G3-W-21-Lesson Plans

PAFWA Educational System (PES) Primary School
PES Asghar Khan

Lesson Plan
Class: III Subject: English Week: 21 Day: 1, 2
Teacher: Sana Nasir Topic: Irregular verbs Duration: 80 minutes
Lesson Objectives:
By the end of the lesson students will be able to

 Recognize the concept of irregular verbs.
 Practice using the present and past tense with some common irregular verbs.
Materials and Resources:
Oxford Primary English, whiteboard, video watch, flashcards.
Methodology: Interaction Time

pattern:
(e.g. warmer, brainstorming, introduction, main activity, written
work, wrap up) (e.g. whole
class,
individual, pair
work etc.)
Word of The Day:

“ punctuate"
Warmer/ Brainstorming:
"Spin the Bottle" game
 Have everyone sit in a circle.
 The teacher starts by spinning a plastic bottle in the middle
of the circle. Group Work 05 mins
 Whoever the bottle points at when it stops spinning is shown
one the irregular verbs flashcards (make sure no one else
sees the flashcard).
 That student must then say "Yesterday I …" and act out the
verb on the card.
 Everyone has to guess what he/she is doing and shout out the
correct verb in the past tense and present tense (e.g.
"jumped in puddles").
 Play until you have practiced all of the verbs on the cards.
Introduction/Explanation: Whole class 05 mins

 Explain the difference of regular and irregular verbs.
Regular Verbs:
Regular verbs form their past tense by adding –ed to their

ending.
Irregular Verbs:
Irregular verbs do not from their past tense by
adding –ed to their ending.
Main activity:
 Tell the students some common rules for the identification
of past and present tense. Whole class 15 mins
 For present tense the helping verb is (is, am, are).
 For past tense the helping verb is (was, were).
“Guess the right tense”
 Draw the table on the white board and let students guess
their present and past tense.
Present tense Past tense
I am
You were
He is
They were
We are
 Video Watch:
https://www.youtube.com/watch?v=8kUyDtk0Yjw Whole class 10 mins
Teacher will discuss the video being watched.
 Written Work: (On book)
Students will complete activities A and B individually and check
their answers in pairs.
 In notebook
Whole class 15mins
Part C pg # 96 will be discussed by the teacher with the
students that they will have to find four examples of verbs that
are in past tense that do not end in –ed from the play script on
page 94 and use them in sentences.
Whole Class 15mins
 Workbook page # 46 and 47 will be done individually and
checked in pair form. Pairs will cross check each other’s
work.
Whole class 10 mins

Wrap Up:
Students will be divided into groups and provided with the verbs in
past and present tense cards and ask them to convert the given
verb into either past or present tense according to the given verb.
Group Work 5 mins
Students’ responses will be discussed.
Assessment for learning (AFL)
Fist to five- feedback. Students will be asked to show number of

fingers according to their understanding of topic. Those who show
4 or less than 4 fingers, teacher will ask their confusion and explain
them again.
Gather students’ responses.
Lesson Evaluation: Class work Home

work
(What went well? What would I do differently next time?) S.B pages# 96
W.B
Workbook
page 48
Page# 46, 47.
Teacher signature ___________________
Lesson Plan
Class: III Subject: English Week: 21 Day:3
Teacher: Sana Nasir Topic: Suffixes Duration: 40 minutes
Lesson Objectives:
By the end of the lesson, students should be able to:
 define 'suffix'
 add suffixes to words accurately
Student Book 3, , video watch, chart paper, colored markers.

pattern:
(e.g. warmer, brainstorming, introduction, main activity, written
work, wrap up) (e.g. whole
class,
individual,
pair work
etc.)
Word of the day:
““believe”
Warmer:
 Write on board two words (end) and (endless)
 Ask students: Individual 5 mins
What is the difference between the words end and endless?
work
Evaluate students’ responses. Best ones will be read aloud for whole
class.
Introduction / Explanation
 A suffix is a word or a group of letters that change the
meaning of a word.
 There are many different suffixes. We are going to talk about
2 of those suffixes today.
 The suffixes that we are going to talk about are -full and –less. Individual
 The suffix -ful means full of. The word painful means 5 mins
work
something that is full of pain.
 The suffix -less means without. The word painless means
something without pain
Then students will be shown a video for clear understanding.

