Grade 1

INTERNATIONAL SCHOOL OF CORDOBA
Daily Lesson Plan English - Grade 1 Date:

Academic Year: 2019-20 Page 1 of 109
First Term

Topic Orientation
Daily Keywords -
Seating Plan ☐ Individual ☐ Pairs ☐ Group of 4
☐ Reading ☐Writing ☐ Discussion ☐ Presentation ☐ Communication
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Observation ☐ Research
Development
t
☐ Other (Specify)
Lesson Objectives By the end of the period, students will be able to…….
Ref.#: N/A
Eng1T1U1W1LP1
Week 1
Resources / Teaching
-
Aids Period 1
Teaching
Explanation Time:40mins
Methodology
• Greet students with a smile by saying “Assalaamu

Alaikum”.
Warm Up • Encourage them to respond with “Wa Alaikum
☐Questions Assalaam”.
☐ KWL Sheet • Ask them to start the day with the name of Allah
☐ Brainstorm (SWT).
• Instruct them to recite “Bismillah” before starting
☐Picture Description
their work. 5 min
☐ Unscramble Key
• Go to the class with a smiling face and say
Words ‘Welcome’ to students in their new class.
☐ PPT / Video • Introduce yourself and ask students randomly to
☐ Recap / Review introduce themselves.
☐ Discussion • Give all students ‘welcome bags’ consisting of
candies.
• Ask them to share which flavour of candy they like
the most.
 Call students at random and ask them to introduce

themselves. Help students know about each other.
Lesson Development
 Make pairs of students and have them introduce
Through Active 30 min
Learning themselves by telling their names, dates of birth,
interests, etc.
• Ask them to share their favourite fruit, sport and
colour. Ask them to tell you about their family
First Term

members as well.
• Listen to them attentively and encourage them to
interact with each other.
Tell students that we are going to play a fun game.

Wrap up Call students at random and ask them to tell their favourite
5 min
colour. Make groups of students who have the same
favourite colours.
Home Assignment: Ask them to share their experience with their parents.
Teacher Self Evaluation: Tick the appropriate box which needs improvement.
could accomplish the lesson objectives ☐ warm up could be lighter and interesting ☐
could avoid monotony / monotone approach ☐ class management could be better ☐
could use training / AV aids more effectively ☐ could make it more interactive ☐
could use more illustrations ☐ could make teaching easy ☐
could generate interest ☐ could manage time properly ☐
linkage could have been better ☐ could manage to cover entire topic ☐
could include hands on activity for effective learning ☐ could make it more participative ☐
Overall: very good ☐, good ☐, average ☐, weak ☐
Note: This evaluation input must be referred to for the next lesson.
Coordinator’s/ VP’s/ Principal’s Remarks:

First Term

Topic Orientation
Daily Keywords -
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Observation ☐ Research
Development
t
☐ Other (Specify)
Lesson Objectives
By the end of the period, students will be able to…….
Ref.#:
N/A
Eng1T1U1W1LP2
Week 1
-
Aids Period 2
Teaching
Methodology
Warm Up
☐Questions  Greet students. Make sure you say Assalaamu Alaikum,
☐ KWL Sheet recite Bismillah and encourage students to do the same.
☐ Brainstorm Try engaging students by asking them how they’re
☐Picture Description doing.
☐ Unscramble Key 5 min
 Ask students to tell their names with correct spelling.
Words
Encourage them to tell how they are feeling today.
☐ PPT / Video
(Happy, sad, excited, etc.), How did they spend their
☐ Recap / Review
holidays?
☐ Discussion
 Help students know about each other.

 Have students introduce themselves by telling their
names, dates of birth, etc.
 Ask them to fill in the given questionnaire.
Lesson Development  Encourage them to write their names with correct
spellings.
Learning
Activity
Have students sit in a circle. Ask students to tell if they have
ever visited the zoo? The student who answers ‘yes’ moves
to the middle while the rest of the class remains in the circle.
First Term

Now invite any student to tell the names of any five animals
they saw in the zoo. When they finish their answer, they will
get back into the circle. You can continue the game by
asking different questions.
Wrap up the lesson by asking students, Which animal is very

Wrap up
naughty and likes to eat banana? Encourage students who 5 min
give correct answers.
Home Assignment: -

First Term
Name: ____________________________
Age: _______________
Date of birth: __________________
How many siblings do you have? _______
brother/s? _______ sister/s? ______
What is your favourite……?
Colour ____________
Game ______________
Food ______________
Subject _________________

First Term

Topic Consonants and Vowels
am, years, old, have, brown, hair, wear, red, shirt, orange, basketball, fruit,
Daily Keywords
watermelon, family, meet, brother, sister
☐Reading ☐ Writing ☐ Discussion ☐ Presentation ☐ Communication
Skills ☐ Reflection ☐ Recognition ☐ Collaboration ☐ Observation ☐Research
Development ☐ Other (Specify)

Lesson Objectives
Ref.#: By the end of the period, students will be able to…….
Recognize consonants and vowels.
Eng1T1U1W1LP3
textbook page 1, letter cards, alphabet flash Week 1
cards, a box
Aids Period 3
Teaching
Methodology
• Greet students with smile by saying “Assalaamu

Alaikum”.
• Encourage them to respond with “Wa Alaikum
Warm Up Assalaam”.
☐Questions • Ask them to start the day with the name of Allah
☐ KWL Sheet (SWT).
☐ Brainstorm • Instruct them to recite “Bismillah” before starting
☐Picture Description their work.
5 min
☐ Unscramble Key • Ask students to share some information about their
Words families. Encourage them to tell the number of family
☐ PPT / Video members and there good habits.
☐ Recap / Review • Ask them to tell the name of their favourite person
and the reason of their likeness.
☐ Discussion
• Note down their answers on the board.
• Tell students that every name and word is made up
of different letters of the alphabet.
• Write alphabet on the whiteboard. Revise the

alphabet with students.
Lesson Development
• Now, encircle the vowels ‘a, e, i, o, u’ on the board.
• Ask students (pointing to the board) in an
Learning
enthusiastic way “What can you see there?” Help
students to come up with correct answers.
First Term

• Remind students that letters are of two types:
consonants and vowels.
• Tell them that ‘a, e, i, o, u’ are vowels and the
remaining ones are consonants. Consonants and
vowels combine to make words.
• Tell students that today they are going to start their
new unit ‘All about Me’. It’s about Adam, who lives in
the USA. Today they will meet him and he will tell
them about himself. They will also learn about
Activity 1:
Ask students to open textbook page # 1‘Listening and
Viewing Section’ of unit 1 ‘All about Me’. Show the book page
to students and start reading by showing pictures to them.
Read both pages and involve students by asking questions,
such as:
 What is your name?
 How old are you?
 Who is in your family?
Instruct students to observe carefully how you pronounce
consonants and vowels in words. Tell them to observe the
letters highlighted in blue in the text. Tell them that all the
highlighted letters are vowels.
Point to the word ‘red’ and explain that ‘r’ is a consonant ‘e’
is a vowel and‘d’ is also a consonant. Tell them that the word
‘red’ is made up of two consonants and one vowel. Instruct
students to pronounce consonants and vowels aloud. Correct
them if they pronounce any letter wrong.
Activity 2:
Place the flash cards of letters on the table. Now, pronounce
any one of the letter sounds every time and call the random
students to come over and pick the flash card of the letter
with that particular sound.
Wrap up
Quickly review the concept taught in the classroom today. 5 min
Home Assignment: Read page # 1 of the textbook.
First Term


First Term

Topic Consonants and Vowels
Daily Keywords red, cat, urn, old, bell, tin, down, pot, up, ink
☐Reading ☐ Writing ☐ Discussion ☐ Presentation ☐ Communication
Skills ☐ Reflection ☐ Identification ☐ Collaboration ☐ Observation ☐Research
t
Lesson Objectives
Identify consonants and vowels.
Eng1T1U1W1LP4
Week 1
Resources / Teaching Work book pg # 1, Alphabet flash cards, CD
Aids Period 4
Teaching
Methodology
• Greet students with smile by saying “Assalaamu

Alaikum”.
• Encourage them to respond with “Wa Alaikum
☐Questions • Ask them to start the day with the name of Allah
☐ KWL Sheet (SWT).
☐ Brainstorm • Instruct them to recite “Bismillah” before starting
• Go to the class with a smiling face and call 4-5 5 min
☐ Unscramble Key
Words students randomly to come forward and say the
alphabet.
☐ PPT / Video
• Call 4-5 other students and ask them to tell vowels.
☐ Recap / Review
• Note down their responses on the whiteboard.
☐ Other (Specify) Encourage students to participate and answer the
questions.
• Tell students that every word is made up of a
combination of vowel and consonants.
• Remind students that letters are of two types:

Lesson Development
• Tell them that ‘a, e, i, o, u’ are vowels and the
remaining ones are consonants. Consonants and
Learning
vowels combine to make words.
• Tell students that today they are going to do their
First Term

work book page # 1 unit ‘All about Me’.
Activity 1:
Now tell students to open their work book page# 1 ‘Listening
and Viewing Section’ of unit 1 ‘All about Me’. Now play the
CD and tell students to listen each word and encircle all the
consonants in each word on the work book page 1. Help
them if required.
The correct answers are:
 ‘r’ and ‘d’ in red
 ‘c’ and ‘t’ in cat
 ‘r’ and ‘n’ in urn
 ‘l’ and ‘d’ in old
 ‘b’, ‘l’ and ‘l’ in ball
 ‘t’ and ‘n’ in tin
 ‘d’, ‘w’ and ‘n’ in down
 ‘p’ and ‘t’ in pot
 ‘p’ in up
 ‘n’ and ‘k’ in ink
Activity 2:
Once students have completed the activity 1 on page # 1 of
the work book, tell them that now they have to do activity 2
on page # 1. Read the statement and tell them to colour all
the vowels in the puzzle to help Adam reach his home. Let
each student do this on his/her own. Once they are done,
check if they need any help.
Wrap up Sum up the lesson by reviewing the concept taught in the

5 min
classroom today.
First Term


First Term

Topic Letters of Alphabet
apple, ball, cat, doll, elephant, fat, girl, hat, igloo, jam, kitten, lamb, mother,
Daily Keywords
nest, orange, pest, quilt, rain, sky, train, umbrella, van, water, x-ray, yo-yo, zoo
☐ Reading ☐Writing ☐ Recognition ☐ Presentation ☐ Communication
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Observation ☐ Pronunciation
Development
t
☐ Other (Specify)
Lesson Objectives
Eng1T1U1W1LP5 Recall letters of alphabets and their sounds.
textbook pg # 2, whiteboard, board marker, flash Week 1

cards , 10-12 word cards
Aids Period 5
Teaching
Methodology
 Greet students with smile by saying “Assalaamu
Alaikum”.
Warm Up  Encourage them to respond with “Wa Alaikum
☐ KWL Sheet  Ask them to start the day with the name of Allah
(SWT).
☐ Brainstorm
 Instruct them to recite “Bismillah” before starting
their work. 5 min
☐ Unscramble Key  Write all the letters of the alphabet on the
Words whiteboard.
☐ PPT / Video  Pronounce a letter and ask any one of students to tell
☐ Recap / Review one word starting with that letter sound. Do this
☐ Other (Specify) activity for all the letters.
 Say the alphabet and instruct students to repeat with

you.
Lesson Development  Write alphabet on the board and ask students to look
Through Active at the alphabet and say it slowly. 30 min
Learning  Explain to students what vowels and consonants are.
Activity 1:
 Do the model reading of the poem with correct
pronunciation and intonation.
First Term

Read each line and tell students to focus on the sounds of
letters at the start of each word, for example, ‘a’ sound in
‘apple’.
Activity 2:
 Bring 10-12 word cards to the class (for example,
ant, bee, cat, doll, sit, fish, hen, wet, rug, jug, fan,
pot, hot, etc.).
 Pass out the cards to students.
 Call them, one at a time, instruct the student to say
the word on the card and tell the first letter of the
word.
 Repeat this activity using all the word cards to revise
the letters.
 Encourage students to participate and read the words
from the cards.
Activity 3:
 Divide students into 4-5 groups and provide them
flash cards of letters.
 Ask students to sort out flash cards into two groups,
 Take a round and observe students, guide them if
they need help.
 Now, ask students to write their names on their
notebooks and encircle all the vowels in their names.
 Ask them to open textbook page # 4-5 and
encourage them to read themselves.
Wrap up Summarize the lesson by retelling the concept taught in the

5 min
classroom.

