words, emphasizing the consonant Phonics
‘FL’ and ‘FR’

blend ‘fl’. · Flag of
FL Pakistan
Skills · Show the students the flag of Pakistan and read and act out the · Picture
· Identification rhyme ‘Flags’ aloud (Textbook pg 109) to the class . cards
· Phonetic · Pair students and ask them to repeat the words in blue to their partner.
awareness · Discuss Ex 7B part I given in the Activity Book pg 98 with the class,
followed by independent written work
· Repeat the above mentioned steps for the consonant blend ‘fr’ in the
second period.
Remember to: · Ex 7B, Part I, II Activity Book
· pronounce words with the ‘fl’ and ‘fr’ sounds correctly pgs 98-99.
· identify the pictures and circle the things with names that begin with the ‘fl’ & ‘fr’ sound H.W:
· read the poems with your partner and think of other words with ‘fl’ & ‘fr’ sound · Make sentences of: flame, flower,
fridge, frog.
Reading · Pre-reading Activity: Pre-reading Activity · Textbook
Comprehension Follow the steps given in the Activity column. ‘The Hero And The pgs 111-113
The Peach Boy · Draw and colour a big peach on a chart paper and place a peach boy Monster’ · Activity Book
Students will be able to: inside it. With the help of props, narrate the story to the class in simple a. Ask students to look pg 105
1. work in a group to words. at the picture in the · Teacher’s
develop a story · Read the passage ‘The Peach Boy’ from the Textbook pgs 112- 113. Textbook pg 111 guide pg 51:
2. read the popular Students will follow the teacher for better understanding of the text. and describe the Pre-reading
story characters in the and Reading
Session 2017 - 2018
Learning Outcomes
3. describe what is · Make students underline the new and difficult vocabulary in the picture: the knight · A4 coloured
happening in the textbook. Write them on the board and discuss their contextual and and the monster. sheets of
story literal meanings with the class. Tell students to write words and b. Make up groups of paper
4. answer the meanings in their notebooks. 4-5 students and
questions to show · Students will do silent reading of the passage. ask the students of
their comprehension · Ask such questions about the story which need a little detail, such as: each group to take
1. What did Momotaro hear one day? part in the
discussion and

2. What did he do on the way to the island?
3. What happened to the giants? describe
· Encourage students to respond to the Qs in the textbook pg 113. what is happening in
· Students will do Ex 7C in the Activity Book pg 105 after class the picture by
discussion. composing a story.
(Oral drill).Distribute
empty sheets of
Skills
coloured A4
· Story
computer paper.
writing/telling
Instruct the students
· Reading to write their story
· Comprehending on it and place it on
· Inferring the soft-board for
the groups to read
each other’s stories.
Let the leaders of
each group read
their story in front of
the class.
Remember to: · Write words and meanings in
· take active part in the class activity notebooks.
· listen to the story and understand it; respond to the questions. · Ex 7C Activity Book pg 105.
Session 2017 - 2018
Learning Outcomes
· find correct words and phrases from the story to fill in the blanks H.W:
· Words for dictation: giant, float, sword,
island, peck, dumpling
Vocabulary (Revision) · Draw a garden and underwater creatures on the board or on chart · Board Activity · Syllabus
Worksheet # 5 paper. Library books can be used for showing pictures of gardens and Worksheet #
Students will be able to: water ecosystem. 5
1. recognize and · Label some of the things in both the pictures with the help of students’ · Chart paper

identify words input. Let students recognize and identify words that belong to the · Library
garden and those that belong to the underwater world, so students books
Skills
learn new vocabulary for the things found on the land and in the sea.
· Identification
· Explain Syllabus Worksheet # 5 to students, so they can do it
· Vocabulary
independently.
building
Remember to: · Syllabus Worksheet # 5.
· read the words in the worksheet and identify them H.W: None
· color the boxes green (for those words that are found in the garden) and blue (for those that are
found in water)
Adjectives · Revise ‘adjectives’ with a warm-up activity. Write a few describing · Syllabus
Worksheet # 6 words on the board like pretty, heavy, noisy, red and big, etc. Worksheet #
Students will be able to: Encourage students to add a noun after each word which describes it, 6
1. practise identifying or, students can think of two words that describe their friend in the
adjectives to class. · Board Activity
describe things Board Activity:
· Write a few sentences on the board. Invite students to pick and
Skills
underline adjectives in the sentences.
· Identification
· Students will do Syllabus Worksheet # 6 in the class.
· Use of
· Check appropriate use of adjectives by discussing H.W in the class.
Adjectives
Session 2017 - 2018
Learning Outcomes
Remember to : · Syllabus Worksheet # 6.
· find the given words in the puzzle and color them blue H.W: Make sentences of: slow, tasty,
· start looking for the words from right to left and top to bottom golden, sweet
Writing Skill Brainstorming through · Board
‘Save Water’ · Bring a glass full of water to the class, drink half and throw the rest web diagram
Students will be able to: in a corner, then ask students what did they observe? Was this action · A glass of

1. check daily water of throwing half of the water right? Initiate a discussion based on this water
consumption at home demonstration by asking questions. Is the throwing of water in the
2. learn to avoid wasting corner a desirable act or not? What else could you think has been done
Save
water with the water? (wasting of water)
Water
3. write 5 sentences on · Explaining the term ‘conserve / ‘conservation’ and ask the students,
the given topic what can be done with the water left over in the glass?
· Talk about our habits of using and wasting water in daily life; Make
Skills them aware of the tendency of letting the water in the tap run while
· Environmental brushing our teeth, while bathing, while watering the plants, washing, or
literacy while neglecting to rectify any leakage in the taps in the house. Thus Group work
· Critical thinking ignoring the wastage of a precious resource.
· Communicating
Activity 1: Work in groups while doing the Brainstorming
exercise to find:
· 5 ways on how to save water. Write students’ responses in the
web.
· Students will write 5 sentences in their notebooks, using words /
phrases from the web.
Activity 2:
Take the class during available time to the filtered water cooler and tell
them to observe how children waste water while drinking. Instruct them to
observe those students who waste water and guide them on how not to
Session 2017 - 2018
Learning Outcomes
waste it .Tell the students to be polite.
Activity 3: Arrange a walk in the school premises to create awareness to
‘Save Water’.
Remember to: · Write on ‘five ways to save water’
· be an active member of the group. independently.
· observe and create awareness in yourselves and among others about the importance of H.W: None

conservation.
· choose words / phrases from the web and write five ways to save water
Punctuation · Check students’ knowledge about what nouns are. · Board
Use of Capital letters · Recap common nouns (are the names of everyday things) and
for Proper Nouns proper nouns (are names of particular people, places and things. They
Students will be able to: always begin with a capital letter). Some examples are:
1. learn that proper Common Nouns Proper Nouns
nouns are names of girl Monday
particular people, cat June
places and things. eyes Pakistan
They always begin
Board Activity:
with a capital letter · Board work
2. identify common · Write the following words on the board and ask students to put them in
and proper nouns the correct group. (common or proper nouns)
Alice, boy, tree, May, flower, Japan, parrot, Army Public School,
Skills kite, park, Dubai
· Identification · Written work
· Sorting · Read the sentences and underline Proper Nouns.
1. Nisa will go to school on Monday.
2. Rida lives in Nepal.
3. We are going to the National Zoo.
4. My sister goes to Springdale School.
5. Hamza has seen Faisal Mosque.
Session 2017 - 2018
Learning Outcomes
Remember: · Underline proper nouns given in
· that common nouns are the names of everyday things syllabus Ex.
· that Proper Nouns are names of particular people, places and things. They always begin with a H.W:
capital letter. · Revise C.W.
· to read the sentences yourself and underline the proper nouns
Phonics · Show the pictures of words starting with ‘ch’ like chocolate, chair, chalk · Brainstorming · Textbook pg

The ‘CH’ and ‘SH’ or bring real objects to the class. Tell students to identify and name 110
sounds them. · Activity Book
Students will be able to: · Write a few words with the consonant digraph ‘ch’ on the board. Teach CH pgs 100-101
1. read the poems students to make the ‘ch’ sound. · Teacher’s
2. recognize and spell · Brainstorm other words with ‘ch’ sound and teach students to Guide pg
the sounds of the pronounce the words, emphasizing the consonant digraphs ‘ch’. 50:Phonics
consonant digraphs · Real objects
‘ch’ and ‘sh’ · Read the rhyme ‘Yummy Cakes’ aloud (Textbook pg 110) to the / pictures
SH
class.
Skills · Pair up students and ask them to repeat the words written in blue to
· Correct their partner.
pronunciation · Discuss Ex 7B part III given in the Activity Book pg100 with the class,
of ‘ch’ and ‘sh’ followed by independently done written work.
· Read the second poem ‘Number Rhyme’ to know and practise the ‘sh’ · Pair Reading
words
· Identification sound.
· Repeat the above mentioned steps for the consonant digraph ‘sh’ in the
second period Activity Book pg 101.
Remember to: · Ex 7B, part III and IV Activity Book pg
· read the poems with your partner and think of other words with ‘ch’ and ‘sh’ sound 100, 101.
· pronounce words with the ‘ch’ and ‘sh’ sounds correctly
· identify the pictures and circle the things with names that begin with the ‘ch’ and ‘sh’ sound H.W: None
Session 2017 - 2018
Learning Outcomes
Phonics and · Read the sentences in the Activity Book pgs 102, 103, 104. Ask · Activity
Penmanship students to identify and pronounce the words with the ‘fl’, ’fr’, ’ch’ and Book pgs
Students will be able to: ‘sh’ sound. 102- 104
1. trace the dots and · Write the model sentence on the board within four lines. · Teacher’s
write legibly in · Students will trace the dots and write the sentences in the Activity Guide pg51:
script Book pgs 102, 103, 104. (Task to be spread out in three periods. One · Phonics and
each week). Penmanship
Skills

· Penmanship
(correct
formation of
letters)
Remember to : · Penmanship Activity Book pgs 102,
· write within the four lines neatly 103, 104.
· leave a single line after every line of writing
H.W:
· Give one pg for handwriting practice
per week in notebooks.
Session 2017 - 2018
Learning Outcomes
Writing Skill · Board
A visit to a park · Download some colourful illustrations / pictures of some · Pictures of
Students will be able to: famous parks from around Pakistan e g. Lal Sohanra Park parks
1. appreciate the (Bahawalpur),Jallo Park (near Lahore), Lake View Park (Islamabad), around
importance of parks Ayub National Park (Rawalpindi) etc. Show the pictures to the students Pakistan
A visit to a
in the life of people to initiate a class discussion on the wondrous beauty of these parks. park
2. observe the · Tell the students about the importance of parks around the region/area
scenery/nature of they belong to.

the park they visit in · Let students think imaginatively and identify the good and bad things
they observe while playing in the park. · Pair Work
their area and learn
about nature · A documentary/movie on parks can be shown.
3. recall and describe
the visit to a park · Get students’ responses and develop a word bank on the board.
4. write 8 to 10
sentences on the trees, flowers, bench, birds, chirping, plants,
topic using the swings, pluck, clean, signboard, litter, nature,
words in the web environment, enjoy, observe, recreation,
diagram picnics, feelings, friends, family
5. discuss ways to · SEIP: Frame questions to initiate discussion about their visit to a park.
preserve the natural Give maximum chance to students to speak and then instruct
beauty of parks and them to answer the questions
keep them ltter-free
Ø What is a park and why do we have parks?
Ø Have you ever been to a park and why do you like going to that
park?
Ø Who did you go with?
Ø How long did you stay there? What did you do there?
Ø What did you observe there?
Ø If you are incharge of that park, what will you do to improve or
maintain the park?
Session 2017 - 2018
Learning Outcomes
Ø Discuss and devise the ‘Do’s & ‘Don’ts’ of the park.(Special
Skills reference should be given to the importance of cleanliness).
· Thinking · Display students’ work on the soft-board and share it with the class.
imaginatively
· Organizing
ideas Pair work:
· Writing · Let students discuss their visit to a park. Instruct them to use the
related vocabulary and the given questions to write the composition in

connecting sentences.
· Teacher to monitor pair discussion and provide on-spot guidance to
students where needed.
Ø Students will write 10 sentences on the topic ‘My visit to a Park’ in
their notebooks.
Remember to: · Write 10 sentences on the topic in
· observe the pictures of the parks around Pakistan notebooks as a paragraph.
· write the topic on the top of the page and make a web diagram in your notebooks H.W: None
· take active part in pair discussion
· write 8 to 10 sentences on the topic with the help of words in the web
Reading · Write the title ‘The Greedy Ant’ on the board, explain the concept of · Activity Book
Comprehension greed by telling them any other story or any situation which gives a Story Web pgs 108- 109
The Greedy Ant clear idea to students what greed is. (Greed can be for food, money · Teacher’s
Students will be able to: and fame) Guide pg 53:
1. read a fable · Read the passage ‘The Greedy Ant’ to the class from the Activity Reading
The
2. discuss the main book pgs 108- 109. Comprehension
idea and the moral Greedy
· Make students underline the new and difficult vocabulary in the story. Ant
of the story Discuss their contextual meanings with the class.
3. do the · Students will take turns to read a paragraph from the story.
comprehension · Ask questions about the story to evaluate their understanding.
questions · Discuss the main idea and moral of the story in the form of a story
Session 2017 - 2018
Learning Outcomes
web.
Skills · Students will do Ex 7F Part II in the Activity Book pg 109.
· Reading
· Inferring
· Comprehending
· Ex 7F part II Activity Book pg 109.

