Class - Pre 1 - Eng Lang & Lit

Army Public Schools and Colleges System
Academic Session 2022-2023

First Term Plan
SOW Summary
Class: Pre 1 Subject: English
Prescribed Textbook: Cover Page i

SOW Summary i
· Ready, Steady, Go… English Pre 1-First Term General Instructions (Anx-A) x
· Ladybird Readers- The Tale of Peter Rabbit, Level- 1 List of Poems & Story Books (Anx-A1) v
ELD Activities (Anx-B) ii
Resources: Morning Meeting (Anx-C) ix
· Ready, Steady, Go… English Teacher’s Guide Pre 1 Scheme of Work:
· English Language: 1-19
· Syllabus Break-ups (Round 1 - 4) Academic Session 2021-22 · English Literature: 1-5
Prescribed Notebook: · World Around Us: 1-12
· Syllabus Worksheets Anx-B: 15
· APSACS English Four- lined (Broad) small Notebook
Syllabus English Language: 18
Chapter No. & Title No. of Periods
Note:
Unit 1: Myself 28
· Section Heads to ensure the availability of Policy Booklets for Unit 2: I Love My Family 28
Unit 3: Places Around Me 35
Teachers:
Unit 4: My Homeland 35
Ø Academic Package
Ø Syllabus Implementation Guide Syllabus English Literature: 18
Reader- The Tale of Peter Rabbit, Level- 1
Ø Management & Facilitation Booklet Syllabus World Around Us:
Theme 1: Myself 06
· The estimated number of Periods are allocated for each unit.
Theme 2: Plants 06
Any adjustment in the Teaching Periods must be planned Theme 3: My Country 06
during the Teachers Subject Coordination Meeting headed by Theme 4: Animals 06
Theme 5: Seasons 06
the Section Head. Theme 6: Safety 06
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Anx-A
ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM
APSACS Scheme of Work
Rationale & Instructions for Teachers
Rationale
After 16x years of APSACS Journey in the pursuit of Academic Excellence, the Academic Package has evolved to the next level of
Curriculum development. APSACS SOW has been developed to meet international scholastic standards. The elaborate details in
previous Syllabus Break-up format is to be used as a reference document as it is the bedrock and building block on which the current
SOW has been developed. It is prepared by breaking up the curriculum document into manageable, logical and progressive chunks.
· SOW:
- Is a living document that is easy, convenient and simple to use
- Increases the Teacher’s responsibility for students’ learning to select & sequence the teaching
- Is student centered and allows teachers room for maneuvering, creativity and productivity. Greater contact time between the
teacher and the student
- Gives greater latitude to teachers so as to tailor lessons according to individual class needs
- May include baseline, summative and formative assessment
The primary aim of SOW :
- Meet learning outcomes
- Empower and strengthen collaboration amongst teachers
- Ensures effective and meaningful Coordination Meetings
- Leads to robust and meaningful INSET Program
Instructions for Teachers
A Scheme of Work based on International Standards is provided for each class and subject in place of the Syllabus Break up from
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Academic Session 2022-2023. SOW based on SNC SLOs 2020, provides an outline for planning the curriculum content. It covers Term
wise syllabus for specific subjects. i.e., curriculum planned for a science class is prepared on APSACS SOW format which empowers
teachers to plan lessons as per individual class learning needs. During the Subject Coordination Meeting, Teachers may refer to the
detailed Teaching Methodology given in Syllabus Break-up (Round 1 – 4) for Academic Session 2021-2022.
Schools will need to adjust the Teaching Weeks, Periods and Holidays according to their Regions’ Academic Calendar.
SOW includes:
1. SOW Summary
Teachers must study and familiarize themselves with APSACS Policy Booklets i.e., Academic Package, Syllabus Implementation
Guide and Management and Facilitation Booklet. These documents will be available in the Section Heads’ Office and School
Library.
The total Number of Teaching Weeks and Number of Teaching Periods required to complete the Unit and Chapter are also given in
the summary.
2. Unit, Chapter, Topic & Sub Topics and Skills
Relevant Unit wise information to be given under the appropriate headings e.g., Chapter 1 Numbers to 100, Lesson 1 Counting to
100, Lesson 2 Comparing and Ordering Numbers.
The skills given in SOW are for the entire Unit / Chapter. Teachers must pick out and write the focused skills for their daily Lesson
Plan.
3. Student Learning Outcomes and Success Criteria
The SLOs of the entire Unit/Chapter are given in simple and user-friendly language for the Teachers to share with the students.
Success Criteria for each Unit / Chapter are clearly identified for Teachers to share according to the lesson content and add any
other relevant Success Criteria.
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4. Teaching Methodology, Learning Activities & AFL
A brief outline has been given to guide Teachers to develop and plan their daily lessons. Details of Interactive Activities that can be
carried out to help students understand the concept are also suggested. Strands and icons must be identified by the Teachers in
their Lesson Plans. AFL techniques such as Q & As, MCQs, On Spot Tests, Quizzes, Board / Seat Work, Presentations, Project
Work etc are to be carried out during the lessons. Sample questions have also been given to help teachers prepare their own AFL
Question Bank. Teachers should prepare their own Qs. Whatever AFL technique is used it must be mentioned in the Lesson Plan.
5. Teaching Resources & Web Links
Textbook/Workbook/Activity book/Teaching Guides/Suggested Resource Material along with their page numbers, AV Aids, real life
objects, IT equipment, digital resources and web links have been indicated. Teachers can add alternative resources according to
activities planned. Ensure the Digital Resource Content and Images are age-appropriate and do not contain any anti Islam, Pakistan
or Armed Forces material. Teachers must check the given web links and utilize the content judiciously. The videos must be linked
with the lesson through related questioning to gauge and enhance student understanding. This needs to be planned in the
Coordination Meeting and reflected in the Lesson Plan.
6. CW, HW & Online Assignments

CW, HW and Online Assignments have been identified in the SOW. APSACS provides a number of tasks for seat work; Teachers
must judiciously select the relevant task for each day.
Teachers must follow APSACS H.W schedule. Online Assignments are an essential component to keep students and teachers
engaged in the process of digital learning and the practice must be continued.
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Instructions for English Teachers Class Pre I
Textbook: Ready, Steady, Go… English Pre 1 (First Term)

Ladybird Readers- The Tale of Peter Rabbit, Level- 1
Resources: Teacher’s Guide Ready, Steady, Go… English Pre 1

Syllabus Break-ups (Round 1 - 4) Academic Session 2021-22
1. Importance of Early Years Education
Everyone benefits from Early Years Education – the child, the family, the school, and society in general. It is during the early years
that children begin to form attitudes about themselves and the world in which they live. Attitude development is directly related to
values, beliefs and standards the child is exposed to. Exposure to good quality education at this important stage in their lives helps to
ensure that they develop positive attitudes and that they have firm foundations upon which to base the formal education that is going
to take place in the ensuing years. Teachers are expected to read instructions/ details given in Guidelines for Establishment of a
Preschool pgs. 5-9.
2. Work done through Activities/ Play
Children’s minds are not empty vessels into which knowledge can be poured. They learn best while interacting with their environment
including people as well as materials and information and by discovering how and why things happen. Research shows that the three
to six year olds learn by doing despite the fact that they have a short attention span & must have a frequent change of activity to
refresh their attention. As movement is an integral part of a child’s developmental stages, learning by doing is often the best way to
cultivate a skill for young children’s learning. Therefore, the Preschoolers’ Syllabi is richly laced with play oriented activities. Teachers
must make the most of a wide range of learning possibilities which arise spontaneously through play, indoors or outdoors. Whether
children play alone or with other children and whether play is free or structured, its purpose in the early years setting is not merely to
keep children occupied, but rather to contribute in a vital way to their educational development. Teachers are expected to read
instructions/ details given in Guidelines for Establishment of a Preschool pgs. 29-38. Activities are suggested in SOW for
teacher’s guide. Teachers are expected to plan more hands on, minds on activities as per requirement.
3. Early Years Teachers
Early years teaching is a multiple skill based competency on an understanding of children’s development and learning and knowledge
of curriculum requirements. Teachers must be patient, compassionate and understand the early trauma of separation from home
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when formal schooling begins. They must possess knowledge about Early Years Learning as well as training of how to handle young
learners. In order to make it the most fruitful period of children’s lives, teachers must keep up with the latest trends in education.
Teachers are expected to read instructions/ details given in Guidelines for Establishment of a Preschool pgs. 39-49.
4. The Learning Environment
The environment, in which a young child learns, both indoors and outside can have a profound effect on the quality of learning.
Children respond most positively to other children and to adults in safe and stimulating environments which address the cultural
diversity and interests of all candidates. The learning environment should support multi-sensory learning and move from concrete to
abstract, from familiar to new challenges and experiences.
5. Child’s Aesthetic/Creative Development
There are many ways to enhance aesthetics in young learners by:

· displaying their work imaginatively and thoughtfully
· setting out objects of natural beauty for them to see, feel and touch
· letting them handle interesting fabrics, pictures and objects with sensitivity and care
6. Children’s Development & Curricula
The child goes through a number of stages from 2-6 years of age known as windows of “opportunities”. The Early Years curriculum is
designed to cater to all these stages and their developmental needs. The term curriculum is used to describe everything children do,
see, hear or feel in a learning environmental setting, both planned and unplanned. Incorporate the activities suggested in the Syllabus
Break- up or conduct your own activities related to the learning outcomes. Use teaching aids to relate the topic to daily life. Have
discussions related to the topic to help children learn from their ideas.
Ready, Steady Go…English Textbook consists of Teacher’s Guide and an audio CD. This Book has been aligned with the Single
National Curriculum 2020. Teachers must refer to the Teacher’s Guide to teach the concepts properly. The School Administration will
provide copies of Teacher’s Guide. They are also uploaded on APSACS website. Incorporate the activities suggested in the Syllabus
Break- up or conduct new activities related to the learning outcomes. Use teaching aids to relate the topic to daily life. The Textbook
must be used as per the SOW.
7. Notebooks
Notebooks should be a clear reflection of the student’s own work rather than all work copied from the board and checked by the
teacher as a formality. Day/ Date/ Class Work/ Home Work should be written on Notebooks. Notebooks checking should be done
regularly and thoroughly. Correction work and prompt follow-up is a must and must be done in Notebooks.
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8. Group Work
Sitting arrangement of children should be in groups. The teacher must ensure students seated in mixed ability groups & let them
learn to work with and learn from each other. The group may be changed every month. The Teacher should sit with different groups
during the lesson and act as facilitators. Teacher should guide the students about their mistakes and make the corrections during the
lesson. The learning objective is better achieved when the teaching, learning and assessing is all done with the students.
9. Homework
Homework should be given according to Homework Policy indicated in the Student’s Diary and strictly followed as per SOW. It must
be discussed in the class before it is assigned. Teacher should clearly write down Homework in the Student’s Diary (First Term).
Students must be encouraged to write down Homework in the Student’s Diary in Second Term.
10. Low Readiness Learners

The teacher has to identify the students requiring extra guidance in the class without making the students aware of the
identification. They must be given multiple opportunities along with relevant and suitable resource material that will help students to
have a better understanding of the topic. Efficient monitoring to be done by providing focused and frequent on- spot guidance. In
addition, proper schedule should be prepared for them by pairing them with more able students during pair/group work activities.
11. Importance of Skills Development
APSACS places special emphasis on skills development during the early years. Different skills have been indicated in the SOW. The
teacher should be aware of what skill she is developing while delivering the lesson. There is no need to share the skill with the
students as done for Learning Outcomes and Success Criteria.
12. Importance of Success Criteria
At Preschool level, the identification of learning intentions and Success Criteria help to focus a teacher on the intended skill
development. When children are very young they cannot comprehend the term “Success Criteria”. It is mainly the teacher’s verbal
instruction and articulation which helps a young child achieve the expected level of performance. Always give clear instructions for
oral and written assignments and clearly specify students what is expected of them. It is not necessary to write them on the board.
Success Criteria has been added at the end of each week. However, the teachers may develop more according to the task given
to the children.
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The Daily Routine
Daily Routine is the most important difference between the Preschool and other school levels. The teacher must ensure a daily routine
for children is based on a balance of adult-initiated and child-initiated activities. All the daily routines should have clear Objectives and
Learning Outcomes to be achieved by the teacher. It is mandatory for the teachers to read and comprehend the guidelines given in the
Preschool Teacher’s Guide (PTG) and consult it on a regular basis to improve their teaching methodologies and classroom
management skills.
The components of the Daily Routine are given below:
1. Morning Assembly: It is an essential part of daily routine. The proceedings must be made interesting for the little ones. It has to be
short and crisp and should not exceed the allotted time. It should carry a message relevant to Preschool learners.
a. Theme & Values/ Tarbiat Integration: The presentations must be based on thematic information, skills and values (Tarbiat
Program) so that the Preschoolers get ample reinforcement. Teachers are expected to read Personal and Social Development
given in Guidelines for Establishment of a Preschool pg. 22
b. Energy Burning Session: ( Refer to pg. 5 PTG)
2. Nature Walk / Outdoor Activities: ( Refer to pg. 7 & 8PTG)
3. Morning Meeting: Twice a Week at the beginning of class routine (20min)

Morning Meeting is the best time for teachers to improve spoken English and confidence building of children. Teacher must try to ask
as many open ended questions as possible and let children respond. Give a chance to children to speak and express themselves.
Teacher to ensure maximum students’ participation. Keep weekly theme as a starter for initiating discussions but avoid turning it into
a lesson. Make this session interactive by involving the children more and more in discussions, informal talk, giving them a chance to
express themselves. Be patient with children so that they have adequate thinking and respond time. Encourage the students to give
answers in complete sentences. Ask them to share their daily routine with their friends in the classroom e.g. how they spend their day
at home after going back from school and on weekends. Moreover, ask children to discuss with their parents whatever they learn at
school.
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· Greetings, News of the Day (Sample):
Assalam-o-Alaikum, Good Morning, How are you?

