English Teacher's Handbook Grade 6

The Aga Khan Education Board Pakistan
Facilitator’s Manual
English Language
Unit 2
Lesson 1: Spelling
Time:
40 minutes
Student Learning Outcome:

Spell words studied in class both orally and in writing
Teacher’s notes:
 Spelling skills require recognitions and understanding of syllables and basic phonics
(sounds)
 In English spelling, words are not always spelled according to the sound.
 Different graphemes (letters/ cluster of letters) can represent the same sound e.g, ‘a’
sound can be represented as aeroplane, may, main.
Material / Resources
Board, chalk/markr, duster, textbook
Introduction
Write the following words on the board. (page 2 of Student Handbook)
r_cite ex_r_ise fou_d_r
w_lk br_ak_ast p_ep_re
p_n_tu_l b_dmi_ton _lwa_s
a_vise i_tere_t m_mbe_s
Answers:
recite exercise founder
walk breakfast prepare
punctual badminton always
advise interest members

 (You may select any 15 words from the textbook that you would like the students to
learn spellings of)
 Once the students write these words in their notebooks, ask them to complete them in
pairs but first read the words for them. Repeat each word loudly and clearly.
 When they have finished the activity, write the words with correct spelling on the
board.
 Ask the students to correct their work and mark themselves.
 Ask the students to discuss what caused them confusion where they had made
mistakes.
 Take rounds in class and ask the students about their scores.
Development:
Activity 1:
 Make the students do the drill of spellings of the above mentioned words.
 Tell the students to break up the word in syllables to write correct spelling e.g.
punc/tu/al.
 Ask the students to read each word out aloud syllable-wise as you write them on the
board.
 Encourage students to analyze the spelling and identify the vowel sound along with its
letters e.g. punc/tu/al, al/ways.
 Then ask the students to get ready for dictation (Page 2 of Student Handbook)
Dictation:
1. address 6. basic
2. practice 7. focus
3. disaster 8. noble
4. congratulate 9. entire
5. host 10. tidy
 Say aloud the words at least twice to facilitate the students.

 Once they finish writing, ask them to read their work to check for mistakes.
 Write the words on the board and ask the students to do the self-correction.
 Ask the students to write the wrong or misspelled words three time in their notebooks
with correct spellings.
Wrap – up:
 To conclude the lesson, tell the answers to the following questions yourself or ask the
students to tell their answers.
 What are syllables? Ask them to give example of one syllable words, two syllable words,
and so on.
 Ask them how syllables help them learn and say words.
 Ask them to identify the vowel sounds in each syllable.
 When the students have done, ask them to exchange and check each other’s work and
encircle the mistakes.
 Ask the students to do corrections.
 Involve the students in solving the problems related to spellings given.
Assessment:
 Ask the students to exchange and read each other’s work and give feedback.
 Tell the students to writ ethe second draft in the light of the feedback given by their
peers.
Follow up/ Field based:

 Ask the students to select words from the given list.
 Break up the words in small syllables to learn the spelling.
Word List
address competition frontier
afford complete furious
alert concentrate
generosity
ancestor concern
annual conclude hardship
appropriate confuse host
arrest congratulate humble
assist content
attempt create increase
attentive indicate
develop inspire
attractive
disaster instant
basic disclose invisible
benefit
easy master
blend
entertain mature
burrow
entire meadow
calculate entrance mistrust
carefree
flexible noble
century
focus
circular outstanding
frequent
communicate
portion resist terror
practice response threat
prefer reveal tidy
prepare routine tour
proceed tradition
severe
recent shallow vacant
recognize sole variety
reduce source vast
release surface
represent survive
request
Lesson 2a: Alphabetical Order
Time:
80 minutes

Use alphabetical order to locate words in a dictionary for increase in vocabulary and aid in
comprehension of texts
Teacher’s notes:
 Alphabetical order comes along with the dictionary skills.
 Alphabetical order means according to the correct order of the letters of the alphabet.
For example, abcde…..yz.
 Comprehension means understanding.
 The selection of words, should be from the students’ reading range of familiar words.
 Students are made familiar with alphabetical order and use of dictionary in the previous
grades, but at a very basic level.
Board, chalk/ marker, dictionary, word list (given at the end of lesson plan).
Introduction:
 Jot down the words on the board.
 Ask them about dictionary skills and alphabetical order.
 Point out how the dictionary has words listed in alphabetical order.
Development:
Activity 1:
 Divide the class in different groups depending on the number of dictionaries you have
with you.
 Use the words from the given list.
 Ask them to arange the words in alphabetical order (page 3 of Student Handbook)
 Ask them to tell the words that they know the meanings of.
 Draw a table on the board (page 4 Student Handbook)
 Give each group 3 different words to locate from the dictionary.
Sr. No Word Your Meaning Dictionary Meaning Word Class
Necessary Important Required, which is needed and Noun and

cannot be avoided Adjective
1.
2.
3.
 Then ask them to fill this table for each word.

 When they have done the activity, ask each group to share the words they have looked
up with the other group.
 This will help to share all the words with each other.
Wrap up:
 Conclude the lesson by telling the class that dictionaries are very important in their lives.
 Ask them to tell the words that they now know meanings of.
Assessment:
 Give the class more words which have same first and second letters of alphabet but
different third and other letters of alphabet (master, marker). Ask the students to fill the
table again but this time they must do it individually. (page 5 of Student Handbook)
 Involve the students in solving the problems related to locating words in the dictionary.

Ask them to underline the words which are new to them and write the meanings of the words
with a pencil over the word, which will help them in reading.
Word list (in alphabetical order):
address basic concentrate
afford benefit concern
alert blend conclude
ancestor burrow confuse
annual congratulate
calculate
appropriate content
carefree
arrest create
century
assist
circular develop
attempt
communicate disaster
attentive
competition disclose
attractive
complete
easy master response
entertain mature reveal
entire meadow routine
entrance mistrust
severe
flexible noble shallow
focus sole
outstanding
frequent source
frontier portion surface
furious practice survive
prefer
generosity terror
prepare
threat
hardship proceed
tidy
host
recent tour
humble
recognize tradition
increase reduce
vacant
indicate release
variety
inspire represent
vast
instant request
invisible resist
Lesson 2b: Alphabetical Order

Time:
40 minutes

Recognize alphabetical arrangement of words in a glossary or a dictionary
Teacher’s notes:
 Glossary is an alphabetical list of terms used in a particular subject or field of knowledge
with definition of each term/concept, e.g. a medical book will have a glossary of biology
and science terms; mathematics book will have glossary of terms, concepts of
arithmetic, geometry and algebra.
 A dictionary or a glossary usually has items/ words listed in an alphabetical order.
 When giving practice for locating words, keep the level of the students in mind. Try to
use their textbook (math or science) to find the words for teaching.
Board, chalk/ marker, dictionary, Math or Science textbook with glossary
Introduction:
 Tell them that alphabetical order is very important while using the dictionary and
glossary.
 Tell them that alphabetical order of first, second and third letter is really important
while using dictionary. There are many words which have the same first and second
letters, so you have to check for the third word to find out the particular word. For
example: angle, ant.
 Explain the concept of glossary and why it is there in the book. Show them any glossary.
 Tell them that there are many books which have no glossary, but many of them do have.
Give examples and show a few without one and with one.
Development:
Activity 1:
 Ask some 8 or 10 students to come up and bring one paper and a pen with them. This
will be a recalling activity just to make them revise the concept of alhabetical order.
They have already done this activity in the previous lesson but repeating the activity will
help thwm in improving the idea.
 Ask them to write their full names of the paper in bold.
 Ask them to stand in front of the class with their name papers in their hand facing the
class (the names should be clearly written in bold).
 Ask the class to arrange them in alphabetical order according to their first names.
 They will have difficulty in arranging the students who have the same first name but but
different last name, ask their second names for the alphabetical order.
 Help them in arranging the names and tell them that this alphabetical order exercise will
help them in using dictionary and glossary.
Activity 2:
 Write some words on the board which have the same first and second letters but have a
different third letter. For example, mode, mood, mock, mobile, model, etc.
 Ask the class to find the words in a dictionary.
 Arrange the words on the board as per their order in the dictionary.
 Appreciate the students who complete it first.
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Written Task: (page 6 Student Handbook)
Put these words into alphabetical order:
colour artist
college card
frame college
card colour
mould frame
pattern mould
texture painting
palace palace
tone paper
painting pattern
artist texture
paper tone
Assessment:
 Ask the students to look up these words in the dictionary and tell whether they are in
alphabetical order or not.
 Involve the students in solving the problems related to alphabetical order of words in
dictionary, given in the above exercise.
Wrap up:
 Conclude the lesson by telling the students the importance of dictionary in their lives.
Tell the importance of alphabetical arrangement while using the dictionary and glossary
again.

 Ask the students to make a list of ten words. Arrange them in alphabetical order. After
that ask them to look up these words in the dictionary and tell whether they are in
alphabetical order or not.
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Lesson 3: Rhyming Words
Time:
40 minutes

Recognize, find out, create and use more rhyming words.
Teacher’s notes:
 A word that has the same sound or ends with the same sound as another word is called
a rhyming word.
For example: lake, take
 Rhyme is a repitition of similar soundat the end of two or more words and is most often
used in poetry and songs.
Board, chalk/marker, list of rhyming words
Introduction:
 Recap the concept of rhyming words by reading a poem.
 Tell students that you will have Rhyme-Time.
 Give them a word and ask them to say quickly a rhyming word and then you say one.
 So you are one ‘team’ and the students are the other team. Whoever runs out of
rhyming words first will be the loser.
 If you like, you can play for a few turns and then lose to your students, even if you know
more words.
Development:
 Divide the class in different groups depending on the size of the class.
 Give the groups this worksheet (page 7 of Student Handbook)
Match the words that rhyme
where (clear, chair) tale
fail (rail, snail) red
bread (said, head) spot
star (flower, far) compare
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taught (thought, fought) guitar
 Ask the students to MATCH rhyming words with diagonal lines.

 Appreciate the group which completes it first.
 After they have done this practice, ask them to write more words which rhyme whith
these words.
 Explain that although the words rhyme, they don’t have the same spellings.
Activity 1:
 Draw the given table on the board (page 7 of Student Handbook)
Man map Mat Lip Log did
Dog cat Sip Cap Hot can
Hid cot Hat sit Fan Lap
 Ask the students to colour the rhyming words with their favourite colour, but noote that
both rhyming words should be marked with the same colour.
 Ask them to write at least 1 more rhyming word for each pair.
 Exchange and see if their friends have thought of the same words or different words.
Wrap up:
Conclude the lesson by telling them that rhyming words will help them in spelling and in
increasing the vocabulary.
Assessment:
 Think of and write eight pairs of rhyming words, like coat/goat in their notebooks.
 Involve the students in solving problems related to rhyming words given in the exercise.
 Ask the students to find out more rhyming words or use the given list at home.
 Ask them to look for a poem that has rhyming words. Add more rhyming words and
create their own poem using the list of rhyming words.
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List of Rhyming Words
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Lesson 4: Anagrams
Time:
40 minutes

Make anagrams from simple two/three syllable words.
Teacher’s notes:
 A word or phrase spelled by rearranging the letters of another word of phrase is called
an anagram e.g. bear = bare, ode = doe, dear = read, tear = rate.
 It’s a vocabulary building game.
 Tell the meanings when needed.
Board, chalk/marker, duster.
Introduction:
 Tell the students what they have to do.
 Give them an easy word, such as spin (pins).
 Tell them that if you rearrange the letters in the word ‘Decimal Point’, you can make, ‘I
am a Dot in place’.
 If you rearrange the letters in ‘Schoolmaster’, you get the word ‘The Classroom’.
 Let them wonder over this and recheck if this is correct.
Development:
Activity 1:
 Give the groups two syllable words to rearrange into other words.
 If students are unable to guess, give them clues such as for elbow you can say, it is a
part of your arm
 (page 12 of Student Handbook)
Rearrange these words into other words
below elbow
eager agree
refill filler
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scared sacred
staple plates, petals
Written Task:
(page 12 of Student Handbook)
Can you find another word for the following words?
Wrap up:
 Conclude the lesson by telling the class that anagram is very useful in many aspects. Ask
students the new words they have learned.
Assessment:
 Observe their performance during class.
 Involve the students in solving the problems related to anagrams given in the exercises
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Rearrange the following words to make new words:
1. Tools stool
2. Miles smile
3. Meat mate, tame
4. Read dare, dear
5. Deeps speed
6. Leader dealer
7. Listen silent
8. Master stream
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Lesson 5: Study Skill
Time:
40 minutes