Video Link:
https://www.youtube.com/watch?v=U_6mfwXe3Bo
Activity:
Suffix Bingo Worksheet (attached)

 Half of the students will be given copy A and half will be
Whole Class 10 mins
given copy B.
 Each student will say a word and rest of the students will
mark that wherever in the box it is, and see whose BINGO
will be made first. (5 Crossed in a row will make one letter B
of Bingo)
Pair Work:
Students will be divided into pairs and will be asked to attempt Ex Pair Work 5 mins
A and Ex B independently, guidance will be provided wherever
needed.
Written Work: Ex C on S.B page # 97 is to be done in notebook. Whole class 10mins
Language tip:
Teacher will tell students that when we add suffixes to the noun
they are changed into the adjective.
Wrap Up:
Individual
Q. What is a suffix?
Q. What happens to noun when we add suffix? work 5mins
Q. What is the meaning of –ful and –less suffix?
Q. State 2 examples of word with suffix –less and –ful.
Assessment for Learning: (AFL 02mins)
Exit Tickets Activity.
Lesson Evaluation: Class Home

work: work :
(What went well? What would I do differently next time?)
Student W.B page 49
Book page
# 97
Teacher signature ___________________

English Grade III worksheet
Name: _______________ Section:_______ Date:______________
SUFFIX BINGO.
Copy A
 A student will say a word and rest of the students will mark that wherever in the box it
is, and see whose BINGO will be made first.
painless careful beautiful thoughtful forceful
painful fearless helpless merciful helpful
tasteless useless powerful hopeless thankful
harmless harmful mouthful restless tasteful
sugarless truthful restless faithful playful
English Grade III worksheet

Name: __________________ Section:_______ Date:______________
SUFFIX BINGO
Copy B
 A student will say a word and rest of the students will mark that wherever in the box it
is, and see whose BINGO will be made first.
sugarless tasteful restless truthful harmful
harmless thankful hopeless tasteless useless
powerful, painful playful fearless careful
painless beautiful thoughtful helpful merciful
helpless mouthful forceful restless faithful
Lesson Plan
Class: III Subject: English Week: 21 Day: 4-5
Teacher: Sana Nasir Topic: Writing a play script Duration: 80minutes
Lesson Objectives:
 List many terms associated with play script writing.

 Differentiate between story and play script.
Materials and Resources
Student Book, white board, notebook, smart board

pattern:
(e.g. warmer, brainstorming, introduction, main activity,
written work, wrap up) (e.g. whole
class, individual,
pair work etc.)
Word of The Day:
“conversation”
Warmer:
Q. What is your favorite play?
Q. Which character was inspirational and why? Whole class 5 mins
Student’s responses will be welcomed and appreciated too.
Introduction / Explanation
 Play script
It is the writing down of the movements,

actions, expressions and dialogue of the characters in
screen play. Whole class 10mins
 Its written for an actor or actress
 Parts of a play script
a) TITLE: The name of the play script.
b) CHARACTERS: The actors that are going to perform.
c) DIALOGUE: The conversation inside the speech marks.
d) STAGE DIRECTIONS (actions): It tells the actor what

to do on the stage.
e) EMOTIONS: What to feel.
 Story
A story can be defined as an account of imaginary

or real events.
Main Activity:
Pair Work 20 mins
Pair Work:
 After explaining the parts of play script.
 Make pairs of students.
 And ask them to read the words/sentences highlighted.

 Let them guess which part of the play script is it.
 Note:
 Each pair will be given a sticky note to write the
words/sentences and mention the part of play script.
Students’ responses will be discussed.
 Ask students to turn to pg# 98 of the student book.
Read the conversation between Raven and Fishermen.
Use of Dictionary: Encourage students to look up the word
’ crossly, pleaded, fluffing’ Pair work 20mins
Think, Pair and Share:

1. Written Work:
 Ask students to turn to pg# 99 of the student book.
 Students will be helped to change the conversation into a
play script by mentioning the followings parts;
a) Title
b) Characters
c) Dialogues
d) Emotions
e) Stage directions
 Students will be asked to read aloud their play script. Pair work 20 mins
Note: Students should only convert some part of the
conversation into the play script, rather than writing in full.
2. Written Work:
Students will create their own ending to the
play script by keeping various questions in mind.
a) Do the fisher man give Raven a fish? Individual work 5 mins

b) Does Raven found mouse women?
c) Is Raven able to find the sunlight?
Teacher will evaluate students’ written work.
Wrap up:
 Students will be asked to share important parts of a

play script.
Assessment for Learning (AFL):Thumbs Up, Thumbs Down(02 mins)
Lesson Evaluation: Class work: Home work :
(What went well? What would I do differently next Student book # (WOD
98 and 99 Sentences) in
time?)
notebooks
punctuate
believe
conversation
Teacher Signature: ________________
Lesson Plan
Grade: 3 Subject: General Knowledge Week: 21 st Day: 1
Teacher: Sana Nasir Unit: 8 Topic: Ancient Egypt Duration: 40 minutes

Lesson Objective:
After this lesson students will be able to:
 Identify Egypt as a country in the continent of Africa .
 Explain how the people of Ancient Egypt made use of the River Nile.
 Identify the material Ancient Egyptians used to built their houses.
World Watch 3, Skills Book 3. Map of the world showing Egypt and River Nile.
(e.g. warmer, brainstorming, introduction, main activity, written work, pattern: (E.g. 10 mins
wrap up) whole class,
individual, pair
work etc.)
Warmer and Brainstorming:

Introduction and Explanation:
The teacher will ask students Whole class 10 min
• Have you ever seen a pyramid?
•Which continent Egypt is in?
• Invite one of the students to locate Egypt on world map/globe.
• What material do you think Ancient Egyptians used to build their
houses?
Teacher will show the students a video about Egypt’s history.
https://www.youtube.com/watch?v=8_Tbv7anqXk
Activity:
Tell the students that they are going to read about the people Individual Activity 10 mins
who lived in Egypt in ancient times for the next few weeks. Write
the difficult words on board and explain its meaning before the
reading. • Fertile: good for growing crops and plants. • Reflect:
Throw back, without absorbing. Elicit that people in history
settled and grew in places where they could get the things they
needed (water, good land for farming). Let the students read out
the page number 55 and 56 from student book, stop at each point
to discuss why Whole Class Individual Activity 10 min 10min the
people settled near River Nile and how they used flooded mud to
built their houses.
Written Work:
Individual Activity 15mins
In notebooks:
Question answers on student book page no 56
Wrap up:
Ask random questions to assess student’s understanding.

 How did river Nile help with transportation?
 How people managed to live in flooded area?(They built Whole class 5 mins
houses on high platforms)
 What were the things they did to keep their houses cool?
 What did you like the most about today’s lesson?
Assessment for Learning (AFL): Classwork: Homework:
Thumbs-up or Down.  World Skills Book
Lesson Evaluation: Watch 3 3 Page no
(What went well? What would I do Book pages 35
Differently next time?) 55,
56(Q/Ans)
Notebook work.
Teacher’s sign: ______________
Lesson Plan
Grade: 3 Subject: General Knowledge Week: 21 Day: 2,3 Duration:80 minutes
Teacher: Sana Nasir Unit: 9 Topic: (Ancient Egypt)

Lesson Objective:
• Explain that what are mummies and pyramids?
• Identify how burying the rich and the poor is different?

World Watch 3 (S.B), White-board, Skills book 3, Smart Board
(e.g. warmer, brainstorming, introduction, main activity, written pattern: Whole
work, wrap up) class will
participate
collectively.
Warmer and Brainstorming:
Begin the lesson by recalling the location of Egypt and importance Whole Class 5 mins
of river Nile
Ask students: -
 Have you ever seen a pyramid?
 Which continent Egypt is in?
 What material do you think ancient Egyptians used to build
their houses?
Introduction/ Explanation:
Explain the difference between the culture of Egypt and Pakistan
Whole Class 25 mins
• Show a video on the importance of story
• https://youtu.be/8_Tbv7anqXk
• Explain that ancient Egyptians believed that if they look after
the dead, the person’s spirit could go on to another life after
death.
• Explain that they rubbed a type of salt all over the body to dry
it and stop it from rotting and after that they wrap the body in
strips of cloth. This was how they made a mummy.
• There was difference in burying the rich and the poor. When
poor people died their body had no painted case and vice versa.
• Explain that pyramids are special tombs for very important
people. Rich people’s mummies were put in pyramids along with
jewelry, games etc.
Book Activity: Whole Class 10 mins
 Encourage students to read from book page
number 57.
 Discuss about the mummies and pyramids.
Ask questions like
1. What are mummies?

2. What are pyramids?
Written Work:
Help the students to write the answers of following questions on Whole class 35 mins
book page no 58
Q1.Why it is important to look after dead bodies in Ancient
Egypt?
Q2.What could stop them from going on to the next life?
Q3. List three ways that people became slaves?
Q4. How was slave differed from any other poor person?
Q5.Why do you think the pharaohs like to have slaves?
Wrap up: Individual Work 05mins
Ask children to explain 3
 Why was it important to look after dead bodies in ancient
Egypt?
 Why river Nile was important for Egypt?
 What could stop them from going on to the next life?
Assessment for Learning (AFL):

Fist to Five strategy
Lesson Evaluation: Classwork: Homework:
(What went well? What would I do differently next time?)  Student -
Book Pg-57
and
58(Q/Ans)
Notebook
work.
Teacher’s sign: ______________
Lesson Plan
PES Asghar Khan
Grade:3 Subject: Environmental Awareness Week:21 days:1
Teacher: Ms Saba Junaid Unit 9: Heat and light

Duration: 40 minutes Topic: Light
(Luminous and non-Luminous objects)
Lesson Objective:
 Explain what is meant by luminous and non-luminous objects.
 Differentiate between luminous and non-luminous objects.
The Science factor book 3, Workbook 3, Notebook, white board, smart board, candle,
match box.