Remember to:
· read the passage once again for better understanding H.W:
· read the pairs of sentences and tick the correct one · Words for dictation: feathers, island,
juicy , cherries
Vocabulary Warm-up Activity: · Textbook
The Frog Prince · Prepare flash cards of Nouns and Adjectives; e.g evil, ugly, beautiful, · Warm-up Activity pgs 116-
Students will be able to: kind, large, handsome, sad, witch, frog, princess, castle, prince, story. Repeat the activity 117
1. read the story and Mix them up and show the cards one by one to the class. Ask students so all students get a · Activity Book
learn about to identify the word, if it is a noun, hold the card and stand on teacher’s chance to pg 106
adjectives (in bold right side and if it is an adjective then take the card and stand on participate. It will · Teacher’s
font) teacher’s left side. Encourage all the nouns to find their partner also ensure that Guide pg 52:
2. use contextual (meaning adjectives) which describes them and stand together, every student (in Vocabulary
clues, word adjective followed by a noun. pairs) has · Flash cards
association and · Help students read the story ‘The Frog Prince’ in the Textbook pg 116- understood the
background 117 emphasizing the words written in bold. Ask them why certain concept.
knowledge to derive words are bold in the story.
the meaning of the · Group the flash cards on the board in two lots separating Nouns from
words Adjectives and ask students to read these words after you.
· Explain the contextual and literal meaning of the words using flash
Skills cards.
· Correct use of · Encourage students to read the sentences in Ex 7D Activity Book pg
vocabulary 106 on their own and fill in the blanks with words from the box.
Session 2017 - 2018
Learning Outcomes
Remember to · Ex 7D Activity Book pg 106.
· read the sentences in the Activity Book on your own H.W:
· fill in the blanks with correct words from the box · Words in the box (Activity Book pg
106) to be given for dictation.
Comprehension · Dictation to be taken. · Syllabus
Omar’s Toys · Show some toys to students. Ask generally how many toys they have. Worksheet #

Syllabus Worksheet # 7 Which are the oldest and the newest ones at home? Where do they 7
Students will be able to: keep them? When do they play with them? Recall who gave them the · Class discussion · Toys
1. read the passage toy and on which occasion?
2. discuss their own · Let students read the passage turn-wise. · Board work
toys · Practise writing numbers (1-20) in words. This is board work.
3. write answers to the · Discuss the comprehension Ex A, B, C & D with students.
given Qs · Students will show comprehension of the passage by doing Ex A, B,
C and D in the Syllabus Worksheet # 7.
Skills
· Reading
· Comprehending
· Discussing
Remember to : · Syllabus Worksheet # 7 in the Tear-off
· read and learn about Omar’s toys and answer the Qs Pad Ex No A, B, C and D. .
· write the number of toys that Omar has
· use the given words in sentences H.W: None
· complete the spellings with the ‘ow’ sound
Session 2017 - 2018
Learning Outcomes
Grammar · Revise Present Tense through a warm-up activity. · Textbook
Simple Past Tense · Explain the concept of the Past Tense by changing the Present pgs 118-
Students will be able to: Tense to the Past Tense so students know that Simple Past Tense is 119
1. learn how and when used to talk about actions that happened in the past. · Activity
to use the Simple · Read the sentences in the Textbook pgs 118 - 119. Write a few Book pg
Past Tense examples of regular and irregular verbs in the Simple Past Tense on Simple Past Tense 107
2. form regular and the board in two columns for differentiation. · Teacher’s
irregular verbs in

· Explain the rules of conversion for both regular and irregular verbs Regular Verbs
Irregular Guide pg
Verbs
the Simple Past (refer to the yellow boxes on pgs 118 -119) with examples. · Syllabus
live lived fall fell
Tense · Students will copy the list of regular and irregular verbs in the Simple bake baked eat ate Worksheet
3. fill in the blanks with Past Tense from the board. look looked catch caught #9
verbs in the Simple · Ask students to complete Ex 7E in the Activity Book pg 107. turn turned run ran
Past Tense · Syllabus Worksheet # 9 to be done after revision of the concept in a cook cooked sit sat
Skills separate period.
Note:
· Differentiating
between regular · The written work to be spread out in three periods. The concept will be
and irregular revised in each period through a warm-up activity.
verbs · Discuss the home work in class.
· Use of verb in
relation with time
Remember to: · Copy the table of regular and irregular
· add ‘d’ or ‘ed’ to regular verbs like ‘dance’, ‘play’, and ‘cook’ to form verbs in the Simple Past verbs in notebooks
Tense · Ex 7E Activity Book pg 107.
· change the spelling of irregular verbs like ‘swim’, ‘eat’, ‘catch’ and ‘run’ to form verbs in the Simple · Syllabus Worksheet # 9
Past Tense H.W:
· Give three sentences in the Simple
Present Tense to convert into Simple
Past Tense. Discuss in class.
Session 2017 - 2018
Learning Outcomes
Speaking · Textbook
Tell a Story pgs 114 -
Students will be able to: · Seat students in groups of 4-5.Ask each group to look at a 115
1. look at the pictures series of 8 pictures in the Textbook pgs 114- 115. Encourage students · Teacher’s
and describe what to recall and identify the name of the story and names of the characters Guide pg 52:
is happening at in the pictures. One member from each group to answer after Speaking
each stage of the discussion. · Group Discussion · Story Telling
events · Ask relevant Qs about the given pictures, so that students get an idea

Tool
2. be creative and about the outline of the story. · Story Telling
formulate sentences
to tell a story with the Note: SEIP
help of pictures It will be interesting for the class if each group is given a picture each
to build the story upon. The leader of the first group tells his /her part of
the story and the next group picks up the next part the story in
sequence. Encourage each group to tell the story that they have
Skills managed to build up after taking proper feedback from the group
· Collaboration members.
· Picture Note: Each group can make up a story of two pictures. Then there will be
study/Story four groups for telling the story.
telling Encourage the students to talk about what message is conveyed in the
story. Get the feedback from each group in the end.
· Sequencing
Through this activity each group will be able to:
· Communicating
1. Tell their story stage by stage, expressively in short and simple
sentences .And the other groups will learn to listen attentively.
2. Face the audience confidently
3. Maintain eye contact with the audience to build up confidence.
· Encourage students to talk about what they have learnt from the story.
Remember to: · Picture study and Story Telling in a
· tell the story in your own words proper sequence through
Session 2017 - 2018
Learning Outcomes
· describe what is happening at each stage of the story by looking at the pictures communication with group members.
H.W: None
Reading · Show pictures of different coloured balls and a dog to students. Talk · Syllabus
Comprehension about the dog and his activities, especially playing with the ball. Worksheet #
A Ball for My Dog · Help students read and understand the passage with the help of 10
Students will be able to: pictures or different coloured balls. (Teacher’s Resource) · Pictures of
1. read and · Ask the Qs given in the passage and appreciate all the answers yellow, red,

comprehend the contributed by students. blue and
passage · Discuss the Qs in the worksheet with students. green balls
2. answer Qs in their · Students will answer the Qs, draw and colour the picture of the dog · Class Discussion · Coloured
own words playing with the ball, in the Syllabus Worksheet # 10. balls
· Note:
Skills Spot/Surprise test must be given at regular intervals to assess
· Reading students’ learning and marks are for Performance
· Comprehending INFORMATION/REFERENCE only & will not be added to any formal
report.
· write your name, date and section in the space provided in the worksheet
· read and learn about the dog playing with the ball H.W:
· answer the Qs in one sentence None
· draw and colour the picture of the dog playing with the ball
Session 2017 - 2018
Learning Outcomes
Grammar · Revise the following rules with examples on the board. · Board
(Reinforcement) Ø ‘do’ is used with pronouns I, we, they, you
Verb ‘Do’ and ‘Does’ Ø ‘does’ is used with pronouns he, she, it and names.
Students will be able to: · Write as many Qs on the board and call students to fill in the blanks
1. make interrogatives with ‘do’ or ‘does’.
using verbs ‘Do’ and Board Work
‘Does’ · Give the concept of positive and negative sentences on the board

1.I do my homework every day (positive)
Skills 2.I don’t do my homework every day (negative) · Board Work
· Application 3.Ali doesn’t play football (negative)
4.Ali does play football (positive)
Written Work
· Fill in the blanks with ‘do’ or ‘does’ to complete the sentences.
1. _____ you help your mother in the kitchen?
2. ______mummy like vegetable soup?
3. ______ I brush my teeth every day?
4. ______ Ali like to eat eggs?
5. You take chips, ____ you?
6. _________ you take chips?
· Give 5-6 sentences to identify the positive and negative statements.
Students will do the exercise in notebooks.
Reinforcement of the concept is mandatory if the work is not
completed. Carry it over to another period.
Remember: · Fill in the blanks with ‘do’ or ‘does’ in
· ‘do’ is used with pronouns I, we, they, you notebooks
· ‘does’ is used with pronouns he, she, it and names. · Identify the sentences as positive or
· to in negative sentences we have to use ‘don’t’ or ‘doesn’t’ negative.
· read the statements carefully and identify them as positive and negative H.W: None
Session 2017 - 2018
Learning Outcomes
Writing skill · Teacher to show her own handbag to students. Let them observe it · Board
My School Bag and teacher will describe the bag using adjectives. · A Handbag
Students will be able to: · Now ask students to examine their own school bags carefully. Web Diagram
1. describe their school · Draw a web diagram on the board. Ask Qs about different features of
bag in 8-10 the bag- material, colour, use, pockets, handle, and wheels if any etc. My School
sentences in a and fill the web with students’ input. Bag
paragraph. SEIP: Class Presentation

· Invite a few volunteers to the front to show their bags to the class, and
Skills describe it with the help of pointers written on the board. Remind
· Observation them to smile at the audience and be happy that they are going to
· Use of teach the entire class something that they did not know before.
adjectives and · Students will then write 8-10 sentences on the given topic in their
nouns notebooks. They can draw and colour the picture of their own school
· Writing 3 bag.
· Speaking · In the end, discuss how to take care of your bags, what to put in it and
what not to put in, why to set your bag daily according to the given
time-table etc..
Remember to: · Write 8-10 sentences on ‘My School
· take help from the web and write 8- 10 sentences on the topic Bag’ in a paragraph.
· draw and color a picture of your school bag H.W: None
· check your punctuation and spellings
Revision of Nouns · Check students’ previous knowledge of Nouns through a warm-up · Syllabus
Syllabus Worksheet # 8 activity. Encourage them to identify Nouns around them. Worksheet #
Students will be able to: · Revise the concept of Nouns with lots of examples on the board. 8
1. recall and apply the · Flash cards may be used for reinforcement. · Board Practice · Flash Cards
concept of naming · Students will read the sentences in Syllabus Worksheet # 8 and match
words the noun with its picture.
2. read the sentences
and identify naming
Session 2017 - 2018
Learning Outcomes
words
Skills
· Identification of
nouns
Remember to: · Syllabus Worksheet # 8 in the Tear off

· read the sentences carefully and underline the nouns. There may be more than two nouns in most Pad.
of the sentences H.W:
· Make sentences of: butter, sandwich,
flag, milk
Writing Skill · Introduce the topic ‘Story Review’. Explain what ‘Review’ means and · Textbook
Story Review how it is done. pg 120
Students will be able to: · Ask the students to recall the stories that they have read. Write the · Class discussion · Activity Book
1. read and express names of the stories on the board. pg 110
their opinion about a · Guide students on what information they can fill in the story review · Board work · Teacher’s
good story-book form, namely: (Activity Book pg 110) Guide pg 54:
2. write a story review a. The title of the book. Writing
b. Who is the author?
c. What is the story about?
d. Why the reviewer likes it.
e. Why the reviewer would recommend it to others.
· Discuss all the points in detail so students can complete Ex 7G in pairs
Skills in the Activity Book pg 110.
· Recalling · Invite a few students to read out their book reviews to the class. · Pair discussion
· Reviewing LEIP: Ensure that students are really listening and not doing
something else. They should be completely focused and fully attentive
to have clear understanding of how book reviews are done.
Session 2017 - 2018
Learning Outcomes
Remember to: · Write a story review in the Activity
· recall the story and write your opinion under the headings in the space provided Book pg 110
· write a sentence for each question H.W: None
Reading · Bring a cut-out of a bumblebee and show it to students for · Syllabus
Comprehension identification. Talk about the features and habits of the bumblebee - its Worksheet #