What is the day/ date today? Today is Monday.
How is the weather? It is cloudy/ sunny.
Are you happy this morning?Why/ why not ……….
Who is absent today? ……….. is absent.
Today is my friend’s Birthday. Let’s sing Birthday song.
· Sharing: Poems can be sung at the start of the Morning Meeting or at any suitable time of the day.
Teacher must ask students individually to share anything e.g. a poem, song. I went to the park with my parents, I
bought a toy, etc. It is imperative to give due consideration to sharing on children’s part.
“Show and Tell” is part of sharing. Allot the children different days of the week. One child should bring his/ her
favourite toy / book etc. daily. The child should show it to the class and share it with them.
Note: Morning Assembly (15 minutes daily) Morning Meeting time (20 minutes x2 times) and Values
Education should be utilized for Thematic Activities, Co-Curricular Activities, Tarbiat Program and
Patriotism/ Pakistaniat (Refer: Teacher’s Resource Ideology of Pakistan & Pakistan Movement ).After the
Morning Meeting the core subject teaching starts.
4. Outdoor Play: (Ref. to pgs.7-8 of PTG) Try to utilize any space that is available outside the classroom. Here children can make more
noise and more mess, however, it is essential that whenever children are outside there is a responsible adult supervising them.
5. Video Period: Make children watch a movie/video clipping related to the topic or story. The teacher must select any Video/Cartoon
Movie/documentary that is age appropriate and educational.
Links for ICT/Digital Literacy are given in SOW for educational purposes. The info and content is shared in good faith. Teachers must
watch the video before showing it to students so as to comprehend the material themselves. The teacher may choose her own
video clips. Any objectionable content must be ignored.
6. English: The teacher will have to keep in mind the language learning process and plan each lesson on four main language
acquisition skills
Listening Speaking, Reading Writing
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Teachers are expected to read Language and Literacy Development given in Guidelines for Establishment of a Preschool
pgs.10-21.
To improve and enhance the listening and speaking skills of students, teachers must utilize learning opportunities given in the SOW
i.e. Storytelling, rhymes, question and answer sessions, video time, Morning Assembly, Morning Meeting, Integration of ICT/ Digital
literacy.
The Importance of Phonics:

Phonics is recognized as the best way to teach reading and spelling not just in English but in all alphabet based languages. Itis a
common term for the study of the sounds that make up any language. Included in this is the study of the mouth-shape needed to
make each sound properly and the rules for combination of letters and sounds.
Vowels: The sound depends on the shape of the mouth and mainly determined by the position of the tongue.
Consonants: The sound depends on the obstruction of air flow by valves, tongue or lips.
(Phonics Teaching of Alphabet Ref. to pg.9 PTG)
As soon as children learn letters - sounds they should be encouraged to use their knowledge of the letter sounds to blend and sound
out words. And practice reading words made with some Vowel Consonant- VC (an) and Consonant-Vowel-Consonant - CVC
(man) words
The time that children spend to learn reading, they need to develop their understanding of phonics by:
1. matching sounds of alphabet
2. building words that they already know from alphabet sounds: d-o-g, c-a-r.
3. hearing sounds at the end of the words, e.g. ‘map’ sounds different from ‘mat’.
4. blending two or more sounds together, e.g. str as in street, strange.
Syllable: As students are beginning to sound out words, they can start to recognize syllable patterns. Teachers and parents can
help them identify how many syllables each word has through direct instruction, activities and games and this will help them read,
spell and write words more accurately and fluently. A syllable is part of a word that contains one vowel sound. On chart paper, show
and explain the students examples of how to count syllables using the words: pen has one syllable, pencil has two syllables,
September has three syllables Sep- is the first syllable, -tem is the second syllable, and -ber is the third syllable. Practice with plenty
of other words as the children usually enjoy counting syllables.
The Importance of Sight Reading (Look and Say): Some common words are not made from alphabet sounds. These are common
words that do not follow regular spelling rules. Words such as to, go, he, the, they and said etc. need to be known as whole words.
Research has proven that the larger the bank of sight words the more fluently one can read. It is recommended that a combination of
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both of these be used. When teaching tricky words, it is important that children can identify the tricky part of the word and say what is
tricky about it. It helps children to understand quickly that the ‘tricky’ words are those which they must remember by sight as
a ‘whole’. They should be taught such words within the context and reinforced by daily practice. Teacher must introduce and
display 1-2 words per week as sight words from the given list. The list of sight words for English is attached at the end of the Syllabus
Break- up (Refer to Annex A1).
Poem: It is at teacher’s discretion to make children sing poems daily during the Morning Meeting time or during the course of the day
at any suitable time. List of poems is attached at the end of the SOW (Ref. to Annex A1).
Make a learning centre in class where relevant lesson material and flash cards are displayed for children’s sight learning.
Do phonic (a-z) song singing (drill) daily with a-z flash cards and get kids familiar with it. It will not only help in their learning but also
add to their vocabulary.
Preschool Writing Script: The writing script, given at the end of the SOW, (Ref. to Annex A1) should be consulted for correct
handwriting.
Story-Books/Readers:
· Develop pupils’ friendship with story-books to inculcate reading habit. Selected story books for inculcating moral values have been
attached with the SOW.
· Children are very imaginative. Help them imagine things and create stories. Keep a story-telling time and encourage them to
narrate stories. This will help to develop students’ spoken skill and creative thinking too.
· A dedicated reading period has been introduced every week, to improve students’ reading skill and inculcate love for reading
books. For this, following readers have been suggested:
1. Ladybird Read with me “Let’s Play” Book 1
2. Ladybird Read with me “The Dragon Den” Book 2
3. Ladybird Read with me “The Space Boat” Book 3
4. Ladybird Read with me “Sam to the Rescue” Book 4
· English Language Development (ELD) Refer to Anx-B & Syllabus Implementation Guide for Teachers Session 2022-2023.
7. World Around Us: Details of World around Us (Activities &questions/ answers) are given in SOW.
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Anx-A1
List of Poems
Note: National Anthem (daily singing)
Grace
Thank you for the World so sweet, It's Raining, It's Pouring
Thank you for the food we eat, It's raining, it's pouring;
Thank you for the birds that sing, The old man is snoring.
Thank you God, for everything Bumped his head,
And he went to bed,
And he couldn't get up in the morning.
Jack and Jill

Jack and Jill went up the hill,
To fetch a pail of water; Are You Sleeping
Jack fell down and broke his crown, Are you sleeping
And Jill came tumbling after. Brother John
Morning Bells are ringing
Ding Ding Dong
It’s time to wake up
Cobbler, Cobbler Brother John
Cobbler, cobbler, mend my shoe. Look the sun is shining
Get it done by half past two. Night has gone.
Half past two is much too late!
Get it done by half past eight.
Baa Baa Black Sheep

Two Little Blue Birds Baa, baa, black sheep,
Two little blue birds, sitting on a Wall. Have you any wool?
One named Peter, One named Paul. Yes sir, yes sir,
Fly away, Peter, Fly away, Paul. Three bags full.
Come back, Peter, come back, Paul! One for the master,
One for the dame,
And one for the little boy,
Who lives down the lane.
Hickory Dickory Dock
Hickory dickory dock,
The mouse ran up the clock,
The clock struck one,
The mouse ran down,
Hickory dickory dock.
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List of Poems
Cobbler, Cobbler Twinkle Twinkle Little Star

Cobbler, cobbler, mend my shoe. Twinkle, twinkle, little star,
Get it done by half past two. How I wonder what you are!
Half past two is much too late! Up above the world so high,
Get it done by half past eight. Like a diamond in the sky!
The Wheels on the Bus When You are Happy and You know it clap
The wheels on the bus go round and round, Your Hands.
round and round, When you are happy and you know it
round and round. And your really want to show it
The wheels on the bus go round and round, When you are happy and you know it
all through the town. Clap you hands.
The wipers on the bus go Swish, swish, swish; When you are happy and you know it
Swish, swish, swish; And your really want to show it
Swish, swish, swish. Snap your fingers
The wipers on the bus go Swish, swish, swish, When you are happy and you know it
all through the town. And your really want to show it
The horn on the bus goes Beep, beep, beep; Swing your arms
Beep, beep, beep; When you are happy and you know it
Beep, beep, beep. And your really want to show it
The horn on the bus goes Beep, beep, beep, Say Hurrah!
all through the town..
Eenie Meenie Minie Mo
Eenie meenie minie mo,
Red Light Red Light
Catch a tiger by the toe,
Red Light Red Light
If he hollers let him go,
What do you say?
Eenie meenie minie mo.
I say Stop, Stop, Stop.
On the way
Early to Bed and Early to Rise
Early to bed and early to rise
Yellow Light Yellow Light
Makes a man healthy, wealthy and wise
What do you say?
I say Ready, Ready, Ready
Bits of paper
On the way
Bits of paper,
Bits of paper,
Green Light Green Light
Lying on the floor,
What do you say?
Lying on the floor,
I say go, go, go On the way
Make a place untidy,
Make a place untidy,
Baby Baby
Pick them up.
Baby Baby, Yes Mama
Eating sugar? no mama,
Telling a lie? no mama,
Open your mouth- ha, ha, ha
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List of Story Books
1. The Gingerbread Man
2. Hansel and Gretel
3. The Lion and the Mouse
4. Goldilocks and the Three Bears
5. The Pied Piper of Hamelin
6. Jack and the Beanstalk
7. Snow White and the Seven Dwarfs
8. The Elves and the Shoemaker
9. Gingerbread Man
10. Little Red Riding Hood
11. Sleeping Beauty
12. Cinderella
13. Hansel and Gretel
14. Snow White and the Seven Dwarfs
15. A Very Hungry Caterpillar
16. The Enormous Turnip
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Skills Identification
English
· Recognition (Letters, · Following directions

Sounds) · Predicting
· Listening · One to one correspondence
· Speaking · Self-help skills
· Reading · Self-concept
· Writing · Life Skills
· Phonetic awareness · Cooperation & sharing
· Blending · Communication
· Segmenting · Collaboration
· Critical Thinking · Creativity
· Problem Solving
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Preschool Writing Script
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Anx-B
Sr. # Sample of Spoken Activities for Beginners

1. Introduction:
name, gender, age, likes, dislikes
Sample:
My name is …………
I am a …………….
I am ……. years old.
I like …………
I do not like …………
2. Children to draw their favourite food, show and tell why do they like it?
Sample:
My favourite food is ………….
Its taste is ………………
My ………………cooks it.
I like it because………
This game can be played with children’s favourite toys, cartoon characters etc.
3. Pictionary: Each child to draw a picture on a card. They will take turns, come in front
and the rest of the children will ask questions to guess what is drawn e.g. if the child has
drawn a car, the other children may ask questions:
Is it a person, place, animal or thing?