First Term


First Term

Daily Keywords bed, cat, yo-yo, train, umbrella, tree, girl, ball, apple, orange, doll
☐ Reading ☐Writing ☐ Identification ☐ Presentation ☐ Communication
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Observation ☐ Pronunciation
Development
t
☐ Other (Specify)
Lesson Objectives
Ref.#:
Identify letters of alphabets and their sounds.
Eng1T1U1W1LP6
Week 1
Resources / Teaching work book pg # 2, whiteboard, board marker,
Aids flash cards Period 6
Teaching
Methodology
Warm Up Alaikum”.
☐Questions  Encourage them to respond with “Wa Alaikum
☐ KWL Sheet Assalaam”.
☐ Brainstorm
 Ask them to start the day with the name of Allah
(SWT). 5 min
☐ Unscramble Key
Words
their work.
☐ PPT / Video
☐ Recap / Review  Ask students if they remember the letters of the
☐ Other (Specify) alphabet and their sounds. Note their responses and
appreciate them for their participation.
 Tell students that today they are going to learn more

about letters and their sounds. Tell them to open
work book page # 4 of ‘Phonics Section’ of unit 1 ‘All
about Me’.
Lesson Development  Say the alphabet and instruct students to repeat with
you.
Learning
 Write alphabet on the board and ask students to look
at the alphabet and say it slowly.
 Explain to students what vowels and consonants are.
Activity 1:
First Term
 Tell students to look at the picture given on page # 4

of the work book.
 Point to different things in the picture one by one
and ask students, ‘What is this?’ For example, point
to the cat and ask, ‘What is this?’
 They must answer ‘Cat’.
 Now ask them, ‘Which letter the word cat begins
with?’ They must answer with letter ‘c’. Now instruct
them to match the letter ‘c’ on page # 2 with the cat
in the picture by drawing a line.
 Say them to find things in the picture beginning with
letter ‘t, d, b, o, a, g, and u’ and match them to the
letters. Help them if required. The correct answers
are:
 T-tree
 C-cat
 U-umbrella
 G-girl
 D-doll
 O-orange
 B-ball
 A-apple
Activity 2:
• Tell students to look at the picture on page# 2 of the
work book.
• Tell students that it is the bedroom of Adam. It has
many things. Point to the things and ask students to
tell their names. For example, point to the ‘bed’ and
ask, ‘What is this?’ They will answer ‘Bed’.
• Ask them, ‘Do you know which letter the word bed
starts with? Collect their responses and tell, ‘Its letter
b.’
• “Can you tell the starting letter (of the words) of
other things in this picture?” Ask them one by one.
• Once they are done, tell them to write the starting
letters in the blanks on page 2 of work book. Help
them if they need.
First Term

 Bed
 Cat
 Yo-yo
 Train
 Umbrella
Wrap up
Quickly review the concept taught today. 5 min
Home Assignment: Read page # 2 of the work book.

First Term

red, orange, apple, umbrella, in, doctor, park, teacher, food, reading, drawing,
Daily Keywords
collect, care
☐ Reading ☐Writing ☐ Pronunciation ☐ Presentation☐ Communication
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Observation ☐Research
Development
t
☐ Other (Specify)
Lesson Objectives
Ref.#:
Recognise consonants and vowels.
Eng1T1U1W1LP7
Week 1
Textbook pg # 3, whiteboard, board marker
Aids Period 7
Teaching
Methodology
 Greet students with smile by saying “Assalaamu
Alaikum”.
 Encourage them to respond with “Wa Alaikum
Assalaam”.
 Ask them to start the day with the name of Allah
Warm Up (SWT).
☐Questions  Instruct them to recite “Bismillah” before starting
☐ KWL Sheet their work.
☐ Brainstorm  Write a sentence “Adam likes playing basketball.” on
☐Picture Description the whiteboard.
5 min
☐ Unscramble Key  Call a student and ask him/her to read aloud the
Words sentence. Encourage him/her to underline and say
☐ PPT / Video the vowels in it.
☐ Recap / Review  Call another student and ask him/her to circle and
☐ Other (Specify) say consonants in the sentence.
 Repeat it with three or four pairs of students, to
revise the vowels and consonants.
 Encourage students to participate and ask them to
say the vowels.
Lesson Development  Tell students that today they will learn about Adam’s
Through Active family. Adam has a dad, a mom, a sister Amina and a 30 min
Learning brother Hasan. Let’s read more about them.
First Term

 Explain to students what vowels and consonants are.
Activity 1:
 Do the model reading of the textbook page # 3 with

correct pronunciation and intonation.
 Tell students that all the letters highlighted in the
textbook page # 3 are ‘vowels’ whereas the other
letters are ‘consonants’.
 Consonants and vowels combine to make words. For
example, the word ‘red’ is made up of two
consonants ‘r, d’ and one vowel ‘e’.
Activity 2:
 Now write any five words from the text on page # 3
on the whiteboard.
 Call any five students one by one and ask them to
encircle consonants in these words. Appreciate them
for correct answers and help them if they need.

5 min
classroom today.

First Term

Topic Information from Visual Text

Weekly Keywords spy, tractor, cheered, shook, swing
☐ Reading ☐Writing ☐ imagination ☐ Presentation ☐ Communication
☐ Reflection ☐ Illustration ☐ Collaboration ☐ visual literacy ☐Research
Skills
・
t
Lesson Objectives
Ref.#:
Recognise information from visual text (pictures).
Eng1T1U1W2LP1
Week 2
Resources / Teaching textbook pg # 4-5, whiteboard, board marker,
Aids eraser, visual flash card Period 1
Teaching
Methodology
 Say Assalamu Alaikum to the students.

 Encourage them to respond with “Wa Alaikum
☐Questions  Instruct them to recite “Bismillah” before starting their
☐ KWL Sheet work.
☐ Brainstorm  Set the stage for the lesson by acting as if you have a
☐Picture Description headache. Walk around holding your head. 5 min
☐ Unscramble Key  Prompt your students to ask what's wrong. Act like your
Words headache is bad but getting better.
☐ PPT / Video
 Ask students questions about what they thought. For
☐ Recap / Review
example, ‘What did you think was wrong with me?’ or
☐ Other (Specify)
‘How did it make you feel to see me unwell?’ etc.
 Tell them that they can learn many new words just by
looking around; as they have learnt or used new words
when they noticed you were sick (for example,
First Term

headache, etc.).
 Tell them that they are going to do the same while
looking at the pictures today.
 Tell students that today they are going to read about
Adam, his friends, their visit to the park and the game
they play there.
 Explain them that by using the visual clues i.e. pictures,
they can easily understand the text.
 Tell them to open textbook page # 4 of ‘Reading Section’
of unit 1 ‘All about Me!’
Activity 1:
 Show students picture on page # 4 and have them
predict what it could be about. Record their responses.
 Tell students that one day Adam and his friends went to
the park. They played ‘I-Spy’ game and enjoyed a lot.
 Explain them that ‘I-Spy’ is a game in which one person
looks around and thinks of a thing in his/her mind and
asks others what thing he/she has thought about. For
Lesson Development example, Adam looked around the park and thought of a
Through Active ‘tree’ in his mind. He asked his friends Zaki and Saleem, 30 min
Learning ‘I spy with my little eye something beginning with letter
T’. Zaki thought and said ‘Tractor’. Adam said ‘No’. Salim
said ‘Tree?’ Adam said ‘Yes’ because it was the right
answer.
 Tell them that we can know about many things just by
looking and observing around us.
Activity 2:
 Do the model reading of page # 4 with correct
pronunciation and intonation. Instruct students to listen
to you attentively and read the text again in chorus. Ask
them to point to Adam just to make sure they are
following along.
 Direct students to look at the visual element. Ask the
students, ‘Why is Sami looking behind?’
 Repeat the same procedure for pages # 4 and 5 and
finish reading the story. Ask questions to students based
on the pictures.
First Term

Wrap up the lesson by restating that we can get information
Wrap up by looking at, the visual elements, or observing the things
5 min
around us. Ask students if they have any confusion and
briefly explain it.
Home Assignment: Read page # 4-5 of the textbook.

First Term

Topic Information from visual text
Weekly Keywords basketball, green, white, five, score
☐ Reading ☐Writing ☐ visual literacy ☐ Presentation ☐ Communication
Skills ☐ Reflection ☐ Illustration ☐ Collaboration ☐ Observation ☐Research
t
Lesson Objectives
Ref.#:
Interpret information from visual text (pictures).
Eng1T1U1W2LP2
Week 2
Resources / Teaching Work book pg # 3, whiteboard, board marker,
Aids eraser Period 2
Teaching
Methodology
 Greet students saying Assalamu Alaikum.
☐ KWL Sheet  Instruct them to recite “Bismillah” before starting their
☐ Brainstorm work.
☐Picture Description  Ask students if they remember how we can get
5 min
☐ Unscramble Key information by looking at things.
Words  Sit down on your chair and start writing something. Ask
☐ PPT / Video the students, “What am I doing?” They should respond,
☐ Recap / Review “writing‟.
☐ Discussion  Now drink water and ask the same question. Wait for
their response as „drinking‟.
about getting information just by looking at the pictures.
 Tell them to open practice book page # 3 of Reading
Section of unit 1‟ All about Me!”
Lesson Development Activity:
Through Active  Point to the picture on page # 3 of the practice book. Ask 30 min
Learning the students, “What is happening in this picture?” They
may say, “Boys are playing.”
 Tell them that Adam, Zaki, Salim and other boys are
playing. Ask them, “What colour shirt is Adam wearing?”
They must say, “Green”. Tell them to write their answer
First Term

in their work books on page # 3.
 Now ask, “What is the colour of other team’s shirt?” They
should respond, “White”. Now ask them “How many
players are there in each team?” Tell them to count
players in the picture. They should respond, “Five”.
 Ask them, “Which game are they playing”. Get their
response as “Basketball”. Now ask, “Which team scored
the most?” Instruct them to see the scoreboard in the
picture. Green team scored “24” and white team scored
“20”. Note their response as ‟Green team”.
 Appreciate them for each correct answer. Encourage them
to note their answers in their practice books.
 The correct answers are:
1. Green
2. White
3. Five
4. Basketball
5. Green team
Wrap up Wrap up the lesson by briefly explaining the concept taught

5 min
today.
Home Assignment: Read page # 3 of the practice book.
First Term

Topic Information from visual text

Weekly Keywords brushing, sleeping, praying, writing
Skills
Development
t
☐ Other (Specify)
Lesson Objectives
Ref.#:
Interpret information from visual text (pictures).
Eng1T1U1W2LP3
Work book pg# 4 , whiteboard, board marker, Week 2
eraser, picture cards
Aids Period 3
Teaching
Methodology
☐ Brainstorm
work.
 Show students the title page of their English practice 5 min
☐ Unscramble Key
book and ask them to tell what is happening in the
Words
picture.
☐ PPT / Video
☐ Recap / Review  Get as many responses as you can. For example,
☐ Discussion grandfather is telling a story to the children, The children
are listening to the story or the girl is drinking milk, etc.
about getting information just by looking at pictures.
 Tell them to open practice book page # 4 of ‘Reading
Lesson Development Section’ of unit 1’ All about Me!’
Learning Activity
 Point to each picture one by one and ask the students,

“What is Adam doing?” For example, point to the first
First Term

picture and ask, “What is Adam doing?’
 Wait for their responses as ‘Adam is brushing his teeth.’
Appreciate them for correct answer and tell them to note
their answers in their practice books.
 Adam is brushing his teeth.
 Adam is writing.
 Adam is praying.
 Adam is sleeping.
Wrap up Wrap up the lesson by quickly reviewing the concept taught
5 min
today.