Buzz, Buzz Bumblebee colour, sting, home and food etc. 11
Students will be able to: · Help students recite and understand the poem from Syllabus · Paper model
1. read the poem Worksheet# 11. of a Bumble
2. find pairs of · Introduce and discuss the new vocabulary. · Class discussion bee
rhyming words from · Discuss the comprehension Ex with students.
the poem · Students will find pairs of rhyming words from the poem and then
3. match words with draw lines to match the words with their meanings. Students can draw
their meanings a bumblebee on the empty page of the worksheet.
Skills
· Poetry Recitation
· Identification of
rhyming words
Remember to: · Syllabus Worksheet # 11
· write your name, date and section in the space provided in the worksheet
· read the poem yourself H.W:
· answer the Q in one sentence · Write the rhyming words of:
· find pairs of rhyming words from the poem. bee_____, let_____, tree_____
· draw lines to match the words with their meanings Note: To be discussed in the class.
Session 2017 - 2018
Learning Outcomes
Present Continuous · Conduct a warm-up activity to revise Present Continuous Tense with · Syllabus
Tense (Revision) rules (Refer to Unit 6). Worksheet #
Syllabus Worksheet # · Write a few verbs on the board and ask students to convert them into 12
12 Present Continuous Tense. · Board work
Students will be able to: · Guide students how to do the crossword puzzle.
1. fill the blanks with · Students will do Syllabus Worksheet # 12.
verbs in the Present
Continuous Tense

2. do the crossword
puzzle
3. apply the correct rule
Skills
· Converting verbs
into Present
Continuous
Tense
· Grammar
· fill in the blanks with words in the Present Continuous Tense
· fill the boxes in the crossword puzzle with the same words that were used to fill in the blanks H.W: None
Session 2017 - 2018
Learning Outcomes
Writing Skill · National
National Flag of · Teacher to bring the National flag of Pakistan and a world globe Flag
Pakistan in the class. Do try to bring the restored sample flags for every student · Globe
Students will be able to: which they have made in the art class in the first term.
1. discuss and learn · Check prior knowledge by asking students what do they know about
some facts about the the symbolic value of the colours.
flag of Pakistan · Pinpoint our country Pakistan on the globe, and let students identify it in
2. write some sentences groups under teacher’s supervision. Raise the flag on the top corner of

on ‘My Flag’ the class and share some facts about it.
1. Design of flag: A white star and crescent on a dark green field, with a
vertical white stripe.
2. Adopted in: August 11, 1947
3. Designed by: Syed Amir-uddin Kidwaii
Skills
4. When it is raised and lowered: On Pakistan Day, Independence Day,
· Recalling Defence Day, every morning (when the sun shines full) at schools,
· Listening colleges and offices. And lowered before sunset.
· Comprehending · Tell them to remember certain things:
1. The National flag should never touch the ground.
2. A flag should never be flown in the dark. At night, the flag should be
taken down or a light should be shone on it.
· Ask students how can we show our love for our country.
Ø by keeping the environment clean
Ø by singing the National Anthem and National songs proudly
Ø by wearing National dresses
Ø by celebrating National days
Ø by using products of our own country and be proud about it etc…..
· Now ask students to write about ‘The National Flag of Pakistan’ in two
short paragraphs. Draw and colour the flag in your notebooks.
Session 2017 - 2018
Learning Outcomes
Remember to: · Write about ‘The National Flag of
· look at the flag of Pakistan and share your previous knowledge about it Pakistan’ in two short paragraphs.
· include all the points discussed in class in your writing H.W: None
· check your punctuation and spelling
· write sentences in the form of two paragraphs on the topic

Anx-C
Name: Subject: English language
Class I / Section: _____________ Date:
Worksheet # 1
Comprehension
Ali’s Weather Chart

Ali made a chart. He made a note of the weather every day.
Then Ali wrote about the weather.
Day Date Weather
Monday 2nd July Cloudy and rainy
Tuesday 3rd July Sunny
Wednesday 4th July Cloudy and rainy
Thursday 5th July Sunny and windy
Friday 6th July Sunny
On Monday it was cloudy and it was cool. It was sunny on Thursday but it was not hot.
It rains a lot in July in Islamabad. The rain is good for the crops. Bananas need a lot of rain to grow
well.
Page 1 of 20

Answer the following questions:
1. What was the weather like on Friday?
____________________________________________________________________________________________
2. When was it windy?
____________________________________________________________________________________________
3. What was the date on Thursday?
____________________________________________________________________________________________
4. Was Wednesday a good day to go on a picnic? Why or why not?
____________________________________________________________________________________________
____________________________________________________________________________________________
5. Why do you think Friday was hotter than Thursday?
____________________________________________________________________________________________
____________________________________________________________________________________________
6. Why is it good to have rain?
____________________________________________________________________________________________
____________________________________________________________________________________________
Page 2 of 20

Worksheet # 2
Comprehension
My Day
Read Omar’s daily routine and answer the questions.

My name is Omar
It is morning time. I wake up at 7 : 30 a.m. I brush my teeth and get ready for school.
My mother makes breakfast. I take breakfast. Then I go to school with my father.
Page 3 of 20

I come back from school at 1 : 00 p.m. It is lunch time. After lunch, I take some rest. Then I
recite the Quran.
In the evening. I go out to play with my friends. Football is my favourite game. I come back at 7 :
00 p.m. I do my home work.
Mother cooks dinner. We take dinner together at 8 : 30 p.m. At 9 : 00 p.m. I go to bed.
A. Write Yes or No.

(1) Omar wakes up at 7 : 30 a.m. in the morning.
(2) His mother makes breakfast.
(3) His mother drops him to school.
(4) He likes to play cricket.
(5) He goes to sleep at 9 : 00 p.m.
Page 4 of 20

B. Answer the following:

(1) What does Omar do when he wakes up?
__________________________________________________________________________
(2) What is Omar’s favourite game?
__________________________________________________________________________
(3) At what time does he come back from school?
__________________________________________________________________________
C. Make compound words by joining two words from each column.

bed where
home work
every sheet
ice fast
table paper
foot cream
news time
lunch tennis
break ball
Page 5 of 20

Worksheet # 3
Verbs
(Action Words)
A. Read aloud these sentences. Underline the doing words.

Example: Ibad polishes his shoes.
1. The boy runs very fast.
2. Amir climbed up the wall.
3. We eat our breakfast.
4. Miss Farah teaches us Maths.
5. I wear clean clothes.
6. Mother loves me very much.
7. I bought sweets.
8. I read the book.
B. Finish each sentence using a doing word from the box.
1. The ducks __________ all day long.
2. I __________ the race. won patted
3. I __________ the dog. sat walked

bought brush
4. I __________ to school in the rain.
barked quacked
5. Humpty Dumpty __________ on the wall.
6. The dog __________ at the cat.
7. I __________ an ice-cream to eat.
8. I ________ my teeth twice a day.
Page 6 of 20

Worksheet # 4
Comprehension: Tigers
Tigers belong to the cat family.
They are the biggest cats in the world.
They are strong. They have orange and
black stripes on them. No two tigers have
the same marking. They hunt at night.
They are good swimmers. Baby tigers
are called cubs. They are born blind.
It is a jungle animal.
A. Write Yes or No.
(1) Tigers have stripes.
(2) Tigers are not good swimmers.
(3) Tigers hunt at night.
(4) Tigers are farm animals.
(5) Baby tigers are called cubs.
B. Answer the following:
(1) Do two tigers have the same markings?
______________________________________________________________________
(2) What is a baby tiger called?
______________________________________________________________________
Page 7 of 20

(3) When do tigers hunt?
______________________________________________________________________
C. Word search. Circle or colour the words in the puzzle.
(1) farm a b f a r m t c
(2) jungle s d l l a c l u
(3) tiger h b o m m c b b
(4) sheep e a c a t s q o
(5) lamb e v k r s v m p
(6) cub p u w o o l f t
(7) wool s t r i p e s i
(8) cats t j u n g l e g
(9) stripes l a m b l e e e
(10) flock o l p v q r s r
Page 8 of 20

Worksheet # 5
Vocabulary
Look at the words below; color the box green for those found in a garden, and blue for the
ones found in water.
· tree
· turtle
· butterfly
· fish
· coral
· lady bird
· squirrel
· eel
· crow
· crab
Page 9 of 20

Worksheet # 6
Grammar: Adjectives
A. Read the sentences and underline the adjectives.
(1) The rabbit has long ears.
(2) Sana is a good girl.
(3) It is a big building.
(4) It is a red car.
(5) It is a sunny day today.
(6) I like to eat juicy apples.
(7) It is a blue book.
(8) Amir is a fat boy.
B. Use the following adjectives to fill in the blanks.

warm sharp poor fast delicious wooden
(1) A person who does not have money is _____________.
(2) This knife is very _____________.
(3) Deer can run _____________.
(4) This is a _____________ chair.
(5) This looks like a _____________ pie.
(6) In winter we wear _____________ clothes.
C. Use the best adjective you can think of for these words.
a _______________ boy a _______________ baby
a _______________ day a _______________ house
a _______________ room a _______________ dress
a _______________ flower a _______________ wind
a _______________ puppy a _______________ car
Page 10 of 20

Worksheet # 7
Omar’s Toys
Read the passage and answer the questions.
Omar has a big cupboard full of toys. Some of them are new and some are old. He never gets rid of
any of them. He likes to collect different types of cars, bikes, balls, aeroplanes and trains.
He has 10 cars, 15 bikes, 20 balls and 4 aeroplanes.
The oldest toy is the one he got from his grandfather on his 1st birthday. It is a teddy bear. It is brown
and is very soft. The newest toy is a train he got on his fifth birthday. He loves to play with the train.
A. Answer the following questions.
(1) Where does Omar keep his toys?

__________________________________________________________________________
(2) Who gave him the teddy bear?

__________________________________________________________________________
(3) How many cars does he have?

__________________________________________________________________________
(4) What did Omar get on his fifth birthday?

__________________________________________________________________________
B. Write in numbers and words the toys Omar has.
In numbers In words
cars
bikes
balls
aeroplanes
Page 11 of 20

C. Use these words in sentences of your own.
toy, bear, grandfather, birthday, favourite
(1) __________________________________________________________________________
(2) __________________________________________________________________________
(3) __________________________________________________________________________
(4) __________________________________________________________________________
(5) __________________________________________________________________________
D. Phonics.
Complete the spellings with the ‘ow’ sound.
c l __ __ n c __ __
t __ __ n n __ __
b r __ __ n w __ __ !
d __ __ n
Page 12 of 20

Worksheet # 8
Noun
The Name of a person, place or thing is called a Noun.

A. Draw a line to match the noun with its picture.
Page 13 of 20

B. Underline the noun in the sentences below.
(1) This is a lamp. (4) This is a library.
(2) This is a sunflower. (5) This is a girl.
(3) This is a car.
C. From the list of words given. Find the answer for the following.
Who am I?
(1) you sit on me. I am a _____________________.
(2) you enter the house through me. I am a _____________________.
(3) I light up the room. I am a _____________________.
(4) I tell you the time. I am a _____________________.
(5) you can watch cartoons on me. I am a _____________________.
Page 14 of 20

Worksheet # 9
Simple Past Tense
A. Write the past tense of the following verbs.

Base form Past tense
Add
Paint
Laugh
Work
Go
Play
Bake
Help
Invite
Finish
B. Fill in the blanks using the correct Simple Past Tense of the verb in brackets.
1. He __________ (jump) into the pool.
2. The baby __________ (want) a biscuit.
3. The children ___________ (play) in the rain.
4. He ___________ (paint) the house off white.
5. He __________ (look) out of the window.
Page 15 of 20

Worksheet # 10
Comprehension: A Ball for My Dog
My dog found a ball. It was a yellow ball. My dog loves to chew. He chewed the yellow ball. My dog
found another ball. It was a red ball. My dog loves to play. He played with the red ball. My dog found
another ball. It was a blue ball. My dog loves to run. He ran after the blue ball when I threw it. I need
to find another ball for my dog. What color should it be? What will my dog do with the next ball?
Answer the questions.
1. How many balls did the dog find?