What is its colour?
Where does it live?
The students will be encouraged to use all the vocabulary that they know, and they will
also be practicing questions and answers with full sentences.
4. Teacher to say/ introduce different age appropriate Tongue Twisters and ask students to
practice it one by one.
5. Arrange students in a circle and hand the first of them a ball. First player has to start
saying the name of colour and then throw the ball to another player. The next player has
to say the name of another colour and throw the ball.
This game can be played with name of animals/ vegetables/ fruits etc.
6. Teacher to write the alphabet a-z on a sheet of paper and cut it into pieces. Put them in
a bag or a bowl so children will take turns and can choose one at random. Then they will
say as many vocabulary words as they know with the same letter.
7. Hangman: Teacher to think of 3-5 letter word and write down as many dashes as there
are letters. Ask everyone to suggest letters and if they’re part of the word, write it down
in place. If the letters are not part of the word, start drawing a hanging man.
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Sr. # Sample of Spoken Activities for Beginners
8. Teacher to start the game by saying I like to play cricket. The child will say I like to play
cricket and hockey. Next child will say I like to play cricket, hockey and football.
9. Teacher to write some words on flash cards, paste on the board and ask students to
make their own story by using these words.
10. Ask children to open their lunch boxes and tell what they have brought?
Tell how is it cooked?
11. Ask children to describe their daily routine.
12. Bring age appropriate book from library, show the pictures one by one and ask children
to describe the picture.
13. Read the first few pages of a story. Ask students to discuss in pairs and then tell the rest
of the story using their own imagination.
14. Teacher to write 4-5 stories (according to groups in the class) on paper strips. Distribute
one story (paper strips) to one group. Give them 3 minutes to order the sentences and
then tell the story in correct order.
15. Ask children “If you are going on a picnic what would you like to take with you? Ask them
why they’ve chosen these items?
16. Children to use their imagination and write a story through drawings.
17. Teacher to bring a telephone/ cell phone and give a chance to every student to pretend
conversing with their parents/ friends/ cousins/ grandparents etc.
18. Children to narrate a story that they have heard from their parents /grandparents.
Sample:
I like the story…………
The story is about………
My favourite character is…...because……
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Anx-C
Morning Meeting (Twice a week)
Note: Morning Meeting is the best time for teachers to improve spoken English and confidence building of children. Ask open ended
questions, Why & how questions so that children can think about their responses. For examples, if a child says I want to be a doctor,
teachers should also ask why she/he wants to become a doctor-what does she/he like about doctors? Be patient with children so that
they have adequate thinking time and then respond. They should never be rushed into answering. Give chance to every child to speak
and express him/herself. (teacher to ensure maximum students’ participation)
Keep weekly theme as a starter for initiating discussions but avoid making it a lesson. Make this session interactive by involving the
children more and more in discussions/ informal talk and giving them chance to speak and express him/herself. Teacher to ensure
maximum students’ participation. Encourage the students to give answers in complete sentence. Ask them to share their daily routine
with their friends in the classroom (how they spend their day at home after going back from school and on weekends). Moreover, ask
children to discuss with their parents whatever they learn at school (daily).
Samples of Morning Meeting Session are given, teacher may take help from these samples and plan Morning Meeting Sessions
accordingly.
Theme: Myself (Weeks 1-3)

· Greetings, News of the Day (Refer to Sample Annex- A)
· Sharing:
ü Share what they like about themselves and what they like about a friends and others. Appreciate and talk about the
characteristics that make each person special and unique (name, gender, eye colour) and that they are different from each other.
ü Express their likes and dislikes. Teacher to develop and understand that as individuals, they have their unique needs, interests
and abilities. Explain how to dress up, about eating habits, proper posture while walking, talking and sitting.
ü Choose and talk about an activity/game that they enjoy doing the most in class.
ü Work cooperatively with their peers and share materials and ideas in groups
ü Cooperate and work in collaboration with their peers, teachers, family members and neighbours, regardless of any differences,
such as, in gender, ability, culture and language
ü Show respect for the feelings and opinions of their peers and others
ü Develop good/ healthy relationship with the people they interact with on a daily basis
ü Help each other carrying out small tasks, like handling and using class materials such as, books, blocks and beads
ü Be attentive and respectful when peers or teacher are sharing their views and experiences
ü Be available to support children resolve conflicts, using a problem-solving approach
ü Role play on sharing and working in collaboration/ groups
i
Values /Tarbiat: Self Identity and Self Grooming
· Practice good habits, show kind gestures, greet others. Take care of his/her and others’ belongings and ask for help when needed.
· Explain the value of Self-Help ina broader perspective e.g. respecting their own self and work, taking care of their body / daily
chores, protecting our bodies, avoiding fights, tolerating others, having patience, waitingfor our turn, displaying good manners,
asking for “HELP” when needed etc.
· Encourage children to seek permission before taking others’ belongings. Perceive himself/herself in a positive way.
· Identify different occasions when they feel happy, sad, scared, loved, angry, excited and bored.
· Develop problem solving skills by identifying the problems and finding the best solutions through participating in different activities.
· Show video on ‘Keep your hands to yourself’
https://youtu.be/O40DNHPG9cA
Marshmallow Test
The Marshmallow Test, which was developed by psychologist Walter Mischel, is one of the most famous psychological experiments
ever conducted. The test lets young children decide between an immediate reward, or, if they delay gratification, a greater reward. The
studies by the psychologist found that children’s ability to delay gratification when they were young was correlated with positive future
outcomes primarily mastering Patience, Self-Control, Self- Discipline & Decision Making. The goal of this activity is to develop and
teach an important Life Skill i.e. the ability in children to delay instant reward for a better return later.
Teachers and Parents through this test can conveniently identify the personality traits in children and help overcome
deficiencies at an early stage.
Note:Links for ICT/Digital Lliteracy are given in Syllabus Break-up for educational purposes. The info and content is shared in good
faith. Teachers must watch the video before showing it to students so as to comprehend the material themselves. Any objectionable
content must be ignored.
Information for Teachers to carry out this simple test:

Walter Mischel (Marshmallow Test): https://youtu.be/XcmrCLL7Rtw
Marshmallow Test, Delayed Gratification:
https://youtu.be/wi8jqjo8sV8
https://youtu.be/QX_oy9614HQ?t=3
Send the table to the parents for reinforcement and monitoring the good practices regularly at home as well. This is a sample;
teachers can add on (2/3 more) as per the need.
ii
Values/Tarbiat : Self Identity and Self Grooming
Done:
Sr.# Practices
Not done: L
1. Greets with Assalam u Alaikum everyone / Uses
courtesy words. (thank you, sorry etc.)
2. Helps mother/ father/ others.
3. Washes hands before and after having the meal.
4. Takes bath, brushes teeth every day.
5. Sleeps early and wakes up early in the morning.
6. Waits for his/ her turn to get water/food/sweets.

Project: Help your mother in making the bed, making salad/ cake/ jelly.
Theme: Plants (Weeks 4-6)

· Sharing: Teacher may take children outside to show the trees, plants and parts of a plant. Tell them taking care of plants means
keeping our area / nearby places clean. Discuss and take students responses. Show the foods we get from plants and tell the
importance of eating fruits, vegetables and pulses. Ask students to speak about their favourite fruit one by one.
· Show and tell Activity: I like -------fruit (picture or real fruit can be used)
Values/Tarbiat Program: Care of Environment
· Tree Plantation Activity.

· Make students aware of the importance of plants in their lives that they keep the environment clean. We should plant more and
more trees to be healthy and to have “Sarsabz-o-Shadab Pakistan”.
· Practice how to take care of plants.
· Encourage children to keep their homes, streets, parks, roads, picnic places, school, learning areas clean and tidy.
iii
Values/Tarbiat Program: Care of Environment
Done:
Sr.# Practices Not done: L
1. Picks up trash/ wrappers and throws in the dustbin.
2. Arranges toys in the room/cupboard after playing.
3. Takes care of cleanliness at home, on roads and in parks.
4. Plucks / Tears plants (leaves and flowers).
5. Helps parents in the garden.
Project: Plant a tree and take ownership by taking care of it and

monitor its growth.
Theme: My Country (Weeks 7-9)

· Sharing:Start by singing National Anthem. Sing any National Song / (video or audio song can be played). Ask children to sing their
favourite National Songs individually and in groups to develop love and affection for our country.
· Show the map of Pakistan and tell students short history of Pakistan in simple and easy words how and why was Pakistan created?
Show the picture of Quaid e Azam and discuss his struggle to make a separate country ‘Pakistan’ for Muslims. He is the founder of
Pakistan. He is also known as Baba e Qoum. Show picture of Allama Iqbal and discuss that he gave the idea of Pakistan. He is our
National poet. He wrote many poems for children. Sing poem ‘Lab peaati he dua’, tell meaning of the poem and discuss the values
given in the poem.
· Show and Tell Activity: Show flag of Pakistan to the children. Tell children that it is green and white and has a star on it. We should
respect our flag and should feel proud of being a Pakistani. Call children one by one, ask them to show it and encourage to speak
about it (at least one sentence). It should be mandatory for each and every child.
· (Ref: Teacher’s Resource Ideology of Pakistan & Pakistan Movement).
Value/ Tarbiat Program: Love for Pakistan, Citizenship

· Help children developing sense of citizenship. Teachers can facilitate learning in the following ways:
Ø Encourage a sense of care and responsibility in children, for self and others, in class, school, home and neighbourhood.
Ø Manage small tasks leading to self-reliance i.e. using materials with care, returning materials to the designated place after use in
school and at home, helping in setting the snacks carefully, cleaning up after snack time, turning pages of books with care,
iv
keeping tables, shelves and walls clean, using waste bin for throwing litter and wrappers, switching off fans and lights when
leaving room etc.
Ø Recognise that water, food, electricity and paper are very important resources. Discuss in simple terms where they come from;
how we need these in our daily lives and how these can ‘hurt’ the earth if we don’t use them carefully.
Ø Courtesy words show polite manners, kind behaviour and respect for others.
Ø Encourage students to design classroom rules and implement them within the classroom. Discuss why rules are important and
the consequences of not following the rules.
Ø Identify some basic traffic rules (traffic lights, zebra crossing, etc.)
Ø Demonstrate and develop understanding of queuing up and wait for their own turn at school and public places.Help children
make queues when going out of the class for outdoor activities, during break, for washing hands and coming back to the
classroom.
Value/Tarbiat Program : Love for Pakistan, Citizenship

Sr.# Practices Done:
Not done: L
1. Picks up trash/ wrappers and throws in the dustbin.
2 Closes taps properly after using water.
3. Switches off the lights and fans before leaving the room
4. Wastes food/ leaves food in the plate
5 Takes care of cleanliness at home, on roads and in parks.
6 Stands in queue to wait for his/ her turn.
Sing National songs/ Millinaghme and tell simple stories about

Pakistan
v
Theme: Animals(Weeks 10-12)
· Greetings, News of the Day:(Refer to Sample Annex- A)
· Show and Tell: Show a picture/flash card/ toy/ real object etc. of any pet/ animal and talk about it.Ask the students if they know
names of animals. Explain that animals give us food, clothing and may be used for transportation. Domestic animals live in homes
and they have babies too. Different animals make different sounds. Most animals are wild and a few can be kept as pets. Tell them
that the “Markhor” is our national animal. Show pictures/videos of a markhor. Explain that we should be kind to animals and take
care of their cleanliness/food requirements/health. We should not beat or be unkind to animals.
· Guide students that we must keep the birds’ cages/place clean. If clean water is left stagnant or kept uncovered, it can also cause
“Dengue” fever which is caused by mosquitoes gathering there. Advise them on how to protect themselves from mosquito bites.
Values/Tarbiat: Care of Animals, Responsibility

· Encourage children to help their friends and adults in the classroom and neighbourhood.
· Discuss respect for others’ property and give them responsibility while performing tasks assigned individually and in groups e.g.
collection of notebooks, tidying up after each activity, taking care of their belongings.
· Use materials with care, keeping tables and walls clean. Cleaning up after snack time.
· Show the video everybody clean up: https://youtu.be/oY-H2WGThc8
· Use waste bin for throwing litter and wrappers.
· Take care of their own belongings and put classroom materials back in the right place after use.
· Recognise and Practise their responsibility in keeping the environment, home, classroom and neighbourhood clean.
· Discuss taking care of animals and being kind to them.
Send the table to the parents for reinforcement and monitoring the good Practises regularly at home as well. This is a sample;
Values/Tarbiat Program: Care of animals, Responsibility

Sr.# Practises Done:
Not done: L
1. Puts toys back in the right place after use.
2. Takes care of his/ her own belongings.
3. Manages small tasks, turning pages of books with care, helping
in setting the snacks carefully.
4. Takes care of/ helps peers in neighbourhood.
vi
5. Likes clean environment/surroundings.
6. Is kind to the pets/ animals.
Project: Arrange toys back in the right place after use.
Show the video everybody clean up: https://youtu.be/oY-H2WGThc8
Theme: Seasons(Weeks 13-15)

· Greetings, News of the Day:(Refer to Sample Annex- A)
· Introduce four seasons with pictures and discuss the changes in the environment. Instil awareness about different weather
conditions such as avoiding the sun during the hot season (heat stroke/sun burn), covering up properly in the cold weather to avoid
the cold/pneumonia etc.
Value/ Tarbiat: Cooperation, Friendship

· Introduce the values of the week by sharing information about your best friend with children. Ask them to talk about their friends and
tell their friend’s name. Discuss how to take care of ourselves and each other and how to be helpful in a number of ways.
· Show an understanding and respect for the feelings of their peers and others.
· Cooperate with peers, teachers, family and community members and share materials and ideas amicably in groups.
· Form friendly and interactive relations with peers and adult around them.
· Speak politely, take initiative to greet others, Greet others with a smile. It is Sunnah to smile. Use courtesy words as per
situation, facial expression and body language should be in accordance with the greeting words.
· https://youtu.be/aNc0J9c_oec
· https://youtu.be/XpcM-vE_swg
· The teachers must present themselves as a role model in front of students by always practicing polite expression. By providing
reinforcement through practice during the classroom activities.
· Learn to respect others’ opinion while communicating.
· Help children take turns during classroom discussion, be attentive and respectful when peers or teacher are sharing their views and
experiences.
· Encourage children to help each other carrying out small tasks, like handling and using class materials such as, books, blocks and
beads.
vii
Value/ Tarbiat Program: Cooperation, Friendship
Done:
Sr.# Practices Not done: L
1. Lends hand/ Cooperates with friends and siblings.
2. Makes friends easily.