Use textual aids such as table of contents and glossary for greater comprehension of texts.
Teacher’s notes:
 Table of content can help the students to find the units and chapters. It also gives
information about the type of text i.e. poem, story, dialogue, fiction , non-fiction
 A glossary is an alphabetical list of terms in a particular area of knowledge with the
definitions for those terms. Traditionally, a glossary appears at the end of a book, which
are either newly introduced.
 Try to use their textbook (Math or Science) to find new words for teaching.
Board, chalk/marker, duster, sample glossary from a textbook,
Introduction:
 Ask the students to open their textbooks on the table of contents page. Tell them how
to use it to find some lesson/unit.
 Ask them to open the table of contents and find some pages by using it.
 You can ask questions like; on what page is the poem?
 Tell them the concept of glossary. Link it with dictionary skills.
 Tell them that every book does not have a glossary, but there are many books that have
glossary at the end.
Development:
 Ask the students to read the given text in groups (page 13 of Student Handbook)
 Ask them to underline the difficult words, which they do not know.
 Ask them to arrange it in alphabetical order ot simply arrange it in the order it appears
in the dictionary.
 Ask them to find the meanings and write them in front of the words.
 Ask how this created glossary is different from a dictionary.
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Read the following passage and create your own glossary. Use the dictionary to find
meanings.
Landforms
There are many different types of landforms. Landforms are natural features on the Earth’s
surface. You probably know about some
of them already!
Mountains are very tall landforms. They

can be pointed or rounded, and some are
even volcanic! When there are many
mountains together, it is called a
mountain range. Some mountains are
formed from lava, while other mountains
are formed when the plates under
Earth’s surface crash together and push
up the land. Either way mountains are formed, it takes many, many years.
Valleys are the spaces between mountains. Some valleys are V-shaped, and some are U-
shaped. Many people live in valleys, because they have a comfortable temperature, are
protected, and may have rivers flowing through them.
Plateaus are like mountains, but instead of pointed or rounded tops, they are flat on top. They
usually form when magma rises, but doesn’t break through the surface. The land rises instead.
Plains are large, flat areas of land. Since flat land is easy to build on, many cities are on plains.
Many plants can grow on plains, as well. Some plains are by oceans, and are called ocean plains.
Plains that are by rivers are called river plains, and are especially good for growing crops.
Islands are areas of land surrounded by water on all sides. They can be formed by underwater
volcanoes. The lava builds up over time and eventually breaks the surface of the ocean.
Deserts are another type of landform. They are large areas of land that do not receive a lot of
rainfall. They can be very hot during the day, and very cold at night. It is difficult for many plants
and animals to live in deserts.
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Glossary:
Wrap up:
 Conclude the lesson by telling the importance of table of contents and glossary.
Assessment:
Involve the students in solving the exercise related to glossary and table of contents.
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End of Unit Assessment –unit 2
1. Arrange the following words into alphabetical order:
dog ___________________
cat ___________________
pony ___________________
bird ___________________
goldfish ___________________
kitten ___________________
rabbit ___________________
puppy ___________________
parrot ___________________
horse ___________________
2. Circle the word in each box that does not rhyme with other words
hat cat bat bit

map mop sap lap
wit hot hit sit
red bed said rod
moon love dove glove
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3. Write a word that rhymes with the given word
1. jar ____________________________
2. book ____________________________
3. boy ____________________________
4. pen ____________________________
5. nip ____________________________
4. Rearrange the given words to make new words

1. tow ________________________
2. net ________________________
3. evens ________________________
4. dad ________________________
5. tan ________________________
6. how ________________________
7. aft ________________________
8. awl ________________________
9. gab ________________________
10. not ________________________
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Unit 3
Lesson 1: Preposition
Time
40 minutes
Students’ Learning Outcomes

Demonstrate the use of some words showing position, time and movement.
Teacher’s Notes:
 Preposition tell the position of a noun.
For example (on, in, out, behind, under).
The book is on the table.
The book is in the bag.
The book is behind the bag.
The book is under the table.
 Prepositions here are telling the position of the of the noun “book”.
 Kinds of Preposition
- Position
- Time
- Movement
- Direction
Preposition of time: at, in, on
We use
- At for a precise time. For example, at 3 o’ clock

- In for months, years, centuries, and long periods for example in May, in 1990, in the
past /future
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- On for dates and days for example, on Sunday, on 6th March, on Independence Day
- I have a meeting at 9 a.m.
-There should be a lot of progress in the next century.
- Do you work on Mondays?
- His birthday is on 20th November.
Prepositions of Movement
We use
 ‘to’ for movement to person, place or thing.

 ‘into’ for movement from one thing to another.
- She will go to school in the morning.
- He poured water into the jug.
Material/ Resources
Board, chalk/ marker, textbook, chart to draw the tables on it, if easily available or draw the
tables on the board.
Introduction
 Ask the students the following questions about dinner time. Ask them to recall their
dinner last night and answer them.
Where do you and your family sit and eat?
(in the dining room, on the floor, at the table, on a dinner – spread)
 Tell me about the food, where does it come from and where is it placed.
(from the kitchen, placed in the middle, my mother puts it in our
Plates)
What do you do after dinner?
Watch T.V in the lounge, lie down on bed.
 How do you prepare for food the next day?

Put books in the bag etc.
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 Remind them what prepositions are and ask them to point out the prepositions in their
answers.
Development
Prepositions of Time (refer page 15 of students’ handbook)
Activity 1
 Make the following charts on the table.

 Ask the students to give examples for each preposition. They must use any two
prepositions in their answers.
For Example:
1. I live in Pakistan.
2. Somebody is at the door.
3. Glass is on the table.
Frame 5 sentences with the given prepositions of time.
Preposition Usage Example
In Days of the week On Monday
Months/ seasons In August /in winter
In Time of day In the morning
Year In 2009
For night, At night
For weekend At weekend

At
A certain point in time At corner
At 7 o’ clack.
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Activity 2: (refer to page 16 of Student Handbook)
Prepositions of Place, position
Room, building, street, town, In the kitchen

country, car, taxi
in In Pakistan
In the car
In a taxi
Meaning next to, by an At the door

object or table, for
At the station,
At events/place,
At the table, at the party, at the cinema, at
Where you are to do
school, at work.
something
Attached being on a surface, the picture

for a floor in the house
on the wall
On
on the table
on the first floor
Use the above mentioned prepositions of position in a short paragraph to describe an

imaginary house and its decorations.
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Activity 3:
Preposition of movement :
Movement to a person or a Go to cinema

building
To Go to London
movement to a place or
country to bed
Enter a room/ a building Go into the

into kitchen / the
house.
 Ask them to write a short paragraph to describe getting on a bus, train or aeroplane.
 First you go to ticket counter. Your luggage is checked. Finally, you get into the waiting
lounge before getting into the plane.
Wrap-up
 The facilitator will review different kinds of preposition and take responses from the
students.
Follow- up:
 Write three sentences using preposition of position, time and movement.
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Lesson 2 : Genders
Time
40 minutes
Students learning Outcomes:

 Classify and change the gender of more nouns from immediate and extended environment
(masculine / feminine / neuter.
 Recognize and identify the common gender used for both male and female.
Notes for teachers:

 The masculine and feminine gender may be distinguished from each other in three ways
 Masculine: The masculine gender is used for male nouns (boys, men and male animals)
Examples:
Man, lion, king, horse
 Femiinine: : the feminine gender is used for female nouns ( girls b, women, and female
animals m)
Examples:
Woman, lioness, queen, mare
 Neuter: the neuter gender represents non-living things

Examples
Chair, table, tree, car
 The masculine and feminine gender nouns may be distinguished from each other in three
ways
 A. By use of different words
For example:
Husband / wife, lord/ lady , sir/ madam , uncle/ aunt, son/ daughter.
 b. by a different ending
actor/ actress, lion/ lioness, tiger/ tigress, host / hostess
 c. by forming compound words.
Grandmother/ grandfather, gentleman/ gentlewoman, landlord/ landlady.
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 Common gender nouns are nouns that are used for both males and females.
 While teaching the lesson, the teacher should also consult the tyext book at all steps where
it is required.
Materials/ Resources:
Board, chalk, / marker, duster, text book, flashcards, a basket
Introduction:
 Ask the students, “how many males and females are there in their house “
 After taking their feedback m write some masculine and feminine genders on the board.
For example, husband, grandmother, father, heroine, gentleman, brother, hen.
 Ask them to tell the related gender of each word and write it on the board.
 Appreciate them by giving some encouraging remarks like ‘good ‘ or ‘Well done”
Development:
Activity 1:
 Divide the class into two groups; group A and Group B

 Draw two columns on the board. Write Group A on top of the first column. Write group B
on top of the second column.
 Prepare flash cards of the different genders. For example: cook, hostess, poet, daughter,
stag, lord, mare, actor, master, prince.
 Explain to them that different members from each group will pick up flashcards from a
basket and read that word loudly.
The second group will tell its opposite gender.
Continue to play for ten minutes. The group that scores most will be the winner.
Activity 2: (refer to page 18 and 19 0f students handbook)
 Ask the students to take out their textbooks and notebooks.

 Write masculine, feminine, common and neuter at the top of each column.
 Ask the students to find the masculine, feminine and neuter nouns and write them in their
respective columns.
 Allocate fifteen minutes for this activity.
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Sum up / Conclusion:
Recap feminine, common and neuter genders are. Orally ask some students some nouns and their
genders.
Assessment:
 Assess the students’ ability to classify nouns according to their gender through their
responses in the introductory activity.
Assess the students’ ability to recognize common gender nouns through the correct nouns
selected in the activity 2 and follow up activity.
Follow-up:
Identify 10 nouns in your surroundings and classify them according to masculine, feminine,
common and neuter gender.
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Lesson 3: Singular Plural
Time
80 minutes

Apply spelling change in plural form of regular and irregular nouns and regular and irregular
verb forms.
Information for Teachers