__________________________________________________________________________
2. What color was the ball that the dog played with?
__________________________________________________________________________
3. What did the dog do with the yellow ball?

__________________________________________________________________________
4. What did the dog do with the blue ball?

__________________________________________________________________________
5. What color do you think the next ball will be?

__________________________________________________________________________
Page 16 of 20

Continuation of Worksheet No 10
Draw and colour a picture of the dog playing with the ball.
Page 17 of 20

Worksheet # 11
Comprehension: Buzz, Buzz Bumblebee
Buzz, buzz, bumblebee

In the grass.
Fly away.
Let me pass!
Buzz, buzz, bumblebee,

On the drive.
Fly away.
To your hive.
Buzz, buzz, bumblebee.

You’re not funny.
Fly away.
Make some honey.
Buzz, buzz, bumblebee

By the tree.
Fly away.
Don’t sting me!
A. List pairs of rhyming words from the poem.
_____________ and _____________
_____________ and _____________
_____________ and _____________
_____________ and _____________
Page 18 of 20

B. What is a bee's home called?
__________________________________________________________________________
C. Draw lines to match the words with their meanings.
bumblebee a food made by bees
hive silly
funny a bee's home
honey yellow and black bug
sting to hurt
Page 19 of 20

Worksheet No. 12
Present Continuous Tense
Choose the correct word from the boxes, fill the blanks in Present Continuous Tense and do
the crossword.
run watch write
sing eat fly
drink read bark
Across:
2. She is _____________ a book.
1. He is _____________ fast.
4. The dog is _____________.
3. They are _____________ T.V.
5. He is _____________ a kite.
Down:
6. He is _____________ in the notebook.
9. I am _____________ milk.
7. The boy is _____________ a burger.
8. We are _____________ song.
7
2
6
3
4
Page 20 of 20

Curriculum Development Panel
Class: 1
Subject: English Literature
Developed by:
Curriculum Planning & Development Department
Mrs. Tahira Farzana

Reviewed By:
Review & Quality Assurance Department
Army Public Schools and Colleges System
2nd Term Cold Region: 7th August 2017 – 26th December 2017
Class: I Subject: English Literature
Index Page
Contents of Syllabus Contents of the Pack Time Allocation
Prescribed Textbooks Cover Page 01 · Total Term Weeks 20
· Read it yourself with Ladybird Index page 01 · Teaching Weeks 19
Little Red Riding Hood Level 2 Spiral Progression · Result Making Week: 01
(Anx-A1): 01
Prescribed Notebooks
Curr Mapping for

English four-lined notebook (small)
English (Anx-A2): 08
Anx- VOC 01
Poems: (i) Little Dog (Anonymous)
Block Syllabus iv
(ii) A Watering Rhyme by P. A. Ropes
Syllabus Break-up 24
Poems (Anx-B) 02
Poems for Recitation: 05
Worksheets (Anx-C) 02
Note: · Total No. of Periods in
All Annexes are being sent in 2nd Term: 3×19= 57
the form of Syllabus
Implementation Guide for Ø Embedded Revision Periods: 04
Teachers. The school heads Ø Holidays: 03 days*
are responsible for providing
them to their teaching staff as *5th Week – Eid-ul-Azha (2 days)
without their help the teaching *17th Week –
and instructions given in the Eid Milad-Un- Nabi (01 day)
Syllabus Break-up cannot be
properly followed.
Anx – A1
Spiral Progression Identified in Curriculum Mapping

True acquisition of a language is mastery of its four language skills i.e listening, speaking, reading
and writing. In Pakistan, teachers teach English as a second language, themselves not being
native English speakers. Therefore, they need extensive training and sound understanding of
syntax, mechanics and phonics of language. They must also be aware of progression of
language development in formal schooling.
Teaching of comprehension lessons is a challenge for most teachers. Majority of teachers limit it
to surface understanding through questions and answers about the content matter and contextual
vocabulary learning. A good teacher effectively uses the comprehension lessons to teach the
language by focusing on the embedded grammar and syntax, as well as the punctuation.
Therefore, during lesson planning phase, it is imperative for teachers to identify those grammar
concepts which the students have studied in previous lessons/classes and the concepts which
are embedded in the present lesson. It is these concepts which must be identified during
teaching. To ensure that students truly understand what they read, effective instructions must be
given to empower them to become independent learners.
Since all comprehension lessons have grammar, vocabulary and punctuation embedded in them,
level wise curriculum mapping (Anx-A) has been done to facilitate the teachers. Teachers must
consult the relevant curriculum map to identify, what the students have done in previous
lesson/class, what he/she is expected to learn in present lesson/class and what will be in store for
him /her in the next class (concept of spiral progression in curriculum). This will help teachers to
recognize that grammar is being taught regularly and in a systematic and planned manner.
The same practice is advised for literature lessons. Literature lessons should not be treated
simply as stories/events, where students are to be assessed through low order questionsfocusing
on recall and reproduce method. Literature lessons are the strongest vehicle to teach a language
in its true essence when the students learn of moral practices, culture, history, traditions and the
kind of formal and informal language used in that era. Teachers can also embed and apply the
taught grammar concepts during literature lessons. This will help students to apply grammar and
consolidate language skills.
Page 1 of 1

Anx-A2
Curriculum Mapping – English Classes Prep - X
Book/
Class
LLS Grammar Nouns Verbs Pronouns Pronouns and Possessive ‘Who’, ‘What’ and
Prep Verbs Pronouns ‘Where’
Vocabulary In The Classroom My Body (nouns) Family Members The Four Friends What Do They Do? In The House
(nouns, naming (nouns) (Adj+verbs) (nouns + verbs) (nouns)
words)
Punctuation Capital letters and Revision of Capital Letters and More About Capital Apostrophe Question Marks
small letters Capital letters and Full Stops Letters and Full stops
small letters
LLS 1 Grammar Verbs ‘Has’ And ‘Can’ And ‘Can’t’ Subject –Verb Simple Present Verbs ’Do’ & ‘Does’ Present
‘Have’ Agreement Tense Continuous Tense

Vocabulary How Does It Feel? What A Mess! (adj) Animal Sounds Underwater World How Do They The Farmer And
(adj) (nouns) (nouns) Taste? (adj) The Shepherd Boy
(adj+verbs)
Punctuation Comma Apostrophe Exclamation Mark Revision of Revision of Revision of
Capital letter, Full Comma Apostrophe
Stop and
Question mark
LLS 2 Grammar Countable and · Simple Present Possessive Present Simple Past Tense Simple Future
Uncountable Tense Adjectives Continuous Tense Tense
Nouns · Definite and
Indefinite Articles
Vocabulary Action Words Synonyms Antonyms Homophones Homographs Words with Multiple
Meanings
Punctuation Commas In A Full stops Revision of Comma After ‘Yes’ Apostrophe To Revision of
Series Exclamation Mark and ‘No’ Show Possession Apostrophe
LLS 3 Grammar Imperatives Adverbs of Manner Direct And Indirect Wh-questions Adjectives Prepositions Of
Speech Place And Time
Vocabulary One Word – Homophones Synonyms Antonyms Analogies Revision of
Different Meanings Homophones &
(homographs) Homographs
Punctuation Quotation Marks in The Full Stop The Exclamation The Question Mark The Apostrophe The Colon
Direct Speech Mark
Page 1 of 8
Book/
Class
LLS Grammar Prepositions - - - - - -
Prep
Vocabulary The Grocery
- - - - - -
Shop (nouns)
Punctuation Revision of - -
Apostrophe & - - - -
Question Mark
LLS 1 Grammar Simple Past
Tense - - - - - -
Vocabulary The Frog Prince
(nouns+adj) - - - - - -

Punctuation Revision of
Exclamation
- - - - - -
Mark
LLS 2 Grammar Subject-Verb Asking
Agreement Questions Using
- - - - -
‘May’ and
‘Should’
Vocabulary Analogies Similes - - - - -
Punctuation Question Mark Exclamation
- - - - -
mark
LLS 3 Grammar Subjective-Verb Connectors And
Agreement ‘then’
Revision of
- - - - -
Present & Past
Continuous
Tense
Vocabulary Words with The Time Factor
Multiple (idiomatic
- - - - -
Meanings expressions)
(homographs)
Punctuation The Comma Revision: The
- - - - -
Comma
Page 2 of 8
Book/
Class
LLS 4 Grammar Subject – Verb Noun Phrases Future Tense Prepositional Adjectives, The Past Tense
Agreement in Questions Phrases Adjectival Simple And
Phrases & Continuous
Degree of Tenses
Comparison
Vocabulary Revision of Synonyms Antonyms Homographs Collective Nouns Prefixes and
Homographs Suffixes
Punctuation The Full Stop The Comma The Colon The Exclamation The Apostrophe Quotation Marks
Mark in Direct Speech

LLS 5 Grammar Subject-Verb Agreement Revision of Simple sentences Phrases: Review Connectives Complex
Present Perfect Sentences
Tense Introduction of
The Past Perfect Direct /Indirect
Tense Speech
APSACS
Vocabulary Similes Words That Nouns Related To Words Related To Information Webs Words
Describe The Environment Sports And Health (nouns, adj, Associated With
And Nature (nouns; verbs, Disasters and
classification) classification) Emergencies
(nouns + verbs)
Punctuation Comma in Complex The Comma Quotation Marks The Exclamation The Hyphen The Apostrophe
Sentences Mark
Move Grammar · Imperatives · Nouns · The Simple · Personal · Adjectives · Adverbs
Ahead · The active and · Noun Phrases Past Tense Pronouns · The Order of · Adverbial
1 passive voice · Direct / Indirect · The Present · Reflexive Adjectives Phrases
(6) · Active / Passive Perfect Tense Pronouns
· Translation
Vocabulary · Action Words · Idioms · Similes · Register · Alliteration · Stem words
· Compound Words · Clichés · Metaphors · Slang · Synonyms
And Antonyms
Punctuation Headings Open punctuation The Comma The Apostrophe Titles The Comma
Page 3 of 8
Book/
Class
LLS 4 Grammar Transitive & Relative
Intransitive Pronouns &
- - - - -
Verbs Relative
Clauses
Vocabulary Word Homophones
Organization
- - - - -
(different parts
of speech)
Punctuation The Question The Hyphen
- - - - -
Mark
LLS 5 Grammar Clauses Complex

Introduction of Sentences With
- - - - -
Active / Clauses
Passive
Vocabulary Persuasive Antonyms
Words And
- - - - -
Phrases (nouns,
verbs, adj)
Punctuation Capital Letters: The Full Stop,
Review Question Mark
- - - - -
and Exclamation
Mark: Review
Move Grammar · Adjectival · The Present · Present and The Simple · Prepositions · Direct Speech
Ahead Phrases Perfect Tense Past Present Tense and · Indirect
1 · Adjectival Participles Active / Prepositional Speech
(6) Clauses · Comparative Passive Voice Phrases · Translation -
and · The Past
Superlative Conditional
Adjectives Tense
Vocabulary ·Denotation and · Context · Connotations Standard · Prefixes · Idioms
Connotation · Word ·Homophones English · Suffixes
·Non- association and Puns -
discriminatory
language
Punctuation Headings The Semi-colon The The Comma Parentheses Quotation Marks
Exclamation -
Mark
Page 4 of 8
Book/
Class
Move Grammar Adverbs Prepositional ·Contractions · The active and ·Collective nouns ·Subject and
Ahead 2 Adverbs of manner, phrases ·It’s and its passive voices and abstract predicate
(7) place and time Adjectival and ·Translation · Action verbs and nouns ·Main clauses
· Direct / Indirect adverbial phrases imperatives ·Nouns and noun · Direct /
· Active / Passive · Direct / Indirect phrases as Indirect
· Idioms subjects and · Active /
objects Passive
·Translation
Vocabulary · Register · Spelling rules · Story webs · Suffixes · Commonly · Using a
· Formal and informal · Commonly · Word webs · Prefixes confused words dictionary
language confused words · Problem verbs · Using a