3. Plays with friends and shares his/ her toys.
4. Stands in queue to wait for his/ her turn.
5. Listens to the elders respectfully.
Theme: Safety(Weeks 16-18)

Discuss not to play with electric switches/wires, machinery, touching / drinking hazardous liquids, detergents, liquid soap, bleach,
bathroom cleaner, medicines etc. playing with sharp objects e.g. a knife, saw, cutter, playing with matchbox, fire, kitchen stove,
swimming in a pool or in deep water without supervision, touching/playing with hot objects: boiling kettle/gas heater. Also stress the
importance of not taking things from and talking to strangers/elders in family or school who make them uncomfortable, following rules
(road crossing, red light), calling for help/elders when in need or lost, and memorizing home, mother’s, father’s telephone
number/address.
Discuss during the walk not to run in the corridors and on the stairs. Running can cause accidents resulting injuries. Guide them not to
bang into one another, push one another to go ahead etc. Discuss play area/swings safety measures with students.
Discuss natural disasters and pre-emptive measures with the students e.g. thunderstorm, hail storm, lightning, heavy rain, earthquake,
flood, dengue fever or any other epidemic etc. If possible, conduct earthquake drill indoors/ outdoors. Tell students that in any disaster
our
first aim is to save our own lives. We can save our lives and other peoples’ lives when we are careful and follow the safety measures.
viii
Values/Tarbiat: Safety Awareness
· Demonstrate and explain private body parts (good touch and bad touch). Discuss the situations where they need to report or ask for
help, such as bullying/violence. Tell that except their parents and doctor no one else can touch those body parts. Children must
report to parents and teacher immediately if someone touches them inappropriately. Encourage children to shout and say “NO”
when someone tries to touch inappropriately. Children should not • talk to strangers • go with strangers • take anything from
strangers • go out alone.
· Explain through role play, to cross a road carefully, be aware of harmful effects of taking medicines without adults’ supervision,
recognise and follow basic safety rules how to use appliances safely, switch off lights, fans, heaters and water taps when they are
not in use (in schools, homes and public places).
· Tell short stories from daily life or show videos related to know the importance of being careful from the unpleasant and
uncomfortable happenings. Help children Practise various safety drills such as lock down, evacuation and fire rescue drills etc.
Send the table to the parents for self- reflection of Good Practises inculcated in the child.
Values/Tarbiat Program
Sr.# Self-Reflection Done:
Not done: L
1. Gratitude.
2. Personal Hygiene.
3. Keeping the environment clean.
4. Following daily routine practices (Sleeping early, waking up on

time and taking meals on time).
5. Managing play time and screen time.
ix
APSACS SCHEME OF WORK
ACADEMIC SESSION 2022-23
FIRST TERM
Class: Pre 1 Subject: English Language No. of Periods per Week: 07

· Teachers to refer to:
- Rationale and Instructions for Scheme of Work (SOW) att. as Anx A
- Syllabus Break-ups (Round 1 - 4) Academic Session 2021-22 for detailed Teaching Methodology
· Teachers to identify relevant Strands & Icons in the daily Lesson Plans as per requirement
Unit,
Learning Outcomes & Teaching Methodology, Learning Activities, AFL, Web links Teaching
Topics &
Success Criteria Class Work, Home Work & Online Assignment Resources
Skills
Unit 1: Myself Students will be able Let’s Revise · Board
to: · Welcome students in their new class. · Flashcards
Picture · greet everyone and · Activity: Role Play- Greetings · Computer/
Description make friends Assalam u Alaikum, Hello, Good Morning etc. Demonstrate how to shake Laptop/ Smart
Myself · revise letters, sounds hands and say Assalam u Alaikum. Make gestures for hello, waving board
and their related goodbye. · CD
vocabulary · Activity- Gratitude: Take out prints of the poem Thank You God · Ready,
· talk about the picture according to the class strength and paste on the Notebooks. Steady, Go
· listen, read and · Ask children to name the blessings of Allah e.g. parents, food, health, Textbook Pgs.
respond to the text trees, and rivers etc. 1-9
· wait for their turn and · Revise alphabet a-z and the vocabulary through ABC song and phonic · Notebook
give answers of the song, board, flash cards, pictures and real objects. · Ready,
questions · Revise concept of four-line writing letters Aa – Zz with board drill. Explain Steady, Go
· blend sounds and sky, grass and root letters. Teacher’s
read the words · Activity: Joining letters, Matching letters Guide Pgs.
· exchange ideas · Activity- Rhyming Words: Write 3 letter words on flash cards e.g. cat, 38- 42
bat, ten, den, win, fin, cot, hot etc. Invite a child to choose a card, then
Skills Success Criteria blend sounds and read the word.
· Listening Remember to:
· Speaking · listen and follow
· Reading instructions carefully
Restricted Page 1 of 19
Unit,
Topics &
Skills
· Vocabulary · greet every one you Describe the Picture
· Writing meet · Activity: Observe and talk about the picture. Use appropriate words and
· write letters neatly simple sentence.
within four lines · Discuss importance of planting trees and how to take care of plants
· blend sounds to · Activity: Planting a tree/seed / sapling in the school garden.
make rhyming words
· hold and open a Myself
book with care · Activity: Show video on Myself.
· look at the picture https://youtu.be/KZn42zsbPN0
carefully and · Activity: Listening and Reading
describe it · Ask the students to sit in a circle. You may take them outside the
· participate in classroom. Ask students one by one to introduce themselves to the class
discussions and give in 3-5 sentences. Give them pointers; name, age, likes, colour, family.
clear answers in a · Discuss with children to keep themselves tidy and clean. Brush their teeth
complete sentence twice a day, take bath every day and dress neatly. Use appropriate
posture while walking, sitting and writing.
· Talk to children about healthy and hygienic practices.
· Activity: There is a wonderful Japanese practice called “Kaizen”, and it
is so simple in its beauty. The word itself has two roots - ‘kai’ (change)
and ‘zen’ (wisdom). It is a one-minute principle for self-improvement. At
the heart of it is the idea that a person should practice doing something
for a single minute, every day at the same time. Create 60 seconds of
routine that will bring you joy and satisfaction. Start with:
1. A little bit of gratitude
2. Cleaning my room for one minute
3. Reading a book for one minute
4. Practicing English for one minute
5. Creative writing for one minute
AFL
ü What students want to be when they grow up? Why?
ü Q/ A about students’ personal/ daily routine. Why do you think we go
to school?
Unit,
Topics &
Skills
ü What do you think we learn in school?
ü What would you miss the most if you could not go to school?
ü List down/draw objects which help to keep the body clean.
· Note: Explain Home Work and Online Assignment to the students before
writing in the diaries.
C.W
ü Textbook Pgs. 1-9
H.W
ü Write your name in Notebook with correct spellings.
ü Reading: Textbook Pg. 7.
ü Dictation: my, am, boy, old, car
ü Online Assignment:
ü Sing your favourite poem with actions, record and upload online.
Unit 1: Myself Students will be able ABC Order · Board
to: · Revise Letters A-Z orally and write on the board. Explain with examples · Flashcards
ABC Order · arrange letters in that these letters are written in order /sequence. · Computer/
Vocabulary ‘a’ correct order · A- B- C Laptop/ Smart
and ‘b’ · listen attentively, · M- N- O board
My Feelings read and · G- H- I · CD
comprehend the text · S- T- U · Small white
· answer simple · Write some letters on the board and ask students to fill in the blanks board/ Slate
questions in a (what comes next). · Ready,
complete sentence B _______ _________ Steady, Go
· use new vocabulary J ________ _________ Textbook Pgs.
and link it to their real L________ _________ 10- 15
life O ________ _________ · Notebook
· write words starting R ________ _________ · Ready,
with letters ‘a’ and ‘b’ Steady, Go
· express their feelings Teacher’s
· follow instructions
Unit,
Topics &
Skills
Vocabulary ‘a’ and ‘b’ Guide Pgs.
Skills Success Criteria · Show pictures/ real objects and explain the vocabulary related to letters 42-44
· Listening Remember to: ‘a’ and ‘b’.
· Speaking · revise letters a-z · Write words related to letters ‘a’ and ‘b’ on the board/ flash cards and let
· Reading then arrange in ABC students read the words.
· Vocabulary order · Discuss and relate the vocabulary to real life.
· Writing · write letters neatly · Activity: Listening and Writing
within four lines
· listen carefully and AFL
focus on the correct ü Think and name more objects starting with letters ‘a’ and ‘b’.
pronunciation
· make gestures for My Feelings
happy, sad, angry, · Activity: Show video on feelings
cry https://youtu.be/I6UNf9Z-GNs
· express your feelings · Mime game: Play a mime game with students. Write the given words on
in question and pieces of paper and put them in a bag: happy, sad, angry, crying. Ask a
answer session student to pick one of the slips, read and then mime. The rest of the class
to guess the word by watching the action/ expression. Repeat the activity
many times.
· Activity: Listening, Speaking and Writing
AFL
ü Identify different occasions when you feel happy, sad, scared, loved,
angry, excited and bored.
ü How do you make people happy?
C.W:
ü Textbook Pgs. 10- 15.
ü Notebook: Write words starting with letters ‘a’ and ‘b’.
H.W:
ü Reading: Textbook Pgs. 11-12
ü Dictation: ant, has, axe, boy, eat
Unit,
Topics &
Skills
ü Online Assignment:
ü Draw feelings happy, sad, angry, and sleepy in Notebook and upload
online.
Unit 2: Students will be able Follow up of H.W. · Board

I Love My to: · Flashcards
Family · describe the picture Describe the Picture · Computer/
by using appropriate · Activity: Observe and talk about the picture. Use appropriate words and Laptop/ Smart
words or simple simple sentence. board
Picture sentence · Discuss what is family? How family is important for us? · CD
Description · listen and read the · Small white
My Family text with correct board/ Slate
pronunciation My Family · Ready,
· discuss and share · Activity: Show video on my family. Steady, Go
information about https://youtu.be/2UEfpsIPMvQ Textbook Pgs.
their family https://youtu.be/oW5muGdzNIE 16- 21
· Notebook
Success Criteria · Activity: Listening and Reading · Ready,
Remember to: · Ask children one by one to talk about their own family, tell names of Steady, Go
Skills · look at the picture family members and their roles and responsibilities. Teacher’s
· Listening carefully and · Activity- Role Play: Divide pupils into groups. Ask them to assume the Guide Pgs.
· Speaking describe it role of father, mother, sister or brother, grandfather, grandmother. Ask 45-46.
· Reading · listen carefully each group to act out the situation in front of the class. (Having Lunch,
· Vocabulary · participate in Shopping, Going out for picnic etc. Ask children which role they want to
· Writing discussions and give choose? Why?
answer in a complete
sentence AFL
· write neatly within 4 ü Name objects in your bedroom and living room.
lines ü How do you help your grandparents?
· do actions while ü What are likes and dislikes of your father and mother e.g. hobbies
doing the role play and favorite food etc.
· Activity: Speaking, Writing and Drawing
Unit,
Topics &
Skills
C.W:
H.W:
ü Reading: Textbook pgs. 17
ü Dictation words: cap, map, fat, bat, man
ü Tell a story to your child on a daily basis.
ü Online Assignment: Write your home address in Notebook and
upload online.
Unit 2: Students will be able Vowels, Consonants · Board