(Warmer and brainstorming, introduction, explanation, pattern:
activity, written work, wrap up) (whole
class/individual)
Warm up activity:
 Start the topic by showing video to students on
Whole class 5 mins
smart board.
Luminous and Non Luminous Object for Class Viii
Students - Bing video?
 Ask questions related to video
e.g Can you tell me which objects can give out their
own light?
 Burn a candle and show students that a burning Whole class 5 mins
candle gives out light of its own.
Introduction/Explanation:
 Luminous objects are those that give out light of
their own. The Sun, a burning coal, a fire, and a Whole class 10 mins
candle are all luminous objects.
 Non-luminous objects don’t give out light of their
own, e.g. a book, a chair, a key, a house. We can see
non-luminous objects because light from luminous
objects shines on them. We cannot see non-
luminous objects in the dark.
Main Activity: (Group work)

An experiment will be conducted.
 Take 3 equal cards and punch a hole in the

center of each card.
 Use the clay to support the cards and make them
stand at equal distance from each other.
 Then ask a student to hold the torch at one end
of the cards and turn it on. The teacher will turn
the lights off in the class room.
 Then move the cards slightly so the holes are
no longer in line. Repeat the experiment.
 Ask the students whether the light will appear
through the last hole when the cards are in line,
and will light appear through the last hole when
the cards are not in line.
Written work: 15 mins

Student book page#63 Whole class
Q:3 and 4
Wrap up:
Teacher will wrap up the lesson by asking the students 5 mins
Whole class
that:
1. What are luminous objects? Please name some of them.
2. What are non-luminous objects? Please name some
of them.
Give students red, yellow and green cards in the form of traffic lights.
Red = don’t understand, know nothing and not confident.
Yellow = know a little , nearly there.
Green = totally get it, confident learner.
Student responses during class
Lesson Evaluation: Class work: Home work:
(What went well? what would I do differently next time?) Student book Work book
page# 63 page# 33
Q:3 and 4
Teacher’s signature:
Lesson Plan
PES Asghar Khan

Grade: 3 Subject: Environmental Awareness Week: 21
Teacher: Saba Junaid Day: 2,3
Topic: Unit: 10 Electricity and Magnetism (10.1 electrical conductor)

Duration: 80 minutes
Lesson Objective:
 Explain how Electricity travels?
 Explain and identify the Electrical conductors.
 Learn how electricity is important for us and how it makes our work easier and quick.
The Science factor book 3, Workbook 3 Flash cards, Real objects & Smart board.
Methodology: Interactio Time

(Warmer and brainstorming, introduction, explanation, activity, n
written work, wrap up) pattern:
(whole
class/
individual)
Formative Assessment of unit 9 (in notebooks)
Fill in the blanks Individual 10 mins
1.Heat is a form of _________.
2.The faster the molecules move, the ________the object gets.
3.There are ______ main scales for measuring temperature.
4.The temperature at which water boils is _______.
5.The instrument for measuring temperature is called _________.
Warm up activity:
 Start the lesson by showing some real electrical
appliances and tell the students how they work.
 Next ask the students to look around the school and Whole Class 05 mins
identify the things which run on electricity. Discuss how
electricity is important for us.
 Demonstrate how we can switch on and switch off the
fan or light in the room, when we switch on the electric
current flows due to which the fan starts moving and
when we switch off the fan stops because the electric
current stops to flow.
Introduction/Explanation
 Show the flash cards to students.
 Explain that electricity is a type of energy that can flow
from one place to another.
 We use electricity in our homes, offices, schools,
hospitals, shopping malls etc
 Explain how electricity is important for us. Electricity

makes our work easier and quick. Demonstrate how to Whole class 20 mins
warm a glass of water in a microwave or how to roast a
slice of bread in a toaster in minutes. You are getting
late for work and want to dry your wet hair, a hair dryer
will make the hair dry in few minutes . Explain them all
these appliances run on electricity and they make our
work easy and quick.
 Further introduce the term on flash cards; conductors
and show pictures of conductors then explain how
electricity can easily pass through some materials, those
materials are called conductors.
 By showing the students the examples of good
conductors like trees, water, Aluminum, gold are
conductors. Show this video link
https://youtu.be/vfx8rVbWwmw on the smart board for
better understanding.
 Also explain that humans are made up of mostly water and
water is a conductor of electricity. So humans are good
conductors of electricity.
Activity:(Group Work)
Ask the students to take a round of the school, identify the
conductors, make a list and note it in their notebooks. (Ask the
students to draw the conductors.)
Written work: Whole class 20 mins
Write down the answers of question 1 ,2 and 3 given at
page No # 65 in the notebook.
Home work:
Do the workbook page No#34. Whole class 20 mins
Wrap up:
 What are conductors?
 Name some materials through which electric current passes?
 How do we use electricity in homes, offices, hospitals or
schools?
Whole class 05 min


Students will be asked to put their thumbs up if they understand today’s lesson well and thumbs
down if there was anything that needs more of an understanding by them and thumbs half way if
they partially understood the lesson.
Lesson Evaluation: Class Home work:
work: Work book page#
What went will? What would I do differently next time?
Page 65 34
Q 1, Q2
and Q 3
Teacher’s signature:
Lesson Plan
Class: 3 Subject: Art Week: 21
Teacher: Mehwish Nazli Topic: A mask Duration: 40 minutes
Lesson Objective:
By the end of the lesson students will be able to:
 Learn to cut the paper for mosaic mask
 Make masks of different styles and colors.