The plural of nouns is usually formed adding ‘s’ to a singular noun.
Examples:
lamp/lamps, flower/flowers, fork/forks, pen/pens, cat/cats
Nouns ending in ‘s’, ‘x’, ‘z’, ’o’, ‘ch’ and ‘sh’ form the plural by adding ‘es’.
Examples:
Class/classes, box/boxes, buzz/buzzes, potato/potatoes, dish/dishes, lunch/lunches
Nouns ending in ‘y’ preceded by a vowel form their plurals by adding ‘s’.
Examples:
Day/days, toy/toys, valley/valleys
 There are some nouns that form the plurals differently. Some nouns change their vowels
in the middle of the singular form when forming the plural.
Examples:
goose/geese, foot/feet, man/men
 Several nouns form the plural by adding the letters ‘en’.
Examples:
ox/oxen, child/children
 There are certain animals that have the same singular and plural from.
Examples:
deer/deer, sheep/sheep, fish/fish
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 Most nouns ending in ‘o’ also form the plural by adding ‘es’ to the singular.
Examples: buffalo/buffaloes, mango/mangoes, hero/heroes, negro/negroes.
 Several nouns ending in –‘f’, ‘ -fe’ form their plurals by changing ‘-f’ and ‘-fe’ into ‘v’ and
adding ‘es’
 Add ‘es’ to the end of a noun that ends in s, x, z, ch, sh, e.g. box=boxes, match=matches,
brush=brushes, bus=buses, etc.
 Nouns ending in ‘y’ preceded by a consonant are formed into a plural by changing ‘y’ to
-ies such as, lady/ladies, city/cities, baby/babies.
 Some nouns that end in ‘f’ or ‘fe’ drop f or fe and add ves such as loaf=loaves,
thief=thieves, etc.
 Some nouns that end in ‘f’ add ‘s’ to form the plural such as: belief=beliefs, cliff=cliffs,
etc.
 Some nouns have irregular plural forms without ‘s’ such as: man=men, woman=women,
child=children, goose=geese, louse=lice, mouse=mice, ox=oxen, etc.
 The simple present tense expresses daily habits or routine activities.
 When the subject is third person singular (e.g. he, she, it), add a final, -es to the verb for
example wash=washes, catch=catches, pass=passes, write=writes, etc.
 Generally when words end in sh, ch, o or x we add – es (washes, catches, goes, boxes).
Material/Resources
Board, chalk/marker, duster, textbook
Introduction
 Write the following poem on the board and ask the students to copy or write this poem
on a chart.
35
 Ask the students to tell what the poem is about
 Ask them to find out five words with ‘s’ endings and what are they ?
 Once they tell the words, ask them to tell whether these words are noun plurals or an
addition to the verbs?
Divide the class in four groups and make 4 columns on the board to write group 1, 2, 3,
4 in them.
 Give those groups different themes and ask them to think of some naming words: for
example, garden, classroom, playground, kitchen, animal kingdom/zoo, road, etc. then
ask them to turn them into plurals.
 Ask the students randomly from different groups to come up with nouns and their
plurals.
 The group which comes up with the most correct answers will be the winner.
 Revise irregular noun plurals such as child, man, woman, ox, thief, mouse, etc.
 Tell the changes in the spelling of the irregular nouns in detail by using the above
information.
Development
Activity 1: (refer to page 19 and 20 of students handbook)
 Draw a two-column table on the board and ask the students to copy.
 Write ‘singular’ in one column and ‘plural’ in the other.
 Write the following words on the board: children, hobby, city, thief, mice, tables, story,
leaves, catch, man, snake, women, match, buses, churches, oxen, countries, tooth,
shelves.
 Ask the students to write the singulars of the plural words and plurals of the singular
words.
 Once the students have done the activity, write the singular and plural words in their
respective columns and change them into singular and plural as well.
 Ask the students to make self-corrections.
36
Activity 2(refer to page 20 of students handbook)
 Write the following sentences on the board and ask the students to read carefully.
 Ask the students to correct these sentences by changing the underlined verb form
accordingly.
1. Ali work in a bank.
2. He go to the office at 8 o’clock every day.
3. Ayesha live in Karachi.
4. It take five minutes to reach school.
5. She always complete her work before time.
6. She wash her clothes on every weekend.
7. He always put the library books back in their shelves.
 Monitor and help the students
Activity 3
 Tell how he/she spends his/her day.

 Write 2-3 sentences on the board. For example, I get up early in the morning; I take
breakfast at 7 o’clock, etc.
 Then ask one student to tell the time he/she gets up in the morning.
 Write the students’ responses on the board with third person singular e.g. she gets up
early in the morning, he goes for a walk, etc. Then underline verbs in the sentences and
ask the students why we add ‘s’, -‘es’ to the verbs.
 Revise simple present tense and –‘s’ and –‘es’ verb forms/spelling changes.
Sum up / Conclusion
Ask the students:
 What are nouns?

 How do we make plurals of singular nouns?
 Why do we add ‘s’ and -‘es’ with verbs?
Nouns that end in ch, sh, ss, Nouns that end in y: Nouns that end in f:
x:
Change the y to I and add -es Change the f to v and add -es
Add -es
peach – peaches party - parties leaf – leaves
brush – brushes berry - berries wolf – wolves
class- classes baby - babies shelf – shelves
fox - foxes story - stories half – halves
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Irregular nouns change their spelling completely!
child – children goose – geese

person – people mouse – mice
foot – feet man – men
tooth – teeth woman – women
Assessment
 Assess the students while doing activity 2.
 Involve the students in the relevant exercises.
Follow up
 Ask the students to find at least five irregular nouns from their textbook and make
plurals.
 Ask the students to write about their friend’s daily routine using simle present tense.
Answer Key
1. Ali works in a bank.

2. He goes to the office at 8 o’clock every day.
3. Ayesha lives in Karachi.
4. It takes five minutes to reach school.
5. She always completes her work before time.
6. She washes her clothes on every weekend.
7. He always puts the library books back in their shelves.
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Lesson 4: Antonyms and Synonyms
Time:
40 minutes.

Locate, provide, connect and use words similar and opposite in meaning.
Information for Teachers

 A synonym is a word that has almost the same meaning as another word.
 An antonym is a word that has opposite meaning.
 Synonyms and antonyms can be found in a dictionary. But they are best found in a
thesaurus.
 While teaching the lesson, the teacher should also consult textbook at all steps where
and when applicable.
 Make some similar sentences according to level of your class.
 Let the students have fun while they correct you!
 Tell them that they are going to learn more about antonyms.
 Say a word and the class is going to provide the opposite of that word. Sample words are
given and the antonyms are also given for the convenience of the teacher.
Words Antonyms/Opposites
big/large small/tiny/little
Hot Cold
Early Late
Heavy Light
Material/Resources
board, chalk/marker, duster, textbook
39
Introduction
 Start with a game: Say a few sentences in which you are saying OPPOSITE of what is true
in reality at that moment, e.g.
It is now evening (morning)
This is a whiteboard (blackboard)
 Introduce the concept of synonym

 Ask you students how many of them are very good. Give a pause and ask how many of
the are nice. Repeat the same activity by asking how many of them are decent. Tell the
students that all the words carrying same meanings are called synonyms.
Activity 1 (refer to page 21 of students handbook)
 Write the following pair of similar and opposite words on the board.
 Ask students to copy the pairs of the words in their notebooks and ask them to read and
tell in small groups whether each pair of words has synonyms or antonyms.
 Tell them to write “synonyms” or “antonyms” on each line.
 To help students remember, tell them that just like ‘anti’ means against (anti-corruption,
anti-narcotics), antonyms also mean words that are against or opposite in meaning.
Synonyms are words which go side by side; alike.
Pair Antonyms/Synonyms
wet/dry antonym
hot/cold antonym
draw/sketch synonym
good/nice synonym
ancient/new antonym
up/down antonym
delicious/yummy synonym
sleep/awake antonym
 Ask the students randomly to tell which pairs are synonyms and which are antonyms.
40
Activity 2 (refer to page 21 of students handbook)
 Write the following sentences on the board and ask the students to copy to them in their
notebooks.
 Read the following sentences carefully and replace the bold words with a synonym given
in options.
1. Many people enjoy holidays. (like, need, hate)
2. I really admire my English teacher. (appreciate, dislike, recommend)
3. The courageous firefighter went into the burning house to save the people. (humble,
brave, cowardly)
4. Some people like to chat on the bus. (talk, rest, listen)
5. The surface of the table is very smooth. (rough, even, clean)
The activity is solved for the convenience of the teachers
Activity 3 (refer to page 22 of students handbook. )
Words Opposites
1 freezing boiling
2 Up down
3 smooth rough
4 courageous coward
5 Dawn dusk
6 More less
7 hungry full
8 Build destroy
9 narrow wide
10 under above
41
 Ask the students to read words carefully and match the words with their correct
opposites. (These are in correct order for your convenience. Mix them up when you
give them to the students)
 Instruct the students to work in pairs to locate and connect to two sets of words
(word and antonym). Then ask them to make a sentence using both words to clarify
meaning. E.g. I want to wear clean clothes not untidy clothes.
 To make the task less challenging they can be asked to make 2 sentences instead of
one but both sentences should be linked in meaning.
 Monitor and help the students.
Sum up / Conclusion
 Conclude the lesson by revising the main points of the lesson.
Assessment
 Give some words and their antonyms in jumbled form to the students and ask them to
match words and antonyms and provide a synonym for any one word.
 Involve the students in solving the problems given in the exercise at the end of the
unit/chapter.
Follow up
 Ask the students to find five words from their English textbook and write their synonyms
and antonyms in their notebooks.
42
Lesson 5: Prefix and Suffix
Time:
40 minutes
Students’ Learning Outcomes:

Recognize specific parts of words including common inflectional endings, and affixes.
Information for teachers:

 An inflection is an addition
- to the beginning of a root / base word e.g. ‘re’, ‘im’ or ‘un’
- To the end of the word e.g.s, es, ed, ful, less.
 Affix is a letter or a group of letters which are added to the beginning or end of the word
to make a new word.
 When letters are added to the beginning of a root / base word to make a new word
We call them prefix.
 When letters are added to the end of a root / base word to make a new word, we call them
suffixes.
 Root word or base word is the main word on which inflection is done or to which we add
prefixes or suffixes.
 Inflections are used to :
-Change words into plural forms, or
- change the tense of the word
- make opposite
- Make new words.
Materials / Resources
Board, chalk, / marker, duster, textbook
43
Development:
Prefixes
 Tell students as plants have roots, therefore words in English language also have root
words.
 Recap students’ knowledge of root word
 Explain to the that new words can be made by adding some letters to the beginning
of the root words. These are called prefixes. (Pre means before and fix means
attached. )
 Ask students to pronounce the words
 Students can make more words with each prefix. Do not paste all the flash cards
at the same time. Do the exercise first with prefix ‘re’, then ‘un ’, and then ‘im’.
Activity 1: ( refer to page 21 of students’ handbook)
Make your flash cards like these
44
Add a prefix to the root words to make new words.
a. Polite
b. Behave
c. Do
d. Fair
e. Obey
f. Healthy
g. View
h. Able
i. Appear
j. happy
Suffixes:
 Ask a student to jump in the class.

 Write the word jump on the board.
 Ask the students ‘What was he doing?
 Answers can be: He was jumping. He jumped. Write the words jumping and jumped against
the word jump on the board.
 Underline ‘ing’ in jumping and ‘ed’ in jumped.
 Inform the class that new words can be made by adding some letters at the end of root
word.
 Paste the flashcards on the board. Ask the students to pronounce the words.
45
Activity 2:
Prepare some flashcards of suffixes such as theses.
Copy down words with suffixes to make new words.
sleep + ing
+
perfect ly
care less
+
mean ing
+
teach er
+
act or
+
46
Activity 1: (refer to page 23 of students handbook. )
Each of the word below has a prefix or suffix or both. Identify the base word and write it in the
given blank. You can take help of dictionary as well.
1. Precooked - ____________________
2. Impolite - ____________________
3. unpopulated - ____________________
4. indebted - ____________________
5. announcement- ____________________
6. disturbance - ____________________
7. Courageous - ____________________
8. energetically - ____________________
9. discussion - ____________________
10. disagreement - ____________________
11. Inventor - ____________________
12. renewal - ____________________
13. pleasure - ____________________
14. talkative - ____________________
15. inconvenience - ____________________
Activity 2: (refer to page 24 of students handbook. )
Write five action verbs and five objects which has a suffix. Underline the root word and circle
the inflection in each word.
______________________________________________________________________________
________________________________________________________
47
Conclusion
 Ask students the function of the inflection / prefixes. Give examples of words with prefixes.
Assessment:
Assess students’ understanding through responses and written work.
Involve the students in solving the problems given in the exercises.
Follow up:
Ask the students to make 5 words with prefixes and use them in framing suitable sentences.
Frame 5 sentences using words with suffixes.
48
Name :_________________________________
Q1. Fill in the grid with appropriate singular or plural.
Singular Plural
Deer
Ox
Babies
Church
potatoes
Q2. Classify the following nouns according to their gender.
Chair teacher bird uncle
Princess king mare madam
Landlady tree sir grandfather
Masculine Feminine Common Neuter
49
Q3. Write the antonym of the words in italics to complete the sentences.
a. Billy was the first in line and Anna was the _____________________.
b. Please leave the dog outside the house and the cat __________________.
c. I would like to sell my car. Will you ________________ it?
d. Sara writes with her right hand but her sister writes with ______________ hand.
e. Its very hot during daytime but nights are ______________.
Q4. Circle the appropriate synonym from the given options.
a. appreciate sad, merry, admire
b. Delicious crunchy, yummy, thirsty
c. Courageous nasty, bold, polite
d. Sketch write, draw, climb
e. Ancient new, old, pretty
Q5. Insert suitable preposition to complete the sentences.
On in at to into
a. I put an egg __________ the kitchen table.
b. There’s a class ______________ 5 o’ clock.
c. I was born _____________ the 14th of March 1997.
d. Father entered _____________ the house just as mother was about _______leave.
e. She always reads newspaper _____________ the morning.
f. He laughed _____________ my jokes.
g. Ahmed went ____________ the pharmacy to buy medicines for his mother.
50
Q6. Add suitable prefix or suffix to the given root word to complete the sentence.
a. She will __________________ come to the dinner party. (glad)
b. Saima is __________________ from the library. (come)
c. Sara’s parents were shocked to see her ________________behaviour in front of the
guests. (polite)
d. He is always scolded by his teacher as he is _________________ in his work. (care)
e. We need to develop a ______________ lifestyle. (health)
51
Unit 4
Lesson 1: Adverbs
Time:
80 minutes

