Class_IV_Eng Lang_First Term_Cold & Warm Region(full permission).pdf

class 5

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Army Public Schools and Colleges System
SOW Summary
Academic Session 2024-2025
First Term
Subject: English Language Class: IV


Content Page No. Resources
Scope and Sequence 02 Total Teaching weeks: 17
Prescribed Textbooks:
· Cambridge Global English APSACS Learner’s Book – 4
(Third Edition)
· Cambridge Global English APSACS Activity Book - 4
Resources:
· Cambridge Global English Teacher’s Resource - 4
· Dictionaries/Thesaurus
· Internet and Computer Lab
· Speaker / Laptops

Prescribed Notebooks:
· English four-lined notebook (Large) - 1
Progression Grid 04
Instructions 08
Unit 1: Family circles 22
Unit 2: Stories 28
Unit 3: Day and night 35
Unit 4: Homes 41
Unit 5: Getting around 47

3. Army Public Schools & Colleges System
Scope and Sequence
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Subject: English Language 1
st
Term
Teaching weeks: 17 Class: IV

Week Units Topics
1.
1. Family circles
· Family circles
2.
· Global children
· Sport for everyone!
3.
· Penfriends
· The Treasure
4.
· Reflect on your learning
· Revision
5.
2. Stories
· Stories
· The Power Pals
6.
· Make a superhero
· Planning a story
7. · The Seekers
8.
· Reflect on your learning
· Review 1
9.
3. Day and night
· Day and night
· Planet Earth
10.
· Orbits
· Nocturnal nature
11.
· Afraid of the dark
· Reflect on your learning
12.
4. Homes
· Homes
· Strange buildings
13.
· Out and about
· Famous places
14.
· The Hobbit
· Review 2

4. Army Public Schools & Colleges System
Scope and Sequence
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15.
5. Getting around
· Getting around
· Staying safe on the road
16.
· Getting around big cities
· One giant leap
17.
· Lost in the Desert
· Reflect on your learning

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Army Public Schools & Colleges System
Progression Grid


Vocabulary & Grammar
Grade III Grade IV Grade V
· Present continuous to describe events
· Question words: where, what, how, who
· Gerund: be good at+ noun/ -ing
· Adverbs of sequence: first, next, then
· Prediction: will
· Statements and questions with was/were,
could/couldn’t
· Comparative and superlative adjectives
· Understanding subject pronouns, it and
they within texts
· Past simple: regular and irregular forms
· Adverbs of frequency
· Object pronouns: him, her, it, them, me
· How to say years (e.g. 2020, 1995 etc.)
· Relative clause with who and which
· Indirect object pronouns
· Present perfect for experiences
· Irregular past participles
· Present continuous for future
arrangements
· Comparative adverbs: more quickly/ more
slowly
· Present Simple
· Adverbs of frequency play/go/do
· Verb + Infinitive/…ing
· Phrasal verbs both/too/whereas
· Expressing time
· Comparatives
· Superlatives
· Adjective order
· Modals of probability
· Question tags
· Present perfect for life experience
· Zero conditional
· Past continuous
· Preposition of direction get (travel) / get +
adj / get + to + verb
· Some and any
· Made of/ made from
· Quantifiers
· Linkers of purpose: so, that, so as not to,
in order to
· Infinitives of purpose
· Past and present actions
· Verbs of movement
· Quantative pronouns
· Phrasal verbs: crime
· Future prediction with will
· Going to for future plans
· Adjectives of personality
· Food collocations and classifiers
· Quantifiers and classifiers
· Contable and uncountable nouns
· Should for advice
· Contrast linkers
· Descriptive adjectives
· Paragraphing
· Sequencing words
· Comparatives and superlative
· Subordinate clauses
· Past simple
· Will for future
· Use of both, and, as well as,too, also facts
· Adjectives and antonyms
· Use of conjunctions
· Modals of speculation
· Question tags
· Conjunctions: so, and, but,because
· Punctuation and direct speech
· Prefixes un-,ir-,dis-
· Conjunctions: if,and, but, so,where,so,
when
· Past simple and past continuous
· Use past tense for telling a story
· Roman numerals
· Adjectives
· Use of whereas,too, both