Art and craft book , newspapers, balloons, scissors, glue, paint, brush, varnish
(e.g. warmer, brainstorming, introduction, main activity, wrap up) pattern:
(e.g whole
class,
individual,
pair work
etc.)
Warmer, brainstorming:
What are different ways that they can use to cut the paper? Whole 5 minutes
 Have you ever bought a mask from market? class
 Can we make a mask with paper?
 Has anyone tried making paper masks at home?
Introduction/Activity:
The teacher will explain the process of making mask in 6 steps
Step: 1 Tear newspaper into small pieces.
Step: 2 Blow up the balloon and tie it with a knot.
Step: 3 Apply glue on one side of the balloon and start pasting paper
cuttings.
Step: 4 Keep on adding the layers letting the first one dry.
Whole 30minutes
Step: 5 Burst the balloon. Cut holes for the eyes. Use color paper to
class
make nose, lips, and eyebrows.
Step: 6 Paint the mask n tie a string. Varnish the mask to make it
strong.
Wrap up:
Students will share their designs with their friends. Whole class 5 minutes
They can make more than 1 mask with different designs.
(e.g Student’s participation, questioning, body language etc.)
Students participation and involvement will be measured by their final product.
Lesson Evaluation: Class work: Home
(What went well? what would I do differently next time?) Art and work:
craft book
pg#22
‫‪PAFWA Educational System (PES) Primary School‬‬
‫______________ ‪Teacher signature‬‬
‫پیس اصغر خان‬
‫ہفتہ ‪٢١:‬‬ ‫مضمون ‪ :‬اردو ___‬ ‫جماعت ‪__ :‬سوم_‬

‫دورانیہ ‪ ٨٠:‬منٹ‬ ‫عنوان ‪ :‬سیالب‬ ‫عظمی اصغر اعوان‬‫ٰ‬ ‫معلمہ ‪:‬‬
‫تدریسی مقاصد‬
‫طلباء کواس قابل بنانا کہ وہ‬
‫ہنگامی صورت حال (حادثہ ‪ ،‬سیالب ‪ ،‬زلزلہ وغیرہ) میں اپنی حفاظت کے ساتھ دوسروں کی مدد‪ E‬کر سکیں۔‬ ‫‪‬‬
‫سادہ اور مرکب جملے پر مشتمل عبارت پڑھ اور سن کر اس کے اجزا ‪(,‬کردار‪ ،‬مقامات ‪ ، ،‬افراد ‪ ،‬واقعات وغیرہ )‬ ‫‪‬‬
‫سے متعلق معلومات حاصل کر سکیں۔‬
‫تدریسی معاونات‪ :‬کتاب‪ ،‬تختہ تحریر‪ ،‬فلیش کارڈ‬
‫‪:‬‬
‫دورانیہ‬ ‫رابطے کا طریقہ‬ ‫‪:‬‬ ‫طریقہ کار‬ ‫‪:‬‬
‫)انسیت‪ ،‬تعارف‪ ،‬سرگرمی‪ ،‬تحریری کام‪ ،‬اعادہ(‬
‫‪:‬انسیت‬
‫‪ ١٠‬منٹ‬ ‫اجتماعی‬
‫سے گفتگو کے دوران سواالت کریں گی مثال‬ ‫معلمہ بچوں‬
‫کیا آپ کو پتا ہے سیالب کسے کہتے ہیں ؟‬ ‫‪‬‬
‫جب بہت زیادہ بادش ہو جاۓ اور ہر جگہ پانی بھر جاۓ تو کیا ہوتا ہے؟‬ ‫‪‬‬
‫گھر کے ف‪EE‬وری ض‪EE‬رورت کے ٹیلی ف‪EE‬ون نم‪EE‬بر کی فہرست ہونا کی‪EE‬وں ض‪EE‬روری‬ ‫‪‬‬
‫ہے؟‬
‫‪ ‬کیا آپ اپنی اور دوسروں کی مدد کے کچھ طریقے جانتے ہیں؟‬
‫باری باری بتا ئیں ۔‬
‫‪:‬تعارف‬
‫معلمہ بتا ئیں گی کہ‬
‫قدرتی آفات سے ہونے والے نقصانات کو روکا جا سکتا ہے‪-‬‬ ‫‪‬‬
‫‪١٥‬منٹ‬ ‫انفرادی‬ ‫آج کل خالئی س‪EE‬یارے موسم کی پیش‪EE‬گوئی کر دی‪EE‬تے‪ E‬ہیں تو ان سے بچ‪EE‬اؤ کے‬ ‫‪‬‬
‫طریقے بھی اپنائے جا سکتے ہیں۔‬
‫مثال کے طور پر جن عالقوں میں سیالب سے خطرہ ہو وہ‪EE‬اں کے مویشی اور‬ ‫‪‬‬
‫ضروری ساز و سامان کو پہلے ہی محفوظ عالقوں تک پہنچا دیا جائے ۔‬
‫‪ ٣٠‬منٹ‬ ‫انفرادی‬
‫‪ ‬دریا کے کناروں پربند بنائے جائیں۔‬
‫ملک میں بہت سے ڈیم بن‪EE‬ائے ج‪EE‬ائیں ت‪EE‬اکہ دریا میں آنے واال زائد پ‪EE‬انی آئین‪EE‬دہ‬ ‫‪‬‬
‫کے لیے محفوظ کر لیا جائے۔‬
‫‪ ٢٥‬منٹ‬ ‫انفرادی‬ ‫‪:‬پڑھاٸ‬
‫بچے باری باری سبق ” سیالب “ کہ پڑھائی درست تلفظ کے ساتھ بلند خوانی کریں‬
‫گے۔ صفحہ نمبر ‪127، 128،129‬۔‬
‫معلمہ الفاظ کے معنی سمجھا ئیں گی۔‬
‫‪:‬آج کا لفظ‬
‫عرصہ‬
‫‪:‬گھر کا کام‬ ‫‪:‬جماعت کا کام‬ ‫‪ :‬تجزیہ‬
‫صفحہ نمبر ‪130‬‬ ‫کتاب سدا ہبار‬
‫صفحہ نمبر‬
‫‪127,128,129‬‬
‫دستخط معلمہ‪ :‬ــــــــــــــــــــــــــــــــــــــ‬