I Love My to: · Activity: Show video and practice vowels and consonants. · Flashcards
Family · differentiate between https://youtu.be/g3eUZAI8bTU · Computer/
the sounds of Vowels · The difference between vowels and consonant should be demonstrated Laptop/ Smart
Vowels, and Consonants by the teacher stressing the consonant sound and the vowel sound. board
Consonants · write Vowels and · Activity- Word wheel: Make word wheel to practice rhyming words (an · CD
Vocabulary ‘c’ Consonants words, ot words, in words, etc. · Small white
and ‘d’ · listen, read and write board/ Slate
Syllables three letter words · Ready,
· listen and focus on Steady, Go
the sounds and Textbook Pgs.
words 22- 30
· comprehend the text · Activity: Listening, Reading and Writing · Notebook
and answer the · Ready,
questions Vocabulary ‘c’ and ‘d’ Steady, Go
· use new vocabulary · Show pictures/ real objects and explain the vocabulary related to letters ‘c’ Teacher’s
and link it to their real and ‘d’. Guide Pgs.
life 46-48.
· Write words related to letters ‘c’ and ‘d’ on the board/ flash cards and let
· write words starting students read the words.
with letters ‘c’ and ‘d’
· Discuss and relate the vocabulary to real life.
· differentiate between
‘b’ and ‘d’
Unit,
Topics &
Skills
· identify syllables in a AFL
word ü Think and name more objects starting with letters ‘c’ and ‘d’.
ü Activity: Listening and Writing
Skills
Success Criteria
· Listening Remember to: Syllable
· Speaking · listen carefully · Activity: Show video and practice syllables.
· Reading · look at the picture https://youtu.be/9S7DY2lgJlU
· Vocabulary and say the alphabet · Introduce syllable that it is part of a word that contains one vowel sound.
· Writing name and sound On chart paper, show and explain with examples how to count syllables
· participate in using the words: pen has one syllable, pencil has two syllables,
discussions and give September has three syllables Sep- is the first syllable, -tem is the second
brief and clear syllable, and -ber is the third syllable. Have the students clap the word
answers September and count the three syllables in the word. Practice with plenty
· write neatly within 4 of other words as the children usually enjoy counting syllables.
lines · Ask students to tell number of syllables in their name.
· think to write new
words C.W:
ü Textbook Pgs. 22-30 Notebook:
ü Notebook: Write words starting with letters ‘c’ and ‘d’.
H.W:
ü Reading: Textbook pgs. 23
ü Dictation words:
ü Notebook: Write vowels and consonants from Textbook pg. 25.
Unit 2: Students will be able Follow up of H.W ·Board

I Love My to: ·Flashcards
Family · listen, read and My Mother, My Father ·Computer/
comprehend the text · Activity: Listening and Reading Laptop/ Smart
My Mother · answer the questions board
My Father · use correct Brainstorming · CD
Vocabulary ‘e’ pronunciation ü Encourage pupils to talk about their mother and father and their · Small white
and ‘f’ roles. How do they help you? board/ Slate
Unit,
Topics &
Skills
Phonics · use new vocabulary ü Ask students how do they help their parents? · Ready,
’th’ word and link it to their real · Activity: Speaking and Writing Steady, Go
Naming life Textbook Pgs.
Words · write words starting Vocabulary ‘e’ and ‘f’ 31-45
Use of This with letters ‘e’ and ‘f’ · Show pictures/ real objects and explain the vocabulary related to letters · Notebook
and It · recognize th sound, ‘e’ and ‘f’. · Worksheets
Magic Words read and write ‘th’ · Write words related to letters ‘e’ and ‘f’ on the board/ flash cards and let · Ready,
Reinforcement words students read the words. Steady, Go
· recognize naming Discuss and relate the vocabulary to real life. Teacher’s
words Encourage them to make up chants and develop a playful interest in Guide Pgs.
· make sentences respective sounds and words. 48- 51
using this and it
· use magic words AFL
during conversation ü Think and name more objects starting with letters ‘e’ and ‘f’.
Skills · Activity: Listening and Writing
· Listening Success Criteria ’th’ words
· Speaking Remember to: · Remember when two or more letters work together to make one sound
· Reading · listen carefully and such as th, ch, sh, ph etc. is called a digraph.
· Vocabulary read with correct · Activity: Show video and practice the voiced and unvoiced th sound
· Writing pronunciation which are used in many of our text.
· look at the picture Youtube.com/watch?v=7f74GArsWis
and say the alphabet · Activity: Listening, Reading and Writing
name and sound
· participate in Naming Words
discussions and give · Introduce Naming Words by asking questions and explain along with
brief and clear examples.
answers · Make 3 columns on the board and ask students to write name of a
· write neatly within 4 person, place and thing one by one in the correct column.
lines · Activity: Show video and practice Naming Words
https://youtu.be/mg6nVDx2ePQ
Unit,
Topics &
Skills
Use of This and It
· Show different objects and make simple sentences using This and It.
· Write simple sentences of This and It on board and explain that This or It
can be used for making a simple sentence.
· Activity: Reading and Fill in the Blanks.
Magic Words
· Activity: Listening and Reading
· Activity: Show video and practice Magic words.
https://youtu.be/zQc5N-A2q6g
https://youtu.be/9fC2PB2Pdjs
· Activity- Role Play: Give time to students in pair to practice greeting and
courtesy words. Call any two pairs and ask them to demonstrate in front of
class.
· Activity: Listening, Reading and fill in the blanks.
Reinforcement
· Children learn and forget quickly – reinforcement of the learning is very
important from time to time. Children learn and work at different pace –
students should be given due attention and a variety of activities.
· Revise previously taught concepts: ABC order, Vowels consonants,
Vocabulary ‘a’- ‘f’, th words, magic words through board, activities
(mentioned in the previous methodologies), Worksheets.
C.W:
ü Notebook: Write words starting with letters ‘e’ and ‘f’.
H.W:
ü Reading: Textbook pgs. 31, 37
ü Dictation words: pin, bin, bun, fun, run
ü Online Assignment: Name the pictures and circle the correct letter on
Textbook pg. 45 and upload online.
Unit,
Topics &
Skills
Unit 3: Places Students will be able Describe the Picture · Textbook pgs.
Around Me to: · Activity: Talk about the picture. 46-55
· discuss places · Discuss different places in the town which are visited by the students. i.e. · Board
Picture around them park, market, hospital, etc. · Marker
Description · describe the picture · Introduce the neighbourhood. · CD
by using appropriate · Activity: Involve children to collect pictures of different places (like · Computer/
At the Park words or simple museum, hospital, post office, railway station etc.) from newspapers, Laptop
sentences sticker charts or other means. Paste on a chart paper in groups and · Lead Pencil
Vocabulary ‘g’ · listen and read the share with their fellows in the classroom. · Eraser
and ‘h’ sentences with · Sharpener
correct pronunciation At the Park · Flash cards
Phonics ‘oo’ · comprehend the text · Activity: Listening and Reading
words · Notebook
and answer the · Encourage pupils to talk about a park near their home. · Ready,
questions · Talk about how to keep our environment clean. Steady, Go
Use of This · use new vocabulary
and That Teacher’s
and link it to their real AFL Guide Pgs.
life ü Ask why do they go to the park, market and hospital? What do you see 52- 54
· write words starting at these places?
with letters ‘g’ and ‘h’ ü Name your most favourite park, when do you visit the park etc.
· read and write ‘oo’ ü Ask students what they usually do when they go to the park?
words ü What do they like in the park?
· use “This and That” · Activity: Speaking and Writing
in making sentences
Vocabulary ‘g’ and ‘h’
Skills
Success Criteria · Show pictures/ real objects and explain the vocabulary related to letters
· Listening Remember to: ‘g’ and ‘h.
· Speaking · listen carefully · Write words related to letters ‘g’ and ‘h’ on the board/ flash cards and let
· Reading · look at the picture students read the words.
· Vocabulary and say the alphabet Discuss and relate the vocabulary to real life.
· Writing name and sound AFL
· participate in ü Think and name more objects starting with letters ‘g’ and ‘h’.
discussions and give
Unit,
Topics &
Skills
brief and clear Phonics ‘oo’ words
answers · Phonic ‘oo’ is mostly pronounced with a short “oo” sound as in “book”,
· express your feelings “cook” “good” and in ‘moon’ ‘food’ ‘spoon’ are pronounced with
in question and a long “oo” sound.
answer session · Activity: Show video to clear the ‘oo’ sound which are used in many of
· write neatly within 4 our text and practice ‘oo’ words.
lines https://youtu.be/ONgqoexO8gY
· say the sound · Activity: Listening, Reading and Writing
correctly to make
words with blending Use of This and That
initial sound with “oo · Introduce the concept of ‘This and That’ by showing objects in the
words” surroundings.
· Ask children to give some examples/make sentences (oral) using This
and That, write sentences on the board and read.
· Activity: Take students outside and ask them to make sentences using
real objects e. g. This is a ground. That is a tree. etc.
C.W:
H.W:
ü Dictation words: book, cook, look, foot
ü Notebook: Words starting with letters ‘g’, ‘h’
ü Notebook: oo’ words
ü Online Assignment: Do Textbook Pg. 55 and upload online.
Unit 3: Places Students will be able At the Market · Textbook pgs.

Around Me to: 56- 67
· get aware of their · Activity: Listening and Reading · Board
At the Market surroundings · Encourage pupils to talk about their experience of visiting a market. · Marker
· listen and read the · Talk about how to keep our environment clean. · CD
sentences correctly
Unit,
Topics &
Skills
Naming · talk about a market · Computer/
Words · identify naming AFL Laptop
Vocabulary ‘i’ words and write in · Where do you think we get bread from? · Lead Pencil
and ‘j’ the correct column · I wonder where bakers get bread from? · Eraser
Phonics ‘ee’ · comprehend the text · What do you think bread is made from? · Sharpener
words and answer the · Where does flour come from? · Flash cards
Use of ‘a’ and questions · Activity: Speaking and Writing · Notebook
‘an’ · use new vocabulary Naming Words · Ready,
Capital letter and link it to their real · Revise naming words by showing pictures and ask students to tell is it a Steady, Go
and Full Stop life person, place or a thing? Teacher’s
· write words starting · Activity: Write naming words in correct column Guide Pgs.
with letters ‘i’ and ‘j’ 54- 56
· read and write ‘ee’ Vocabulary ‘i’ and ‘j’
words · Show pictures/ real objects and explain the vocabulary related to letters ‘i’
· use ‘a’ or ‘an’ with and ‘j’.
words and in · Write words related to letters ‘i’ and ‘j’ on the board/ flash cards and let
sentences correctly students read the words.
· use capital letter and Discuss and relate the vocabulary to real life.
full stop appropriately Encourage them to make up chants and develop a playful interest in
respective sounds and words.
Skills Success Criteria
· Listening Remember to: AFL
· Speaking · look around and tell · Think and name more objects starting with letters ‘i’ and ‘j’.
· Reading what you see · Activity: Reading and Writing
· Vocabulary · listen carefully
· Writing · give brief and clear ‘ee’ words
answers · Activity: Show video and practice ‘ee’ words
· write neatly within Youtube.com/watch?v=du3incCU6Xc
four lines · Activity: Listening, Reading and Writing
· keep your school and
classroom clean Use of ‘a’ and ‘an’
· Revise vowels and consonants through flash cards.
Unit,
Topics &
Skills
· start sentence/ · Explain use of ‘a’ and ‘an’ with some examples
question with capital · Show video and practice use of ‘a’ and ‘an’
letter https://youtu.be/B8MbH5Wwf5I
· Fill in the blanks in Notebook with ‘a’ or ‘an’
-------------- pan
-------------- egg
-------------- cup
-------------- eye
--------------- ant
-------------- bed
· Activity: Reading and Writing
Capital Letter and Full Stop

· Students are familiar with capital and small letters. Explain the usage of
capital letters on the board.
· Write some sentences on the board with small letters and ask students to
write capital letter at the beginning of the sentences and full stop (.) at the
end.
C.W:
H.W:
ü Reading: Textbook pgs. 56, 63, 65
ü Notebook: Words starting with letters ‘i’, ‘j’
ü Notebook: ‘ee’ words
ü Dictation words: bee, tree, feet, jeep
Unit,
Topics &
Skills
Unit 3: PlacesStudents will be able Singular, Plural · Textbook pgs.
Around Me to: · Introduce Singular & Plural with the help of objects, flash cards or pictures 68- 77
· identify nouns and show video. · Board
· make plurals of the https://youtu.be/V8vXop8hfkg · Marker
Singular, given nouns · Explain for singular we use ‘This’ and for plural we use ‘These’. Ask · CD
Plural · Use “This” or “These students to read the sentences one by one. · Computer/
Keeping Clean ‘in the sentences · Write Singular words on the board, ask students to form their plurals like Laptop
Messy Room, · listen and read the bag – bags, boy-boys, girl-girls. · Lead Pencil
Clean Room text correctly · Ask students to make the sentences (orally) with singular and plural · Eraser
Reinforcement · get aware of the words. · Sharpener
ways to keep clean · Flash cards
Keeping Clean · Notebook
Skills Success Criteria · Talk about the importance and ways of keeping clean.
· Listening · Worksheets
Remember to: · Discuss how to keep our surroundings clean. · Ready,
· Speaking · listen carefully · Activity: Listening and Reading Steady, Go
· Reading · give brief and clear Teacher’s
· Vocabulary answers Messy Room, Clean Room Guide Pgs.
· Writing · write neatly within · Activity: Listening and Reading 57- 59
four lines · Discuss some responsibilities of the children in the classroom, at home,
· add s to make plurals travelling on the road, and while visiting a place in the town.
· Explain the importance of cleanliness and keeping all the things at their
proper places.
· Show video on how to clean our room
https://youtu.be/S8wp_plgkv4
https://youtu.be/U8FrkTzsGZk
AFL
ü Name some objects in your room.
ü Is your room clean or messy?
ü Who keeps your room clean?
· Activity: Speaking and Writing
Unit,
Topics &
Skills
Reinforcement
· Children learn and forget quickly – reinforcement of the learning is very
important from time to time. Children learn and work at different paces –
students should be given due attention and a variety of activities.
· Revise previously taught concepts (Unit 3) through board, Activities,
Hands on practices and Worksheets.
C.W:
ü Notebook: Singular, Plural
H.W:
ü Dictation words: room, home, this, park
Unit 4: Students will be able Describe the Picture · Textbook pgs.