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· Subordinate cluses:
think,know,believe,hope, say
· Past simple active and passive forms
· Agent by
· Weather collocations
· Action verbs
· Similes
· Should/Shouldn’t for advice
· Adverbs of degree
· Adjective order
· Use of imperative to write slogans
· Useful expressions for giving advice
· Personal pronouns it / its
· Obligation and necessity: must, should,
have to, need to
Oral Communication
Grade III Grade IV Grade V
· Listen and identify
· Give opinions: easy or difficult
· Describe what people are doing
· Picture description
· Make suggestions, give encouragement,
apologise
· Listen and discuss an extended narrative
· Talk about family and family celebrations
· Ask and answer questions
· Perform dialogue
· Follow aural instructions
· Describe and compare
· Roleplay asking for things
· Interview about experiences
· Express preference
· Strategy: Prediction
· Talk about families and activities
· Ask about relationship
· Comprehension questions
· Talk about people
· Listen for specific information
· Description of homes and strange
buildings
· Talk about where they’d like to live
· Talk about maps
· Follow the topic
· Description of people
· A description of a thief
· Talk about traditional dances
· Interviews
· Talk about school
· Listen for specific information
· Listen to prepare, conduct and answer an
interview
· Evaluate information
· Describe inspirational people
· Listen and plot points on a graph
· Do a survey
· Prepare and give a presentation
· Identify opinion
· Express opinion
· Use discourse markers/ sequencing
words
· Make connections
· Descibe a festival/celebration, personal
celebrations
· Give presentation
· Listen to descriptions of famous people

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· Complete notes: Listen for information
· Listen to fables
· Prediction
· Use connectors: when and as
· Tell an anecdote
· Listen for clues/ important information
· Present a weather report
· Notetaking
· Give advice
Reading and Writing
Grade III Grade IV Grade V
· Rhyming words
· Common homonyms
· Identify action verbs
· Spelling rules for words ending in -ing
· Borrowed words in English language
· Create picture glossary
· Write compound sentences using but
· Write a letter of apology
· Autobiographies
· Scan text for information
· Describe people in photo
· Combine sentences with and
· Write about a memory
· Write a chart using given information
· Turn notes into full sentences
· Draw and label a picture
· Write and punctuate dialogue
· Write description of a picture
· Write sentences using list commas
· Draw and write about your own invention
· Describe a room in a dream house
· Create similies with as
· Describe an imaginary dinosaur
· Capital letters
· Rhyming words
· Intonation: Question tags
· -ed endings
· Connected speech
· Homophones
· Speech marks
· Exclamation marks
· Sentence correction
· Write a letter
· Make connections
· Statements about different types of books
· How to draw a cartoon
· Read for gist
· Write about a superhero
· Make a story plan
· Write a quiz
· Write an animal fact life
· Read for information
· Organise information
· Write about a strange building
· Write about a famous person in history
· Read for details
· Intonation in question words
· Rhyming words
· Reading for gist
· Write a personal profile
· Use a variety of adjectives
· Design a webpage
· Make predictions using visual clues
· An artiels about malaria
· Read a problem page in a magazine
· Use paragrphs
· Write a descriptive essay
· Design a poster
· Connected speech
· Scan a text
· Read a descriptive essay
· Design a poster
· -ed endings
· Read descriptive and informative texts
· Visualise context
· Add information
· Write an article
· Pronunciation: -ough
· Match headings to paragraphs