First Term

Topic Information from Visual Text
Weekly Keywords apple, glass, pencil, rabbit, bed
Skills
Development
t
☐ Other (Specify)
Ref.#: Interpret information from visual text (pictures).
Eng1T1U1W2LP4
work book pg # 4-5, whiteboard, board marker, Week 2
Resources / Teaching eraser, pictures card (scene)
Aids Period 4
Teaching
Methodology
☐ Brainstorm work.
☐ Picture Description  Show picture card of any scene to the students. Ask
5 min
☐ Unscramble Key them to have one minute to look at the picture.
Words  Then encourage them to describe all that they can see in
☐ PPT / Video the picture. Also make them explain what they think is
☐ Recap / Review happening in it.
☐ Other (Specify)  Get as many responses as you can. Appreciate students
and briefly explain them the scene of the picture.

about getting information just by looking at the pictures.
 Tell them to open practice book page # 4 of ‘Reading
Lesson Development Section’ of unit 1 'All about Me!'
Through Active Activity 1: 30 min
Learning  Point to the picture on page # 4 and tell students that it
is Adam’s bedroom. It has many things. Let’s see what
things it has.
 Now, ask the students, “Is there any bed in this room?”
Get their feedback as ’yes’.
First Term


Instruct them to tick ‘yes’ in their activity book. Ask the
same question for ‘pencil, doll, book, glass, rabbit, apple
and clock’. Tell them to tick ‘yes’ in the activity book if
that particular thing is visible in the picture and ‘no’ if it is
not.
 Advise them to look at the picture carefully and then
answer the question. Help students if required.
Bed-Yes
Pencil-Yes
Doll-No
Book-Yes
Glass-No
Rabbit-Yes
Apple-No
Clock-Yes
Wrap up the lesson by restating that we can get information
Wrap up
by looking at, the visual elements, or by observing the things 5 min
around us.
Home Assignment: Read page # 4-5 of the practice book.

First Term

Topic Action verbs
Weekly Keywords playing, sleeping, running, eating, drinking
☐ Reading ☐Writing ☐ Discussion ☐ Pronunciation ☐ Communication
Skills
Development
t
☐ Other (Specify)
Ref.#: Recognise action words.
Eng1T1U1W2LP5
textbook pg # 6, whiteboard, board marker, Week 2
eraser, flash cards (showing actions)
Aids Period 5
Teaching
Methodology
Warm Up  Say Assalamu Alaikum to the students.
☐ Brainstorm  Instruct them to recite “Bismillah” before starting
5 min
☐ Unscramble Key  Start writing your own name on the whiteboard. Ask
Words the students, “What am I doing?” Get their response
☐ PPT / Video as ’writing’. Now start erasing it and ask, “What am I
☐ Recap / Review doing?” They should respond, ‘erasing’.
☐ Discussion  Tell them that everything we do is an action.
 Tell students that today they are going to learn about

action words.
 Tell them that if we eat something, eating is our
action. Similarly drinking, writing, reading, sleeping,
Lesson Development etc. are all action words.
Learning  Ask them to open textbook page # 11 ‘Vocabulary
Section’ of unit 1 ‘All about Me!’
 Do model reading of the text with correct
 Point at each picture and ask the students, “What is
Adam doing in this picture?”
First Term


Encourage them to participate and answer the
question.
 Tell them that all the highlighted words in the text
are action words. Explain each action word properly.
Activity 2:
 Show students five different action flash cards one by
one and ask, ‘What action is this?’
 First, encourage students for right answers and then
explain them each action flash card properly.
 Once students seem to understand the concept, ask
each of them to tell two action words from their daily
lives. The
Wrap up Ask students to read the text themselves. Once they are
5 min
done, briefly explain the concept again for clarity.

First Term

Topic Action verbs
Weekly Keywords talking, watching, playing, drawing, looking
Skills
Development
t
☐ Other (Specify)
Ref.#: Identify and use action words.
Eng1T1U1W2LP6
Work book pg# 5, whiteboard, board marker, Week 2
eraser, flash cards (action words)
Aids Period 6
Teaching
Methodology
Warm Up  Greet students saying Assalamu Alaikum.
5 min
☐ Unscramble Key  Enter the classroom and clap your hands. Ask
Words students to tell what you are doing.
☐ PPT / Video  Have them come up with the answer ‘clapping’.
☐ Recap / Review Encourage them for their correct feedback.
☐ Discussion
 Quickly review the already taught concept regarding
action words.
 Tell students that whatever we do is our action. For
example, if we sleep, it is an action. Similarly,
drinking, writing, reading, sleeping, etc. are all action
Lesson Development words.
Learning Activity 1:
 Ask students to open practice book page # 5 of
‘Vocabulary Section’ of unit 1 ‘All about Me!’ Point to
the picture on the page and tell them that in this
picture, Adam, his brother Hasan and his parents are
sitting in the living room. His cat Fluffy is also there.
First Term


Point to Hasan and ask the students, “What is Hasan
doing?”
 Instruct them to look at their activity book page. It
has five action words as a word bank for their help.
 Ask students to look at the picture and tell what
action Hasan is doing. Is he talking? Is he watching?
Is he playing? Is he looking?
 Instruct them to write their answers in the blanks
provided on the activity page.
 Read each sentence aloud and ask students to
choose an action word from the word bank to
complete the sentence. Encourage them for their
right answers.
1. drawing
2. playing
3. watching
4. talking
5. looking
5 min
First Term


First Term

Topic Countable nouns
Weekly Keywords table, bed, school bag, toy box, basketball
☐ Reflection ☐ Illustration ☐ Receptive ( understanding) ☐ Observation
Skills ☐ expressive (using language rules) language
 receptive(understanding)
t
expressive (using language rules) language
Lesson Objectives
Ref.#:
Recognise countable nouns.
Eng1T1U1W2LP7
Week 2
Resources / Teaching textbook pg # 7, whiteboard, board marker,
Aids eraser, flash cards Period 7
Teaching
Methodology
Assalaam”.
 Instruct them to recite “Bismillah” before starting their
Warm Up work.
☐Questions  Place five books on the table in the classroom.
☐ KWL Sheet  Ask students to count all the books. Note their response
☐ Brainstorm as ‘five’.
☐Picture Description  Encourage students and repeat in an exciting tone,
5 min
☐ Unscramble Key “Right, these are five books.”
Words  Tell them that books are countable noun.
☐ PPT / Video  Now, put a glass of water on the table and ask them to
☐ Recap / Review count the water in the glass. They will get confused and
☐ Discussion will say that it cannot be counted.
 Appreciate students and tell them that they are right
because water is an uncountable noun.
Lesson Development
30 min
Through Active  Tell students that today they are going to learn about
First Term

Learning countable nouns.
 Explain them that noun is the name of a person, place or
a thing. Some things are countable and some are not.
For example, whiteboard, glass, table, chair and pencil
are countable nouns.
Activity 1:
 Direct students to open textbook page #12 of ‘Grammar
Section’ of unit 1 ‘All about Me’. Inform them that they
are going to learn about countable nouns.
 Open the textbook page and point to the picture on it.
Tell students that this is Adam’s bedroom. It has many
things. Ask them to identify and name the things they
can see in the bedroom. Note their responses on the
whiteboard.
 Do the model reading of the text with correct
pronunciation and intonation. Now, read the words
highlighted in blue and instruct students to read with
you.
 Tell them that all the things in Adam’s bedroom are
countable. For example: it has one table, one bed, one
school bag, one toy box and two basketballs. All the
things can be easily counted.
Wrap up Instruct students to read the text themselves. Once they are
5 min
First Term


First Term

Topic Countable Nouns
Daily Keywords table, bed, school bag, toy box, basketball
☐ Reading ☐Writing ☐ Identification ☐ Presentation ☐ Communication
Skills ☐ Reflection ☐ Illustration ☐ Collaboration ☐ Receptive(understanding)
Development ☐ expressive (using language rules) language
t
Lesson Objectives
Ref.#:
Identify countable nouns.
Eng1T1U1W3LP1
work book pg # 6, whiteboard, board marker, Week 3
eraser, cards with countable and uncountable
Aids Period 1
nouns
Teaching
Methodology
☐ KWL Sheet  Instruct them to recite “Bismillah” before starting
☐ Brainstorm their work.
☐Picture Description  Ask students to look around and find five countable
nouns. 5 min
☐ Unscramble Key
 Call a few students randomly and encourage them to
Words
share their findings.
☐ PPT / Video
 Collects their responses and write them on the board
☐ Recap / Review (for example, ‘two pencils’, ‘three books’, etc.).
☐ Other (Specify)
 Quickly review the concept of countable nouns.

 Repeat that a countable is a noun that can be easily
counted (for example, glass, book, ball, bed, clock,
etc.).
Lesson Development
Through Active  Tell them that today they are going to learn the way 30 min
Learning to identify countable nouns.
Activity:
 Ask students to open activity book page # 10 of

‘Grammar Section’ of unit 1 ‘All about Me’.
First Term

 Read the instructions given on the page to the
students. Now instruct them to think of any two
countable things.
 Point to the given boxes and direct them to draw the
things there on the activity book page.
 Once they are done, tell them to colour these and
write their names on the lines provided. Help them if
required.
Wrap up Ask students if they have any confusion. Briefly explain the
5 min
concept again.

First Term

Topic Attributive Adjectives

Daily Keywords sweet, juicy, red, yellow, big
Skills
☐ Reflection ☐ Illustration ・ Receptive language (understanding)
Development
t
☐ expressive language (using language rules)
Lesson Objectives
Ref.#:
Recognise attributive adjectives.
Eng1T1U1W3LP2
Week 3
Aids eraser, flash cards (objects e.g. pencil) Period 2
Teaching
Methodology

☐Picture Description  Point to the whiteboard and ask the students, “What
5 min
☐ Unscramble Key is this?”
Words  They should respond, “a board.” Ask them, “What
☐ PPT / Video colour does it have?” Note their response as ‘white’.
☐ Recap / Review Encourage and appreciate students for their response
☐ Other (Specify) and repeat in an exciting tone, “Yes, it is a
whiteboard.”

attributive adjectives.
Lesson Development
 Explain them that an adjective is a word that tells the
qualities or attributes of a noun (for example, ‘a blue
Learning
bag’). ‘Bag’ is a noun and ‘blue’ is an adjective that is
describing the noun. An attributive adjective is an
adjective that comes before a noun.
First Term
Activity 1:
 Show three objects or flash cards to students one by

one.
 Hold up a flash card or object ‘pencil’ and ask, “What
is this?”
 Collect their responses as ‘a pencil.’ Tell them that
pencil is the name of a thing, so it is a noun.
 Now ask them to describe the pencil and record their
responses (for example, ‘a brown pencil’).
 Explain them that ‘brown’ is an adjective that is
describing the noun and it comes before a noun. Do
the same for other flash cards or objects.
Activity 2:
 Get students on textbook page # 7 of ‘Grammar

 Do the model reading of the text with correct
pronunciation and intonation. Read the words in each
tag and instruct students to follow you in chorus.
 Tell them that all the highlighted words are
adjectives. For example, in ‘sweet cake’, ‘cake’ is a
noun and ‘sweet’ is an attributive adjective describing
the sweetness of the cake.
 Do the same for ‘yellow cheese, juicy apples, red
tomatoes and big watermelons’.
Tell them that yellow, juicy, red and big are
attributive adjectives and cheese, apples, tomatoes
and watermelon are nouns.
Ask students to read the text themselves. Once they are

Wrap up done, briefly explain the concept again for clarity.
5 min
Home Assignment: Read page # 7 of textbook.