My Homeland to: · Activity: Talk about the picture. 78-89
· talk/discuss about · Activity: Involve children to collect different pictures of related to · Board
Picture their homeland Pakistan e. g. Map of Pakistan, Flag of Pakistan, Important places of · Marker
Description · describe the picture Pakistan, Important personalities of Pakistan, etc. from newspapers, · Computer/
Important by using appropriate sticker charts or other means. Paste on a chart paper in groups and Laptop
Personalities words or simple share with their friends in the classroom. · Lead Pencil
of Pakistan sentences · Tell a short history of Pakistan to children in simple and easy words. Why · Worksheet
Vocabulary ‘k’ · listen carefully and and How Pakistan came into being. · Eraser
and ‘l’ read the text · Sharpener
Phonics ‘ch’ correctly Important Personalities of Pakistan · Flash cards
words · identify sight words · Activity: Listening and Writing
Word · CD
that are meaningful · Tell children about the important personalities of Pakistan · Notebook
Sentences for them · Discuss famous personalities of Pakistan e.g. Abdul Sattar Edhi, any IT
Pronouns · Ready,
· comprehend the text person, sports man, cricketer, singer, ask children to collect pictures. Steady, Go
and answer the · Show and display pictures, cut-outs, maps, globe etc. Teacher’s
questions
Unit,
Topics &
Skills
· use new vocabulary AFL Guide Pgs.
and link it to their real ü What is the name of your country? 59- 62
life ü When did Pakistan come into being?
· write words starting ü Who is the founder of Pakistan?
with letters ‘i’ and ‘j’ ü What is the colour of Pakistan’ flag?
· read and write ‘ch’ ü What is made on the flag of Pakistan?
words
· write sentences Vocabulary ‘k’ and ‘l’
independently · Show pictures/ real objects and explain the vocabulary related to letters ‘k’
· identify and use and ‘l’.
pronoun · Write words related to letters ‘k’ and ‘l’ on the board/ flash cards and let
students read the words.
Skills Success Criteria Discuss and relate the vocabulary to real life.
· Listening Remember to: Encourage them to make up chants and develop a playful interest in
· Speaking · listen carefully respective sounds and words.
· Reading · look at the picture
· Vocabulary and describe it AFL
· Writing · make sentences of · Think and name more objects starting with letters ‘k’ and ‘l’.
your own with the Activity: Listening and Writing
given words
· read the whole ‘ch’ words
sentence with correct · Activity: Show video and practice ‘ch’ words’.
pronunciation https://youtu.be/OrqhCqPFOTY
· participate in · Activity: Fun with Dice: Write oo, ee, th, ch on a dice. Call a child to roll
discussions and give the dice, say the sound and make 3-4 words with that sound.
brief and clear · Activity: Listening, Reading and Writing
answers
· write neatly within 4 Word Sentences
lines § Some words will be written on the board. Students will be asked to form
· say the sound sentences. Individual responses will be taken and written with each word.
correctly to make § In this way write sentences of all the words. Encourage all the students to
words with blending make their own sentences.
§ Give ample oral practice of words, sentences.
Unit,
Topics &
Skills
initial sound with “ch § Erase these sentences from the board before written work.
words”
§ start the sentence Pronouns
with capital letter and § Show video and introduce pronouns with examples.
end with full stop (.) https://youtu.be/0avnWqGxd7g
§ Write the sentences on the board and explain the use of nouns and
pronouns.
§ Write a few sentences on the board and invite pupils to underline the
pronouns on the board.
C.W:
H.W:
ü Notebook: Words starting with letters ‘k’, ‘l’
ü Notebook: ‘ch’ words
ü Notebook: Words sentences: cat, home, fan, toy, king
ü Dictation words: key, king, leg, lap, lake
ü Online Assignment: Tell your favourite story, record and upload online.
Unit 4: Students will be able Important Places of Pakistan · Textbook pgs.

My Homeland to: · Activity: Listening and Discussing 90-102
· discuss and read · Show pictures of some Important places of Pakistan. Tell students the · Board
Important information about importance of these places. Explain the historical background of these · Marker
Places of Important Places of places. · Computer/
Pakistan Pakistan · Activity: Sing the national anthem with full zeal and zest Laptop
Use of ‘Has’ · use has and have · Encourage students to tell names of cities they have visited and important · Lead Pencil
and ‘Have’ correctly in the places in these cities. · Worksheet
Picture sentences · Activity: Speaking and Writing · Eraser
Description · describe the pictures · Sharpener
Unit,
Topics &
Skills
Take Care of · enjoy age Use of ‘Has’ and ‘Have’ · Flash cards
Books appropriate books · Introduce and explain the concept of ‘Has and Have’ through examples · CD
and handle them write some sentences on the board. · Notebook
carefully · Ask children to give some examples/ make sentences (oral) using has · Ready,
· revise the taught and have. Steady, Go
concepts · Call some children, give them a book, a pen, a marker etc. and ask them Teacher’s
to show and tell I have a book, I have a pen, I have a marker. And make Guide Pgs.
Skills Success Criteria more sentences using has and have. 59- 64
· Listening Remember to: · Activity: Reading and Writing
· Speaking · make sentences of
· Reading your own with the Celebrations- Eid ul Fitr
· Vocabulary given words · Encourage children to tell one by one how do they celebrate Eid ul Fitr;
· Writing · read the whole waking up early in the morning, taking bath, wearing new clothes, offering
sentence clearly Eid prayer, eating sweet dishes, visiting relatives and friends etc.
· answer all the · Activity: Talk about the picture
questions
· listen carefully 14th August (Independence Day)
· look at the picture · Discuss how children celebrate 14th August (Independence Day);
and say the alphabet displaying Flags, (Jhandiyan), putting on green dresses, singing milli
name and sound naghme, distributing sweets etc.
· participate in · Activity: Talk about the picture
discussions and give
brief and clear Save Energy
answers · Discuss responsibilities being a Pakistani.
· express your feelings · Talk about the importance of water, food, electricity and paper.
in question and · Show video on save water
answer session https://youtu.be/rl0YiZjTqpw
· write neatly within 4 · Discuss in simple terms where they come from; how we need these
lines in our daily lives and how these can ‘hurt’ the earth if we don’t use them
· say the sound carefully.
correctly to make
words with blending
Unit,
Topics &
Skills
initial sound with “ch Follow Traffic Rules
words” § Emphasize the importance of following rules/discipline to students.
Accidents happen when we break the rules. Traffic signals and signs help
us follow the rules. Show the signs and explain what they mean e. g.
speed limit, no right turn, no cycle, no entry, school ahead, no left turn,
zebra crossing etc.
Reinforcement
· Revise unit 4 previously taught concepts on board, through activities,
Hands on practices, Worksheets and Notebook.
Take Care of Books

· Discuss taking care of books.
· Take children to school library/ use class library and distribute age
appropriate books. Ask them to predict the story by looking at the cover
page and make their own stories by flipping through pages/ looking at the
pictures. Share their stories with the class/ retell their favourite story in the
correct sequence.
· Tell students the proper way to hold, open and turn pages of a book.
C.W:
· Textbook Pgs. 90- 102
H.W:
· Write sentences with has and have in Notebook.
· Reading: Textbook pgs. 93- 94
· Make your own small story book/ picture story.
· Dictation Words: has, have, bird, ball, tail
FIRST TERM
Class: Pre 1 Subject: English Literature No. of Periods Per Week: 01

Student Learning Teaching

Unit, Topic Teaching Methodology, Learning Activities, AFL, Web links
Outcomes (SLOs) & Resources &
& Skills Class Work, Home Work & Online Assignment
Success Criteria Web Links
The Tale of Students will be able to: Reading / Library Center: Establish a library area in the classroom. · The Tale of
Peter · differentiate between the · Encourage children to bring used books (traditional and popular children’s Peter
Rabbit parts of a book (the cover, stories) from home to keep in the library area, enjoy age appropriate books Rabbit
the title and the end) and read these books regularly/ daily when they complete their classwork Pgs. 4-13
· predict the story by assigned by the teacher. · Enlarged
looking at the cover page · Encourage them to make up their own stories and rhymes. pictures of
and flipping through · Teacher to introduce the Reader and tell different parts of a book the characters
pages, skimming/scanning cover, the title and the end page. · Reading
identify and name · Discuss picture on the title page and ask children to describe the Cards
characters in the story character and the background. · Activity 1-3
· Introduce characters of the story (mother, Peter Rabbit, sisters, farmer).
Success Criteria: Make reading cards and display them in the classroom.
Remember to: · Prepare reading cards of the new words/ sight words (This, with, his,
· read the passage first and three, don’t, garden, says, want, some, berries, dinner, they, their,
then answer the questions radishes, goes, eats, lots). Display reading cards and ask students to read
· think and make small the words one by one.
sentences of your own · Children to be divided into groups comprising of not more than four to five
· read the sentence and students. Reading cards to be given to each group. The class teacher and
circle the correct picture assistant teacher to monitor the reading of alternate groups and guide
them accordingly.
· Read the text to the students. While reading the text, teacher must make
relevant connection with real life so that the students understand better.
· Activity: Reading
AFL
ü Ask open ended questions about the story to support critical and
logical thinking. Encourage children to give answer in a full sentence
ü Discuss family of The Peter Rabbit
ü What did Peter’s mother instruct?
ü Where did Peter’s sisters go?
ü Where did Peter go?
ü What did Peter like to eat?
ü Why did Peter go in farmer’s garden?
ü Did Peter obey his mother?
ü Ask students how many brothers and sisters do you have?
ü Do you obey your mother? How?
ü What do you think will happen next?
ü Ask children to look at the pictures pages 6-13 and describe in their
own words what is happening.
ü Tell the story in your own words.
· Activity: Draw Rabbits and do collage work on it (in Art Period)
C.W:
Reader Pgs. 4-13
Activity 1-3
H.W:
Reading pgs. 4, 5, 7, 8, 10, 12
(1-2 pages in a week)
The Tale of Students will be able to: · Activity: Show any age appropriate animals movie · The Tale of
Peter · develop fluency in · Teacher must ask students about the story events. Peter
Rabbit reading · Predict what comes next in story. Rabbit Pgs.
· choose the correct word · Prepare reading cards of the new words (sees, runs, from, after, cannot, 14-19
to complete the sentences catch, shed, too). Display reading cards and ask students to read the · Reading
· write missing letters of the words one by one. Cards
words · Children to be divided into groups comprising of not more than four to five · Activity 7-8
· talk about the pictures students. Reading cards containing new words to be given to each group.
read the text and answer The class teacher and assistant teacher to monitor the reading of
the questions alternate groups and guide them accordingly.
· predict what comes next · Read the text for the students. While reading the text, teacher must make
in story relevant connection with real life so that the students understand better.
· Ask children to look at the pictures and describe in their own words what
Success Criteria: they see in the pictures?
Remember to: AFL
· read the passage first and Ask questions to check their understanding:
then answer the questions ü Who saw Peter Rabbit?
· read the sentences and ü What did Peter Rabbit say?
circle the correct sentence ü What Peter did?
· recall the story and ü Why did Peter run?
choose the correct words ü Where did Peter go?
say the sound and fill in ü Did farmer catch Peter?
the crossword with correct ü Is stealing a good habit? Discuss.
letters ü What do you think will happen next?
· complete the sentences · Encourage children to give answers in complete sentences.
· talk about the pictures · Retell the story in your own words.
· identify sight words that · Do Activity. Role play
are meaningful for them
C.W:
· Reader Pgs. 14-19
· Activity 7-8
H.W:
Reading pgs. 14,16,18 (1/2 page in a week)
The Tale of Students will be able to: · Teacher must ask students about the previous events. · The Tale of
Peter · develop fluency in reading · Predict what comes next in the story. Peter
Rabbit · recall the story and · Encourage children to come up with a different ending of the story. Rabbit Pgs.
answer the questions · Prepare reading cards of the new words on (from, again, home, bed, you). 20-27
Display reading cards and ask students to read the words one by one. · Reading
· Children to be divided into groups comprising of not more than four to five Cards
Success Criteria: students. Reading cards containing new words to be given to each group. · Activity 9-13
Remember to: The class teacher and assistant teacher to monitor the reading of
· read the passage first and alternate groups and guide them accordingly.
then answer the questions · While reading the text, teacher must make relevant connection with real
· read the sentences and life so that the students understand better.
circle the correct words · Ask children to look at the pictures and describe in their own words what
is happening.
AFL
Ask questions to check their understanding:
ü Who ran in the shed?
ü Where did Peter go in the end?
ü What did Peter’s mother say?
ü Why did Peter’s mother punish him?
ü What did Peter’s sisters have in dinner?
ü Have your mother ever punished you? Why? How? When?
ü Discuss moral of the story.
ü Encourage children to give answers in complete sentences.
ü Tell the story in your own words.
· Activity: Role play
C.W:
· Reader Pgs. 20-27
· Activity 9-13
H.W:
Reading pgs. 20, 22, 24, 26 (1/2 page in a week)
The Tale of Students will be able to: · Describe pictures, retell the story · The Tale of
Peter · develop fluency in · Ask children what is their favourite part of the story and why? Peter
Rabbit reading · Show sight words and ask children to read one by one. Rabbit Pgs.
· answer the questions · Help children to read the text Pg. 4-27. Assist them with reading. 4-27
complete the sentences · Ask students to retell the story. · Reading
· order the story in correct · Activity: Make your own story Cards
sequence AFL · Activity 14-
· make questions ü Which is your favourite character? 19
ü Pick your favourite line from the story.
Success Criteria: ü Comment whose mistake was it?
Remember to:
· read the passage first and C.W:
then answer the questions Reader Pgs. 4-27
· think and make small Activity 14-19
sentences of your own
· recall the story and H.W:
arrange the sentences Reading pgs. (2 pages in a week)
· say the sounds of the
letters to make the words
FIRST TERM
Class: Pre 1 Subject: World Around Us No. of Periods Per Week: 02