Identify and use adverb of manner, time, place and frequency.
Teacher’s notes:
 adverbs tell us mmore about verbs. They tell us ‘how’, ‘when’, ‘where’ and ‘how often’
something is done.
 An adverb of time indicates the time of action. It answers the question ‘when’.
 An adverb of manner shows how the action takes place. It answeers the question ‘how’.
 An adverb of place tells where the action takes place. It answers the question ‘where’.
 An adverb of frequency tells how often the action takes place. It answers the question
‘how often’ the action takes place.
Example:
o He is sleeping peacefully (How is he sleeping? Ans: peacefully)
o I will go to the market today. (When will I go to market? Ans: today)
o He was sitting here. (Where was he sitting? Ans: here)
o He always comes late. (How often does he come late? Ans: always)
Chalk/marker, board, duster
Introduction:
 Create a mind map.
 Give students a simple sentence and ask them to add adverbs to it.
For example: Ali likes to jog.
 With the addition of the adverd it becomes:
Ali likes to jog slowly/fast.
52
 Give them more sentences and ask them to use adverbs of time, place, manner and
frequency to them one by one.
Development:
Activity 1:
 Ask students what they think is the function of adverbs, based on the introduction
activity.
 Tell them that adverbs have different kinds.
 Draw four columns on the board (page 25 of Student Handbook)
Types of Adverbs
Manner Time Place Frequency
slowly Now here always
sadly Yesterday there often
happily Today everywhere never
excitedly tomorrow outside again
loudly inside once
 Explain that adverbs of manner usually end in ‘ly’.

 Through examples clarify their concept of different types of adverbs. (page 25 of
Student Handbook)
 Ask students to add two sentences in each kind of adverb.
Adverbs of manner
1. She writes neatly.
2. She talks loudly.
3. He is sitting silently.
4. ____________________________________________________
5. ____________________________________________________
53
Adverbs of time
1. My friend will come today/ tomorrow.
2. I am working now.
3. Annie bought a toy yesterday.
4. ____________________________________________________
5. ____________________________________________________
Adverbs of place
1. The train will stop here.
2. He is standing outside.
3. I looked for my pen everywhere.
4. ____________________________________________________
5. ____________________________________________________
Adverbs of frequency
1. He always speaks the truth.
2. Ali never misses his bus.
3. He will come again.
4. ____________________________________________________
5. ____________________________________________________
Activity 2:
 Write the following sentences on the board. (page 26 of Student Handbook)
 Ask the students to underline adverbs in each sentence and then use them in sentences
of their own.
1. It has rained. There is water everywhere.

___________________________________________________________
2. Aslam often visits the school library.
___________________________________________________________
3. We shall go to school tomorrow.
___________________________________________________________
54
4. Ayesha finishes her homework quickly.
___________________________________________________________
5. There was our cricket match yesterday.
___________________________________________________________
6. There is nobody inside the house.
___________________________________________________________
Wrap up:
 Sum up the kinds of adverbs with the examples in in sentences.
 Conclude the lesson by repeating main points of the lesson.
Assessment:
 Ask students to peer check each other’s work and comment on the use of adverbs in the
sentences they have made.

 Ask the students to write five sentences using the following adverbs. It is better if the
sentences are connected to each other. For example, they can be written as a paragraph
on ‘One Day in School’
Adverbs: happily, quickly, loudly, here, always.
55
Lesson 2: Classification of Adjectives
Time:
80 minutes

Classify adjectives of quantity, quality, size, shape, colour and origin.
Teacher’s notes:
Adjectives
Quality Good – Bad
Quantity Many – Some
Size Big – Small
Colour White – Blue
Shape Round – Oval
Origin Pakistani – American
 Adjectives are describing words. They tell us more about nouns, for example, Ali (noun)
is brave (adjective) boy. In this example ‘brave’ is telling us more about ‘Ali’.
 Adjectives are of different kinds. They are of quantity, quality, size, shape, colour and
origin.
Material/ Resources:
Board, chalk/marker, pencil, flower, ball, cap, bag.
Introduction:
 Show the students a ball and ask them to describe it by using different adjectives.
Record the responses of the students on the board. Ask them to tell about its colour,
shape, size, quality and it is made in which country for example, China, Pakistan, etc.
 When they have described the ball, show them a bag (your bag, ay student’s bag) and
ask them to describe it.
56
blue/ brown/ black, sfot/ hard, nice/attractive, made of fine/ thik material, Chinese/
Pakistani, small/ big etc.
 Then ask them to describe a flower
 Same activity can be repeated with other objects like comb, table, chair, flower,
dduster or anything easily available in the classroom.
Development:
Activity 1:
 Tell the students that adjectives are describing words which describe a noun or a
pronon.
 Draw the following table on the board and explain different kinds of adjectives.
(page 27 of Student Handbook)
Kinds of Adjectives
Quality Quantity Size Colour Shape Origin
good some small white round Chinese
soft many big black oval American
hard one/two pink Cylindrical Lahori

triangular
 Refer back to the introductory activity and tell them how they have already been
told about these kinds of adjectives.
Activity 2:
 Ask the students to work in pairs and think about any three things and fill the
table with different kinds of adjectives. (page 27 of Student Handbook)
57
 The first one is done as an example.
Things/ Quality Quantity Size Colour Shape Origin

objects
Flag soft One Large green rectangle Pakistani

and
white
Activity 3:
 Ask the stuents to prepare a 4-6 line conversation between a father and a child. The
father calls from the market to ask what kind of a toy the child wants, and the child
gives details. (page 28 of Student Handbook)
For example:
Father: Amna I am at the toy store, I have forgotten what kind of a doll you wanted.
Amna: I want a big doll.
Father: I can see one wearing a pinkdres, is that okay?
Amna: No, get me one wearing purple dress.
Father: the purple one is made of cloth.
Amna: Yes, that’s fine. I like such dolls because they are soft.
Father: Okay, I am going to buy it for you now.
Amna: Thank you, father.
Wrap up:
Briefly discuss the different types of adjectives with examples.
58
Assessment:
 Ask the students to underline the adjectives in the following sentences and then tell to
which kinf of adjectives they belong. (page 28 of Student Handbook)
1. I have small cupboard. size
2. It is an empty bottle. quality
3. I like fresh fruit/ juice. quality
4. My cat has blue eyes. colour
5. The tiger has sharp teeth. quality
6. I do not like round tables. shape
7. She needs some flowers to decorate the wall quantity
 Involve the students in solving the problems given in the exercise.
 Ask the students to write five adjectives about any of their toys like doll, car, bat, etc. or
any animal they like.
Add adjectives in the following sentences to make them more interesting.
1. I cannot drive your ________________ car.

2. She went to the store to buy _________________ bread.
3. I saw a ____________ bird.
4. We ate ________________ pizza.
5. I have a _______________ bag.
59
Lesson 3a: Pronouns
Time:
40 minutes

Illustrate the use of pronouns learnt earlier. Show possession by using the pronouns my, your,
his, our, their and its before nouns.
Teacher’s notes:
 Possessive adjectives are used to show who owns or ‘possesses’ something.
 The possessive adjectives are: my, your, his, her, its, our, their.
 They are used to show that something belongs to someone. Examples: That is my
painting. This is your worksheet. Those are our kites. Asim gave his bat to Saad.
 Possessive adjectives are different from possessive pronouns as are not used in place of
nouns. The words ‘my’, ‘your’, ‘his’, ‘her’, ‘our’ and ‘their’ simply show possession and
are used with nouns. For example: My doll, his/her book, your friend.
 To avoid confusion do not use the term ‘possessive adjective’ while teaching the
students. Tell them these are pronouns that are used with nouns (people, places, things,
animals) to show who owns them or is related to them.
Chalk/marker, board
Introduction:
 Start the lesson by reviewing the pronouns learnt earlier. Ask the students questions:
What are pronouns?
Are pronouns used in pave of nouns or verbs?
 What are some examples of pronouns?
 Write a paragraph on the board (page 30 – 31 of Student Handbook)
 Tell the students that there are nouns in the sentences which are repeated.
 Ask one of the students to read the story aloud so that the students hear the repetitive
nouns.
 Ask the students to replace the repeating nouns with the pronouns given in the box. If a
student makes mistake, ask another one till you get the correct answer.
Note: There are two paragraphs given for this activity. If you find the first passage too
easy, you can use the second one.
60
he his they
Hamza and Ali are very good at cycling. Hamza and Ali decided to have a race one
day. Hamza put air in Hamza’s bicycle’s tyres; Hamza oiled the
chains. Ali did not do anything with Ali’s bicycle. Ali’s bicycle was new. Ali
thought that there can be no problem with Ali’s bicycle. Ali laughed on all
the work that Hamza was doing.
I she her they
A milkmaid was going to the market to sell some milk from the milkmaid’s cow.
As the milkmaid carried the large jug of milk on the milkmaid’s head,
the milkmaid began to dream of all the things that the milkmaid could
do after selling the milk.
“I will buy hundred chickens with that money. When they are fully grown, the milkmaid
can sell them at a good price at the market.”
The milkmaid was dreaming while walking. “Then I will buy two young goats and raise
them. When the two goats are fully grown, I can sell them at a better price!”
“Soon I will be able to buy another cow and the milkmaid will have more milk
to sell. Then I shall have even more money.”
With these happy thoughts, the milkmaid began to skip and jump. Suddenly she
tripped over a large rock and fell. The jug broke and all the milk was spilt over the ground.
No more dreaming now, she sat down and cried.
Development:
Activity 1:
 Hold a pencil in your hand and say: This is my pencil.

 Write ‘my’ on the board.
61
 Repeat this with the students asking them to hold their pencil and say the same
sentence.
 Now point towards a student holding a pencil and say: that is your pencil. Write the
pronoun ‘your’ on the board.
 Now hold up your pencil and ask the students: ‘Whose pencil is this?’ Encourage the
students to reply: ‘This is your pencil.’
 Show the broken tip of the pencil to students and say: ‘Look, its tip is broken’. Write this
sentence on the board.
 Ask the students to identify the pronoun in the sentence. Clap for the student who gives
the correct answer.
 Add the word ‘its’ to the list of pronouns you are writing on the board.
 Tell them that these words are called possessive pronouns.
 Ask them: Why do we use possessive pronouns? (students may/or may not be able to
answer. It’s ok if they can’t)
 Tell the students that the pronouns written on the board are used to show possession.
 Similarly repeat the activity for other pronouns such as his/her, our, their. For example:
point to a girl/boy and say, this is her/his pencil. Point toward some students at the back
of the class and say this is their pencil.
Activity 2:
 Tell the class that now they will practice using possessive pronouns. (page 31 of Student
Handbook)
 Write the sentences on the board.
 Give clear instructions to the students and ask them to do the sentences.
 Provide help to the students where necessary.
 If the students finish their task before time, ask them to use the possessive pronouns in
sentences.
62
my your his her our their its
1. This is ___________ family.