First Term


First Term

Topic Attributive Adjectives
Daily Keywords blue, green, brown, red, clean, small, fat
Skills
☐ Reflection ☐ Illustration ・ Receptive language (understanding)
Development
t
☐ expressive language (using language rules)
Lesson Objectives
Ref.#:
Identify and use attributive adjectives.
Eng1T1U1W3LP3
work book pg #6, whiteboard, board marker, Week 3
eraser, flash cards (nouns)
Aids Period 3
Teaching
Methodology

Assalaam”.
Warm Up
☐Questions
their work.
☐ KWL Sheet
 Show the English Work book to students and ask
☐ Brainstorm
☐Picture Description them to name it. Note down their response as ‘book’
on the board. 5 min
☐ Unscramble Key
Words  Now ask them to use attributive adjectives to
☐ PPT / Video describe the book. Collect their responses and write
☐ Recap / Review them on the board (for example, ‘an interesting
☐ Other (Specify) book’, ‘an English book’, a good book’, etc.).
Write ‘N’ for noun underneath ‘book’ and ‘A’ for
adjective underneath ‘interesting’, ‘English’ and
‘good’.
 Quickly review the concept of attributive adjectives

already taught to the students.
Lesson Development
 Repeat that an attributive adjective comes before a
noun and describes the noun. For example, in ‘an
Learning
interesting book’ interesting is an attributive adjective
and book is a noun.
 Tell them that today they are going to learn the
First Term

correct use of attributive adjectives.
Activity:
 Instruct students to open work book page # 6 of
‘Grammar Section’ of unit 1 ‘All about Me!’ Tell them
that they are going to do an activity about attributive
adjectives.
 Ask them to look at the picture on the work book
page. Explain them that Adam and his friend are
playing in the park. The park has a pond, fish, grass,
swing, flowers and trees.
 Read the statement and elaborate it to the students.
Now instruct them to read the word bank options
first.
 Then point to the picture and tell students to look at
the sky and choose an attributive adjective from the
word bank to describe the sky.
 Do the same for cat, swing, pond, fish, grass and
duck. Guide them if they need. Once they share
correct options orally with you, instruct them to fill in
the blanks with correct answers on the work book
page.
 Make students notice that they have written all the
adjectives before the nouns, therefore these are
attributive adjectives.
 blue sky
 green grass
 fat cat
 red swing
 clean pond
 small fish
 brown duck
5 min
concept again.

First Term


First Term

Topic Prepositions of Position
Daily Keywords on, in, behind, under, in front

Skills ☐ Reflection ☐ Illustration ☐ Receptive language (understanding)
Development ☐ Observation ☐ Expressive language (using language rules)
t
Ref.#: Recognise prepositions of position.
Eng1T1U1W3LP4
Resources / Teaching eraser, flash cards (for prepositions)
Aids Period 4
Teaching
Methodology
 Say students Assalamu Alaikum.

☐Questions  Instruct them to recite “Bismillah” before starting
☐ Brainstorm
 Hold a book and put it on the table. Ask the students,
“Where is the book? 5 min
☐ Unscramble Key
 Wait for their responses, ‘on the table’. Now put it in
Words
the bag of any student and ask the same question.
☐ PPT / Video
☐ Recap / Review Again, wait for their feedback, ‘in the bag’.
☐ Other (Specify) Encourage and appreciate students for their
participation to boost up their confidence.

Lesson Development prepositions of position.
 Explain them that the prepositions of position
Learning
describe the position of things or persons. Tell them
that they tell us where the things are.
First Term

 Describe to students that ‘on, in, behind, under and
in front' are prepositions of position. Demonstrate
the pronunciation of each word one at a time having
students repeat it after you.
 Repeat this activity several times and encourage
them to maintain the proper pronunciation.
Activity 1:
 Try to have students come up with the meaning or

translation of each word.
 Use example sentences such as “I am in front of the
board. Now I am in front of the desk.” Change your
position in the classroom accordingly.
 Use as many example sentences as you can for each
preposition, trying to get students to guess its
meaning before moving to the textbook.
Instruct students to read the text themselves. Once they are

Wrap up
done, briefly explain the concept again for clarity. 5 min
First Term


First Term

Topic Prepositions of Position
Daily Keywords on, in, behind, under, in front
t
Ref.#: Identify prepositions of position.
Eng1T1U1W3LP5
Week 3
Resources / Teaching activity book pg # 7, whiteboard, board marker,
Aids eraser, flash cards (for prepositions) Period 5
Teaching
Methodology

Warm Up
Assalaam”.
☐Questions
☐ KWL Sheet
their work.
☐ Brainstorm
☐Picture Description  Take a pen and place it on the table. Ask the
students, “Where is the pen? 5 min
☐ Unscramble Key
Words  Wait for their responses, ‘on the table’. Now put it
☐ PPT / Video under the book of any student and ask the same
☐ Recap / Review question. Again, wait for their feedback, ‘under the
☐ Other (Specify) book’.
 Encourage and appreciate students for giving correct
answers to boost up their confidence.
 Quickly review the concept of prepositions of position
already taught to the students.
 Repeat that prepositions of position describe the
position of things or persons. Tell them that they tell
Lesson Development
us where the things are. ‘On, in, behind, under and in
front’ are prepositions of position.
Learning
Activity 1:
 Ask students to open work book page # 7 of

‘Grammar Section’ of unit 1 ‘All about Me!’ Tell them
First Term

that they are going to do an activity about
prepositions of position.
 Read the statement on work book page # 7. Point to
the picture, and tell students that in this picture
Adam, Amina and their cat Fluffy is playing in the
park. A word bank of different prepositions of
position has been provided on the work book page.
Instruct students to choose correct preposition for
each sentence.
 Read the sentence, ‘Adam is sitting ___a swing’ to
the students. Now encourage them to look at the
picture and see where Adam is. Ask them, ‘Is he in
the swing? / on the swing?/ under the swing?/
behind the swing? or in front of the swing?’ They
will answer ‘on the swing’. Tell them to write their
answer in their activity books. Do the same for all
other sentences to fill in the blanks.
1. Adam is sitting on the swing.
2. Hasan is standing behind the tree.
3. Amina is standing in front of the bench.
4. There are apples in the basket.
5. Fluffy is sitting under the bench.
Ask students if they have any confusion. Briefly explain the

Wrap up
concept again. 5 min
Home Assignment: Read page # 7 of the activity book.
First Term


First Term

Topic Connector for Addition
Daily Keywords and, moon, window, street, house, stars, park, door, cat, mouse
t
Ref.#: Recognise connector for addition (and).
Eng1T1U1W3LP6
textbook pg # 9, whiteboard, board marker, letter Week 3
cards
Aids Period 6
Teaching
Methodology
Alaikum”.
Assalaam”.
Warm Up  Ask them to start the day with the name of Allah
☐Questions (SWT).
☐Picture Description  Hold a pen and a pencil in your hands and show 5 min
☐ Unscramble Key
them to the students.
Words
 Ask them, ‘What are these?’
☐ PPT / Video
 They will answer ‘A pen and a pencil’. Now show
☐ Recap / Review
them a duster, a pen and a pencil and ask the same
☐ Other (Specify)
question.
 They will answer, ‘A duster and a pen and a pencil’.
Now, instruct them to show their pencils and erasers.
Appreciate them for their response.

Lesson Development
the connectors for addition from ‘Grammar Section’ of
unit 1 ‘All about Me’.
Learning
 Explain them that connectors for addition are used to
join words together. For example, we can join many
First Term

words together using the connector ‘and’.
Activity 1:
 Bring two word cards (moon, stars) and a sticker that

has the word ‘and’ on it to the class.
 Call two students in front of the class.
 Ask both students to select a card, and say the word.
 Then instruct students to place their cards on the
table. Join these cards with the sticker (that has the
word “and” on it) and say the words “moon and
stars”.
 Explain them that some words help us join words
together, and these words are called connector for
addition. Tell students that ‘And’ is a connector for
addition.
Activity 2:
 Ask students to open textbook page # 9.
 Start reading textbook page # 9. Tell students that
this text is about Adam. Explain them that Adam likes
to look out of the window at night. He sees many
things out of the window, such as: moon, stars, park,
house, window, door, cat and mouse.
 Tell them that in this text every two words are
connected using the connector ‘and’. For example,
‘the park and the house, the window and the door,
the moon and the stars, the cat and the mouse’.
 Describe them the concept of ‘connector for addition’
and tell that we can connect words and phrases using
‘and’.
 Write two nouns (e.g. door, chair, table, book,
notebook) on the whiteboard and join two words
using ‘and’ e.g. door and chair).
Summarize the lesson by retelling the concept taught in the

Wrap up
classroom. 5 min
First Term


First Term

Daily Keywords corner shop, school, bus stop, cat, tree, car, bus, girl, boy
Skills ☐ Reflection ☐ Identification ☐ Collaboration ☐ Receptive (understanding)
Development language ・ Expressive (using language rules) language
t
Ref.#: Use connector for addition (and).
Eng1T1U1W3LP7
Week 3
work book pg # 8, whiteboard, board marker
Aids Period 7
Teaching
Methodology
Alaikum”.
Assalaam”.
☐Questions (SWT).
☐Picture Description  Write “and” in the center of the whiteboard. Call a 5 min
☐ Unscramble Key
few students randomly and ask them to name four
Words
things by using “and”.
☐ PPT / Video
 Note their responses and appreciate them for their
☐ Recap / Review
right answers.
☐ Discussion
 Explain them that some words help us join words
together, and these words are called connector for
addition. Tell students that ‘And’ is a connector for
addition.
 Tell students that today they are going to use

Lesson Development
connectors for addition in ‘Grammar Section’ of unit 1
‘All about Me’.
Learning
 Ask them to open work book page # 8.
 Make students recall that connectors for addition are
First Term

used to join words together. For example, we can
join many words together using the connector ‘and’.
Activity 1:
 Instruct students to look at the picture on the work
book page.
 Guide them that they have to connect words by using
connector ‘and’.
 Point to the picture. Tell them to look at the arrows
and see which things they are pointing to. For
example, arrows are pointing to the cat and the tree.
So they have to connect cat and tree like ‘the cat and
the tree’.
 Do the same for other arrows and write the answers
on the board:
 the cat and the tree
 the girl and the boy
 the car and the truck
 Once you have finished, again point to the picture
and ask questions.
 Note their responses and instruct them to write their
answers in their activity book.
Activity 2:
 Get students on page # 8 of their practice books.
 Read out the instruction and explain them what they
have to do.
 Ask them to name the pictures. Collect their
responses and appreciate them for their participation.
Now, make them write the name of each picture.
Direct them to join the name of pictures using ‘and’
(for example: school and corner shop).
Recap the lesson by revising the concept taught in the

Wrap up
classroom. 5 min
Home Assignment: Read page # 8 of textbook.