Themes, Topics,
Student Learning Teaching Methodology, Learning Activities, AFL, Web links Teaching
Outcomes & Success Class Work, Home Work & Online Assignment Resources
Criteria
Theme 1: Myself Note: Syllabus of World Around Us, in the form of Question answers, should be pasted in · World Around
Student Diary after the completion of a Topic for reinforcement (oral) at home. Us Syllabus
My Body Check Resources Worksheets #
Students will be able My Body 1, 2, 3
to: · Ask different questions related to “Myself” and give students a chance to reply. The aim is to · Real Objects
· name their body parts make them participate/communicate. Make sure every child gets a chance to speak. · Pictures
· answer questions AFL
about themselves ü What is your name?
ü How old are you?
Success Criteria ü What is your favourite food?
Remember to: ü When is your birthday? etc.
· fill in the blanks with · Call students one by one and ask them to introduce themselves.
appropriate body · Ask students to name parts. e. g. parts of the face (eyes, lips, teeth, ears, eyebrows, cheeks,
parts from the word chin, forehead), parts of the hand (nails, thumb, finger, palm), Parts of the body (knee, leg,
bank arm, foot, hand, shoulder, ankle, elbow, chest, neck, stomach, head).
· Show video ‘My Body is Special for me’.
https://youtu.be/-6-Q1yTEx54
· Do the Activity Reinforce the taught concept with Syllabus Worksheet # 1.
Themes, Topics,
Criteria
Senses Senses
Students will be able to: · Tell students about the sense organs and their functions.
· identify body parts · Tell them that our body parts work as sensory organs and help us to see, hear, smell, taste,
involved in senses feel and learn about our environment. Give the children a practical demonstration of how the
and tell their functions senses are used.
AFL
ü Which are the 5 senses?
Success Criteria ü Name the body parts involved in these senses. How to differentiate between different
Remember to: temperatures: hot, cold, warm?
ü How to differentiate between textures: smooth, rough, hard, soft, silky, fluffy, bumpy and
· read the words slimy?
(senses) and circle
the correct picture · Show video ‘Senses’.
https://youtu.be/XUMiPK6LZBI
· Reinforce the taught concept with Syllabus Worksheet # 2.
· Have a discussion/ Talk about the ways how we keep ourselves healthy and clean.
· Show video ‘Cleanliness’.
· Show and use real objects and demonstrate: washing hands, brushing teeth, blowing the
nose.
My Family My Family
Students will be able · Show flashcards of different family members to students and have a discussion about family.
to: Tell them family is important and they take care of us in good/bad times. Let students share
· talk about their family information about their family members (name, job), each one’s role and importance to the
members well-being of the family. (mother, father, sister, brother, grandfather, grandmother, aunt,
· identify various ways uncle, cousin).
of showing love and · Discuss various ways of showing love and respect for family members (e.g. caring, obeying,
respect for family helping etc.).
members. · Activity: Parents / grandparents should be encouraged to come to the class and talk about
Themes, Topics,
Criteria
· answer the questions their family history, like their grandparents, such as where they belong to and what they used
about their family to do, their food, language etc.
members · Learn contact number of your father and mother (send a note in diary).
· Children can also bring photographs of their family members to show to their friends and
Success Criteria make a family tree Syllabus Worksheet # 3.
Remember to: AFL
ü What is your father’s/mother’s name?
· paste the pictures ü What is the job (Profession) of your father/mother?
neatly ü How many members are there in your family?
ü How many brothers and sisters do you have?
ü Whom do you love the most and why?
ü How do you help your family members?
· Show Video ‘I Love my Family’
https://youtu.be/4p4k-P8Cn4U
Theme 2: Plants Parts of a Tree · Syllabus

· Activity: Take students out to show a real tree and its parts. Tell them that there are Worksheets# 4
Parts of a Tree different types of plants. Some are indoor while some are outdoor. Some can be grown in · Pictures
Students will be able to: pots while others grow as big trees. Plants produce flowers and fruits. · Real tree
· identify and name · Discuss different parts of a tree (trunk, leaf, flowers, fruits, root and branch) by showing
parts of a tree pictures and display in the classroom.
· recognize and name · Talk about the significance of plants for human beings and how they are beneficial to us. Tell
our national that plants give us oxygen to breathe. We cannot survive without plants. Plants give us
flower/tree flowers and food (fruits, vegetables, pulses, grains etc) and some plants are used to make
medicines. Plants make our environment clean and pollution free. Tell them “Deodar” is
our national tree and jasmine is our national flower.
Success Criteria · Encourage students to plant trees. Show how to take care of plants.
Remember to: · https://youtu.be/gIRR-VdIP1M
· observe the plants
and then name their
parts
Themes, Topics,
Criteria
· label parts of the tree AFL
with correct words ü What is the colour of trunk, leaves, branches, flowers etc.
ü What is the name of our National flower?
ü What is the name of our National tree?
ü Name at least 4 parts of a tree?
ü What are the uses of plants?
· Reinforce the taught concept with Syllabus Worksheet# 4.
Fruits Fruits
Students will be able to: · Show some real fruits/ pictures and talk to students about different fruits and their nutritional · Fruits
· name different fruits value. · Different bowl,
· Ask children to tell names of different fruits. knife
Success Criteria · Activity: Ask children to bring their favourite fruit in lunch and show students the differences · Syllabus
Remember to: in fruits (shape, colour, smell, taste, seeds etc). Worksheet
· follow the instructions #5
to make the fruit salad AFL
ü Name five summer fruits (mango, banana, watermelon, grapes and apple).
ü What is the colour of …..? (Apple is red, banana is yellow, grapes are green etc.)
ü What does…… taste like? (Sweet, sour, bitter etc.)
· Activity: Cut the fruits in front of the class and show them what is inside each fruit. They
have seeds like apples and oranges etc. They have different smell, taste and colour.
· Reinforce the taught concept with Syllabus Worksheet # 5.
Vegetables Vegetables · Vegetables +

Students will be able to: · Introduce the topic “vegetables” by placing different (real) vegetables on the table. Talk sticks
· identify and name about different seasonal vegetables and their health benefits. Encourage them to eat · Different bowl,
different vegetables vegetables for good health. Tell names of green vegetables. knife
· Ask children to tell the names of the vegetables and talk about their favourite vegetable. · Syllabus
Worksheet
#6
Themes, Topics,
Criteria
Success Criteria AFL
Remember to: ü Tell the name of your favourite vegetable.
· colour the pictures ü Name five vegetables? (Capsicum, carrot, cauliflower, potato etc.)
neatly ü Tell the names of three vegetables used in a salad. (onion, radish, tomato, cucumber
etc.)
ü Why are vegetables good for us?
· Reinforce the taught concept with Syllabus Worksheet #6
Theme 3: My Country Flag of Pakistan · Flag and map

Flag of Pakistan · Ask students what they know about Pakistan. of Pakistan
Students will be able to: · Have a discussion regarding Pakistan. · Ideology of
· draw and colour the · Tell a short history of Pakistan to children in simple and easy words. Why and How Pakistan Pakistan&
Flag of Pakistan came into being. Pakistan
· Tell children about the important personalities of Pakistan. Show pictures and flag of Movement
Pakistan and display pictures in the classroom. (Teacher’s
Resource)
Success Criteria AFL · Syllabus
Remember to: ü What is the name of your country? Worksheet
· sing National Anthem ü When did Pakistan come into being? #7
with pride ü What is the colour of Pakistan’ flag? · Pictures
· colour the flag green ü What is made on the flag of Pakistan?
and white
· Reinforce by colouring the flag and then drawing on the Syllabus Worksheet #7.
· Tell the meaning of green and white colour of the flag. What does Crescent and Star stand
for?
Activity: Make children sing national anthem and national songs as a class activity.
Themes, Topics,
Criteria
Map of Pakistan Map of Pakistan · Globe
Students will be able to: · Map of
· identify the map of · Ask students what they know about Pakistan and revise earlier learned information. Show Pakistan
Pakistan the map of Pakistan and explain different parts of our country/ provinces. · Ideology of
· locate Pakistan in Pakistan&
world globe AFL Pakistan
ü What is the capital of Pakistan? Movement
Success Criteria ü What is the national language of Pakistan? (Teacher’s
Remember to: ü Name the provinces of Pakistan Resource)
· look at the map and · Do Activity Make students identify Pakistan on the world globe
name the provinces
carefully
Heroes of Pakistan Heroes of Pakistan · Pictures of

Students will be able to: Have a discussion on Pakistan. important
· recognize the · Tell the short history of Pakistan to children in simple and easy words. How and why personalities
important personalities Pakistan came into being. · Ideology of
of Pakistan · Tell children about the important personalities of Pakistan e.g. Quaid e Azam Muhammad Ali Pakistan&
Jinnah, Allama Iqbal, Fatima Jinnah (show pictures) and relate them to the story of Pakistan. Pakistan
Success Criteria Develop Patriotism and a sense of national pride in children. Movement
Remember to: (Teacher’s
· participate in AFL Resource)
discussion and give ü Who is the founder of Pakistan?
answer in full ü Who is our National Poet?
sentence ü Who is the founder of Pakistan?
· Discuss Nishan e Haider and show pictures of Shuhada who received it.
Themes, Topics,
Criteria
Theme 4: Animals Animals and Their Homes · Syllabus
· Animals and Their · Ask students have they ever visited a zoo? Let them share their experience with their class Worksheet #
Homes fellows. Explain that different animals have different types of homes. Some live on land, 8, 9, 10
· Animals and Their some live in water and some live in nests. · Computer/
Young Ones · Show pictures of different animals and ask students to recognise and explore their basic Laptop/ Smart
features some animals are friendly (pet animals), some are useful (farm animals), some are Board
Students will be able to dangerous (wild animal). · Animal
· recognise animals and · Discuss the importance of animals for human beings. We get food from animals, animals are dresses/
explore their basic used for transportation, their skin and fur is used to make cloth, shoes and purses etc. masks
features. · Talk about the animal’s food and habitat.
· identify different · Discuss and do Syllabus Worksheet # 8.
animals, their homes
and young ones AFL
ü Which animal has the biggest ears?
Success Criteria ü What is the elephant’s long nose called?
Remember to: ü Which animal has the longest neck?
· read animals names ü Which animal has black and white stripes?
and write in the ü Where do wild animals live?
correct column ü Where does a monkey live?
· match the animals ü Have you ever seen a squirrel on a tree?
with their homes and
their young ones · Tell students about “Markhor” that it is our national animal and it is an endangered
correctly (threatened) species due to excessive hunting.
· Talk about how to take care of animals and birds.
Animals and Their Young Ones