‫ہفتہ ‪٢١ :‬‬ ‫مضمون ‪ :‬اردو‬ ‫جماعت ‪ :‬سوم‬
‫دورانیہ ‪ ٨٠ :‬منٹ‬ ‫عنوان ‪ :‬سوال و جواب اور امال‬ ‫عظمی اصغر اعوان‬‫ٰ‬ ‫معلمہ ‪:‬‬
‫سبق پڑھ کر سواالت کے درست جوابات دے سکیں۔‬ ‫‪‬‬
‫نۓ الفاظ کے معنی سمجھ سکیں۔‬ ‫‪‬‬
‫حروف اور الفاظ کو درست بناوٹ کے ساتھ لکھ سکیں۔‬ ‫‪‬‬
‫رابطے کا طریقہ‬
‫‪:‬‬
‫دورانیہ‬ ‫طریقہ کار‬ ‫‪:‬‬
‫‪:‬انسیت‬
‫معلمہ سیالب کے بارے میں گفتگو کرتے ہوۓ معالمات دیں گی مثالً‬
‫‪١٠‬منٹ‬ ‫اِجتماعی‬
‫سیالب کا ریال گزرنے کے کئی ہفتے بعد تک متاثرہ لوگوں کو امدادی‬ ‫‪‬‬
‫کیمپوں میں رہنا پڑتا ہے وہاں سینکڑوں لوگ جمع ہوتے ہیں یہ کیمپ‬
‫حکومت نے لگائے ہوتے ہیں وہاں سب کو خوراک کپڑے اور دوائیں‬
‫بھی دی جاتی ہے۔‬
‫‪ ‬بعد میں سرکاری اداروں کی مدد‪ E‬سے لوگوں کے گھروں کی مرمت‬
‫کروائی جاتی ہےاور لوگ رفتہ رفتہ پھر اپنی زندگی کی طرف چلنے‬
‫لگتے ہیں۔‬
‫‪ ٣٠‬منٹ‬ ‫اِنفرادی‬ ‫‪:‬تحریری کام‬
‫‪ :‬امال‬
‫سبق کے آخری پیراگراف کی امال لی جاۓ گی۔‬
‫‪ ٤٠‬منٹ‬ ‫اِنفرادی‬
‫‪:‬سوال و جواب‬
‫بچے خاص الفاظ کے معانی کتاب میں دی گٸ فرہنگ سے‬
‫دیکھ کر کاپی میں لکھیں گے۔‬
‫بچے سواالت کے جواب سبق پڑھ کر خود لکھیں گے اگر کسی‬ ‫‪‬‬
‫بچے کو کہیں مشکل درپیش ہوٸ تو اُس کی رہنماٸ کی جاۓ‬
‫گی۔‬
‫آج کا لفظ‪ :‬خاص‬
‫‪:‬گھر کا کام‬ ‫جماعت کا کام‪ :‬امال‬ ‫‪:‬تجزیہ‬