2. __________ name is Fahad.
3. Is Sonia ___________ sister?
4. The cat is playing with ____________ kittens.
5. We respect _______________ elders.
6. Ali and Farah are going to park with _________________ parents.
7. He is watching ________________ favourite TV show.
Wrap up:
 Give the students a quick recap by asking the definitions and examples of pronouns
used to show possession.
 Remind the students that the pronouns ‘my’, ‘your’, ‘his’, ‘her’, ‘their’, ‘our’ are always
used with nouns. They do not replace nouns but are used with them (e.g. your pen, my
uncle, his/her dress).
Assessment:
 Check the students’ ability to recall the pronouns learnt earlier in the introduction
activity by asking them about pronouns.
 Assess the students’ ability to use personal pronouns through their performance in the
activity.
 Involve the students in solving the problems given in the exercise.
 Give the students the following paragraph with missing pronouns. Ask them to read the
passage carefully and provide correct pronouns.
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Read the passage carefully and write the correct pronouns in the blanks:
Hassan and I got ___________ shirts mixed up. __________ shirt was blue. __________ shirt
was blue too. Then Hassan asked __________ mother for help. She looked in _________ bag
for a receipt from the shop. The receipt had the name of the company from which Hassan got
his shirt. Finally Hassan and I got __________ shirts back.
Answer:
Hassan and I got our shirts mixed up. My shirt was blue. His shirt was blue too. Then Hassan
asked his mother for help. She looked in her bag for a receipt from the shop. The receipt had
the name of the company from which Hassan got his shirt. Finally Hassan and I got our shirts
back.
Lesson 3b: Personal Pronouns

Time:
40 minutes

Use the personal pronouns mins, ours, yours, his, hers, its and theirs.
Teacher’s notes:
 Personal pronouns are used in place of a common or proper noun. They are used to
refer to something or someone that you have already talked about.
 There are two types of perconal pronouns:
Subject pronouns are the ‘who’ or ‘what’ the sentence is about:
Examples: I, you, he, she, it, we, they are all subject pronouns.
Object pronouns are the ‘who’ or ‘what’ acted upon.
Examples: me, you, him, her, it, us, them are all object pronouns.
Exampl: Sania ate it (the rice).
In this sentence Sania is the subject and ‘the rice’ is the object.
Sania is doing the action and the rice is the thing that the action is ‘done to’ (it is the
thing that she ate)
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 Possessive personal pronouns are used in English to avoid repeating information that is
already clear. It makes the sentence less confusing because the same information is not
repeated.
 There are seven possessive personal pronouns in English: his, hers, mins, yours, its, ours
and theirs.
Example: This is my book, not your book.
This book is mine, not yours (mine and yours are possessive pronouns)
In the sentence yours is a possessive pronoun that replaces your book.
 Possessive personal pronouns mine, yours, hers, ours, theirs are used without nouns.
Subject (Personal Pronouns) Possessive Personal Pronouns

 I  Mine
 You  Yours
 He  His
 She  Hers
 It  Its
 We  Ours
 Their  Theirs
Chalk/marker, board
Introduction:
 Start the lesson by reviewing the possessive pronouns learnt earlier. Ask the students
questions: What are possessive pronouns? What are some examples of possessive
pronouns?
 Encourage the students if they give correct answers. Gently correct them if they give
incorrect answers. Tell the students that possessive pronouns show ownership of
someone or something.
 Hold some object (e,g, glasses) in your hands and tell students. These are my glasses.
These are mine. Stress the pronoun ‘mine’
 Tell the students that they are learning some possessive pronouns.
 Demonstrate the use of the seven possessive pronouns; mine, ours, yours, his, hers, its
and theirs through examples and actions.
Example: This is our school. This school is ours.
This is your bag. That bag is yours.
It is his pen. It is his.
This is her sweater. This sweater is hers.
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Development:
Activity 1:
 Write the sentences on the board. (page 33 of Student Handbook)
 Tell the students to fill in the blanks using correct possessive pronoun from the list.
 Do the first sentence on the board for students’ understanding.
 You must move about to monitor students’ work and provide help.
Activity 2:
 When students have finished the activity 1, tell them that they will practice with more
sentences.
 Divide the students into pairs for this activity.
 Tell the students that in this activity there will be no clue written for them.
 Give clear instructions to the students and ask them to do the sentences.
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Wrap up:
 Review the lesson by asking the students: What are the seven possessive personal
pronouns? What do possessive personal pronouns show?
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Assessment:
 Monitor the assigned task in the classroom to assess how well students have grasped
the concept of possessive pronouns.
 Check the work given in the classroom to judge students’ ability to use the possessive
pronouns correctly.

 Make sentences using the possessive pronouns: mine, ours, yours, his, hers, its and
theirs.
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Lesson 3b: Personal Pronouns
Time:
40 minutes

Demonstrate correct use of my-mine, your-yours, etc
Teacher’s notes:
 Possessive pronouns are used to show ownership or ‘possession’.
 Possessive pronouns are used to avoid repeating the same information.
 There are seven possessive personal pronouns in English: his, hers, mins, yours, its, ours
and theirs.
Example: This is my book, not your book.
This book is mine, not yours (mine and yours are possessive pronouns)
In the sentence mine is a possessive pronoun that replaces my book.
In the sentence, yours is a possessive pronoun that replaces your book.
Chalk/marker, board
Introduction:
 Start the lesson by reviewing the pronouns showing possession learnt in the previous
lessons. Ask the students questions: Which pronouns are used to show possession? Are
they used with nouns or in place of nouns?
 Encourage the students if they give correct answers. Give feedback to them if they give
incorrect answers.
 Repeat that possessive pronouns my, your, our, their, her come before a noun. Write a
few examples on the board for the students’ understanding. (This is my book. Your eyes
are so beautiful. That is our school, etc.)
 Write on the board: This book is your/ yours.
The doll is my/mine.
 Ask the students to choose the correct possessive pronoun. Write a few more sentences
and ask the students to select the correct pronouns.
 Write another example on the board: This is my book not your book. Ask students to
replace ‘my book’ and ‘your book’ with possessive pronoun.
This book is mine, not yours. (mine and yours are possessive pronouns)
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Development:
Activity 1:
 Divide the class into pairs.

 Write the sentences on the board. Give clear instructions to the students and repeat if
necessary.
Underline the correct possessive pronoun
1. This is a nice shirt. Is it your/ yours?

2. Uzma is going to a wedding with her/ hers family.
3. Mr. Haroon has two children but I don’t know their/ theirs names.
4. Can I borrow your pen? My/mine is broken.
5. Our/ ours computer is not working.
6. These are not my shoes. My/ mine are black.
7. Her/hers painting are very colourful.
8. The dog lost it/ its bone in the river.
9. Your/ yours phone is ringing.
10. The new house on the street is their/ theirs.
11. The third house on the street is ours/our.
12. My/mine books are on the desk.
13. The boy is eating his/ her dinner.
14. Hira cleaned his/her room.
15. The grandmother is very old. He/she walks with a stick.
16. Faiza really likes her/his school.
17. Dr. Ahmad is looking for her/his thermometer.
18. I have a pet dog. It/ he is very cute.
19. Mother is baking cake for his/ her children.
20. That is my brother. He/she is a pilot.
21. Bear is a lazy animal. She/it sleeps the whole winter.
22. Umar is sharing its/ his lunch with Haroon.
 Do the first sentence on the board for students’ understanding.

Activity 2:
 Divide the whole class into two teams.

 Tell the teams that you will call the name of a member of a team. You will give him/ her
a possessive pronoun. The student will have to say a sentence using that pronoun.
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 Tell the teams that the sentence can be a question.
 The team whose members give more correct sentences wins.
 You may give the members of the winning team coloured stars on their class work, to
encourage them.
 Play the game as long as the time allows or till all the students have taken their turn.
Wrap up:
 Quickly review the lesson. Ask the students: Do the possessive pronouns mine, hers,
yours, ours come before a noun?
 Ask the students: Why are possessive pronouns used?
 Write a few subject pronouns on the board and the students which possessive pronouns
will be used for it.
For example: me-mine, you-yours, her-hers, etc.
Assessment:
 Check how well students recall the possessive pronouns learnt earlier in the
introduction activity by asking them about possessive pronouns.
 Monitor the assigned task in the classroom to assess how well the students have
understood the concept of possessive pronouns.
 Check the written work given in the classroom to assess students’ ability to use
possessive pronouns correctly.
 Assess the students’ ability to demonstrate correct use of my-mine, her-hers, our-ours,
etc. through activity 2.
 Involve the students in solving problems given in the exercise.

 Make four sentences with my, mine, your, yours.
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Lesson 4a: Regular and Irregular form of Verb
Time:
40 minutes

Articulate, recognize and use forms of some simple regular verbs and some irregular verbs.
Teacher’s Notes:
 A regular verb forms its past tense and past participle by adding –d or –ed to the base
form.
 The majority od English verbs are regular. They have four different forms:
1. Base form: the simplest form, without a special ending: it is the form listed in the
dictionary (all different forms can be made from the base form)
2. –s/es form: is used in the singular third person, present tense.
3. –ed form: is used for the past tense and past participle.
4. –ing form: is used for the contionuous tense,
 An irregular verb does not follow the usual rules for verb forms.
 Verbs in English are irregular if they do not have a conventional ed/d form.
 Some irregular verbs change completely. For example: sing – sang – sung.
 In some irregular verbs there is ‘half’ a change. For example: buy – bought – bought.
 Some verbs do not change. For example: cut – cut – cut.
 Simple present tense expresses action in the present time(now), habitual actions, or
general truths.
 The present tense uses the verb’s base form or for third person singular subjects
(he/she/it), the base form plus an –s ending (e.g. he writes, she works)
Third person singular subject (he/she/it)+ bast form of verb(s). He/she jumps.
For example: I walk to my university every day. It rains a lot in Sri Lanka.
 Simple past tense expresses an action or situation that was started and finished in the
past. Most past tense verbs end in –ed. The irregular verbs have special past tense
forms which must be memorized.
 Present contionuous tense describes an ongiong action. This tense is formed by using
am/is/are with the veb form ending in -ing.
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For example: I am singing. She is singing. They are singing.
 Past continuous tense describes a past action which was happening when another
action occurred. This tense is formed by using was/were with the verb form ending in –
ing.
For example: I was running in the park when I met my friend.