· Show pictures of different animals and their babies
AFL
ü Which baby animal have you seen?
ü Which animals can be kept as pets?
Themes, Topics,
Criteria
ü What is hen’s baby called?
· Children will do Syllabus Worksheet # 9, 10
· Make children listen to the sounds of different animals on cell phone and guess which animal
is making this sound?
· Activity (class/assembly): Arrange animal dress / mask show and ask students to say one/
two sentences about the animal they are portraying.
Birds Birds
Students will be able to: · Revise the relevant information from previous week about different animals. · Flash
· name different birds · Discuss that birds fly in the air and live mostly in nests. Give examples of birds e. g: sparrow, cards/pictures
and their homes crow, parrot, pigeon, owl, duck, hen, nightingale, dove and how pictures. · Computer/
Laptop/ Smart
Success Criteria AFL Board
Remember to: ü Which birds do you see around your home?
· participate in ü Do you have a pet?
discussion and give ü Tell the names of five birds.
answer in full ü Name some birds which cannot fly.
sentence
Insects Insects
Students will be able to: · Show flashcards and give information about different insects to students: bee, mosquito,
· name different insects butterfly, ladybird, beetle, grass hopper, honey bee, spider, cockroach etc. Tell them that
· identify crawling and insects crawl and fly. Insects live in different places: spider/web, honey bee/hive,
flying insects grasshopper/grass etc.
· gather information Ask them to think and answer the following questions confidently:
about “Dengue Fever” Ø Name 1 insect that crawls? (spider)
Ø How many legs does a spider have? (six)
Success Criteria Ø Name 2 insects that fly? (mosquito, fly, butterfly)
Remember to: Ø Which insect can craw and fly both? (cockroach)
· participate in · Children love to move bare feet. Guide them they should wear shoes to avoid insect bite.
Develop awareness about “Dengue” fever. Guide students on how to protect themselves
Themes, Topics,
Criteria
discussion and give from mosquito bite (pre-emptive measures). Tell them to share the information with their
answer in full friends and family.
sentence Syllabus of World Around Us (in the form of Question answers) should be pasted in
Student Diary after the completion of a Topic for reinforcement (oral) at home.
C.W
World Around Us Worksheets # 8, 9, 10
Theme 5: Seasons · Ask students to look outside and tell what the weather is like today? Show flashcards. · Pictures
Students will be able to: · Discuss and talk about each weather conditions: sunny, foggy, rainy, windy, cloudy, · Real objects
· observe and describe hailstorm etc. · Worksheet#
daily weather · Which weather do they like? 11
conditions · Observe and describe daily weather conditions.
· gather information · Record daily weather condition on Worksheet# 11 using symbols.
about seasons · Do Activity
· name 4 seasons · Introduce names of 4 seasons and explain in detail one by one along with pictures.
· Discuss key features of different seasons, based on observations and experiences and how
the changing seasons affect our food, clothes and lifestyles.
· Discuss the changes associated with each season
Example: cold, rainy, hot, warm, and snowfall on the mountains etc.
· Clothing: sweater, jacket, coat, scarf, cap, gloves, rain- coat, umbrella, shorts, T shirts etc.
· Eating habits: cold drinks, juices, dry fruits, coffee etc.
· Show pictures/ real objects, display related pictures, real objects and flash cards etc
regarding seasons to develop students’ interest about changing seasons.
· Ask children which season do they like? Why?
· Why we wear warm clothes in winters?
· Ask questions such as:
Ø How many seasons are there?( four)
Ø What are the names of the four seasons?
( spring, summer, autumn, winter)
Ø What are the clothes which are worn in the winter season?
Themes, Topics,
Criteria
Group Activity
Make weather chart showing different weather conditions sunny, rainy, windy, cloudy, hailstorm
etc. Display in the class
Students will be able to: · Revise information about seasons shared earlier. · Syllabus
· recognize and identify · Reinforce the taught concept with Syllabus Worksheet # 12 Worksheet#
things related to · Do Activity 12, 13
seasons · Pictures
· identify different · Real Objects
weather conditions · Coloured chart
· do pasting activity on paper
seasons · Glue
Group Activity:
Success Criteria
· Make seasonal trees with hand tracing cut-outs and by drawing / colouring / painting /
Remember to:
collage (use waste material)
· follow the instructions Make a panorama by pasting all (four) pictures together.
to make 4 seasons
· Discuss how climate change affects our environment (Global warming and pollution, need for
panorama and
clean air and how to prevent air
weather chart.
pollution
· look at the pictures
· Identify practices that are useful and harmful to the environment and suggest alternatives to
and write the names
harmful practices.
correctly
Identify pleasant and unpleasant sounds leading to an awareness of noise pollution.
· look at the pictures
· Do Syllabus Worksheet # 13
and think before
World Around Us Syllabus Worksheets #11, 12, 13
putting a tick or cross
Theme: Safety Safety

Fire Safety, Sharp · Name different types of technology like television, computer, mobile phone, i-pad, iron,
Objects blender, washing machine etc. · Syllabus
Students will be able to: · Tell uses, advantages and disadvantages of different types of technology devices. Worksheet
recognise and follow # 14, 15
Themes, Topics,
Criteria
basic safety rules. · Discuss the careful use of resources/materials in everyday life and what to do in an · Real Objects
· recognise that some emergency. · Pictures
human made and · Show relevant pictures/ real objects and discuss their safety measures with children e.g. not
natural disasters are to play with electric switches or electrical wires, not to touch/ taste hazardous liquids; harpic,
dangerous. dettol, kerosene oil, medicines etc, staying away from sharp objects like knife, saw, cutter,
not to play with matchbox, fire, kitchen stove, not to go in swimming pool or deep water, not
. to touch hot objects, (boiling) kettle or gas heater etc.
· Discuss other safety hazards and develop awareness among students on following rules
(not breaking the signals), calling for help/elders when in need or lost, memorizing their
home number/address, avoiding the sun during summer (stroke/sun burn),covering properly
in cold weather to avoid cold/pneumonia etc.
· Tell students to shout and call out for help whenever in danger or facing safety hazard. Seek
(trusted) adults’ help whenever required e.g. if feeling unwell, hurt, unhappy or
uncomfortable, for taking medicines.
· Discuss the natural disasters and their pre-emptive measure with students e.g.
thunderstorm, hailstorm, lightning, heavy rain, earthquake, flood, dengue, epidemic etc. If
possible do earthquake drill indoor/ outdoor.
· Reinforce the taught concept with Syllabus Worksheet # 14
· Ask the following questions :
Ø What is the meaning of danger? (anything that can cause harm)
Ø Name three safety hazards from daily life (fire, electricity, sharp objects etc)
Ø What should we do if we are in danger? (Shout and call for help) etc.
Ø What should we do during an earthquake? (stop, drop, cover) etc.
Beware of the Strangers Beware of the strangers

Students will be able to: · Discuss and explain “stranger danger” to the students in a broader perspective. Guide them
· be aware of strangers that they should not talk to the strangers or accept eatables or any favour from them.
· explore ways of · Highlight other areas such as: respecting and taking care of our body, communicating with
dealing with issues others and accepting individual differences, not letting others bully them, thinking positively,
through role play asking for “help” whenever needed.
Themes, Topics,
Criteria
· cross a road carefully · Know and express in situations where they need to report or ask for help, such as
bullying/violence.
Success Criteria Activity:
Remember to: “Role play”on Stranger Danger and how to Cross the Road
· avoid playing with · Demonstrate an understanding on private body parts (good touch and bad touch), except
dangerous things (fire, their parents and doctor no one else can touch those body parts. They must report to
electricity etc) parents and teacher immediately if someone touches them inappropriately
· ask for help when in · Encourage children to shout and say “NO” when someone tries to touch inappropriately.
danger or need · Understand that they should not:
Ø talk to strangers
Ø go with strangers
Ø take anything from strangers
Ø go out alone
· Ask the following questions :
Ø What should we do if a stranger tries to talk to us?
· Do Activity
· Reinforce the taught concept with Syllabus Worksheet # 15
Syllabus of World Around Us (in the form of Question answers) should be pasted in
Student Diary after the completion of a Topic for reinforcement (oral) at home.
C.W
World Around Us Worksheet# 14, 15
Anx-B
Name: Subject: World Around US
Class Prep / Section ________ Date: __________________
Worksheet # 1
Page 1 of 15
Worksheet # 2
Page 2 of 15
Worksheet # 3
Directions: Paste pictures of your family members
Discuss your family
Page 3 of 15
Worksheet # 4
Page 4 of 15
Worksheet # 5
Page 5 of 15
Worksheet # 6
Page 6 of 15
Worksheet # 7
Page 7 of 15
Worksheet # 8
Discuss animals and write their names in the correct column. Draw pictures as well.
Lion, hen, elephant, cow, dog, cat, rabbit, zebra, goat
Pet animals Farm animals Wild animals
_______________________ ________________________ ______________________
_______________________ ________________________ ______________________
_______________________ _________________________ _____________________
Page 8 of 15
Worksheet # 9
Page 9 of 15
Worksheet # 10
Page 10 of 15
Worksheet # 11
Weather Chart
Observe and record weather conditions using symbols
Monday
Tuesday
Wednesday
Thursday
Friday
Page 11 of 15
Worksheet # 12
Page 12 of 15
Worksheet # 13
Pollution
Directions: Discuss pictures.

Land PollutionWhen there is a lot of garbage on
the land it is called “Land Pollution”
Air PollutionWhen there is smoke and noise in the air it is called

“Air Pollution”
Water PollutionWhen water is dirty and there are insects on it, it is called
“Water Pollution”
Discuss Uses of waste material, practices that are useful and harmful to the environment
Page 13 of 15
Worksheet # 14
Page 14 of 15
Worksheet # 15
Stranger Danger
Discuss the pictures
Page 15 of 15

Class - Pre 1 - Eng Lang & Lit

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Army Public Schools and Colleges System

Academic Session 2022-2023

Class: Pre 1 Subject: English

Prescribed Textbook: Cover Page i

APSACS Scheme of Work

Rationale & Instructions for Teachers

6. CW, HW & Online Assignments

Textbook: Ready, Steady, Go… English Pre 1 (First Term)

Resources: Teacher’s Guide Ready, Steady, Go… English Pre 1

1. Importance of Early Years Education

2. Work done through Activities/ Play

3. Early Years Teachers

4. The Learning Environment

5. Child’s Aesthetic/Creative Development

There are many ways to enhance aesthetics in young learners by:

6. Children’s Development & Curricula

10. Low Readiness Learners

The components of the Daily Routine are given below:

b. Energy Burning Session: ( Refer to pg. 5 PTG)

2. Nature Walk / Outdoor Activities: ( Refer to pg. 7 & 8PTG)

3. Morning Meeting: Twice a Week at the beginning of class routine (20min)

Assalam-o-Alaikum, Good Morning, How are you?

The Importance of Phonics:

Jack and Jill

Baa Baa Black Sheep

Cobbler, Cobbler Twinkle Twinkle Little Star

1. The Gingerbread Man

2. Hansel and Gretel

3. The Lion and the Mouse

4. Goldilocks and the Three Bears

5. The Pied Piper of Hamelin

6. Jack and the Beanstalk

7. Snow White and the Seven Dwarfs

8. The Elves and the Shoemaker

10. Little Red Riding Hood

11. Sleeping Beauty

13. Hansel and Gretel

14. Snow White and the Seven Dwarfs

15. A Very Hungry Caterpillar

16. The Enormous Turnip

· Recognition (Letters, · Following directions

Sr. # Sample of Spoken Activities for Beginners

Is it a person, place, animal or thing?

11. Ask children to describe their daily routine.

Theme: Myself (Weeks 1-3)

Information for Teachers to carry out this simple test:

6. Waits for his/ her turn to get water/food/sweets.

Theme: Plants (Weeks 4-6)

Values/Tarbiat Program: Care of Environment

· Tree Plantation Activity.

5. Helps parents in the garden.

Project: Plant a tree and take ownership by taking care of it and

Theme: My Country (Weeks 7-9)

Value/ Tarbiat Program: Love for Pakistan, Citizenship

Value/Tarbiat Program : Love for Pakistan, Citizenship

4. Wastes food/ leaves food in the plate

5 Takes care of cleanliness at home, on roads and in parks.

6 Stands in queue to wait for his/ her turn.

Sing National songs/ Millinaghme and tell simple stories about

Values/Tarbiat: Care of Animals, Responsibility

Values/Tarbiat Program: Care of animals, Responsibility

4. Takes care of/ helps peers in neighbourhood.

_

_

___________ _ _________