‫سوال نمبر ‪5‬‬ ‫– صفحہ ‪131‬‬
‫الفاظ کے جملے بنائیں‬ ‫سوال و جواب‬
‫دستخط معلمہ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫ہفتہ ‪٢١ :‬‬ ‫مضمون ‪ :‬اردو‬ ‫جماعت ‪ :‬سوم‬
‫دورانیہ ‪٨٠:‬منٹ‬ ‫عنوان‪ :‬مذکر ‪ /‬مونث (نردبان )‬ ‫عظمی اصغر اعوان‬‫ٰ‬ ‫معلمہ ‪:‬‬
‫مذکر مونث کی پہچان اور درست ادائیگی کر کے الفاظ بنا سکیں۔‬ ‫‪‬‬
‫معنی کے لحاظ سے مذکر مونث کو سمجھ کر جملے میں استعمال کرسکیں۔‬ ‫‪‬‬
‫‪:‬‬
‫دورانیہ‬ ‫رابطے کا طریقہ‬‫‪:‬‬ ‫طریقہ کار‬ ‫‪:‬‬
‫‪ :‬انسیت و تعارف‬
‫معلمہ گفتگو کے دوران بتائیں گی کہ جو اسم نر کو ظاہر کرے‬
‫‪ ١٠‬منٹ‬ ‫اجتماعی‬
‫اسے مذکر اور جو اسم مادہ کو ظاہر کرے اسے مونث کہتے‪ E‬ہیں اور مذکر اور‬
‫مونث کا استعمال جملوں میں کراس کی پہچان کروائے گی۔مثالً‬
‫والد نے والدہ سے کہا کہ فقیر کو کھانا دے دو۔‬ ‫‪‬‬
‫تایا اور تاٸ کے گھر نۓ مالزم اور مالزمہ آئے ہیں۔‬ ‫‪‬‬
‫‪:‬سرگری‬
‫انفرادی‬
‫‪ ٣٠‬منٹ‬ ‫بچے نردبان صفحہ ‪ ٣٧‬سے مزکر مونث یاد کریں گے۔‬ ‫‪‬‬
‫دیے گۓ مزکر کے مونث اور مونث کے مذکر لکھیں گے۔‬ ‫‪‬‬

‫‪ ٢٠‬منٹ‬
‫نردبان صفحہ ‪ ٣٩‬میں مذکر جملوں کو مونث میں تبدیل‪ E‬کریں‬ ‫‪‬‬
‫‪ ٢٠‬منٹ‬ ‫گے۔‬
‫جانچ کاپی میں لی جاۓ گی۔‬ ‫‪‬‬
‫‪:‬آج کا لفظ‬
‫تقسیم‬
‫‪:‬گھر کا کام‬ ‫‪:‬جماعت کا کام‬ ‫‪:‬تجزیہ‬

‫نردبان صفحہ‬
‫جملے بنایۓ‬ ‫اور ‪38 39‬‬
‫عرصہ ۔ خاص اور تقسیم‬
‫دستخط معلمہ‪ :‬ــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪Lesson Plan‬‬ ‫ئ‬

‫جماعت ‪ :‬سو م‬
‫‪۲۱‬‬ ‫ہفتہ‪:‬‬ ‫مضمون‪ :‬اسالميات‬
‫دوسرا‬
‫دن‪ :‬پہال اور ن ف‬
‫معلمہ ‪ :‬موم ہ ی اض‬
‫عنوان‪:‬سچ کی اہ می ت‬
‫دورانیہ‪:‬ـ‪ ۸۰‬منٹ‬
‫‪:‬‬ ‫تدریسی مقاصد‬
‫ق‬
‫طل ب اء اس اب ل ہ و سکی ں کہ‬
‫نقصانات جان سکیں۔ ن‬
‫ئ‬ ‫کے‬ ‫س‬
‫پ‬ ‫ن‬ ‫عم‬ ‫ن‬ ‫ن‬ ‫‪ :۱‬ب ق پ نڑھ کر سچ کی اہمیت جاور جھوٹ ت‬
‫‪:۲‬روز مرہ ز دگی کے معامالت می ں ھوٹ سے اج اب اور سچ ا ی کو اپ ا کر لی مو ہ یش کری ں۔‬
‫‪:‬تدریسی معاونات‬
‫کتاب‪ ،‬تختہ تحریر‪ ،‬فلیش کارڈ‬
‫ق‬
‫‪:‬دورانیہ‬ ‫‪:‬رابطے کا طریقہ‬ ‫‪:‬طری ہ کار‬
‫انسیت‪ ،‬تعارف ‪،‬تحریری کام‪ ،‬سرگرمی ‪ ،‬اعادہ‬
‫شن‬ ‫ئ‬ ‫ف‬ ‫‪:‬انسیت‬
‫منٹ‪10‬‬ ‫اجتماعی‬ ‫معلمہ طل ب اء سے گ ت گو کے دوران سچ ا ی کی اہ می ت پر رو ی ڈالی ں۔‬
‫ت‬ ‫ش‬ ‫ئ‬ ‫ف ن‬ ‫‪:‬تعارف‬
‫منٹ ‪25‬‬ ‫اج ماعی‬ ‫ف‬
‫طلب ہ ب اری ب اری ص حہ مب ر ‪۵۲‬اور ‪۵۳‬کی پڑھا ی کری ں گےاور معلمہ م کل ال اظ سجم ھای ں‬
‫تف‬
‫گی۔‬
‫اجتماعی‬
‫منٹ‪15‬‬ ‫ن‬ ‫نن‬ ‫‪ :‬صل‬
‫ی ف‬
‫ے۔‬ ‫ح‬ ‫ج‬
‫اجتماعی‬ ‫ے دی ا ہ‬ ‫ن کو اپ اے کا ث کم ہللا ق‬
‫ے غف‬ ‫ات می ں سے ہ‬ ‫نص ب ن‬ ‫سچ ان‬
‫منٹ‪15‬‬ ‫ے۔‬ ‫ے م رت اور اج ر و واب م رر ک ی ا ہ‬ ‫والوں کے لیش‬
‫ئ ب‬
‫ے‬ ‫ف‬
‫ل‬ ‫و‬ ‫سچ‬ ‫ے‬
‫ہللا ن‬
‫ے مار ہ ی ں ۔‬ ‫سچ کے د ی اوی وا د ھی ب‬
‫ن خ ن‬ ‫ئ‬ ‫‪:‬سرگرمی‬
‫م‬ ‫چ‬
‫ل‬
‫سچ ا ی کی ا می ت کے ب ارے می ں د سپ ع ی ی ز کہا ی کی‬ ‫ہ‬ ‫بعدازں بچوں کو‬
‫منٹ‪15‬‬ ‫اجتماعی‬ ‫وی ڈیو دکھای ں۔‬
‫‪:‬اعادہ‬
‫سچائی کے فوائد بیان کریں۔‬
‫ج ماعت کا کام‪ :‬صفحۂ نمبر‪ ۵۲،۵۳‬کی پڑھائی (پہال دن)‬
‫مختصر سوالوں کے جوابات (دوسرا دن)‬
‫گ تھر کا کام‪ :‬صفحہ نمبر ‪ 54‬پر دیے‪ E‬گئے خالی جگہ پر کریں۔‬
‫‪:‬گھر کا کام‬ ‫کا کام‬
‫جماعتف ن‬
‫‪ :‬ئ‬ ‫‪ :‬ج زی ہ‬
‫صفحہ نمبر ‪ 54‬پر دیے گئے‬ ‫پڑھا ی ص حہ مب ر )پ ہال دن(‬
‫خالی جگہ پر کریں۔‬ ‫‪52،53‬‬
‫سوالوں کے ج واب ات(دوسرا‬
‫دن)‬
‫دستخط معلمہ‪:‬ــــــــــــــــــــ‬