 We use simple future tense to talk about things that will happen at a time later than
now. The simple future tense is formed by adding the helping verb will or shall with the
base form of the verb.
For example: I will sing. You will walk. She will leave soon.
 Forms of some irregular verbs are given at the end end of this lesson (page 35 of
Student Handbook)
Material/ resources:
Chalk/marker, board, list of regular and irregular verbs with tense forms.
Introduction:
 Write base form of at least five regular verbs on the board.
 Ask the students to pronounce the given words and make sentences from the words in
the present and past indefinite tenses.
 Write an irregular verb on the board (e.g. sing) and ask the students to use it in a past
tense sentence.
 Students will most probably use ‘singed’ as the past form.
 Tell students that there are some verbs which change completely when used in the past
form (in the beginning start with the irregular verbs that change completely)
 Write ‘sang’ in front of ‘sing’.
 Divide the board into two columns. Write ‘present’ on top of first column; write ‘past’
on top of second column.
 Write 10 irregular verbs in present and past forms.
 Say aloud each word clearlyand ask the students to repeat after you.
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Development”
Activity 1:
 Make sentences using verb ‘sing’ (simple present). For example: We sing national
anthem every morning.
 Ask the students to identify the verb form and the tense used.
 Divide the class into two teams as ‘The Present Form Team’ and the other team as ‘The
Past Form Team’.
 One member from each team will write a sentence on the board using one irregular
verb. The ffirst team will use present form of the verb and the second team will use the
past tense.
 Provide help to the students if they have difficulty in making sentences.
 Appreciate both teams.
 In the end ask both the teams to clap for each other (this activity is not a competition).
Wrap up:
Sum up the lesson by asking the students forms of different regular and irregular verbs.
Assessment:
 Assess the students’ ability to articulate and recognize forms of simple regular and
irregular verbs through their correct responses during introduction and conclusion.
 Assess the students’ understanding and ability to use forms of simple regular and
irregular verbs through the sentences made in activity .

ask students to learn the given list of verbs and fill the blanks for practice.
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Basic form Past form Past participle
Do Did Done
Run Run Run
Have Had Had
Come Came come
Begin Began begun
Go Went gone
See Saw Seen
Say Said Said
take Took taken
Win Won Won
sing Sang Sung
make Made made
break Broke broken
Fall Fell fallen
bring Brought brought
grow Grew grown
Sit Sat Sat
drive Drove driven
send Sent Sent
hear Heard heard
write Wrote written
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Lesson 4b: Verbs Be, Do, Have
Time:
80 minutes

 Recognize helping verb as aiding the main verb.
 Identify the use of verbs be, do and have as helping verbs.
 Distinguish between be, do and have as main and helping verbs.
 Identify and make simple sentences with the verbs be, do and have as main and helping
verbs.
Teacher’s Notes:
Main verb is the type of verb that has the meaning in the word itself. Without the main verb in a
sentence, we would not know the meaning of the sentence. There are thousands of main verbs.
Example: watch, clean, see, run, speak, divide, collect, copy, construct, etc.
 Some sentences have more than one verb. They have a main verb – the verb that shows the
main action or state of being. They also have a helping verb.
 A helping verb helps us know when the action of the verb happened. It tells the tense of the
verb. Helping verbs are also called ‘auxiliary verbs’.
 We usually use helping verbs with main verbs. They ‘help’ the main verb (which has the real
meaning).
 A helping verb always comes before the main verb in a sentence.
Example: I am reading my favourite novel. (am – helping verb, reading – main verb)
 The verb be, have and do can be used as main verbs or as the helping/ auxiliary verbs.
 The verb ‘be’ is used as a helping verb to make continuous tenses.
Example: He is watching cartoons. (is – helping verb, watching - main verb)
 The verb ‘have ‘ is used as a helping verb to make perfect tenses.
Example: I have finished my class work. (have – helping verb, finished – main verb)
 The verb ‘do’ is used as a helping verb to ask questions, make negatives and to make emphasis.
Example: do you sleep early at night? (do – helping verb, sleep – main verb)
She does not drink coffee. (does – helping verb, drink – main verb. The word ‘not’ is not a part of
the verb)
I do sleep early. (do – helping verb, sleep – main verb)
 Forms of helping verb of ‘do’, ‘be’ and ‘have’:
Have:
Be - was/ were, is/are/am
Do - does/did
Chalk/ marker, board, worksheets
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Introduction:
 Revise different forms of the verb ‘be’, ‘do’ and ‘have’ with students by asking them:
What are ‘be’, ‘do’ and ‘have’ verbs?
 Write some sentences on the board using be, do and have as main verbs.
Be quiet!
She has beautiful long hair.
This exercise is easy to do.
Do your work.
They have a lot of money.
It is a good book.
My grandfather was a doctor.
 Explain to the students that the verb be is used as the main verb to state what someone
or something is like or that something or someone exists. (She is a good teacher)
 Tell the students that when the verb have is used as main verb it shows possession. (I
have a computer at home. They had two Persian cats)
 The verb do is used as a helping verb to ask questions, make negatives and to make
emphasis.
 Write a few sentences on the board for students to recognize that helping verbs are
helping the main verbs (to show when the action happened).
o He is watching television.
o I do not like you.
o I have finished my work.
o They are going to the zoo.
o She was not crying.
Development:
Activity 1:
 Write the following sentences on the board.

o We are going to market.
o Everyone had gone to bed.
o We have finished our work.
o I was writing a story.
o My brother is running in the playground.
o He had left his books on the table.
 Ask the students to recognize the main verb and helping verb in these sentences.
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Activity 2: (page 36 of Student Handbook)
 Tell the students that they have to read the sentences and identify in which sentence
verbs ‘be’, ‘do’ and have are used as helping verbs and in which sentences as main verb.
 Do one sentence on the board for students’ understanding.
Read the sentences and write the type of helping verb in the given blank.
1. The white swan was swimming in the pond. (HV)

2. The flowers are pretty. (MV)
3. Tomorrow is Friday. (MV)
4. She is telling a joke. (HV)
5. Ali was studying for his Science test. (HV)
6. He does his homework late at night. (MV)
7. I was waiting for the train.(HV)
8. I have a beautiful Japanese doll. (MV)
Now read the sentences again and identify in which sentences verbs be, do and have are used
as helping verbs and in which sentences as main verbs.
 Write am, is , was, were, have, has, had, do, done, did on the board.
 Ask the students to make two sentences with each verb. In one sentence the verb
should be used as main verb. In the second sentence the verb should be used as helping
verb. Write a few examples for their better understanding.
o I am genius (MV)
o I am doing my work. (HV)
o She has long hair. (MV)
o She has got a letter. (HV)
o She has done her work. (HV)
 Move around to monitor the students. Provide help to them.
(some students learn fast than others and do their work quickly. Make such students help the
students who are slow learners. Students learn better from peers but keep an eye on them to
ensure that they are working together.
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Wrap up:
 Ask them:
o What auxiliary words are and also give examples
o What is the difference between main verb and helping verb?
Assessment:
 Assess students’ understanding of helping verbs through their correct responses during
introduction.
 Assess students’ ability to identify and distinguish between ‘be’, ‘do’, and ‘have’ as main
and helping verbs.
 Assess students’ ability to make simple sentences with ‘be, do and have’ as main and
helping verbs.
 Involve the students in solving problems in the given exercises.

 Give students five verbs (talk, play, read, help, wash) and ask them to make sentences
using these verbs as main verbs and verbs ‘be, do and have’ as helping verbs.
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Lesson 5: Action Verbs
Time:
80 minutes

Recogize and use more action verbs from extended environment including other subjects in
speech and writing.
Teacher’s Notes:
 A verb is often defined as a word which shows action or state of being. Every sentence
must have a verb. Recognizing the verb is often the most important step in
understanding the meaning of a sentence.
 Action verbs are verbs that specifically describe what the subject of the sentence is
doing. These types of verbs carry a great deal of information in a sentence and can
convey emotion and a sense of purpose.
 Action verbs are time-telling verbs. They also tell when something takes place.
I walk every day. (simple present)
I am walking. (present continuous)
I walked yesteday. (simple past)
I was walking yesterday when I saw an accident. (past continuous)
I ran yesterday. (simple past)
 There are regular and irregular action verbs.
For example:to walk is a regular action verb, to run is an irregular action verb.
Chalk/ marker, board, worksheets
Introduction:
 Begin the lesson by writing some action verbs (jump, climb, run, dance, bounce, laugh,
etc) on the board.
 Ask the students, ‘Are these words nouns, pronouns or verbs?
After taking their feedback, ask them ‘What are verbs?’
 Briefly tell them that action verbs express action, something that a person, animal, force
of nature or thing can do. As a result, we call these words action verbs. For example:
reach, watch, buzz, smile, etc.
 Ask students to make sentences (orally) using the verbs written on the board.
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Development:
Activity 1:
 Tell the students to listen to the story carefully (page 40 – 41 of Student Handbook)
 Read aloud the story to the students with expressions.
 When the story is finished, ask the students what action verbs they can recall from the
story.
 Ask the students to underline all the action verbs in the story.
 Tell the meaning of difficult words to the students.
 Now ask the students to use these words in their sentences.
Activity 1: Read the story and underline the action verbs.
Amna jumped from bed in the morning. She ran to the dining table to take her breakfast.
“Amna, you are too active!” said her mother. “So?” Amna replied as she leapt out the door. She
raced her friend Maria all the way to school. But she couldn’t sit still. Ms. Perveen, the teacher,
tapped her ruler on her desk and said, “Amna SIT STILL!” “Yes ma’am,” Amna said as she picked
up her pencil.
When the class lined up for Art activity, Zara whispered, “You should stop moving, you will get
into trouble”. But Amna was seeing how long she could hop on one foot and not trip over
Maria.
The Art teacher, Mrs. Zahida, was showing the class how to draw clouds when Amna tipped
over in her chair. Then she bumped into a table. Amna got a bruise on her forehead and had to
go to a doctor.
The principal wrote a note to Amna’s parents. Guess what Amna’s parents decided? They told
Amna that she would not go to the park to play with her neighbour friends for a week.
Answer key:
Jumped, ran, eat, said, replied, leapt, reached, sit, tapped, picked, lined up, whispered, stop,
seeing, hop, trip, showing, draw, tipped, bumped, go, wrote, told, play.
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Activity 2:
 Write some sentences on the board. (page 41 of Student Handbook)

 Tell students that each sentence has a verb in it. The students will have to recognize the
verbs.
 Encourage the students if they give correct answer. Tell the students to re-think if they
give a wrong answer.
 Ask the class what could be the meaning of the verb they just recognized. Tell class the
meaning of the verb.
Activity 2: Recognize action verbs in the following sentences.
1. The young boy is mixing sugar in water.

2. Please add more sugar to my tea.
3. Father is connecting a wire with the switch.
4. The math teacher is solving a problem on board.
5. Can you arrange the students in a row?
6. The detective is observing the strange man.
7. I am repairing my old bicycle.
8. She is selecting her best pictures.
9. My elder brother collects coins.
10. The referee is explaining the rules of the game.
11. I have to label this diagram in five minutes.
12. They are listening to the song.
13.The helicopter is rising in the sky.
Wrap up:
 Quickly revise the lesson by asking the students questions: What are action verbs? What
are the verbs we have learned in today’s lesson?
Assessment:
 Assess students’ understanding of action verbs through their correct responses during
introduction and wrap up.
 Assess how well students recognize action verbs in speech and writing through the
correct verbs recalled and underlined in activity 1.
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 Assess students’ ability to recognize action verbs including other subjects through the
correct words (verbs) chosen in activity 2.

 Ask the students to use these words in their own sentences – add, select, listen, repair,
collect, rise, mix)
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1. Read the following sentences and underline the adverbs.
1. My grandma speaks loudly.
2. I will visit my grandparents tomorrow.
3. Neil stopped the car suddenly.
4. Navi moved out of the room angrily.
5. Yesterday, we played chess.
6. He will join office again.
7. Tim looked for his dog everywhere.
Classify the above identified adverbs and complete the table.
Manner Time Place Frequency
2. Write a paragraph to give details of your favourite toy, food or clothes. Use at
least five adjectives to describe it.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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3. Read each sentence below. Fill in the pronoun from the given box.
my his her its our your their
1. Tonight, I am going to _________ friend’s house.