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· Link sentences using but
· Write activity instructions
· Make a poster about caring for your teeth
· Write a plan for making healthy choices
· Write about a giant food item
· Write instructions for an experiment
· Write about how a food item is produced
· Make notes
· Read and write a newspaper article
· Identify difficult words
· Write a blog about a trip
· Write an email invitation
· Informal writing
· Read biographies
· Give reasons
· Write a short story
· Large numbers
· Read factual texts
· Identify roman numerals
· Use past tense for telling a story
· Write a newspaper report
· Identify tone
· Evaluate texts and give an option
· Read factual texts
· Write a descriptive text
· Stress important information/ Rhyming
words
· Interpret diagrams
· Read about food chains; camouflage; a
leaflet about a wildlife park
· Use imperatives to write slogans
· Design and write a leaflet
· Alliteration

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ARMY PUBLIC SCHOOLS & COLLEGES SYSTEM
APSACS Scheme of Work
General Instructions for Teachers

1. APSACS Scheme of Work :
The APSACS Scheme of Work (SOW) provides teachers with a structured plan for delivering the curriculum effectively, ensuring
comprehensive coverage of content, and promoting student engagement and achievement. It serves as a valuable reference point for
teachers, providing guidance, consistency, and coherence throughout the teaching and learning process.
It serves as a road map to guide teachers developing their daily lesson plans. Each SOW includes a brief teaching methodology which
connects to the SLOs. It enables teachers to be more flexible in choosing teaching methodologies and suggested learning activities. A live
document, it is easy, convenient and simple to use.

2. Scope and Sequence :
This is a logical and coherent order of the lessons or units, indicating the sequence in which topics are to be taught. The sequence ensures a
progressive development of knowledge and skills, building upon prior learning. Scope refers to the topics and areas of development within a
curriculum and the sequence is the order in which those skills are taught. The APSACS Scope and Sequence represents weekly distribution
of content/concepts/topics to be covered in a term.

3. Students Learning Outcomes(SLOs) :
SLOs are clearly defined statements of what students are expected to learn and achieve by the end of the unit. These are specific,
measurable, achievable, relevant, and time-bound (SMART). After introduction of the topic, share the learning outcomes with the class so
that students know what they will learn in the lesson.

4. Teaching and Learning Strategies : These instructional approaches, methods, or techniques will be employed to facilitate student learning.
These may include a variety of strategies such as discussions, group work, hands-on activities, projects, or multimedia resources.
Relate the topic to everyday life experiences, Incorporate activities suggested in the Scheme of Work (SOW) or design relevant activities.
Encourage student questions and discussions related to the topic and assess student knowledge through active participation and discussions
and by employing assessment for learning strategies. (AFL)

5. Resources and Materials : Identification of the necessary resources, materials, textbooks, technology, or equipment needed to support
teaching and learning activities.

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6. Digital Resources : Digital learning resources are learning resources that aid students and teachers in the educational process. Their intent
is to increase student engagement, make curriculum development and accessibility easier and increase student achievement. Digital
resources include:-
· Educational videos
· Google Earth
· Graphing calculators
· Learning games

7. Digital Tools:
Digital tools are the softwares, programs or applications that provide readily available online assessment or content creation opportunities to
design quizzes as per the required complexity level. Digital tools not only enhance the teaching quality by facilitating collaboration and
evaluation but also provide prompt feedback. These tools help teachers, students and parents in monitoring the learning progress.

8. Progression Grid
Progression grid is a visual representation, giving interconnection of concepts, content and skills across different levels of proficiency. It
enables a teacher to evaluate individual learner’s progress against the objectives and identifies the next steps in learning, which are working
towards expectation, meeting the expectation and exceeding the expectation.

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Instructions for English Language Teachers