G3-W-21-Lesson Plans

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G3-W-21-Lesson Plans

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PAFWA Educational System (PES) Primary School

PES Asghar Khan

By the end of the lesson students will be able to

Materials and Resources:

Oxford Primary English, whiteboard, video watch, flashcards.

Methodology: Interaction Time

Word of The Day:

Introduction/Explanation: Whole class 05 mins

Regular verbs form their past tense by adding –ed to their

Present tense Past tense

Whole class 10 mins

Assessment for learning (AFL)

Fist to five- feedback. Students will be asked to show number of

Gather students’ responses.

Lesson Evaluation: Class work Home

Teacher signature ___________________

Class: III Subject: English Week: 21 Day:3

Teacher: Sana Nasir Topic: Suffixes Duration: 40 minutes

Materials and Resources:

Student Book 3, , video watch, chart paper, colored markers.

Methodology: Interaction Time

Word of the day:

Then students will be shown a video for clear understanding.

Suffix Bingo Worksheet (attached)

Assessment for Learning: (AFL 02mins)

Exit Tickets Activity.

Lesson Evaluation: Class Home

Teacher signature ___________________

painless careful beautiful thoughtful forceful

painful fearless helpless merciful helpful

tasteless useless powerful hopeless thankful

harmless harmful mouthful restless tasteful

sugarless truthful restless faithful playful

English Grade III worksheet

sugarless tasteful restless truthful harmful

harmless thankful hopeless tasteless useless

powerful, painful playful fearless careful

painless beautiful thoughtful helpful merciful

helpless mouthful forceful restless faithful

Teacher: Sana Nasir Topic: Writing a play script Duration: 80minutes

By the end of the lesson, students should be able to:

 List many terms associated with play script writing.

Materials and Resources

Student Book, white board, notebook, smart board

Methodology: Interaction Time

Word of The Day:

It is the writing down of the movements,

 Its written for an actor or actress

 Parts of a play script

a) TITLE: The name of the play script.

b) CHARACTERS: The actors that are going to perform.

c) DIALOGUE: The conversation inside the speech marks.

d) STAGE DIRECTIONS (actions): It tells the actor what

e) EMOTIONS: What to feel.

A story can be defined as an account of imaginary

 And ask them to read the words/sentences highlighted.

Think, Pair and Share:

a) Do the fisher man give Raven a fish? Individual work 5 mins

 Students will be asked to share important parts of a

Assessment for Learning (AFL):Thumbs Up, Thumbs Down(02 mins)

Lesson Evaluation: Class work: Home work :

Teacher: Sana Nasir Unit: 8 Topic: Ancient Egypt Duration: 40 minutes

Warmer and Brainstorming:

‫ہفتہ ‪٢١:‬‬ ‫مضمون ‪ :‬اردو _‬ ‫جماعت ‪ :‬سوم_‬