2. Please complete ____________ homework before you go to bed.
3. The dog wags ____________ tail when it is excited to see you.
4. She put on ______________ jacket because it was cold outside.
5. They took ______________ bags to the classroom.
6. We will have ____________ school party next week.
7. Ali used ___________ lunch money to buy books.
Circle the correct pronoun.
8. Sameer took its/his book back to the library

9. My/their father always takes me to the market.
10. We have his/our meeting this week.
4. Complete the following table.
Basic form Past form Past participle
do
came
gone
took
make
broke
fall
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brought
grew
write
Use any two words from the box and use them in your sentences as helping
verb and main verb.
is are am was do did have
1.
As helping verb:
___________________________________________________________________
___________________________________________________________________
As main verb:
___________________________________________________________________
___________________________________________________________________
2.
As helping verb:
___________________________________________________________________
___________________________________________________________________
As main verb:
___________________________________________________________________
___________________________________________________________________
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5.Read the story and underline all the action verbs in it.
The Fox and the Goat. While reaching down to drink the water in the well one day, a fox went in. Try as
he would, he could not get out again because the walls of the well were too high. Not long after a goat
came along. Seeing the fox down there, he asked him the reason why. “I am enjoying the cool, pure
water,” said the fox. “Wouldn’t you like to come down and taste it?” Without stopping to think, the
foolish old goat went down. No sooner had he got to the bottom than the cunning old fox jumped onto
his back and climbed to the top. Looking down at the unhappy goat the fox laughed and said, “Next
time, friend goat, be sure to look before you leap.
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
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Unit 5
Lesson 1: Invitation Writing
Time:
80 minutes
Students’ Learning Outcome:

 Identify conventions of invitation writing
 Compose formal and informal invitation
Teaching aids:
sample of invitations (students will be asked to bring a wedding or a birthday card), students’
handbook, board, and marker.
Warm Up:
Students will be asked to read their samples and identify the purpose of writing invitations.
Students will be told that it is a form of note writing and it contains the following conventions.
- Purpose of writing
- Date and time
- Venue
- Name of sender
- Name of addressee
Methodology:
The teacher will write an invitation on board
Formal Invitation
Mr and Mrs Amir request the pleasure of the company of Mr and Mrs Adnan at dinner on
Sunday, 10th August 2017 at 8 p.m.
Apartment # 102
Super Heights
Karachi- 45001
The teacher will ask the students to copy the invitation in their handbook and identify the
conventions of invitation writing in the given invitation and fill in the given task sheet.
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Students’ task sheet 1 (page 42 -43 of Student Handbook)
Purpose:
Date and time:
Venue:
Name of sender:
Name
The of addressee:
teacher will then discuss the conventions of invitation writing by highlighting it on the board.
Students will be asked to copy another invitation in their handbook.
Informal Invitation
Apartment # 102
Super Heights
Karachi – 45001
My dear Adnan,
We are organizing a small get together at our residence on Sunday, 10 th August. We would like
you and Mrs Adnan to come to dinner at 8 o’clock. We hope you will be able to join us.
Yours sincerely
Amir
The students will be asked to copy the above invitation and identify the difference between the
two formats of writing.
Differences
Formal Note Informal Note

It is written in third person written in an informal style using personal
It contains no heading, no salutation, no pronoun
leave-taking There is a salutation and leave-taking
Sender’s address is written below the followed by
message the name of the sender.
sender’s address is written above the
message
After discussion on the differences the students will be explained that the first sample is formal
invitation and the second sample is the informal invitation.
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Written work:
The students will be given following task in class (page 45 of Student Handbook)
Write a formal invitation to your neighbor, Asad Ali inviting him to dinner on Saturday, 23 rd July
2017.
Home task:
Students will be given the following task for home assignment
Write an informal invitation to your friend on any one of the following occasions and decorate
it:
Your sister’s birthday

An Iftar Party
Your brother’s marriage ceremony
Students’ work can be displayed on the board
90
Lesson 2a - Conjunctions
Time:
40 minutes

 Understand the function of conjunctions
 Use conjunctions and,or, but, because and so in sentences
Teaching aids:
student handbook, board, and marker.
Warm Up:
The Teacher will write a few sentences on board
They ate drank
Sana Nadia are twins
She will ask the students to read the sentences and identify what is wrong with the sentences.
The students will be told that a conjunction is a word which connects or joins sentences or
group of words
Methodology:
The teacher will write and in space and ask the students difference between the two forms. She
will specify and is a conjunction used to join two sentences with similar ideas or add similar
ideas to a sentence.
The conjunction or indicates a choice
But is used to indicate contrasts and opposite
Examples
Would you like ice cream or pop corns?
Should we turn left or right?
Ants are small but strong.
Today it’s sunny but cold.
Practice:
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The students will be asked to name any two of their favourite, games, colours, foods, friends or
hobbies etc.
They will be taught how to use and between the two words for example pizza and chips , blue
and red
The students will asked if they had guests at their place how will they offer the choice to the
guests for tea or drinks. The teacher will lead them to the use of OR by giving them an
example.
What would you like to take tea or cold drink?
The teacher will write another sentence on board and ask the students to identify the
conjunction in it.
Yesterday it was cloudy but warm.
She will ask the students to give more examples of sentences with but to make them
understand the use of but for contrasts.
Then she will write the following sentences on board and ask the students to identify
conjunctions in them.

1. Ali can read and write.
2. Give me a pencil or a pen.
3. I like ice cream but my mother does not give it to me.
4. Take out your books and notebooks.
5. I want to go but it is raining outside.
Exercise 1 (page 46 of Student Handbook)

She will ask the students to work on exercise 1 in students’ handbook.
Exercise on and and but
Ann likes to dance______ Bill likes to dance, too.
2. The TV is on, _______ we're not watching it.
3. She bought a new dress, _______ he bought a new suit.
4. They asked for coffee, _______ they didn't get any.
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5. I ate chicken for lunch, _______ I had it for dinner, too.
6. It was cloudy and cold, ________ it didn't snow.
7. Lee can speak Spanish_______her sister can speak French.
8. Jan got a letter from a friend, ______ so did her sister.

9. Tom likes music, _________ he can't dance.
10. Dan wrote a check, _______ he didn't sign it.
Answers :
And, but, and, but, and, but, and, and, but, but
Activity 2 (page 47 of Student Handbook)
After reinforcing the use of and and but the teacher will divide the students in groups of 3-4
students and ask them to use the conjunctions and, but, or in sentences of their own. The
teacher will facilitate the students by helping them with spellings and sentence construction.
The groups will be asked to read out their sentences in class.

Fill in the blanks with and, but and or
1. Fruit ____________ vegetables are good for you.

2. Cross the bridge slowly ___________ carefully.
3. Naila writes fast ___________neatly.
4. Rock climbing is difficult _____________ fun.
5. Is a spider an insect ___________ an animal?
6. I didn’t know whether to laugh or cry?
Recapitulation:
Students will asked to form sentences verbally using the three conjunctions and, but and or.
Assessment: (page 47 of Student Handbook)

Fill in the blanks with appropriate conjunctions
1. Amir has a dog ______ parrot.

2. She likes mangoes _______ not apples.
3. Give me a paper ________ a notebook.
4. He is weak ______ active.
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5. I like tennis _______ cricket.
Follow up: (Page 48 of Student Handbook)

Students will be asked to form ten sentences in their handbooks using and, but and or
Field based worksheets

Exercise on and, but and or
1. The train stopped _____ the passengers got off.
2. We stayed at home _____ ate there.

3. I wanted to have lunch __________ didn’t have enough time.
4. He's so nice _____ he doesn't have enough money.
5. Do you want tea _____ coffee?
6. Is the Empire State Building in New York ___ __London?
7. Is it a new house _____ an old house?
8. I enjoy visiting different countries _____ I wouldn't want to live overseas.
9. We can go by bus _____ we can walk.
10. I can't remember his name _____ I know his face from somewhere.
Answers
And, and, but, but,or, or, or, but, or, but
Exercise on and, but, or and so
1. I wanted to buy newspaper, _______ didn’t have enough money.

2. I have a lot of homework to do now, __________ I can’t go to the cinema with you.
3. The bus stopped ______ the man got off.
4. The girl didn’t know what to buy for her mom a bracelet ________ a scarf.
5. I don’t what to wear casual ________ formal to the seminar.
6. I will study my spelling words _______ I can get a good score on my test.
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7. It was cold ________ I closed the window.
8. The team was accompanied by their coach ________ manager.
9. The boy couldn’t decide what to play cricket _______ football.
10. He wanted to play tennis, _______ the school didn’t offer it.
Answers
but, so, and, or, or, so, so, and, or, but
Fill in the blanks in the sentences below using conjunctions: and, but, or
 Sam allows his friends to play with his toys __________not with his football.
 Would you do study Hindi ___________English first?
 The teacher wanted children to do both English ____________ Math project.
 Would you like to have pine apple juice ___________ orange juice in your breakfast
today?
 Meera cannot watch television ____________ play until she finishes her homework.
 This book contains 500 pages _________ I read the whole book.
 I looked under the table ________I could not found my pencil box.
 I wanted to play outside __________ it was raining heavily.
 Dia loves to play badminton ___________basketball.
 Tia bought spinach _______ cooked it for the dinner.
 Today was Diva’s birthday ___________ Ravi forgot to bring gift for her.
Sam ____________ Anthony are brothers.

Answers:
But,or, and, or,or, and, but, but, and, and,but, and
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Lesson 2 b - Conjunctions
Time:
40 minutes

 Understand the function of conjunctions
 Use conjunctions because and so in sentences
Teaching aids:
students’ handbook, board, and marker.
Warm Up:
Students will be asked to define conjunctions. They will be asked to read out few of their
sentences given as follow up in class.
It will be reinforced that a conjunction is a word which connects or joins sentences or group of
words.
Method:
She will write the word because and so on the board and write a few examples of it.
I watch TV because I like it.
I cannot watch it because I have a headache.
I was tired so I went to sleep.
I have a sore throat so I will not eat ice cream.
The teacher will explain that because is used to give reasons and so expresses result.
Reinforce that conjunctions not only join two groups of words but sentences also.
The teacher will write an example on board
I need a sweater.
It is cold out side.
She will ask the students to join the two sentences
I need a sweater because it is cold outside.
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The teacher will again reinforce the functions of because and so and ask the students to work
on Activity 1 in their handbooks.
Activity 1 Fill in the blanks using so or because (page 49 of Student Handbook)

1. He was tired ________ he went to sleep.
2. Aiman was crying _______ her brother broke her toy.
3. It was cold outside _______ I came in.
4. Ahmed and Farhan go to the zoo _______ they like animals.
5. I bought an ice cream ________ I was hungry.
Answers: so, because, so, because, because

The answers will be discussed in the class.
Fill in the blanks with because or so
A child is convincing his parents to have a birthday party at home.
Child: Mom can I have a birthday party ______________ all my friends have them too.
Mom: No Sami, you can’t _____________ grandfather doesn’t like noise in the house
__________ I can’t give you permission.
Sami: There won’t be any noise ___________ my friends are very quiet.
Mom: Sami, even last time you said this but your friends broke a window when they
were playing cricket outside.
Sami: Yes, but that was not their fault.
Mom: sami, I am not making any promise ___________ you have to wait here let me ask
your father.
Sami: Ok Mom
Answers: because, because, so, because, so
Answers will be discussed in class after taking responses from the students.
Recapitulation:
The teacher will revise the functions of because and so and ask the students randomly to make
sentences using because and so.
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Assessment:
Assessment: (page 50 of Student Handbook)
Complete the following sentences
o I don’t like her because____________________________________
o I need a towel because____________________________________
o Ayesha eats mangoes because______________________________
o The baby was crying so ____________________________________
o She went to the doctor because_____________________________
o I was tired so ____________________________________________
The teacher will accept all possible answers and will facilitate the students in forming correct
sentences.
Follow up:
Students will be asked to form ten sentences using so and because
Field based worksheet
Fill in the blanks with because and so
1. It was cold ___ I shut the window.
2. The door was open ___ I closed it.
3. She doesn't like him ___ he isn't honest.
4. It was raining ___ I took a taxi.
5. The water wasn't clean ___ we didn't swim.
6. We didn't swim ___ the water wasn't clean.
7. I'll be home late tonight ___ I have to work late.

8. I'm tired today ___ I couldn't sleep last night.
9. She quit her job ___ she is looking for a new one now.
10. We walked home ___ there were no more buses.
11. I closed the window ___ it was cold.
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Answers
So,so, because, so, so, because, because, because, so, because, because
Exercise Use appropriate conjunctions to fill in the given blanks.
1. In summer we wear light clothes __________ the weather is hot.