First Term


First Term

Topic Capitalisation
Daily Keywords school, home, bus, clock, get, ready, homework, bedtime
☐ Reading ☐Writing ☐ Discussion ☐ Presentation☐ Communication
Skills
☐ Reflection ☐ Illustration ☐Recognition ☐ Observation ☐Research
Development
t
☐ Other (Specify)
Ref.#: Recognise that the first letter of the first word of a sentence is always capital.
Eng1T1U1W4LP1
worksheet
Aids Period 1
Teaching
Methodology
Alaikum”.
Assalaam”.
Warm Up (SWT).
☐ Questions  Instruct them to recite “Bismillah” before starting
☐ Brainstorm  Write the words ‘clock’ and ‘Cat’ on the board. Write
☐Picture Description clock with small ‘c’ and Cat with capital ‘C’.
5 min
☐ Unscramble Key  Ask students, "Which letters are same in these
Words words?
☐ PPT / Video  They must say letter ‘c’. Underline the letter ‘c’ on the
☐ Recap / Review board and write small and capital letter ‘c’ at a corner
☐ Other (Specify) of the board.
 Now ask them, “What is the difference between these
letters?”
 They should respond, ‘small and capital c’.
Give them encouraging remarks as it builds up the
confidence of the students.
Lesson Development  Tell students that today they are going to learn 30 min
First Term

Through Active about the use of capital letters in a sentence.
Learning  Tell them that every sentence must start with a
capital letter.
Activity1:
 Write two sentences on the board with small letters.

 Don’t start any sentence with a capital letter. Ask
students if it’s right. Note their response.
 Rewrite the sentences with the first letter of the first
word of each sentence capital.
 Explain them that the first letter of every sentence is
always capitalized.
 Now, encourage students to write a sentence in their
notebook on their own. Instruct them to write the
first letter of the sentence capital. Help them if
required.
Activity 2:
 Ask students to open textbook page # 10 of

‘Punctuation Section’ of unit 1 ‘All about me’.
 Read aloud the text.
 Ask students to observe that the first letter of the
first word of every sentence is highlighted and it is
capital.
 Ask the students, “Can anyone tell me, why the first
letter is capital?”
 Allow students to discuss with each other and share
their answers.
 Note their responses and appreciate them for their
active participation.
 Now, explain to students that when we read a
paragraph, a word with capital letter helps us to
identify easily that a new sentence started.
 Ask students if they have any confusion. Briefly
explain the concept again for clarity.

5 min
classroom today.
First Term


First Term

Topic Capitalisation
Daily Keywords father, doctor, mother, sister, football, family
☐ Reading ☐ Writing ☐ Discussion ☐ Presentation☐ Communication
Skills
☐ Reflection ☐ Collaboration ☐ Identification ☐Research
Development
t
☐ Other (Specify)
Ref.#: Punctuate the first letter of the first word of a sentence as capital.
Eng1T1U1W4LP2
Week 4
work book pg # 9, whiteboard, board marker
Aids Period 2
Teaching
Methodology
Alaikum”.
☐ Brainstorm
(SWT).
 Instruct them to recite “Bismillah” before starting 5 min
☐ Unscramble Key
their work.
Words
 Write 3-4 sentences on the board with all small
☐ PPT / Video
☐ Recap / Review letters.
☐ Other (Specify)  Call students randomly and ask them to rewrite
sentences, with the first letter of the first word of
each sentence as capital.
 Tell students that today they are going to use capital
letters in a sentence.
 Quickly review the concept of capital letters and
explain them that every sentence must start with a
Lesson Development capital letter.
Learning Activity 1:
 Instruct students to open the work book page #9 of

‘Punctuation Section’ of unit 1 ‘All about Me’.
 Read and explain the instruction (given on the work
First Term

book page) to the students.
 Tell them that Adam, the main character of the unit,
writes these sentences; but he forgets that a
sentence begins with a capital letter.
 Now, they have to punctuate the sentences using
capital letter.
1. My father is a doctor.
2. My mother cooks yummy food for me.
3. I love my sister.
4. Hasan likes to play football.
5. We are a happy family.
Wrap up
Wrap up the lesson by retelling the concept taught today. 5 min

First Term

Topic Letters Combination

Daily Keywords holiday, breakfast, football, sandwich, xylophone
☐ Reading ☐ Writing ☐ Discussion ☐ Presentation ☐ Communication
Skills
☐ Reflection ☐ Illustration ☐ Critical Thinking ☐ Observation ☐ Research
Development
t
☐ Other (Specify)
Ref.#: Recognise the letter combinations in words and sentences.
Eng1T1U1W4LP3
textbook pg # 11-12, Whiteboard, board marker, Week 4
Resources / Teaching eraser, magnetic letters, vocabulary words
Aids (sandwich, delicious, xylophone, etc.) Period 3
Teaching
Methodology
Warm Up  Say Assalamu Alaikum to the students.
5 min
☐ Unscramble Key  Write two words on the whiteboard and Ask students
Words randomly to spell the words (for example, delicious,
☐ PPT / Video breakfast, etc).
☐ Recap / Review  Tell them to observe how different letters combine to
☐ Other (Specify) make these words.
letter combination in words.
 Explain them that different letters combine in
different ways to make new words.
Lesson Development Activity 1:

Learning  Show the flash cards of different words to the
students. For example, display the flash card of the
word “sandwich” and pronounce the sounds of all the
letters in it. Then pronounce the whole word.
 Use magnetic letters one by one to form the same
words (as presented through the flash cards) on the
First Term

board and demonstrate how these letters combined
to make words.
Activity 2:
 Get students on textbook page #11-12 of ‘Writing
 Tell them that today they are going to read a diary
page written by Adam about his holiday.
 Do model reading of the text with correct punctuation
and intonation.
 Instruct them to observe all the highlighted letters
and see how letters combined in these words. For
example: in apple, letter ‘a’ is combined with other
four letters ‘p, p, l, e’ to make a word apple. The
same letter ‘a’ is also there in ‘garden’ but this time it
is combined with different letters to make a new
word garden.
Do the same for other highlighted words. Ask them if
they have any confusion.
5 min

First Term
Topic Letters Combination

Daily Keywords pan, pin, rat, sit, bus, toy, so, to
☐ Reading ☐Writing ☐ Discussion ☐ Presentation ☐ Critical thinking
Skills
Development
t
☐ Other (Specify)
Ref.#: Combine letters to make two and three letter words.
Eng1T1U1W4LP4
work book pg # 9, whiteboard, board marker, Week 4
eraser
Aids Period 4
Teaching
Methodology
Warm Up  Greet students by smiling and saying Assalamu
☐Questions Alaikum!
☐ KWL Sheet  Encourage them to respond with “Wa Alaikum
☐ Brainstorm Assalaam”.
☐Picture Description  Instruct them to recite “Bismillah” before starting
5 min
☐ Unscramble Key their work.
Words  Write different letters on the board and Ask students
☐ PPT / Video to make different words from them.
☐ Recap / Review Encourage students to make new words.
☐ Other (Specify) Appreciate them for their correct feedback.
 Quickly review the concept that how different letters
combine to form words.
 Tell students that today they are going to do the
activity of making words.
Lesson Development
Through Active Activity: 30 min
Learning
 Get students on work book page # 9 of ‘Writing
Section’ of unit 1 ‘All about Me!’ Read the statement.
 Explain to students that they have to combine the
given letters in different ways, and make two and
First Term

three letter words. For example, if they combine ‘a’
and ‘n’, it makes a two letter word ‘an.’
 Let them make as many words as they can. Instruct
them to write the words in the particular boxes. The
correct answers are:
 2 Letter Words-an, am, at, in
 3 Letter Words-pan, pin, rat, sit
5 min
Home Assignment: Read page # 9 of the work book

First Term

Topic Sentences
Daily Keywords cereal, muffins, breakfast, homework, masjid
☐ Reading ☐ Writing ☐ Discussion ☐ Presentation ☐ Critical thinking
Skills
Development
t
☐ Other (Specify)
Ref.#: Make sentences
Eng1T1U1W4LP5
Week 4
Resources / Teaching Work Book pg# 10, whiteboard, board marker,
Aids eraser, words flash cards Period 5
Teaching
Methodology
Assalaam”.
 Instruct them to recite “Bismillah” before starting their
Warm Up work.
☐Questions  Write different words on the board and Ask students to
☐ KWL Sheet read them; for example, ate, he, an, apple, etc. After
☐ Brainstorm
that, read the words with correct pronunciation and
instruct them to follow you. 5 min
☐ Unscramble Key
 Then write a sentence on the board by combining these
Words
words, for example, “He ate an apple.”
☐ PPT / Video
☐ Recap / Review  Ask students to read it aloud. Then encourage them to
☐ Other (Specify) tell how this sentence is formed.
 Appreciate students for their correct feedback.
 Now, repeat the already taught concept quickly that
different letters combine to form words. Tell them that
similarly, different words combine to form a sentences.
 Tell them that today they are going to tell their weekend
routine in short sentences. It will be a great fun for
Lesson Development them, and they will come to know how their classmates
or friends spend their weekend.
Learning
Activity 1:
First Term

 Display the 'ate ' flash card in one hand, ‘sandwich’ flash
card in the other hand, and say very clearly, 'I ate
sandwich on Sunday '.
 Encourage the choral repetition, and then individual
repetition randomly.
 Now ask different students, “What about you?” “What did
you eat on Sunday?” Elicit answers from different
students in the class.
 Encourage all students to participate in this activity.
Activity 2:
 Get students on work book page #10 of ‘Writing Section’

of unit 1 ‘All about Me!’
 Read the statement and explain it to the students. Tell
them that the following sentences show what Adam did
on his weekend.
 Instruct them to read each sentence and write what they
did on their weekend accordingly. For example, ‘Adam
played football’. Ask them, “What did you play?” Make
them write it on the given line.
 Give them some instructions for writing. For example,
guide them to give proper space between words; start
each sentence with capital letter and write on lines
properly.
Wrap up the lesson by asking students what they have learnt

Wrap up
today. Once they are done, briefly explain the concept again 5 min
for clarity.
First Term


First Term

Topic Poetry
Pollution, outside, hide, sound, round, high, sky, street, feet, dirt, hurt, clean,
Daily Keywords
scene, smoke, choke, away, stay
☐ Reading ☐Writing ☐ Discussion ☐Recognition☐ Communication
Skills
☐ Reflection ☐ Communication ☐Visual literacy ☐ Observation ☐Research
Development
t
☐ Other (Specify)
Ref.#: Recognise different types of text (Poetry-rhyme).
Eng1T1U1W4LP6
Week 4
textbook pg # 13-14, whiteboard, board marker
Aids Period 6
Teaching
Methodology
Alaikum”.
5 min
Words  Write the word ‘poem’ on the board.
☐ PPT / Video  Ask students if they have heard or memorized any
☐ Recap / Review poem ever before. Motivate them to share the poem
☐ Discussion with the class.
 Provide them feedback by giving encouraging
remarks as it builds confidence in the students.
 Tell students that today they are going to start a
new unit. It is unit 2 ‘Save Me’. It is about Rayyan,
who lives in Pakistan and tries to save the
Lesson Development environment.
Through Active  Explain them that they are going to read a poem. 30 min
Learning Inform them that poems are of different types.
 Further describe that they will learn about ‘rhyme’. A
rhyme is a short poem in which the last word in a line
has the same sound as the last word in the next line.
First Term
Activity 1:
 Tell students to open textbook page # 13-14 of

‘Listening and Viewing Section’ of unit 2 ‘Save Me’.
 Do the model reading of page # 13-14 with correct
pronunciation and intonation. Instruct students to
listen to you attentively and read the text again in
chorus. Ask them to point to Rayyan just to make
sure they are following along.
 Illustrate to students that this poem is about
pollution. Rayyan is feeling very upset due to the
pollution. Pollution is increasing day by day and it is
destroying our environment.
 Tell them that in this poem, the last two words of
every two lines rhyme with each other. The poem has
four stanzas. Each stanza has four lines. Ask them to
observe the rhyming words properly.
 Encourage them to read the text themselves. Help
them if required.
Activity 2:
 Ask students if they have ever faced the same
situation as in the poem.
 Discuss with them about pollution. Ask if they have
any confusion about the poem.
Wrap up Ask students to read the poem themselves. Briefly explain

5 min
the concept again if they have any confusion.