· Idioms thesaurus
Move Grammar Questions and Participants, Connectors of Subject-verb Action verbs and Subject and
Ahead 3 Answers infinitives and time, sequence agreement the active voice predicate
(8) · Direct / Indirect gerunds and cause-and – · Tenses · Active /passive · Revision of
· Direct / Indirect effect Voice Tenses
· Translation Subject-verb-
agreement
Vocabulary Easily confused words Using the thesaurus Building verbs Building adjectives Using positive Building abstract
to increase using suffixes using suffixes language nouns using
vocabulary · Idioms suffixes
·Translation
English 9 Grammar Adjectives, Modal Verbs, Change into Abstract Noun, Collective Nouns, Kinds of
Conditionals: Type 1, Exclamatory, Nouns, kinds of Articles, Prepositions of Adverbs,
correct form of verb, Assertive, Pronouns, Prepositions of Place, Infinitives,
Future Tense Interrogative, Pronoun- Time, Punctuation, Conjunctions, Gerund,
Negative, and antecedent, Pronunciation Present Participle,Conditionals:
Imperative Subject-Verb Past Continuous Type III, Past
sentences, agreement, voice, Tense Perfect Tense
Punctuation, Ellipses Past Indefinite
Tense,
punctuation
Vocabulary Use of thesaurus and Words opposite in Meaning in Use of dictionary, Synonyms, Varying shades
dictionary meaning, meaning in context, use of meaning in context connotations, use of meaning,
context, idioms and dictionary and recognition connotations and
proverbs denotations
Page 5 of 8
English Grammar ·Concrete nouns · Collective nouns · Personal · Kinds of adverb ·Transitive and · Modal verbs
10 ·Abstract nouns · Use of Pronouns · Adverb phrase intransitive verbs · Active passive
·Noun phrase must/mustn’t · \degrees and · Gerunds ·Prepositions voice
·Past indefinite tense · Present indefinite order of · Infinitives ·Active passive · First
·Past continuous tense tense adjectives · Active passive voice conditional
·Pronunciation key · Present continuous · Adjective phrase voice · Silent letters
tense · Future indefinite
· Punctuation tense
· Use of hyphen
Vocabulary · Deducing meaning · Explaining meaning · Synonyms · Specialized · Synonyms and ·Guessing
of unfamiliar words of words · Meaning of vocabulary antonyms meaning of
· Translation into · Translation into words · Prefixes Idioms · Connotation and unfamiliar words
Urdu Urdu with ‘to infinitives’ denotation ·Translation

Page 6 of 8
Book/
Class
Move Grammar ·Personal and ·Reported ·Subordinate ·Finite ·Continuous ·Future tenses
Ahead 2 reflexive speech clauses Verb phrases tenses ·The future
(7) pronouns ·Relative ·Auxiliary verbs ·Non-finite verbs ·Perfect tenses perfect -
·Relative pronouns and ·Translation continuous
Pronouns subordinate tense
conjunctions
Vocabulary · Phrasal verbs ·Homophones · Poetic devices ·Synonyms ·Denotations · Emotive words
· Phrasal verbs ·Words · Poetic devices ·Antonyms and · Fewer and less
associated with connotations -
modern ·The language of
technology the movies
Move Grammar Modal Model Adverbial Types of Prepositional Connectors of

Ahead 3 auxiliaries auxiliaries in phrases and sentence phrases reason, condition
(8) Direct / questions clauses construction ·Translation and choice
Indirect · Active · Tenses Revision of -
/passive Tenses
Voice
Vocabulary Building Compound Describing Non- Evoking Clipped words
adverbs using words images and discriminatory emotions with and contractions
-
suffixes emotions language words
Idioms
English Grammar Position of Adjective Articles, Direct Relative Transitional Conditionals.
9 Adverbs, Phrases, and Indirect pronouns, Devises, Type II, simple,
Degrees of Adverb phrases, Narration, Adjective Adverbial compound and
Adverbs, Present Compound Clauses, active Clauses, complex
Passive Voice, Indefinite, Prepositions, passive voice Punctuation sentences, -
Present Perfect Present Past Perfect punctuation
Continuous Continuous, Continuous
Tense Present Perfect Tense
Tense
Vocabulary Use of Synonyms, Dictionary use, Deducing the Root words, Dictionary use,
thesaurus, prefixes, idioms and meaning of Transitional meaning in
abbreviations, suffixes phrases, unfamiliar devices, context
meaning in cognates words synonyms -
context
Page 7 of 8
English Grammar ·Indefinite · Kinds of · Noun clause · Relative · Past perfect ·Subordinating ·Third
10 pronouns pronouns · Present Pronouns tense conjunctions conditional
·Pronoun · Participles perfect · Adjective · Past perfect ·Adverb clause ·Simple,
antecedent · Gerund continuous clause continuous compound
agreement phrase tense · Second tense and complex
·Present perfect · Infinitive conditional · Direct and sentences
tense phrase indirect ·Quotation
·Coordinating · Prepositional speech marks
conjunctions phrase · Active passive
voice
Vocabulary ·Deducing ·Synonyms · Explaining the · Deducing · Deducing ·Synonyms ·Prefix ‘en’
meaning of ·Connotation meaning of meaning of meaning of ·Analyzing and ·Explaining
unfamiliar and Denotation unfamiliar unfamiliar unfamiliar understanding phrases
phrased ·Translation of words and words and phrases common ·Translation

·Translation into idioms into phrases phrases · Suffixes prefixes into Urdu
Urdu Urdu · Translation of
idioms into
Urdu
Page 8 of 8
Anx-VOC
Vocabulary List
Little Red Riding Hood
Class: 1
lived mother father house forest
said take cakes grandmother went
these other side wolf saw eat
ran knocked door come in funny
voice looked closer big ears
better hear eyes see teeth
cried jumped chased round help
big axe never seen again
Page 1 of 1

Subject: English literature Session 2017-2018 Class: I
Block Syllabus for 2nd Term
Distribution of Topics within Teaching Periods
Periods per Week: 03
· Progression of teaching will be done as indicated topically in the block below. In order to implement teaching effectively the teachers must
read Syllabus Break-up, Syllabus Implementation Guide and Curriculum Mapping document in depth.
· The complete BLOCK must be read by teachers in order to plan daily lessons and Check Points properly.
· The topics for revision periods must be planned during the coordination meeting and detailed plan be written in teacher’s planner.
· Significant concepts/topics have been identified for each chapter/unit. Remember not to include more than any TWO concepts/topics in one
Check Point Test.

· Spot/Surprise tests:
Ø must be given at regular intervals to assess students’ learning, carries up to 2- 5 marks & with time duration of not more than 5-10 min.
Ø topics should not be decided in the coordination meeting as Spot Tests are taken according to class needs.
Ø marks are to be entered in the student’s notebook index page.
Ø marks are not to be included in Check Points / Term Examination.
Ø are not to be mentioned as prior notice in students’ diaries as no preparation is required for this, they are merely teacher’s assessment of
students’ learning.
Ø marks are for Performance INFORMATION/REFERENCE only and will not be added to any formal report.
No. of Little Red Riding Comprehension Reading & Picture Vocabulary Character
Punctuation
periods Hood (Pg No.) Questions RTC Description Building Sketch
*19 · 01 period per week is dedicated to Reading or Recitation of poems. Lesson plan for ‘Read Program’ must be
periods discussed in the coordination meeting and written in Teacher’s Planner.
· A list of suggested readers and collection of poems is given in the literature Break-up as well as on official
APSACS website.
· Reading period and its success criteria are given only once in the Break-up. Teachers to follow the same every
week.
-i-
Punctuation
· Title Cover · Questions are · Dialogue · Title · Words are - · Use of
08 · Pgs 6-11 mentioned in on pg 8 page mentioned in adjectives to
periods the teaching (oral) (oral & the teaching describe wolf
Note: methodology written) methodology (oral)
· (1) Revision Significant · Pg 6, for dictation
Period to be concepts taught 7(oral) · Punctuation of
used · Questions and · Pg 8, 9 dialogue on pg 8
according to Answers (oral) using capital
the class needs · Picture · Pg 10, letter, (“ ” ? . ,)
Description 11

·
Punctuation (written)
· Pgs 12- 15 · Questions are Revision · Rhyming · Identify · Punctuation
* 11 · Poem mentioned in · Dialogues · Pg 12, Words & the new marks used on
periods (Little Dog) the teaching from pg 8- 13 (oral Vocabulary character pg 12, 14
methodology. 12 (oral) & from the (wolf) in
· Summing up of · 2 dialogues written) poem the
Note: the story in the for written · Pg 14, · Words for picture on
· (1) Revision form of Flow practice 15 (oral) dictation pg12 and
Period to be Chart (pg 12) discuss
used · Revision · Dictation of its evil
according to Significant Pg 8, 9 pg 14 nature.
the class needs concepts taught (written)
· Questions and
Note: Answers
· 2 periods will · Rhyming Words
be lost due to · Who said to
holidays in 5th whom (RTC)
week · Picture
Description
- ii -
Punctuation
09 · Pgs 16- 23 · Questions are · Dialogue · Pg 16, · Words are - -
periods mentioned in on pg 16 & 17 (oral) mentioned in
Note: the teaching 18 (oral) · Pg 18, the teaching
· (1) Revision methodology. 19 (oral& methodology
Period to be · An objective written) for dictation
used exercise to fill in · Pg 20,
according to the blanks. True 21 (oral)
the class needs or false given in · Pg 22,
teaching 23 (oral)
methodology.

Significant
concepts taught
· Questions and
Answers
· Who said to
whom (RTC)
· Picture
Description
* 10 · Pgs 24-31 · Comprehension · Shared · Pg 24, · Words for · Discussion -
periods · Poem Qs and critical Reading 25 (oral& dictation on
A Watering thinking Qs are written) · Rhyming students’
Rhyme mentioned in · Pg 26, Words favourite
the teaching 27 &Word character
methodology (oral& Splash (good or
Note: · Discussion on written) from the bad)
· (1) Revision the happy poem
Period to be ending and
used moral of the
according to story
the class needs · Literature
Note: Worksheet # 1
· 1 period will be &2
lost due to
- iii -
Punctuation
holiday in 17th Significant
week concepts taught
· Questions and
Answers
· Rhyming Words
· Picture
Description
Result Making Week

- iv -
Subject: English Literature Class –I Periods per week: 3
APSACS Syllabus Breakup
2nd Term Cold Region
August 07, 2017 – December 26, 2017
Learning Outcomes
Instructions for Reading: List of Suggested Readers by Paramount
· A dedicated reading period will be used every week, to improve students’ reading skill and Publishers
inculcate love for reading books. For this readers have been suggested which will be kept
in school libraries/ Section Head’s office. These are not to be demanded from parents.
· Teacher will bring a set of recommended books to the class according to class strength. Ladybird Read with me

· In each term at least two readers will be read by every student. After completing one reader · RWM: 4 Sam to the Rescue
the next reader will be started. · RWM: 5 Kate and the Crocodile
· A review log, mentioning the name of the book and number of pages read weekly, will be · RWM: 6 The Dream
maintained by every student in literature notebooks.
· RWM: 7 The Day Trip
· Success Criteria for extra reading is mentioned once in the detailed Syllabus Break-up, but
· RWM: 8 Tom’s Storybook
it will be applicable for every week’s reading.
· There will be no written work on these readers. The objective is to improve reading
List of Poems for Recitation
proficiency of students, as well as to develop a love for reading in students.
· Five Little Ducks
· Selected poems have been attached with the Syllabus Break-up, mainly for recitation
· Two of a Kind
purposes. The teacher will recite and record the poem first, with proper intonation, actions
· Months of the year
and feelings. Students will then recite the poem in chorus. Each poem will be learnt by
heart, memorized and recited in class/ morning assembly. · What I Like
Reading Agreement: · One, Two, Three, Four, Five
Use the first week of each month as a goal-setting day. Have students commit, to the · Thank You “Mr. Farmer!”
number of books / pages, they will read each month. The agreement is a helpful tool for · Lively Frog
individualizing reading instructions. Encourage readers with lower reading competency to
complete one book or several books that are easier to read. Challenge more able readers
to increase the number or variety of books from what they had read the previous month.
Ø Share the Success Criteria with students and write it on the board before children start written work.
Ø Spot/Surprise test must be given at regular intervals to assess students’ learning and marks are for Performance INFORMATION/REFERENCE
only & will not be added to any formal report.
Ø Special focus has been placed on acquiring of academic skills. Skills are indicated in the objectives of the lesson. These skills are expected to be
Session 2017 - 2018
Subject: English Literature Class: I Periods per week: 3
Learning Outcomes
developed as a result of that lesson. Skills mentioned in the teaching methodology in bold, are NOT to be shared with the students directly in the
manner, we share the objectives. This identification of skills is for guidance and facilitation for the teacher. The teacher may choose more sub
skills, keeping in mind the lesson objectives /learning outcomes. The acquired skills can be tested through Assessment plan of the daily lesson
(spot tests, oral discussion, activities, written and project work)
Ø Critical Thinking questions introduced with the sign in the break-up should be stressed by teachers in the class and suitable wait time should
be provided to students to search answers for such questions and come forward with critical thinking questions of their own.
· List of level specific National Los have been attached with each Syllabus Break-up. The teachers are expected to read and understand that

APSACS Syllabus Break-up has been designed on the same lines. (Refer to National Learning Outcomes Booklet of Annex-L subject- class)
Strands in the Syllabus Break-up
· Following strands (with icons for identification) are embedded in the Syllabus Break-up :
· Patriotism: to develop sense of belonging and love for the Motherland, was chosen as the Theme for Academic Session 2015-2016 by
IGT&E. It will be a permanent part of teaching and learning in APSACS
· *Values Education: to enforce Values Education as the moral precepts appear in the lessons.
· *Stay safe and smile: To raise awareness about natural and man-made disaster and cope with them effectively and how to deal with it in
effective manner.
· ICT: Integration of ICT in curriculum to prepare students for the challenges of 21st century.
· Sports: To inculcate the spirit of sportsmanship and develop healthy individuals.
· Say No to Drugs: To develop awareness among students about the harmful effects of drugs and ways to cope with it.
Session 2017 - 2018
Learning Outcomes
21st Century Skills:
· Critical thinking and Problem solving: to develop intentional, reflective and lateral way of looking at things or circumstances whereas, problem solving
enables students to find solutions to dificult / complex issues.
· Collaboration: is a joint effort to support multiple individuals or groups to accomplish a task or project successfully. It develops students’
focused listening skill and promotes sharing of ideas / thoughts and peer work. Both collaboration and communication are closely interlinked.