2. I have a toothache _____________ I must see adentist as early as I can.
3. It is rainy _________ windy today.
4. I like walking ____________ I never go to school on foot _____________ it is 10 miles
away from home.
5. My son is calm ___________ easy-going ___________ my daughter is very moody
___________ they never agree together.
6. I am English ___________ I live in USA _______________ I work with a company there.
7. I love painting ___________ fishing _____________ they teach me concentration.
8. Jane hates swimming _______________ she spends her summer holidays on beach
___________ she loves sunbathing.
9. It is always rainy in winter _____________ you should always take an umbrella with you.
10. Fast foods are delicious ____________ usually unhealthy _____________ people should
avoid them.
Answers: because, so, and, but, because, and, but, so, but, because, and,because,but,
because, so, but, so
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Lesson 3 - Interjections
Time:
40 minutes
 identify interjections
 use them in sentences
Material required:
picture/chart for activity, student handbook, board, marker.
Picture for activity
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Information for the teachers
Interjections show strong feelings and are mostly followed by an exclamation mark. For
example Oh! (surprise), Ouch! (pain), Hurrah! (joy), Eeks! (fear), Oops! (mistake), Mmm!
(liking),
Yuck! (disgust)
Warm up:
Teacher will write an interjection Hurray! On the board and ask the students what could have
happened. Possible answers (good news and victory)
She will explain that an interjection is a part of speech that shows the emotion or feeling of the
author. These words or phrases can stand alone or be placed before or after a sentence. Many
times an interjection is followed by a punctuation mark, often an exclamation point.
Method:
The teacher will ask the students to use the interjection Hurray in their sentences. Students will
be asked to come up with a dialogue with their partner using Hurray! To express joy or victory.
She will write an example on the board.
Example:
Student 1: Hurray! We won the match.
Student2: great, let’s celebrate.
Sudent1: Yes, that’s a good idea.
The teacher will explain that emotions can be shown on paper by putting an exclamation mark.
Activity 1:
The teacher will show the picture given above for activity or a picture showing different face
expressions can be drawn on chart and shown to the students, she will write the interjections
Ouch! Hurray! Yuck! Eeks! Oops! Bravo! Mmm! Ah! Oh! And explain their uses and ask the
students to use them in sentences according to the given situation taking their responses
randomly.
Divide the students in group of 3-4 students and ask them to develop a dialogue using the
above interjections.
Follow up:
Ask the students to write five expressions using interjections being used at home.
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Field based Worksheet
Exercise 1
Underline the interjections I the given sentences
1. Yikes! It’s hot outside

2. Wow! That’s big car.
3. Aww! Look at the cute kitten.
4. Ouch! I hurt my toe.
5. Hello! It’s nice to meet you.
6. Oops! She dropped the birthday cake.
7. Oh! Were you here first?
8. Bravo! You made it safely.
Answers yikes! Wow! Aww! Ouch! Hello! Oops! Oh! Bravo!
Answers: Accept all logical answers
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Lesson 4 - Paragraph Writing
Time:
80 minutes
 Write a paragraph using given vocabulary

 Identify topic sentence, supporting sentences and concluding sentence
Warm up:
The teacher will ask the students what is a paragraph?
She will explain that a paragraph is a group of sentences that fleshes out a single idea.
In order for a paragraph to be effective, it must begin with a topic sentence, have
sentences that support the main idea of that paragraph, and maintain a consistent flow.
Method:
The teacher will draw a chart on board and ask the students to write a paragraph using the
given vocabulary
The students will be asked to read their paragraphs aloud in class
Part 2
Paragraph Writing
The teacher will explain to the student that a paragraph is a group of sentences that develop
one topic or idea. It has three main parts. The first part is the topic sentence. It is called the
topic sentence because it states the topic or the subject of the paragraph.
The second main part is the supporting sentences. The supporting sentences develop the topic.
This means that they explain the topic sentence in detail. The last part is the concluding
sentence. The concluding sentence summarizes the paragraph and/or adds a final comment. A
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clear academic paragraph requires all of these parts.
(Page 52 of Student Handbook)
Exercise for students (page 53 of Student Handbook)

Carefully read the paragraph below and draw a square around the topic sentence and colour
it red. Search for supporting sentences and colour them green. Colour the concluding
sentence yellow.
104
Answer
Topic sentence: Horses come in many colours and sizes.
Supporting sentences: They are usually grey, black…….other horses are used for sports like
racing or polo.
Concluding sentence: There are many varieties of horses called breeds…… people have been
breeding…… they are still very useful animals and wonderful pets
Field based :
Read the two topic sentences. Write the other sentence in order below the correct topic
sentences.
Computers are very useful for learning English.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
I need to buy a new Computer

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I am going to give my old computer to my You can also use online dictionaries and play
younger sister. 2 c games in English. 1 c
You can do your homework on them. 1 b I need a faster one for my college work. 2 b
You can use them in different ways. 1 a My computer is very slow. 2 a
Read the topic sentence and write the rest of the paragraph.
Watching television is a good way to learn spoken English
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Lesson 5 - Elements of story
Time:
80 minutes

Students will be able to identify different elements of story.
Warm up:
The teacher will read out a story to the students with effective intonation and expression but
before reading the story she will explain that a story is divided in different parts, beginning,
middle, and ending where the problem or conflict is resolved. There are different roles played
by different characters in the story. The setting of the story is the time and place when the
story takes place. The beginning of the story gives the setting, introduces the characters and
states the problem / conflict of the story.
Interesting characters and setting, good beginning, middle and end along with the logical
events makes the story interesting. Each story has a problem or conflict to solve.
The beginning introduces the characters and the problem. The middle is the development of
events and the conflict/problem.
The end tells how the problem was resolved.
The teacher will then read out the story The Hare and the Tortoise
A hare boasts to the other animals about how fast he can run. When none of them responds
initially to his challenge for a race, he taunts them that they are too scared even to try.
When tortoise speaks up and takes on the challenge, the hare scoffs that he won’t even waste
his time racing the slowest creature in the world. Eventually though, he agrees to the race in a
week's time.
The tortoise spends the week in training, but continues to move very slowly, and the other
animals wonder if the race is a good idea.
Nevertheless, there is a large crowd of animals on the day of the race.

The race begins and the hare roars off, while the tortoise plods along slow and steady. Deciding
he is so far ahead the hare decides to have a sleep in the sun. However, when he wakes, the
tortoise is nearing the finish line and takes and unlikely victory.
Method:
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The teacher will revise different elements of story by asking questions to the students. She will
ask them about the characters, how did they feel? What did they do? What did they say? What
lesson did they learn from the story? Why did the hare want to race the tortoise? Who were
the main characters of the story? Who were the minor characters of the story? What was the
conflict in the story?
Then she will ask the students to work on activity 1.
Activty 1: (page 54 of Student Handbook)
Elements of Story Activity 1 (teacher’s manual)
Characters Any details that you know about the characters of the story
The hare
The tortoise
Other animals
beginning
Middle
End
Moral (if any)
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After working on activity the students will be asked to share their answers the teacher will
discuss the correct answers. Then she will ask the students to work on Activity 2.

Elements and parts of the story
Write in the space provided below the category each of the sentences falls in: Characters,
setting or problem.
1. The hare and tortoise__________________________
2. The race track decided_________________________
3. They wanted to see who wins ___________________
Recall the story and answer the following questions

What is the main problem in the story?
______________________________________________________________________________
______________________________________________________________________________
Name the characters in the story.

______________________________________________________________________________
______________________________________________________________________________
What is the ending of the story?
______________________________________________________________________________
______________________________________________________________________________
What did you learn from the story?
______________________________________________________________________________
______________________________________________________________________________
How will you behave differently now?
______________________________________________________________________________
______________________________________________________________________________
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Field based work
The Goose with the Golden Eggs
Read the above story and give the following details

Title:___The Goose with the golden eggs___________________________________________
Main Characters:__man ,his wife and the
goose______________________________________________
Minor characters:_____none____________________________________________________
Scene setting:_not
given_________________________________________________________________
Beginning:___a man and his wife had a goose that laid golden eggs
_________________________________________________________________
Middle:_The man decided to cut the goose and get all the eggs at
once__________________________________________________________
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Ending:___They didn’t find any
eggs__________________________________________________________________________
_______________________________________________________________________
Moral (if any):_greed leads to destruction/ think before you
act.____________________________________________________________________
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Read the following story and answer the given questions
112
Title:_____________________________________________________________
main characters:__________________________________________________
minor characters:_________________________________________________
beginning:_______________________________________________________
middle:___________________________________________________________
ending:__________________________________________________________
moral (if any):______________________________________________________
answers Three sons and a bundle of sticks, man and three sons, villagers, man lived with his
three sons, the sons quarreled a lot, the sons couldn’t break the bundle of sticks and learnt a
lesson, unity is strength.
Fill in the blanks with appropriate conjunctions

4. Peter is lazy ______________ the doctor advised him to exercise regularly.
5. Parents ________ children should have good relationship.
6. Stacy didn’t come to the party ____________ she was not feeling well.
7. Ali _____________ Azhar are good friends.
8. Eat a fruit ___________ a vegetable in between your meals.
Answers So, and, because, and, or
Fill in the blanks with Interjections
1.___________ We have won the match.
2. ___________ What a lovely shade.
3. ___________ I just tripped over the wire.
4. ___________ the tea is hot.
5. ___________ the baby is sleeping.
Answers Hurray! Wow! Eeks/Oops! Ouch! Ssh!
Question 4 Write a paragraph about a real or an imaginary pet. Underline the topic sentence,
include three supporting sentences and a concluding sentence.
Question 5 Write an informal invitation to your friend inviting him for a lunch at your place.
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English Teacher&#39;s Handbook Grade 6

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English Teacher&#39;s Handbook Grade 6

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Format Tersedia

The Aga Khan Education Board Pakistan

Student Learning Outcome:

r_cite ex_r_ise fou_d_r

w_lk br_ak_ast p_ep_re

p_n_tu_l b_dmi_ton _lwa_s

a_vise i_tere_t m_mbe_s

recite exercise founder

walk breakfast prepare

punctual badminton always

advise interest members

 Say aloud the words at least twice to facilitate the students.

Follow up/ Field based:

Student Learning Outcome:

Necessary Important Required, which is needed and Noun and

 Then ask them to fill this table for each word.

Follow up/ Field based:

Lesson 2b: Alphabetical Order

Student Learning Outcome:

Follow up/ Field based:

Student Learning Outcome:

where (clear, chair) tale

fail (rail, snail) red

bread (said, head) spot

star (flower, far) compare

 Ask the students to MATCH rhyming words with diagonal lines.

 Draw the given table on the board (page 7 of Student Handbook)

Man map Mat Lip Log did

Dog cat Sip Cap Hot can

Hid cot Hat sit Fan Lap

Student Learning Outcome:

staple plates, petals

Student Learning Outcome:

Mountains are very tall landforms. They

1. Arrange the following words into alphabetical order:

hat cat bat bit

4. Rearrange the given words to make new words

Students’ Learning Outcomes

The book is on the table.

The book is in the bag.

The book is behind the bag.

The book is under the table.

Preposition of time: at, in, on

- At for a precise time. For example, at 3 o’ clock

-There should be a lot of progress in the next century.

- Do you work on Mondays?

- His birthday is on 20th November.

 ‘to’ for movement to person, place or thing.

Where do you and your family sit and eat?

What do you do after dinner?

Watch T.V in the lounge, lie down on bed.

 How do you prepare for food the next day?

 Make the following charts on the table.

Frame 5 sentences with the given prepositions of time.

Preposition Usage Example

In Days of the week On Monday

Months/ seasons In August /in winter

In Time of day In the morning

For night, At night

For weekend At weekend

Prepositions of Place, position

Preposition Usage Example

Room, building, street, town, In the kitchen

Meaning next to, by an At the door

Attached being on a surface, the picture

English Teacher's Handbook Grade 6

English Teacher's Handbook Grade 6