First Term


First Term

Topic Poetry
pollution, smoke, choke, wells, smells, care, air, know, throw, feet, street, there,
Daily Keywords
care
Skills ☐ Reflection ☐ Identification ☐ Visual literacy ☐ Observation ☐Research
t
Ref.#: Listen and respond to different types of text (Poetry-rhyme).
Eng1T1U1W4LP7
Week 4
Resources / Teaching work book pg # 11-12, whiteboard, board marker
Aids Period 7
Teaching
Methodology
Alaikum”.
Assalaam”.
☐Questions (SWT).
☐Picture Description  Go to the class with a smiling face and ask students
5 min
☐ Unscramble Key how they feel.
Words  Now, make them jump for 30 to 60 seconds. When
☐ PPT / Video they are done, ask them if the are breathing faster or
☐ Recap / Review slower than before exercising.
☐ Discussion  Discuss with them how they feel after exercising. Tell
them that when they breathe, they take in more air.
Explain them the importance of fresh air and clean
environment.
Lesson Development
 Tell students that today they are going to start a new
unit of activity book. It is unit 2 ‘Save Me’.
Learning
 Recall the concept of rhyme. A rhyme is a short poem
First Term

in which the last word in a line has the same sound
as the last word in the next line.
Activity1:
 Now Ask students to open work bookpage #11

‘Listening and Viewing Section’ of unit 2 ‘Save Me’.
 Play the CD and direct students to listen the poem
they have just read.
 Ask them to focus on the rhyme properly. Once they
are done, read each statement one by one given on
work bookpage # 11 and Ask students whether the
statement is true or false.
 Instruct them to tick the correct box to show if the
statement is true or false.
1. True
2. False
3. False
4. True
5. False
6. False
7. False
Activity 2:
 Ask students to open work bookpage # 12. Read the

statement given there.
 Read each line of the poem and instruct students to
unscramble the letters to make a word to complete
each line of the poem.
 Once they unscramble correctly, tell them to write
their answers in the blanks provided.
 Then make them read the poem with proper rhyme.
 smoke
 choke
 wells
 smells
 care
 air
 know
 throw
 feet
First Term

 street
 there
 care
Wrap up Summarize the lesson by retelling the concept taught in the

5 min
classroom.

First Term

Topic Initial Short Vowel
Daily Keywords us, umbrella, egg, interesting, alligator, otter, on, insect, apple
Skills ☐ Reflection ☐ Identification ☐ Collaboration ☐ Visual literacy ☐Research
t
Ref.#: Recognise initial short vowel sounds.
Eng1T1U1W5LP1
5
Resources / Teaching textbook pg # 15, whiteboard, board marker Week
Aids Period 1
Teaching
Methodology
 Greet the students with smile by saying “Assalaamu
Alaikum”.
Warm Up
5 min
Words  Write the word ‘poem’ on the board.
☐ PPT / Video  Ask students if they have heard or memorized any
☐ Recap / Review poem ever before. Motivate them to share the poem
☐ Other (Specify) with the class.
 Provide them feedback by giving encouraging
remarks as it builds confidence in the students.
 Tell the students that they are going to learn about
‘initial short vowel sounds’.
 Make them recall that letters “a, e, i, o, u” are
Lesson Development vowels. Pronounce each letter separately and advise
Through Active them to focus on their sounds. 30 min
Learning  Inform them that they are going to read another
poem today.
First Term
Activity 1:
 Ask students to open textbook page # 15 of ‘Phonics

Section’ of unit 2 ‘Save Me’.
 Do model reading of the poem with correct
pronunciation and intonation, keeping the rhyming
pattern in view.
 Read each stanza one by one and Ask students to
look at the highlighted letters in the poem.
 Tell the students that all the initial short vowels are
highlighted in red at the start of the words in the
poem.
 Instruct them to focus on ‘u’ sound in umbrella and
‘e’ sound in egg in first stanza, ‘a’ sound in alligator
and ‘o’ sound in otter in second stanza, and ‘i’ sound
in insect in third stanza.
 Encourage them to read the poem themselves. Help
them if required.
Activity 2:
 Write five words starting with ‘a, e, i, o, u’ on the

whiteboard and Ask students randomly to pronounce
short vowel sounds and the words. Note their
response if they can pronounce initial short vowel
sounds correctly or not. Appreciate the students for
pronouncing the words correctly.
 Now, Ask students to use these words in their own
sentences and share with the class.
 Discuss with them about the initial position of vowels
in words, then explain them the concept of initial
short vowel sounds. Ask if they have any confusion
about the short vowel sounds and initial short vowel
sounds in words.
Ask students to read the poem themselves. Briefly explain

Wrap up
the concept again if they have any confusion. 5 min
Home Assignment: Read page # 15 of the textbook. Use the internet to find another poem about the
First Term

environment.

First Term

Topic Initial Short Vowel Sounds
Daily Keywords umbrella, umpire, alligator, insect, orange, elephant, ankle, ink
Skills ☐ Reflection ☐ Illustration ☐ Recognition ☐ Observation ☐Research
t
Ref.#: Identify initial short vowel sounds.
Eng1T1U1W5LP2
Week 5
Resources / Teaching practice book pg # 13, whiteboard, board marker
Aids Period 2
Teaching
Methodology
Alaikum”.
Assalaam”.
Warm Up (SWT).
☐Questions  Instruct them to recite “Bismillah” before starting
☐ Brainstorm  Draw different pictures on the board, for example,
☐ Picture Description apricot, egg, etc. and Ask students to name the 5 min
☐ Unscramble Key
pictures.
Words
 Get the students’ responses. Write the names of the
☐ PPT / Video
pictures on the board.
☐ Recap / Review
 Underline the first letter of each word and Ask
☐ Other (Specify)
students to identify whether it is a short vowel or a
long vowel.
 Note the feedback of the students and appreciate
them for their correct response. Write “S” for short
vowels and “L” for long vowels.
 Tell the students that today they are going to do
Lesson Development
some activities about initial short vowel sounds. Give
one example for each initial short vowel sound.
Learning
First Term

Activity1:
 Ask students to open activity book page # 13 of

‘Phonics Section’ of unit 2 ‘Save Me’.
 Encourage them to look at the each picture and tell
its name.
 Instruct them to match each picture with its starting
vowel sound (for example, match letter ‘a’ to ankle).

 a-ankle
 e-elephant
 i-insect
 o-ostrich
 u-umpire
Activity2:
 Now tell them to open page # 13. Read and explain
the statement to the students.
 Motivate them to identify and tick the correct initial
sound of each picture. For example, the word
umbrella begins with ‘u’ sound, so they have to tick
the letter ‘u’ not ‘a’.

 umbrella-u
 eggplant-e
 inkpot-i
 orange-o
alligator-a

5 min
classroom today.

First Term


First Term

Topic Play
Daily Keywords play, recycle, plastic, paper, metal, grass
☐ Reading ☐Writing ☐ recognition ☐ Pronunciation ☐ listening
Skills
Development ☐ Communication ☐ Identification ☐ Collaboration ☐ viewing
t
☐ Other (Specify)
Ref.#: Recognise different text types: Play.
Eng1T1U1W5LP3
textbook pg # 16-17, whiteboard, board marker, Week 5
eraser
Aids Period 3
Teaching
Methodology
Assalaam”.
Warm Up  Instruct them to recite “Bismillah” before starting
☐Questions their work.
☐ KWL Sheet  Call any volunteer student to act out in front of the
☐ Brainstorm
class. Give him/her some instructions to be confident
and relaxed. 5 min
☐ Unscramble Key
 Assign him/her the role of throwing wrapper in the
Words
classroom after eating chips.
☐ PPT / Video
☐ Recap / Review  After the student has performed, come forward and
☐ Discussion ask him/her politely to pick up the wrapper and throw
it in the bin.
 Advice him/her to always keep the environment clean
as Allah (SWT) also likes cleanliness.
 Tell the students that today they are going to learn

Lesson Development about play. Play is a type of text that conveys facts,
Through Active ideas and opinion. It is a dialogue on any topic and is 30 min
Learning usually performed on the stage.
Activity:
 Get the students on textbook page # 16-17 of
First Term

‘Speaking Section’ of unit 2 ‘Save Me’.
 Do model reading of the play with correct
 Describe to the students that this play is about
recycling. Allah (SWT) likes cleanliness. We must
recycle to keep environment clean.
Further explain that play is a text on any topic which is
performed on the stage by different characters. For example,
Rayyan and his friends are performing the roles of plastic,
paper, metal and glass. They are speaking, as they are really
plastic, paper, metal, glass, and sharing their thoughts, ideas
and opinions.
Wrap up the lesson by asking the students what they have
Wrap up learnt today. After getting their feedback, briefly explain the
5 min
concept again for clarity.