· Communication: to develop students’ spoken and written expression through the use of a mutually understood language.
· Creativity: to enable students to think innovatively and develop ‘out of box’ thinking and problem solving, and be able to express their
individual thoughts and actions skilfully in their work presentation.
NOTE: Not all strands are embedded in each and every subject. The icon will appear where the relevant concept will appear in the lessons.
· *Values Education: Values are moral issues of fairness, honesty, kindness, responsibility, forgiveness, obedience, sharing and caring
etc. These Values influence a person's behavior and attitude and motivate him/her to act accordingly in all situations. It is responsibility of
parents and teachers to consciously ensure correct values development in the children and help them make judgments and decisions about
good and bad in life. Values education is integral part of covert and overt school curriculum. In the APSACS Syllabus Breakups of all
subjects, the strand is well embedded and identified by an icon . Whenever an opportunity arises during lessons, the teachers need to
capture these teachable moments and stress on the importance of the particular value which is directly or indirectly mentioned in the
lesson. The teacher will talk and discuss values and moral precepts in age appropriate manner and according to the situation. Teachers will
pose Moral dilemmas for the students according to their ages and Value clarification will be done. The Value of the Week practiced in the
school may be kept in mind.
· *Stay Safe and Smile. These are the moments when feelings and emotions of students are stimulated due to some trauma according
to situations or by design. A teacher has to grasp such moments to make students identify and normalize the feelings & values. Voluntary
sharing of feelings and acceptance of fear or sorrow according to different situations helps to normalize things in day to day life. During the
course of study a teacher experiences such moments quite often, especially when the students get moved. These specific points have been
highlighted in the syllabus break up by this icon
Session 2017 - 2018
Learning Outcomes
Listening English Improvement Plan (LEIP) & Spoken English Improvement Plan (SEIP):
To improve and enhance the Listening and Spoken Skills of the students, Listening English Improvement Plan (LEIP) and Spoken English
Improvement Plan (SEIP) has been embedded in the Syllabus Break-Up through different activities. (For details see English Language Syllabus
Break-Up.)
It is expected that by effectively implementing the LEIP & SEIP, both the teacher and students will develop language fluency and proficiency
which will enhance their communicational skills.
· The Vocabulary List is attached with Syllabus Breakup (Anx-VOC). Students to learn the spelling for dictation.
Literature · Introduce the reader ‘Little Red Riding Hood’ by showing them

‘Little Red Riding Hood’ the cover page. Ask students if they have heard this story · Title cover of the
Level 2 before. Explain why the girl is called Little Red Riding Hood. Reader
Students will be able to: Encourage students to talk about the characters shown on the · Cut- outs of
1. observe and title page. pictures of story
describe the title · Tell students that it is a story about Little Red Riding Hood, her characters or
page illustration father, mother, grand mother and a wolf. The book is full of puppets of
2. predict the story by pictures that describe the story. The girl was called ‘Little Red characters
looking at the title & Riding Hood’ because of her red coat with a red hood. It is
pictures suggested that puppets or cut- outs of the characters should
3. talk and write about be made. Show the characters (puppets/ cut-outs) and
Red Riding Hood and describe the role of the characters in the story and pinned up
the Wolf (title page) the puppets/ cut-outs on the soft-board.
· Teacher can search on Google for TP roll red riding
hood and prepare different characters from *TP rolls (*TP-
Tissue Papers) for students. Teacher can take help of the Art
Skills teacher for this activity.
· Observing
· Predicting · Picture Study: Ask students to discuss in groups and
· Describing predict the story by looking at the title and the pictures.
Take students’ feedback group-wise on the board.
· Group Work
· Introduce Word Splash (the related vocabulary) on the board
and on the soft-board e.g. forest, wolf, basket, little, Red
Session 2017 - 2018
Learning Outcomes
· Riding Hood, wood, flowers, colours, trees, house etc.
· Students will learn the spelling of words given above and use · Word Splash
the words in sentences (verbally).
· As class-work, students will write a paragraph of 5-6
sentences about the title page illustration after class
discussion.
· Written work to be done in notebooks.
1. Take dictation of the words given for spelling.

2. Write five sentences about the title page.
Remember to: · Picture study, Vocabulary building (learn
· repeat spelling to learn their correct pronunciation spellings).
· use the learnt vocabulary in sentences while describing the title page · Dictation
· Write five sentences about the title page.
H.W: Give Word Splash for dictation on the 1st day.
01 period dedicated to Reading/Recitation only (Every Week)
Success Criteria for Reading/recitation
Remember to:
· read/recite the text/poem with fluency, proper intonation and correct pronunciation
· read in the given order and paragraph-wise.
· connect and relate your reading with pictures
· focus on main events in reading
· read/recite for pleasure
· recite the poems with actions
Session 2017 - 2018
Learning Outcomes
‘Little Red Riding Hood’ · Re-cap of the previous week’s work by students. · Reader pgs 6, 7
Level 2 · In the very start, take students’ responses about the concept · Picture of forest
Students will be able to: of ‘Forest’. After that show them some pictures of forest and
1. read, understand & elicit responses. Students might come up with words ‘lots of
describe the tall trees, presence of dangerous animals.
opening scene of the · Talk about forest habitate and the dangerous animals found
story there.
2. relate the text to the · Explain why forest are essential for life on earth.

picture
3. answer Qs about the
· SEIP: Ask students to look at the picture on pg 6 & 7.
picture and the text · Reading with
Identify the setting and describe what each character is
intonation
doing.(relate this to the doing words i-e verbs)
· Students will take turns to read the text on pg 6 and relate it to
the picture. Give chance to most of students to describe the
picture. Encourage students to be confident and speak in
English as often as possible, not to be shy of making
mistakes. The more they will practice, the better and more
confident they will become in pronunciation and vocabulary.
· For picture description instead of asking questions from
Skills students, write a set of questions on the board and encourage
· Identifying students to describe the picture in their own words with the · Picture Description
help of those questions.
· Describing
Give chance to the maximum number of students to describe
· Relating
the picture.
· Repeat the spelling of difficult words frequently so students
learn them in class. Break the words into syllables, so as to
make it easy for students.
· Written work to be done after class discussion. Answer the Qs
in notebooks in the form of complete
sentences:
Session 2017 - 2018
Learning Outcomes
1. Who did Little Red Riding Hood live with?
2. Where did she live?
3. Who is standing at the door and what is she carrying?
4. Why is the girl called Little Red Riding Hood?
Remember to: · Reading, explanation, picture description
· answer all the Qs in your own words and in complete sentences Spelling

· start the sentence with a capital letter and end it with a full stop · Qs 1- 4 (written)
H.W:
None
‘Little Red Riding Hood’ · Recap of previous pages by the students. · Reader pgs 8, 9
Level 2 · LEIP: Model reading and explanation of the text (pg 8) by the · Coloured pencils
Students will be able to: teacher. · Coloured chalks/
1. read and connect the · Whenever the word LEIP occurs in the Break-Up, the teacher markers
meaning of the text should focus on improving students’ listening skill. Tell students
with the picture that the very first step to effective listening is, to be physically
2. identify punctuation and mentally present, to be an active listener. React
marks sometimes during the listening (such as nodding, showing your
3. answer the Qs. surprise and other emotions). Try to focus on the main subject,
4. identify who said this instead of words.
to whom · During reading tell students about the pause at the comma. · Board Activity
Introduce the speech marks (“”) inverted commas question
mark (?) and Full stop (.) while reading. (This should be shown
Skills on the board).
· Identifying · Let students read the text aloud turn-wise. Ask students who
· Relating said these words to whom: “Will you take these cakes to
· Describing grandmother?”
· Introduce and identify speech marks (“”) (inverted commas) · Pair discussion
question mark (?) Full stop (.) and a comma (,). Explain their
Session 2017 - 2018
Learning Outcomes
usage along with examples from the textbook and from your
own source. This will be done while reading the text. The
sentences should be written on the board. Use coloured chalks · Picture description
or markers for punctuation marks. Ask reasoning Qs whenever
these punctuation marks appear in the text.
· SEIP: (Picture Description)

Students to discuss in pairs, what is happening in the picture.
(Discussion in pairs should be actively demonstrated by the
teacher. Tell students to observe you conducting the
discussion, pairing with a student, and asking questions about
the picture). Take students’ feedback pair-wise. Give
maximum chance to students to speak. Instruct them to speak
in English.
· Helping others:
· Ask the students that whenever someone in the family or a
friend falls ill, what we should do? Write their answers on the
board e.g.you try to help him/her etc. Recall the
comprehension passage ‘ Hot Soup For Mummy’ in Unit 5 of
LLS 1. Ask students if Mummy is not well, what can they do to
help her. Take students’ responses and discuss.
· Ask Qs about the text read and the picture to check students’
comprehension.
1. Punctuate the statement: one day little red riding hoods mother
said will you take these cakes to grandmother.
2. What can you see in the basket, and to whom is it to be given?
Session 2017 - 2018
Learning Outcomes
Remember to: · Reading, Explanation, Picture description (oral)
· answer the questions in complete sentences · Qs 1, 2 (written)
· punctuate the statement with capital letter, full stop, speech mark, question mark and a H.W:
comma, with coloured pencils. · Reading pg 8
‘Little Red Riding Hood’ · Recap of previous pages by the students. · Reader pgs 10, 11
Level 2
Students will be able to: · Ask students to identify the animal character in the

1. read the text and story. Teacher to give fact file of the wolf, so students
recognize the recognize its physical features and evil nature. Fact file should
character include, colour of the wolf, sound of the wolves, its fur and
2. describe the wolf ears, wild animal and why it cannot be kept as pets.
· Students will take turns to read the text pg 10.
Explain the text and the pictures in simple words.
Skills
· Let students sit in groups to discuss and describe the
· Recognizing · Group Work
wolf. (Give opportunity to students to speak about the picture)
· Describing
· Class Discussion (oral): SEIP/LEIP: Ask the Qs · Class Discussion
given below about the story and the picture. Give chance to
most of the students to speak and share their views with the
class. For the wrong answer, ask to other students and then
get back to the same student to listen and repeat the answer
correctly.
1. Where was grandmother’s house?
2. Who else lived in the forest?
3. What does the wolf look like?
Session 2017 - 2018
Learning Outcomes
Note: Write the words in the box on the board and ask students to
use them while describing the wolf in Q3.
sharp teeth, hairy body, long nails, big ears, angry
look, hungry, roar
· Written Work to be done in notebooks.
· Describe the picture on pg 10 & 11 in three sentences.