APSACS SOWs are a basic guideline that be followed by all teachers. A detailed set of instructions to teach comprehension, vocabulary,
creative writing, and grammar is provided to ensure that the teaching learning process is made uniform throughout the system and students get
an equitable standard in education. These instructions must be discussed in detail by the Section Heads with Subject Coordinators and English
Language teachers. Teachers may modify the pedagogical practices and strategies according to their class requirements.
Following steps are to be applied while teaching English lessons:-
- Introduce the topic in an interesting manner.
- Share & explain the objectives on a daily basis with the students instead of simply writing them on the board.
- The pictures, illustrations and images, in the Textbooks are informative sources and must be discussed during lessons.
- Success Criteria must be discussed with students and their input taken before assigning the written task.
- Provide constructive written feedback in notebooks to enable students to improve upon the written task.
- Ensure that a conducive and interactive learning environment prevails in the classroom, so that students feel comfortable while asking
questions.
- Closely monitor and facilitate ‘Low Readiness Learners’ and ensure that they complete the class work during the allotted time.
- Check Points should be planned with the Subject Coordinator during the Coordination Meeting and should be taken during regular periods.
- Skills are indicated in the Objectives column of the syllabi. These skills are expected to be developed as a result of that lesson. These are
NOT to be shared with the students. This identification of Skills is for the guidance and facilitation of the teacher. Teachers may choose sub
skills, keeping in mind the lesson objectives. The acquired skills can be tested through Assessment plan of the daily lesson i.e oral
discussion, activities, written and project work.
- Theme related vocabulary, grammar concepts and values must not be taught in isolation. Opportunities for revising and using these in
meaningful ways should be woven into the activities and lesson plans. Emphasis on independent reading, writing and communication skill
development must be reinforced.
- The difficult and unfamiliar words must be written on the board or displayed on flash cards. The key words must be read aloud so as to make
students learn the correct pronunciation.
- Use of Graphic Organizers is mandatory during lessons’ discussion and explanation. Teachers must pick the most relevant organizer.
- Assignments given for C.W. or H.W. to be thoroughly explained and discussed in class along with the relevant topics. A few Online /
e-assignments are also mentioned in the H.W column to be uploaded on AIS for teachers to check and return to the students. H.W uploading
procedure has been shared by APSACS IT Dept. (Ref. APSACS General Instructions)
- All the questions and activities suggested for written work should be done in Textbooks, Workbooks/ Activity Books and Notebooks as
specified in the SOW.
- Independent reading of the Textbook content must be ensured and monitored by the teacher prior to written work
- Grammar topics and tenses must be reinforced frequently. Teachers may prepare short practice exercises or topic related Worksheets for
Revision

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- It is mandatory for language teachers to get a copy of the Teacher’s Resource from the Section Head or the Subject Coordinator. Only
suggested activities have been added with each lesson where required. Teachers are not bound to follow each and every activity. Once
conceptual clarity is ensured, some of the suggested activities may be used for consolidation of lesson or concept check i.e., ongoing AFL.
Audio Scripts have been uploaded on for listening exercise on APSACS official website. Use downloaded scripts for teaching relevant
exercise.
- It is suggested to use the cell phone/laptop/smart board, e - gadget attached with speakers as and when the listening icon appears in the
Textbook/Syllabus document. The Section Head must be informed prior to conducting the Listening Activity.
- Students must get the opportunity to listen and watch the audio / video clips at least once a week. Teachers may read them or engage
students in role play.
- The reading material in each Unit is age appropriate. Teachers must focus on in-built grammar concepts, vocabulary, language practice and
creative writing as per teaching methodology.
- Teacher Talk Time should be simple, short, precise and succinct. It is Student Talk Time that is the priority so as to allow learners ample
opportunities to speak, communicate and learn.
- Teachers must not ask the students to open the Textbooks during Warm up / Starter Activities to keep their interest, curiosity and element of
surprise alive.
- On sport monitoring & guided must be provided during written tasks.
- Each student will be assigned 1x Project per Term. It is at the teachers’ discretion to plan and distribute the projects in such a way that
maximum number of projects are prepared by each class.
- In order to monitor students’ progress and to identify areas of difficulty, there is a Self-Check Section after every two Units
- Suggested videos may be shared as per available time, otherwise these may be utilized as teachers’ resource. It is to be used as per teacher
discretion.
- Conceptual clarity is of prime importance in every lesson.