First Term

Topic Rhyming Words
Daily Keywords knees, trees, fun, sun, seed, need, care, air, bees, way, day
Skills
Development
t
☐ Other (Specify)
Ref.#: Recognize the rhyming words and their use in rhymes.
Eng1T1U1W5LP4
Week 5
Aids eraser, flash cards (rhyming words) Period 4
Teaching
Methodology
 Greet the students with smile by saying Assalamu
Warm Up Alaikum!
☐Questions
☐ KWL Sheet
Assalaam”.
☐ Brainstorm
their work. 5 min
☐ Unscramble Key
Words  Bring the flash cards of rhyming words, mix them up,
☐ PPT / Video and paste them on the board.
☐ Recap / Review  Have students assist you in looking through the cards
☐ Other (Specify) and pairing up rhyming words (for example, cat, hat,
rat, etc.).

about rhyming words. Rhyming words sound the
same. They may have the same letters at the end.
Lesson Development Activity:
Through Active  Have the students open textbook page # 18 of 30 min
Learning ‘Reading Section’ of unit 2 ‘Save Me’.
 Do model reading of the poem with correct rhyme,
 Advise the students to focus on each rhyming word
pair at the end of every two lines. For example: in
First Term

first two lines, the word ‘knees’ rhymes with the word
‘trees’.
 Explain them that the poem we are reading is a
rhyme because it has rhyming words at the end of
each two lines.
 Do the same for “Look Outside” as it is a new poem.
 Tell them that we must plant trees and care for them
to keep our environment clean. Further explain that
healthy plants and trees are our friends.
Wrap up learnt today. After getting their feedback, briefly explain the
5 min

First Term

Topic Rhyming Words
Daily Keywords knees, trees, fun, sun, seed, need, care, air, bees, way, day
Skills
Development
t
☐ Other (Specify)
Ref.#: Identify rhyming words.
Eng1T1U1W5LP5
practice book pg# 14, whiteboard, board marker, Week 5
Resources / Teaching eraser, flash cards (rhyming words), index cards
Aids (for rhyming words) Period 5
Teaching
Methodology
Warm Up
☐Questions
Assalaam”.
☐ KWL Sheet
☐ Brainstorm
 Bring the flash cards of rhyming words and paste 5 min
☐ Unscramble Key
Words them on the board.
☐ PPT / Video  Ask students to tell you the words for pairing up
☐ Recap / Review rhyming words. For example, if you paste the word
☐ Discussion ‘see’, they should tell the words like, ‘bee, knee, tree,
etc.’

more about rhyming words. Make them recall that
rhyming words sound the same. They may have the
Lesson Development same letters at the end.
Through Active Activity: 30 min
Learning  Instruct the students to open activity book page # 14
of ‘Reading Section’ of unit 2 ‘Save Me’. Make them
read the poems again on page# 18.
 Guide them to pick the pairs of rhyming words from
there and write on the lines provided on activity book
First Term

page. For example, in textbook page # 14, first two
lines have a rhyming word pair, ‘knees and trees’.
 Make them find the other pairs from textbook page
#18 and write them in the box on activity book page
# 14. Help the students if required.
Wrap up Sum up by asking students to read the poems themselves.
5 min
Briefly explain the concept again for clarity.
Home Assignment: Read page # 14-15 of the practice book.

First Term

Topic Rhyming Words
Daily Keywords say, book, fan, sun, cake, ball
Skills
Development
t
☐ Other (Specify)
Ref.#: Make rhyming words.
Eng1T1U1W5LP6
practice book pg# 14, whiteboard, board marker Week 5
eraser, drawing papers, coloured pencils
Aids Period 6
Teaching
Methodology
 Say Assalamu Alaikum!
Warm Up
 Encourage the students to respond with “Wa Alaikum
☐Questions
Assalaam”.
☐ KWL Sheet
☐ Brainstorm
 Tell the students that they are going to play a game. 5 min
☐ Unscramble Key
Words Begin the game by telling student(s), “I’m thinking of
☐ PPT / Video a word that rhymes with something in the classroom.
☐ Recap / Review My word is ‘hair’. What am I thinking of?”
☐ Other (Specify)  Encourage the student(s) to guess the word ‘chair’.
Continue with other words.
 Tell the students that today they are going to be

more creative as they are going to make more
rhyming words.
Lesson Development  Quickly review the concept that rhyming words sound
Through Active the same. They may have the same letters at the 30 min
Learning end.
Activity:
 Get the students on practice book page # 14. Read
and explain them the statement.
 Instruct them to read the word in each box one by
one and write the words that rhyme with them. Help
First Term

them if they need.
 The rhyming words are:
 say: day, hay
 book: look, cook
 fan: pan, ran
 sun: bun, fun
 cake: make, lake
ball: fall, tall

5 min
classroom today.

First Term

Topic Rhyming Words
Daily Keywords fat, mat, play, day, asleep, weep
☐ Reading ☐Writing ☐ Discussion ☐ Pronunciation ☐ Critical thinking
Skills
☐ Reflection ☐ Identification ☐ Collaboration ☐ Observation ☐Research
Development
t
☐ Other (Specify)
Lesson Objectives
Ref.#:
Use rhyming words to complete a rhyme.
Eng1T1U1W5LP7
Week 5
Resources / Teaching practice book pg # 15, whiteboard, board
Aids marker, eraser, picture cards of rhyming words Period 7
Teaching
Methodology

☐Picture Description  Tell the students, “We’re going on a rhyme hunt,” 5 min
☐ Unscramble Key and ask them to find something in the room that
Words rhymes with a given word. For example, “I see a
☐ PPT / Video
sock! What do you see in the classroom that rhymes
☐ Recap / Review
with sock?” (clock) “I see a door! What do you see in
☐ Other (Specify)
the classroom that rhymes with door?” (floor).
 Continue with other words and objects. You might
also try to do this activity outside.
 Tell the students that today they are going to have

fun with rhyming poems. Explain them that they will
Lesson Development come to know how rhyming words can be used to
make a poem.
Learning
 Quickly review that rhyming words sound the same.
They may have the same letters at the end.
Activity 1:
First Term

 Tell the students to open practice book page # 15 of
‘Reading Section’ of unit 2 ‘Save Me’.
 Read the statement. Do model reading of the poem
with correct pronunciation and intonation. Ask
students to follow you in chorus.
 Read each line one by one and encourage the
students to choose a word that rhymes with previous
line to complete the next line of the given poem. Help
them if they need.
 mat
 day
 weep
Activity 2:
 Divide the class in half and designate one group as
“trees” and the other as “squirrels.”
 Give the “trees group” picture cards that rhyme with
the picture cards given to the “squirrels group.”
 Ask the “trees” move to various parts of the
classroom and become stationary.
 When you say, “Squirrel in a tree!” the “squirrels”
must move around and find their rhyming “tree”. For
example, the “bun” picture card will move to the
“sun” picture card.
 The pair can then work together to think of additional
words that rhyme with their pictures.
Wrap up Tell the students to read the text again. Briefly explain the
5 min
concept taught today for clarity.

First Term


First Term

Topic Word Wall
environment, plastic, paper, metal, glass, dustbin, sun, bin, tin, save, help, junk,
Daily Keywords
noise, smoke, waste, litter, rubbish, recycle, reuse, reduce
Skills
☐ Illustration ☐ Collaboration ☐ Observation ☐Research ☐ Recognition
Development
t
☐ Other (Specify)
Ref.#:  Recognise word wall.
Eng1T1U1W6LP1  Make word wall.
Week 6
Resources / Teaching textbook pg # 19, practice book pg # 15,
Aids whiteboard, board marker, word cards 1
Period
Teaching
Methodology
Alaikum”.
Assalaam”.
(SWT).
Warm Up
☐ Questions their work.
☐ KWL Sheet  Bring a pile of word cards to the class. Call students,
☐ Brainstorm one at a time, let them come forward and pull a word
☐Picture Description card.
5 min
☐ Unscramble Key  Direct them, as a student pulls a card, she or he
Words turns to the other students, shows the card, and says
☐ PPT / Video the word.
☐ Recap / Review  Tell them, if the student says the word correctly, he
☐ Discussion or she gets to keep the card. If the word is read
incorrectly, the card is put back into the pile of cards
and all students say oops!
 Continue the game in that way.
 Provide them feedback with encouraging remarks as
it builds up the confidence in the students.
 Once all the students are done, ask them to use all
First Term

these cards and make a word wall.

about word wall.
 Explain them that a word wall is a collection of
words. We can write our words on the word wall
because it helps us remember the words.
Activity 1:
 Ask students to open textbook page # 19 of

‘Vocabulary Section’ of unit 2 ‘Save Me’.
 Tell them that Rayyan has learnt these words at kids’
camp. They are all about saving the environment.
Motivate them to be attentive to see what he has
made.
 Explain them that word wall is mostly developed on a
topic, unit or book. For example, Rayyan’s word wall
is on the topic “Save the Environment”.
Lesson Development Activity 2:
Learning  Tell the students to open practice book page # 15 of
‘Vocabulary Section’ of unit 2 ‘Save Me’.
 Tell the students to open textbook page # 19 and
instruct a student to read it aloud.
 Once he/she is done, ask them to read these pages
on their own.
 After that, advise them to pick the words of their own
choice from the text; and write them on the blank
word wall on the practice book page.
 Instruct them to write one word in one box.
Activity 3:
 Tell the students that now they are going to make
their own word wall for their classroom.
 Get the different coloured chart papers cut into
rectangle shape boxes.
 Now paste the different boxes on the display board
like a word wall.
 Describe to the students that this word wall uses
First Term

colour coding for the organisation. This makes it easy
for the students to find words on word wall when you
tell them, “It’s a purple word that starts with T.”
 Advise them to use the red colour chart for the words
they already know, and any other colour for the new
words, i.e. the ones they select from their English
book.
 Now encourage the students to come one by one and
write any one word on one box on the word wall.
 Appreciate the participation of the students in this
activity.
 Help them if they need.
Ask students to read the word wall themselves. Ask if they

Wrap up have any confusion. Briefly explain the concept again and 5 min
check for correct spellings.
Home Assignment: Make a word wall on your favourite topic (in the notebook) and share with your
parents. Remember, that you need to do your homework on your own.

First Term

Topic Uncountable Nouns
Daily Keywords smoke, power, rubbish, pollution, soil, water
☐ Reading ☐Writing ☐ Recognition ☐ Presentation ☐ Receptive(understanding)
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Expressive (using language rules)
Development
t
language ☐ Other (Specify)
Ref.#: Recognize uncountable nouns.
Eng1T1U1W6LP2
Week 6
Resources / Teaching textbook pg# 20, whiteboard, board, marker,
Aids eraser, flash cards Period 2
Teaching
Methodology

Assalaam”.
their work.
 Write the words “countable noun” on the whiteboard.
Warm Up  Ask students in an energetic tone “Do you remember
☐Questions the countable nouns?”
☐ KWL Sheet  Note their response.
☐ Brainstorm  After that, draw a picture of a pool with five fish in
☐Picture Description the pool water. 5 min
☐ Unscramble Key  Make the students count the fish and note their
Words response as ‘five’.
☐ PPT / Video
 Encourage the students and repeat in an exciting
☐ Recap / Review
tone, “Right, these are five fish.”
☐ Other (Specify)
 Describe to the students that fish is a countable
noun.
 Now, ask them to count the water in the pool. They
will get confused and will say that it cannot be
counted.
 Tell them that they are right because water is an
uncountable noun.
First Term

about uncountable nouns.
 Explain them that noun is the name of a person,
place or a thing. Uncountable nouns are the nouns
we cannot count (for example, water, smoke, and
ink).
Activity 1:
 Direct the students to open textbook page # 20

‘Grammar Section’ of unit 2 ‘Save Me’.
 Tell the students that all the highlighted words are
uncountable nouns. For example, ‘smoke’ is
highlighted because it is an uncountable noun.
 We cannot count how much smoke there is. We
Lesson Development cannot count water, soil and pollution.
Through Active  Once again, explain them the concept of uncountable 30 min
Learning noun.
Activity 2:
 Once they get this basic explanation, tell them that

today they are going to brainstorm some more
examples of countable and uncountable nouns.
 Draw a line in the middle of the board to divide it into
two halves.
 Write the word “countable” on one side and
“uncountable” on the other side.
 Divide students into two teams, Team A and Team B.
 Tell them that each team has to come up with an
example of countable/uncountable nouns.
 Direct them that Team A students will share the
examples of countable nouns while Team B will share
the examples of uncountable nouns. The opposing
team gets a point for a wrong example.
 Encourage them to share their examples one by one.
First Term

Note their responses on the board in the respective
columns.
 Explain the concept of uncountable nouns and correct
if the students come up with the wrong example.
Sum up the lesson by asking the students to read the text

Wrap up
themselves. Once they are done, briefly explain the concept 5 min
again for clarity.