Remember to: · Reading, Qs 1, 2 and 3 (oral)
· answer the questions based on the text & the picture · Picture description (written)
· use words in the box while describing a wolf H.W:
· Reading pg 10
‘Little Red Riding Hood’ · Follow-up of the H.W given. · Reader pgs 12, 13
Level 2 · Check students’ comprehension of the story by asking
Students will be able to: intelligent questions, or make crossword puzzle or word
1. read and analyze the scramble on the board.
situation through · Guide students to read with expression (pg 12) after model · Crossword puzzle
discussion and picture reading of the text done by the teacher. Lay stress on the · Word scramble
description punctuation marks. Also teach them the difference between 'off'
2. use information in the and 'of'.
text to answer Qs
· SEIP/LEIP: Discuss the wolf’s character / intentions with · Class discussion
Skills students and let students compare it with any other such evil
· Analyzing characters that they have seen in cartoon movies.
· Comparing · Ask students to describe the picture on pg 12 &13 in their
· Describing own words. Give opportunity to each student to speak about
the picture.
Session 2017 - 2018
Learning Outcomes
1. Where is Red Riding Hood walking to in the picture on pg
13?
2. What did the wolf say when he saw Red Riding Hood walking
alone?
Remember to: · Reading, picture description and discussion on
· read the text again and look at the picture to answer the questions the character of the wolf (oral)
· Q1, 2 (written)

H.W: Words for dictation: wolf, saw, said, eat, ran
Poem: · Take dictation. · Poem attached at
Little Dog Anonymous · Note: Paste the poem in students’ notebooks. the end of the
(Unknown) · Introduce the topic ‘Little Dog’ by showing a picture and initiate Syllabus Breakup
Students will be able to: discussion. Ask students if anyone has a dog as a pet, how do
1. practise reciting the they take care of a dog? Write all possible answers on the · Class Discussion · Photocopies of the
poem board e.g. · Word Splash poem to be given
2. give answers in their Ø Feeding a dog. (how, what) to students
own words Ø Caring for the health of a dog. (how) · Chart with picture
3. match the rhyming Ø Grooming a dog. (how) of a little dog
words Ø Exercising/ playing with dog. (how, when) · Mobile
Ø Treat your dog with respect and love. (why, how)
· Teacher will point out the features and actions mentioned in
the poem.
· LEIP: Teacher should recite and record the poem in a
clear voice, with proper pronunciation, rhythm and intonation,
on her mobile. (must be recorded prior to the class). Play the
recording repeatedly so that students can enjoy and learn the
recitation properly. Ensure that students are really listening and
not doing something else. They should be completely focused
and fully attentive.
Session 2017 - 2018
Learning Outcomes
· Explain each line of the poem to students. Stress the rhyming
words. (word splash)
Skills
· Reciting · Pair Work: Ask students to underline pairs of rhyming
· Identifying words in the poem. Write them on the board. · Pair work
· Students will recite the poem on both days. Ask the following
Qs based on the poem to check students’ comprehension.
(oral)

1. What did the little dog do with its tail?
2. When was the dog sad?
3. What did the little dog do with its tail then?
4. What was on the dog’s nose?
· Written Work to be done in notebooks.
· Match the rhyming words with different colours.
Column A Column B
wag bad
muzzle eye
sad would
ground drag
stood puzzle
try suppose
nose found
Remember to: · Recitation, explanation, Q 1-4 (oral).
· recite the poem aloud with proper intonation · Match the column. (written)
· use different colors to match the rhyming words
Session 2017 - 2018
Learning Outcomes
· answer Qs correctly in complete sentences H.W:
· Learn the poem by heart
‘Little Red Riding Hood’ · Recap of the story to be done with students’ input. · Reader pgs 14, 15
Level 2
Students will be able to:
1. predict what happens · SEIP ( Group Work): Ask students to look at the · Group Work
in the story picture pg 14-15, discuss and predict what will happen next in
2. read and analyze the the story. Listen to what students say and write their
responses on the board. Help them to continue when they are

situation through
picture description stuck either with language, vocabulary or ideas.
3. sequence the story · Read the text pg 14, learn and revise the punctuation marks
read so far, in the used, followed by students reading turn -wise.
form of a flow chart
· Discussion: Write the questions on the board and
discuss them with students. (oral)
1. Who had the ‘funny voice’?
2. What could happen to Red Riding Hood?
3. Was Red Riding Hood afraid to knock at the door?
4. Was it dangerous to go inside the house? Why? · Board Work
Skills · Tell students to read the story read so far, once again, silently. Flow Chart
· Predicting · Board Work: SEIP/LEIP: Events
· Analyzing · Recap of the story read so far with students’ input.
· Sequencing · Encourage students to tell the happenings of the story and
conclude them in the form of a flow chart.
· Guide them to tell the happenings of the story read so far, in
sequence. Help them to continue where they are stuck. Give
maximum chance to the struggling students.
Remember to: · Reading, discussion Qs 1-4 (oral) , board work
· tell the story in sequence, so the teacher writes the events in the boxes (flow chart)
Session 2017 - 2018
Learning Outcomes
· answer inferential Qs based on your imagination & textual clues H.W: Prepare pg 14 for dictation
‘Little Red Riding Hood’ · Take dictation. · Reader pgs 6-14
Level 2 · Write a few lines of dialogue from pg 6-14 on the board and
( Revision) practise who said the spoken words to whom orally. · Board work
Students will be able to:
1. practise who said · SEIP: Let students discuss the picture on pg 8, 9. Tell
the spoken words to them to identify the characters and the things placed on the · Picture Description
whom table. Encourage them to describe the conversation in about
three sentences.

2. identify the character
and describe the · Written Work to be done in notebooks.
picture 1. Identify who said the spoken words to whom.
a. “Will you take these cakes to Grandmother?”
Skills b. “Come in,”
· Identifying 2. Look at the picture on pg 8, 9, identify the characters and the
· Describing things on the table and describe the conversation in three
sentences.
Remember to: · Identifying spoken words, Picture Description
· recall the story in order to identify the spoken words (oral)
· identify the characters and the things on the table · Q 1( a ,b) & 2 (written)
· describe the conversation in three sentences H.W: Reading pg 6-14
‘Little Red Riding · Check reading of pgs 6-14. · Reader pgs 16, 17
Hood’ Level 2 · Recap of the story read so far by the students.
Students will be able to: · Ask students to look at the picture on pg 16, 17, identify the
1. read and understand setting, the characters and describe their feelings to see the
the developments in real grandmother under the bed and fake grandmother on the
the story bed.
2. describe the picture · Students will take turns to read the text pg 16.
and the mood of the · Ask short Qs to check students’ picture comprehension.
characters Include questions about Red Riding Hood (main character)
3. answer Qs to exhibit and the Wolf.
Session 2017 - 2018
Learning Outcomes
comprehension of the · Picture Description
story · SEIP: Give opportunity to each student to describe the
picture on pgs 16, 17 in their own words. Encourage students
to speak aloud and give their input in complete sentences
about the picture. Remember the purpose of discussion is to · Word Splash
Skills
encourage students to speak and build up their confidence.
· Identifying
· Word Splash: Write the following words on the board. Break
· Describing
them into syllables and pronounce them repeatedly in the
· Comprehending

class: under, excited, knit, tied, voice, funny, enter and
rolled (make students repeat the spellings to learn them.
Explain the relevance of these words to the story).
· Written work to be done independently after class discussion
1. Who is sitting on the bed?
2. Why is grandmother helpless in the picture?
3. Why is Little Red Riding Hood looking sad/ worried?
Remember to: · Reading, Picture description (oral)
· describe the picture in detail · Dictation of Word Splash, Q 1-3. (written)
· learn the spellings of words by breaking them into syllables
· answer the Qs by looking at the picture. H.W:
· Learn spelling of: under, excited, knit, tied,
voice, funny, enter, rolled
Session 2017 - 2018
Learning Outcomes
‘Little Red Riding Hood’ · Revise the story read so far through an interesting activity. It · Reader pgs 18, 19
Level 2 could be, let the students close their eyes and try to visualize
Students will be able to: the story read by the teacher. After that make a timeline on the · Timeline
1. read & enjoy the board after getting students' responses.
story · Read and explain pg 18, followed by individual reading of the
2. interpret the text by students.
illustration in simple · Practise who said the spoken words to whom from the
words dialogue on pg 16 & 18 (oral).

3. practise who said the
spoken words to
· SEIP: Ask pertinent Qs about the text and the picture
whom
e.g: (oral)
1. Why is Red Riding Hood surprised to see her
grandmother?
2. What did the voice answer?
3. Why do you think Red Riding Hood is afraid to come
Skills closer?
· Identifying · Written work to be done in notebooks.
· Interpreting 1. Identify the characters and describe what is happening in the
· picture pg 18-19. Write five sentences about it.
Remember to: · Reading, explanation, RTC & Q1-3 (oral)
· identify who said the spoken words to whom · Q1(written)
· look at the picture carefully, describe what is happening and the mood of each character
· write at least five sentences about the picture H.W:
· answer Qs in your own words · Reading pg 18
Session 2017 - 2018
Learning Outcomes
‘Little Red Riding · Recap of the story by the students. · Reader pgs 20, 21
Hood’ Level 2
Students will be able to: · The reading of this lesson will be introduced through a
1. get an insight into the talk. It is a talk about strangers. Tell students why they need to
wolf’s real character be careful of strangers.
2. discuss the critical · Explain that strangers are people you do not know. Some
thinking Qs strangers are nice, some are not. As we do not know them we
3. fill in the blanks with need to know, how to keep ourselves safe. Teach young

suitable words children about protective behaviour.
· Read pg 20 and explain how the evil nature of the wolf is
revealed through his speech. Let students come up with
Skills
pictorial and contextual clues.
· Critical thinking
· Students will take turns to read the text, laying stress on the
· Identifying punctuation and describe the picture in their own words.
· Discussion: · Class discussion
Ø What would have happened if the wolf had not been in
grandma’s house?
Ø What would have happened if Little Red Riding Hood had
been friends with the wolf?
SEIP/LEIP: Give maximum chance to students to take
part in discussion. Instruct them to be confident and to speak
in English. Encourage students to share their views with the
class.
· Fill in the blanks with suitable words.
a) The wolf had big _____ and ______.
b) The wolf spoke in a _________ voice.
c) The wolf had planned to ________ Red Riding Hood.
d) The wolf is dressed in _________’s clothes.
Session 2017 - 2018
Learning Outcomes
Remember to: · Reading, explanation, Picture description (oral),
· use your imagination to answer the critical thinking Qs Discussion on critical thinking Qs.
· fill in the blanks with suitable words from the pictures and the pages read · Fill in the blanks (written)
H.W:
· Reading pg 20
‘Little Red Riding · Recap of the story read so far by students. · Reader pgs 22, 23
Hood’ Level 2 · SEIP: Let students read the text and describe the picture on

Students will be able to: pg 22& 23 turn-wise. Encourage students to interpret the · Picture Description
1. read the text sequence of events depicted in them. Ensure that most of the
2. describe the picture students get a chance to speak.
in their own words
3. analyze and mark · Discussion: SEIP/LEIP:
the statements as
True or False · Initiate a discussion on self-protective behaviour. The
main idea is to focus on teaching young children how to protect · Class Discussion
Skills themselves, whenever required. Teacher can frame simple
· Reading questions to initiate the discussion. (Answers are given for
· Describing teacher’s guidance only).
· Analyzing · Link this talk to the images of fear and violence depicted in the
story (on pages 22 & 23).
Ø How does your body feel when you are scared? ( fast
beating of the heart, wobbly legs)
Ø Who are your safe people to talk to when you are scared?
(elders you know e.g. parents, siblings, friends)
Ø What can you do when you don’t feel safe? ( scream, hide,
run away, yell for help, go home)
· Ask questions to check if students have understood the text
such as:
Session 2017 - 2018
Learning Outcomes
Ø Why did the wolf wear Grandmother’s clothes?
Ø What did the wolf do to Grandmother?
· Written work will be done in notebooks.
· Mark the statements True or False.
1. Grandmother is sleeping on the bed.
2. The basket fell on the floor.
3. The wolf wanted to eat Red Riding Hood.