Weblinks:
- The suggested digital resources & tools provide free quizzes educational games, topics related activities and online or printable Worksheets
that can be used in class and should be recommended for home practice under parents’ supervision. Teachers to show theme related
documentaries wherever needed. All the video clips and documentaries must be checked for any cultural or religious offensive material. The
material must be sifted prior to sharing it with the students. Some use websites are:
- https://www.abcya.com/grades/1
- http://pbskids.org/
- http://www.primaryresputce.co.uk/
- www.eslvideo.com
- www.englishgrammar.org
- www.turtlediary.com
- http://learnenglishteens.britishcouncil.org/
- Khan academy kids

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Instructions for Project Work:
Steps for Projects must be succinct and precise. The students must be clearly guided about basic details including group formation prior to the
project. Each student will choose 1x Project per Term as per their choice and deliberate decision, keeping in mind the following:
- Essentials of Project Work: Surveys, Research, Display, Roleplay, PowerPoint etc
- Time allowed for group presentations
- Submission date
- Sharing of Project Rubrics as assessment criteria with students and parents.
- Teachers to use LAUNCH method to manage projects. The acronym LAUNCH stands for:
L: Look, Listen and Learn
A: Ask Qs
U: Understand the process, the problem
N: Navigate ideas
C: Create a rough proto type of the project
H: Highlight and fix

Managing Group Work:
For successful Group Work, the entire class must be disciplined and onboard about the task assigned. Weak classroom management is the
strongest hurdle in accomplishment of task. Ensure that when students are seated in a group, they should face the teacher and maintain eye
contact for any oral or verbal instructions.
Following are basic classroom management techniques:

1. Flexible Student Grouping:
a. Whole-class Instruction
b. Small –group Instruction
c. One-to –one Instruction

2. Peer Teaching:
a. Small Cooperative Groups
b. Homogenous Groups
c. Independent Learning
d. Mixed Readiness Groups
e. Multi-level Groups
- Pair: 2 per group
- Triad: 3 per group
- Quad: 4 per group

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Differentiated Instructions in Group Work:
Differentiation refers to adapting and modifying instructions so as to meet individual needs. Whether teachers differentiate content, process,
products or the learning environment, the use of ongoing assessment and flexible grouping turns it into a effective approach towards instruction .
Teachers to ensure that Low Readiness Learners write less but coherent and meaningful.
Types of Learners:
a. Low Readiness Learners (LRL) require maximum teacher’s guidance thus, Teachers must tailor and alter their work accordingly e.g. they
must be assigned lesser written work
b. Medium Readiness Learners (MRL) are able to complete their work in the given time frame
c. High Readiness Learners (HRL) extra work must be planned by the teacher for this group as they generally manage to complete tasks
earlier than others. This group may require extra engagement as they can cause disturbance in the class once their work is complete.

Suggested Activities :
1. Talking Chips*:
Teacher will issue two or three talking chips to each student in a group. Students will hold the talking chips in their hands which they have to
use during discussion. Every time a verbal contribution is made to group discussion or the student speaks, they place the talking chip in the
centre of table, indicating that they have participated in the discussion. Hence, all students get many chances to speak during group
discussion. Teacher will prompt those students who do not contribute during the discussion as they will still be holding on to their Talking
Chips.

* Talking Chips are small laminated cards prepared by the teachers. Sample template is given below. The actual size can be 2”x 2”.

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2. Snakes and ladder game*: (Optional, as it is time consuming) :
This game can be played in the class to teach tenses, regular /irregular verbs and other grammar concepts.
Note: *(search online)

3. Teaching Tenses using Timelines:
The basics:
A horizontal line represents the basic line of time. The left end of the line is the first point in time, the right end is the final point in time. Thus,
time is deemed to move forward as the line moves from left to right.
This line is usually marked with a point that represents now. Thus, the timeline is divided into the past and the future.

To emphasize the direction of time, the line may be capped with an arrowhead. Now is symbolized with a triangle, as below.

This simple template can then be added to in order to show everything from the difference between the words before and after and the
meaning of the future perfect continuous!