First Term

Topic Uncountable Nouns
Daily Keywords oil, milk, carrot, egg, rice, sugar, biscuit, box
☐ Reading ☐Writing ☐Identification ☐ Presentation ☐Receptive(understanding
Skills ☐ Reflection ☐ Illustration ☐ Expressive (using language rules) language
t
Ref.#: Identify uncountable nouns.
Eng1T1U1W6LP3
practice book pg# 16, whiteboard, board marker, Week 6
Resources / Teaching eraser, cards with countable and uncountable
Aids nouns, boxes Period 3
Teaching
Methodology

☐Picture Description  Ask students to look around and find uncountable 5 min
☐ Unscramble Key nouns.
Words  Call a few students randomly and encourage them to
☐ PPT / Video
share their findings.
☐ Recap / Review
 Collect their responses and write them on the board
☐ Other (Specify)
(for example, ‘water’, ‘air’, etc.).
 Quickly review the concept of uncountable nouns.

 Repeat that uncountable nouns are the nouns we
Lesson Development cannot count. For example, water, smoke, and ink
Through Active cannot be easily counted. Glass, book, ball, bed, 30 min
Learning clock are also the examples of uncountable nouns.
 Tell them today they are going to sort out countable
and uncountable nouns.
First Term

Activity 1:
 Divide the students into pairs. Give each pair some

cards with countable and uncountable nouns, and
two boxes labeled as countable and uncountable.
 Instruct them to sort out the cards as countable and
uncountable nouns and put them in the correct box.
 Observe this activity and help students if required.
 Help them correct their selection and guide them by
pointing to the card.
Activity 2:
 Tell the students to open activity book page # 16 of
‘Grammar Section’ of unit 2 ‘Save Me’.
 Ask them to read the given statement.
 Explain to the students that the word bank provided
has some countable and some uncountable nouns.
 Instruct them to read all the words carefully and
write the countable & uncountable nouns in the
relevant lists on the practice book page. Instruct
them to write in neat handwriting.
The correct answers are :
Countable- carrot, egg, biscuit, box
Uncountable- oil, milk, rice, sugar
5 min
concept again.

First Term


First Term

Daily Keywords clean, too, recycle, plants, gardening
Skills
☐ Reflection ☐ Recognition ☐ Collaboration ☐ Observation ☐Research
Development
t
☐ Other (Specify)
Ref.#: Recognize connector for addition (too).
Eng1T1U1W6LP4
Week 6
Resources / Teaching textbook page 21, whiteboard, board marker,
Teaching
Methodology
 Greet the students with a smile by saying
“Assalaamu Alaikum”. Encourage them to respond
with “Wa Alaikum Assalaam”. Ask them to start the
day with the name of Allah (SWT). Instruct them to
recite “Bismillah” before starting their work.
Warm Up
 Write the following sentences on the board.
☐Questions
 The Quaid-e-Azam Library in Bagh-e-Jinnah
☐ KWL Sheet
Lahore is one of the best places to do research.
☐ Brainstorm
☐Picture Description  It has hundreds of the most respected magazines
and journals in the world. 5 min
☐ Unscramble Key
Words  Ask students that look at these two sentences. Is
☐ PPT / Video there anything wrong with them?
☐ Recap / Review  Tell them that there is nothing wrong with them, but
☐ Discussion a word that connects these two sentences is often
added. Adding a connector would clearly show a
relationship between the two sentences and ideas.
 Explain them that we use different connectors to
show a connection between phrases and sentences.

Lesson Development
another connector for addition 'too'. We can use 'too'
to connect two phrases or sentences together.
Learning
 Remind them what the connector for addition with
First Term

examples.
Activity 1:
 Tell the students to open textbook page no. 21 of
'Grammar section' of unit 2 'Save Me'.
 Tell the students that if two sentences are alike, we
can connect them and using 'and' and 'too'. For
example, if I like plants and if you like plants, we can
write like 'I like plants and you like plants too'
because we both like plants so we can use 'too' to
show that we both like plants.
Activity 2:
 Instruct the students to make three sentences using
'and' and 'too'. Help them to make sentences.
Once they have made their own sentences, ask them
to orally share their sentences with the class.

Wrap up
learnt today. After getting their feedback, briefly explain the 5 min
Home Assignment: Read page no. 21 of the textbook.

First Term

Daily Keywords environment, clean, too, recycle, plants, gardening
☐ Reading ☐Writing ☐ Discussion ☐ Anticipation Guide ☐ Communication
Skills
☐ Reflection ☐ Identification ☐ Collaboration ☐ Guided Practice
Development
t
☐ Other (Specify)
Ref.#: Identify and use connector for addition (too).
Eng1T1U1W6LP5
Week 6
Resources / Teaching practice book page# 17, whiteboard, board
Aids marker, eraser Period 5
Teaching
Methodology
“Assalaamu Alaikum”. Encourage them to respond
with “Wa Alaikum Assalaam”. Ask them to start the
Warm Up day with the name of Allah (SWT). Instruct them to
☐ Questions recite “Bismillah” before starting their work.
 Write the following two sentences on the white board.
☐ KWL Sheet
☐ Brainstorm  Dad likes swimming.
☐ Picture Description  My brother likes swimming.
 Ask students to look at these and call 3 or 4 students 5 min
☐ Unscramble Key
Words randomly ask them to join two sentences using ‘and’
☐ PPT / Video and ‘too’.
☐ Recap / Review  Note their responses and appreciate them for right
☐ Discussion answers and responses.
 Explain them that some words help us join sentences
together, these words called connector for addition.
‘And’ and ‘too’ are connector for addition.
another connector ‘too’ for addition. We can use 'too'
to connect two phrases or sentences together.
Lesson Development
 Ask them to open practice book page no. 17.
 Tell them that connector for addition are the words
Learning
we use to join words/sentences together. For
example, we can join many words/ sentences
together using the connector ’and/too’.
First Term

Activity1:
 Instruct students to read the sentence on the practice

book page.
 Guide them that they have to connect sentence by
using the correct connector ‘and’ or ‘too’.
 Read and point to the first bullet sentences.
 Tell the students that two sentences have been
provided in each bullet.
 Ask them to look at the boxes of ‘too’ and ‘and’.
 Guide them that they have to colour the right
connector 'and' or 'too' to correct both sentences
properly.
 For example, in the first pair of sentences we colour
‘and’ box in first sentence and ‘too’ for the second.
 Do the same for other sentences and write the
answers on the board:
 and, too
 and, too
 and, too
 and, too
 and, too
 Once you have finished, again point on the picture
and ask questions, note their responses and tell them
to note their answers in their activity book.
Activity 2:
 Now tell the students to open practice book page no.
17 of 'Grammar section' of unit 2 'Save Me'.
 Read the instruction to them and explain them what
they have to do.
Tell the students that two sentences have been
provided in each bullet and they have to colour the
right connector 'and' or 'too' to connect both
sentences.

Wrap up
Home Assignment: Read page no. 17 of the practice book.
First Term


First Term

Topic Simple Sentences
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Listening ☐Research
Development
t
☐ Other (Specify)
Ref.#: Recognize simple sentences (S+V).
Eng1T1U1W6LP6
Week 6
Resources / Teaching textbook page 22, whiteboard, board marker,
Teaching
Methodology
“Assalaamu Alaikum”.
☐Questions Assalaam”. Ask them to start the day with the name
☐ KWL Sheet of Allah (SWT).
 Write the word ‘sentence’ on the board. 5 min
☐ Unscramble Key
Words  Ask students if they know what a sentence is.
☐ PPT / Video  Writes a sentence having subject + verb on the
☐ Recap / Review whiteboard.
☐ Discussion  Underline subject and verb.
 Ask students what are these?
 Encourage them for their right responses.
about simple sentences. Simple sentence has a
subject and a verb. A subject is the person doing the
action. For example, 'Ali plays'.'Ali' is the subject
Lesson Development performing the action of the playing and 'plays' is the
Through Active verb. 30 min
Learning
Activity 1:
 Tell the students to open textbook page no.22 of
'Grammar Section' of unit 2 'Save Me'.
First Term

 Read each sentence one by one and tell them the
subject and the verb in it.
 Ask them look at the highlighted words, they are
subjects in the sentence.
 Discuss with them that every sentence must have a
subject and a verb. A subject is a noun that doing the
action and action is the verb. For example, in the
sentence ‘Dad digs’, ‘Dad’ is the subject and ‘digs’ is
the verb.
Activity 2:
 Now Ask students that they have to make their own
sentences using the 'subject' and the 'verb'.
 Help them to make sentences.
Tell them to note in their notebooks.

Wrap up
Home Assignment: Read page no.22 of the textbook.

First Term

Topic Simple Sentences
Skills
☐ Reflection ☐ Illustration ☐ Collaboration ☐ Discussion ☐ Guided Practice
Development
t
☐ Other (Specify)
Ref.#: Make simple sentences(S+V).
Eng1T1U1W6LP7
Week 6
Resources / Teaching activity book page 18, whiteboard, board marker,
Teaching
Methodology
Warm Up  Greet the students with a smile by saying
☐Questions “Assalaamu Alaikum”.
☐ KWL Sheet  Encourage them to respond with “Wa Alaikum
☐ Brainstorm Assalaam”.
☐Picture Description  Ask them to start the day with the name of Allah
☐ Unscramble Key (SWT).
 Instruct them to recite “Bismillah” before starting 5 min
Words
☐ PPT / Video their work.
☐ Recap / Review  Enter the classroom and drink water. Ask students to
☐ Discussion tell what you are doing in a simple sentence.
 Have them come up with the answer ‘you drink’.
Encourage them for their correct feedback.
 Tell the students that today they are going to do an

activity on simple sentences. Simple sentences are
made up of subject and verb.
Lesson Development
Learning  Tell the students to open activity book page no.18 of
'Grammar Section' of unit 2 'Save me'. Point to each
picture one by one and Ask students to complete
each sentence. For example, in picture 1, Rayyan's
dad is working on the computer so the sentence will
First Term

be 'Dad works' because 'Dad' is the subject and
'works' is the verb.
 Make them complete the sentences using verbs and
subjects as shown in the pictures on practice book
page no.18 and write them in the given blanks. Help
the students if required.
1. Works
2. Cooks
3. Sleeps
4. The cat
5. The girl
6. Washes
Wrap up
Home Assignment: Read page on.18 of the practice book.

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INTERNATIONAL SCHOOL OF CORDOBA

Daily Lesson Plan English - Grade 1 Date:

• Greet students with a smile by saying “Assalaamu

 Call students at random and ask them to introduce

Tell students that we are going to play a fun game.

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

 Help students know about each other.

Wrap up the lesson by asking students, Which animal is very

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

Date of birth: __________________

How many siblings do you have? _______

brother/s? _______ sister/s? ______

What is your favourite……?

• Greet students with smile by saying “Assalaamu

• Write alphabet on the whiteboard. Revise the

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

• Greet students with smile by saying “Assalaamu

• Remind students that letters are of two types:

Wrap up Sum up the lesson by reviewing the concept taught in the

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

textbook pg # 2, whiteboard, board marker, flash Week 1

 Say the alphabet and instruct students to repeat with

Wrap up Summarize the lesson by retelling the concept taught in the

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

 Tell students that today they are going to learn more

 Tell students to look at the picture given on page # 4

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

 Do the model reading of the textbook page # 3 with

Wrap up Sum up the lesson by reviewing the concept taught in the

could avoid monotony / monotone approach ☐ class management could be better ☐

could use more illustrations ☐ could make teaching easy ☐

could generate interest ☐ could manage time properly ☐

Overall: very good ☐, good ☐, average ☐, weak ☐

Coordinator’s/ VP’s/ Principal’s Remarks:

Topic Information from Visual Text

brother/s? _ sister/s?