4. Red Riding Hood is happy to meet her grandmother.
5. The colour of the hood is red and blue.
6. The wolf had small teeth, small ears and small eyes.
Remember to: · Reading, picture description (oral)
· describe what is happening in the picture in your own words · True and False 1-6 (written)
· read the text, analyze the picture and identify the statements as true or false H.W:
· Reading pg 22.
‘Little Red Riding · Recap of the story from pg 6-23 to be done by students. · Reader pgs 24, 25
Hood’ Level 2 Teacher will throw a starter sentence and then pass a soft ball
Students will be able to: to any student in the class to continue the story. Students will · Board work
1. predict the ending of take turns to continue the story by passing the ball to others.
the story
2. share the reading with · Ask critical thinking questions such as:
their partner Ø What would have happened if grandmother went to Little · Shared reading
3. do the written work Red Riding Hood’s house instead of her coming to
grandmother’s house? Would the wolf still be there in the
story? · Group Discussion
· SEIP (Group Discussion): Ask students to look at the
picture on pg 24, 25 and guess what might have happened.
· Discuss the actions of Little Red Riding Hood in the picture on
pg 24, why she is screaming, running and asking for help?
Session 2017 - 2018
Learning Outcomes
· Elicit responses from the students. Write all responses on the
board. Encourage students to speak aloud and give their input
in complete sentences. Don’t accept one word answers.
Remember the purpose of discussion is to encourage students
to speak and build up their confidence.
· Read the text and discuss the actual happenings in the picture
pg 24, 25.
· Shared Reading: Let students share the reading and discuss

their views with their partner.
Skills · Discussion: SEIP/LEIP:
Ø What should have Little Red Riding Hood done to avoid
· Predicting
what happened?
· reading
Ø Little Red Riding Hood hears a strange voice inside
· Critical
Ø Grandmother’s house, should she go into the house? What
thinking other thing might she do?
· This scene of the story is an appropriate opportunity to
address a safety issue. Discuss with young children how to
deal with potentially dangerous situations with strangers. Teach
children what to do to keep themselves safe and protected,
such as scream, hide or to tell someone when they don’t feel
safe with strangers.
· Discuss with students about the character they like the most or
dislike in the story.
· Written Work
Answer the Qs in notebooks.
1. Describe what is happening in the picture on pgs 24-25.
2. Why did Little Red Riding Hood say, “Help! Help!”?
Session 2017 - 2018
Learning Outcomes
Remember to: · Reading, picture description, shared reading,
· read carefully and describe the happening in the picture Discussion on students’ favourite character
· be imaginative & creative while answering Qs (good or bad)
· Q 1, 2 (written)
H.W:
· Words for dictation: better, help, round, jump,

chase
‘Little Red Riding · Take dictation. · Reading · Reader pgs 26, 27
Hood’ Level 2 · Recap of the story by students.
Students will be able to: · Let students read and explain pg 26, 27, followed by picture
1. read and discuss description. · Class Discussion
how the wolf escaped · Students will take turns to read the text.
2. answer Q by looking · Ask Qs from (pg 26, 27) to check students’ understanding of
at the picture the happening.
Skills · Discuss: SEIP/LEIP:
· Reading Ø What would have happened if the father had not come to
· Picture grandmother’s house to save her?
description
· Critical · Invite some students to share their views with the class.
thinking Students should listen carefully to their peers as well. Give
maximum chance to struggling learners to speak.
· Written work:
1. Name the character you see in the picture on pg 27.
2. Why is the man running towards grandmother’s door?
Remember to: · Reading, picture description ( oral), discussion
· name the character in the picture and describe what is happening on critical thinking Qs
Session 2017 - 2018
Learning Outcomes
· Qs 1, 2 (written).
Poem: · Note: Paste the poem in students’ notebooks. · Poem attached at
A Watering Rhyme the end of syllabus
by P. A. Ropes · Board Activity: Show a picture of the garden. Ask · Board Activity Break-up
Students will be able to: students to identify the things they may find in a garden. Make
1. recite and learn the a list on the board. Teacher can show a potted plant or draw / · Class Discussion · Photocopies of the
poem by heart paste a picture of plant on the board and label its parts. poem for students
2. talk about the flowers · Explain the importance of watering plants.

and their upkeep in · Show the watering can and make it the center-piece of a lively · Chart with pictures
the garden discussion. Inculcate enthusiasm for caring for green things. of flowers or a
3. respond to the Encourage students to give their input. garden
questions and answer
them in writing · Class Activity: Students can be taken out to the garden, · A watering can
a watering can and its parts (spout, handle etc) can be shown,
the action of watering the plants can be demonstrated and · Class Activity
discussed with students. · Potted plant
· LEIP: Teacher should recite and record the poem in a · Mobile
clear voice, with proper pronunciation, rhythm and intonation
on her mobile. Play the recording repeatedly so that students
Skills
enjoy the recitation and learn to recite the poem properly.
· Reciting
Ensure that students are really listening and not doing
· Identifying something else. They should be completely focused and fully
rhyming words attentive.
· Identify and emphasize the rhyming words. Explain each
line of the poem to students.
· Ask a few questions to check students’ comprehension of the
poem.
· Write Word Splash on the board, discuss meanings of the
words and repeat the words with the class so that students · Word Splash
learn their correct pronunciation.
Session 2017 - 2018
Learning Outcomes
hour noonday die also
roots soak earth thirsty
watering flowers evening hour
· Let students take turns to recite the words and the poem. Ask
students what the poem is about.
· Written work to be done independently after class discussion
· Answer the following questions.
1. When are the times to water plants?

2. When should one not water a plant?
3. What happens to plants if they are watered at noon?
4. Where do flowers keep their mouths?
Remember to: · Recitation, explanation, word Splash
· recite the poem aloud with proper intonation and action · Q 3, 4(written)
· answer Qs correctly in complete sentences H.W:
· Learn the poem by heart
· Q1, 2(written)
‘Little Red Riding Hood’ · Read and explain pg 28, 29. · Reader pgs 28-31
Level 2 · Board Work · Literature
Students will be able to: · Discuss the moral (Beware and be aware or Stay alert Worksheet # 1&2
1. read the text and so you don’t get hurt) and the happy ending of the story. Ask given in the tear-off-
give their views about students if they liked the story. Why or why not? · Class discussion pad
the story
2. discuss the moral of · Discuss: SEIP/LEIP: Ask some questions to check
the story students’ understanding.
3. show their 1. Why did the wolf jump up and run into the forest?
understanding of the 2. Describe how Red Riding Hood was saved.
text by answering Qs · Encourage students to talk about what they have learnt from
the story. Ensure that students are attentive during the
discussion. They should be completely focused and keenly
Session 2017 - 2018
Learning Outcomes
observant to acquire better understanding. Give chance to
most of the students to speak. Help them to continue when
Skills they are stuck either with language, vocabulary or ideas.
· Comprehending · Written work to be done after class discussion.
Answer the following Qs.
· Critical thinking
1. Which character in the story do you dislike, and which
Character do you like the most? Say why you like or dislike the

character.
(Note: Teacher may provide a structure for answer.
· I like------------------very much because -------------------
· I don’t like --------------------- because -----------------------)
2. What is the moral of the story?
· Discuss and explain Literature Worksheet #1 &2 (H.W). So
students can do the exercises on their own.
· After a quick revision of the story, check students’
comprehension by asking questions given on pg 30. (Oral).
· Students will match the pictures with the words, on the reader
pg 31.
Remember to: · Reading, Discussion
· answer open-ended Qs creatively · Q 1, 2 (written)
· write the message of the story in your own words · Pg 30 (oral), pg 31 (on the reader).
H.W:
· Literature worksheet #1&2.
Result Making Week
Anx-B
Little Dog
There was a little dog,

And he had a little tail,
And he used to
wag, wag, wag it.
But whenever he was sad

Because he had been bad,
On the ground he would

drag, drag, drag it.
He had a little nose,

as of course you would suppose,
And on it was a muz-muz-muzzle,
And to get it off he’d try

till a tear stood in his eye,
But he found it a puz-puz-puzzle.
Anonymous (unknown)
Page 1 of 2
A Watering Rhyme
Early in the morning,

Or the evening hour,
Are the times to water
Every kind of flower.
Watering at noonday,
When the sun is high,
Doesn’t help the flowers,
Only makes them die.
Also, when you water,

Water at the roots;
Flowers keep their mouths where
We should wear our boots.
Soak the earth around them,

Then through all the heat
The flowers will have water
For their thirsty ‘feet’!
By P.A. Ropes
Page 2 of 2
Poems for Recitation
1. Five Little Ducks
Five little ducks went swimming one day

Over the pond and far away,
Mother duck said,
“Quack Quack Quack Quack”,
But only four little ducks came back.
Four little ducks went swimming one day

Over the pond and far away.
Mother duck said,
But only three little ducks came back.
Three little ducks went swimming one day

Mother duck said,
But only two little ducks came back.
Two little ducks went swimming one day

Mother duck said,
But only one little duck came back.
One little duck went swimming one day

Mother duck said,
And five little ducks came swimming back.
Page 1 of 5

2. Two of a Kind
I have two eyes that help me see,
I’m glad that they belong to me,
I have two ears that help me hear
A whisper or a happy cheer.
I have two hands that do so much.
They write and catch and like to touch
I have two feet that help me run,
And hop and skip and jump – what fun!
3. Months of the Year
Thirty days has September,
April, June and November,
All the rest have thirty – one,
Excepting February alone.
And that has twenty – eight days clear,
And twenty – nine in each leap year.
Page 2 of 5

4. What I Like
I like to read,
I like to write,
I like to run and fly a kite.
I like to walk,
I like to hike,
I like to ride my new bike.
I like to swim,
I like to dive,
One day, I know I’d like to drive!
5. One, Two, Three, Four, Five
One, two, three, four, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten,
Then I let it go again.
Why did you let it go?
Because it bit my finger so.
Which finger did it bite?
This little finger on the right.
Page 3 of 5

6. Thank You “Mr. Farmer!”
At the end of each day,
The animals say,
Thank you “Mr. Farmer!”
The cow says “Moo”,
The sheep says “Baa”,
The hen says “Cluck, Cluck”,
“Quack, Quack” the duck,
The dog “Bow Wow”,
The cat “Mew”,
The horse says “Neigh”
I love sweet hay.
When the door is locked tight,
The farmer says “Good night”.
Page 4 of 5

7. Lively Frog
Jump, jump, jump,
Off he goes with a bump.
His great big eyes,
Are full of surprise.
Hop, hop, hop
Oh! won't he ever stop?
He shoots out his tongue,
And eats a poor fly.
He thinks it’s as good
As an apple pie!
Jump, jump, jump,
Off he goes with a bump.
It's beginning to rain,
So he’s off again.
Hop, hop, hop,
Oh! won’t he ever stop?
Page 5 of 5

Anx-C
Name: Subject: English Literature
Class / Section: I Date:

Worksheet # 1
A. Choose the correct adjectives from the box to complete the sentences.
red kind
(i) Once there was a _________ _________ girl.
dark bright
(ii) She always wore a _________ _________ cloak.
deep little
(iii) They lived on the edge of some _________
_________ woods.
B. When the wolf answers Red Riding Hood, what is he talking about.
Choose from the list.
(i) “All the better to hear you with”. _____________

eyes nose
(ii) “All the better to see you with”. _____________ mouth teeth
(iii) “All the better to eat you with”. _____________ ears arms
feet tail
(iv) “All the better to hug you with”. _____________
C. Write the word. ‘True’ or ‘False’ in the box.
(i) Little Red Riding Hood had cakes in her basket.
(ii) The wolf ate Granny and dressed in Granny’s clothes.
(iii) The woodcutter stopped the wolf.
(iv) Little Red Riding Hood ate an orange.
Page 1 of 3


Worksheet # 2
A. Circle the correct answer.
1. Little Red Riding Hood was taking lunch to her grandmother.
(i) true (ii) false
2. Little Red Riding Hood met a _______________.
(i) fox (ii) wolf (iii) bear
3. Red Riding Hood put on her _______________ riding cape.
(i) blue (ii) green (iii) red
4. Where did Little Red Riding Hood’s grand mother live.
(i) in a building (ii) on the other side of the forest
(iii) close to a lake (iv) near a market
5. Who saved Little Red Riding Hood from the wolf?
(i) a police officer (ii) an elephant
(iii) a hunter (iv) Little Red Riding Hood’s father
6. Who attacked Little Red Riding Hood?
(i) a grandmother (ii) a hunter (iii) a wolf
7. What kind of eyes and teeth does the wolf have?
(i) tiny (ii) shiny (iii) big
Page 2 of 3

B. Word Search: Find the words below and use different colors to identify
them.
wolf, axe, cupcake,
basket, woodcutter, flower.
z w o l f c
y o i b l t
e o h k o e
a d c x w k
x c u g e s
e u p j r a
o t c n s b
e t a p d i
t e k t h t
q r e m r a
Page 3 of 3

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APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

Curriculum Development Panel

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

Revised Instructions for Comprehension

Proper comprehension of any text ensures language development and acquisition. In

It is the job of a teacher to prepare for a comprehension class in the Coordination

Rules for Speaking

The teacher will guide the students to:

· use a graphic organizer for brainstorming. During brainstorming session do not

Explain to students that a dialogue is a conversation between two or more

Friendly, Personal Letters & business letters

Characteristics of a good summary

Techniques in Summary Writing

· Grasping the Central Idea : find the main idea of text

· Condensation of material in the text

Steps in writing a summary

Edit the draft (Success Criteria)

a. Mixed Ability Group.

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

Spiral Progression Identified in Curriculum Mapping

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS

APSACS-SECTT Document_Noa7c37df5-4826-45b5-90ae-dd86faf74b90 Waqar Sultan Jandrani APS SS