Symbols:
The following is a summary of the common symbols used on timelines:-

A single event or action

A repeated action or habit

A permanent state or situation

A temporary state, situation or repeated/continuous action

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Exact time of event is unknown

A point in time

A period in time

Examples:
Here are some timeline examples demonstrating the use of these symbols.
· Last night, I was walking home when I slipped on the icy path.



· I have been learning Japanese for three years.

· I have been to New Zealand, Iceland and Taiwan.


· I get up at seven o'clock every day.


3. Quiz- Quiz Trade:
Step 1. Create Questions
Provide each student with flash cards about the current unit of study. One side of the card has a question or vocabulary term and the other
side provides the answer or definition.

Step 2. Pair Up- Peer Coaching:
Use the stand-up /hands up/pair up method for students to find a partner. Partner A holds up the flash card to show Partner B the question.
Partner B answers, Partner A praises if correct or coaches if incorrect. They switch roles and Partner B asks Partner A the next question.

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Step 3. Hands Up:
After thanking each other and switching cards, Partners A and B raise their hands to find a new partner and repeat the process for an allotted
amount of time.

When to Use:
Use Quiz- Quiz Trade at any point in the lesson to structure meaningful conversation:-
· After a unit to review terms.
· At the beginning of the school year as a way to review students' knowledge (AFL) of class rules and procedures.
· Before students begin an assignment, such as an essay, a set of word problems or a science activity/experiment, to gather ideas or
formalize procedures.
· To remediate weak skills and practice newly learned skills.

4. Deconstruction of the text:
· Type the selected passage and cut it into strips. Give one strip to each student and ask them to stand in a semi circle and read their strips.
Students keep on moving and placing themselves in the order of the text. Once the sequencing is complete the students read out their
strips again.

5. Taboo Game:
· Show an image to one group ( e.g a cappucino cup ). Use a screen or flash cards. Write three prompts to describe the word. Ask the
students looking at the image to describe the image in as many words or sentences as possible without using the words/prompts already
given. The other group guesses the word. This is a good starter activity to guess the names of people, places, buildings and things.

6. Diorama
A diorama is often used as a learning tool to help show a student's understanding of a certain subject matter. In reality, a diorama is much
more. A diorama is a three-dimensional scene used to creatively express learning, either in miniature or as a large-scale museum exhibit.
This could be another way to present projects.

Examples:
o a scenic painting, viewed through a peephole, in which changes in colour and direction of illumination simulate changes in the weather,
time of day, etc.
o a miniature film set used for special effects or animation.
o an animal habitat in a shoe box.
o a desert scene complete with camels, date palms and sand.

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7. Brain- break Activities:
Gone are the days of making your students sit still for hours at a time. We now know, thanks to extensive research, that kids need to move
and take brain-breaks to improve their concentration and brain activity. The brain is much more active after some form of a brain break.
Teacher to ensure that the brain- break activities are short and limited to 3-5 minutes.

Examples of Activities:
Hot Potato
Classmates gather in a circle and toss a beanbag or tennis ball to each other while music plays. The player who is holding the ‘hot potato’
when the music stops is out.
The winner is announced when one player is left.

Silent Ball:
Find an area where you can safely toss a ball around. No one can talk or make a sound – being silent is the aim of the game.
The ball is tossed between classmates. Students cannot throw the ball back to the person who threw it to them. If a player misses the ball,
talks or makes a bad pass, that student is out. The last two players are the champions.

Heads and Tails:
Students stand in a group or at their desks. The teacher calls out true or false statements:-
· True – hands on your head. If a student thinks the statement is true, then they put their hands on their heads.
· False – hands on your sides. If a student thinks the statement is false, then they put their hands on their sides.
If your guess is incorrect, you must sit down. The last person standing wins.

Shuffle, Shuffle, Group!
In this game, students shuffle around the classroom until the teacher says, “Groups of 5,” at which point the students must quickly group
themselves into groups with the correct number of people. Students who are left over must do three jumping jacks before the next round
starts. The teacher can call out any number for the group size .

Skills Specific Instructions
1. Listening Skills
Listening means paying attention not only to what is said, but how it is spoken, the used language intonation and actions. Teachers must
utilize learning opportunities i.e storytelling, role play, reading & recitation, listening comprehension, Q & A sessions in the syllabus to derive
maximum benefit. Teachers must keep the following points in mind:-
- Ask open ended questions that make students think out of the box.
- Try not to ask questions that have single word or ‘Yes / No’ answer.
- Present new words to the students for vocabulary enrichment.

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- Repeat the questions and let the students take the conversational lead

2. Speaking Skills
- The primary role of effective communication is to encourage students to communicate in English. The Cambridge Global English and
English Ahead Series provide ample opportunities to think critically, listen, speak, read, write, present and debate in class.
- Reading and recitation are a powerful tool to practice the language and remove inhibitions. Interactive story telling sessions can be
another practical technique. The list of Readers is attached in Literature Syllabus Break-ups. The teacher must direct concerted effort to
integrate the 4Cs into the lessons and help students develop language skills. It is advised that the teachers, being role models, should
converse in English themselves.
- For ‘Speaking Lessons’ in the Textbook, teachers will divide the class in 2-3 major groups according to class strength.
- Teacher will maintain a log, ensuring every child in the group gets an opportunity to speak for 1 min at least.
- Teacher should be patient and support students with we weak spoken skills and ensure that they get an equal chance to communicate.
- For mispronounced words, the teacher will draw the attention of the whole class and have them repeat the word correctly.

3. Reading Comprehension Skills
Comprehension of any text ensures language development and acquisition. In language classes the students’ language proficiency and
command is assessed through reading and listening comprehension exercises, speaking and writing assignments. Therefore, plenty of tasks
based on comprehension work are made part of routine language lessons.
The comprehension work not only helps a student to process, analyze and organize the information given in the text, it also helps them to
learn and revise the grammar concepts in a systematic manner. All Exercise work is designed to achieve certain objectives, which, if met
successfully by the teachers and students make a sound basis for language development.
Broadly speaking, by the end of the lesson students should be able to:-
- read and complete the written work of the comprehension passage independently.
- listen to and focus on information according to given instructions.
- do a variety of reading exercises e.g. model reading by the teacher or student, shared/ group reading, independent silent reading.
- identify the grammar, vocabulary and punctuation in the assigned passage.
4. Strategies for Reading and Listening Comprehension Passage
Teacher to:-
- read the text with correct pronunciation, intonation and pauses.
- play audio a second time for further clarity.
- read the text again for achieving the given objectives.
Students to:-
- read turn by turn and the teacher plays the audio script at the end.
- read silently and listen to the audio being played.
- listen to the audio only with the textbooks closed.

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5. Group Chain Reading
- Divide the class into groups of six. Students to read the passage taking turn. Each student gets to read one sentence. The next student
reads from where the last person left off. Teacher to go around the class providing guidance where required, correct pronunciation or
explain the passage. This strategy ensures that all students get a chance to read in the shortest possible time. Since they are just reading
a sentence, they have to remain focused and wait for their turn to read.

6. Creative Writing
The teacher plays a vital role in developing the creativity of students and dealing with children with varied interests and backgrounds.
Creative writing activities should take place in class and NOT assigned as Homework. Corrections and final drafts of writing can be given for
Homework. Students should be encouraged to write independently.
Teachers to:-
- use a Graphic Organizer for brainstorming, do not discourage any student, write everything that they wish to contribute. Let them read and
analyze all points and cross out those found irrelevant.
- organize the information on the web into introduction, middle and conclusion by numbering the points on the board i.e all points with
number 1 are for introduction, those with number 2 are for second paragraph and so on. This is a whole class activity and provides
guidelines for independent work.
- edit the work for proper paragraphing, grammar, spelling and punctuation etc.
- peer/self-edit the first draft for essays, blogs, emails, letters, dialogue writing, story reviews etc in pencil.
- hand over the first draft to teacher for checking and giving constructive feedback. The teacher to check, identify errors and return the
corrected draft to the students to incorporate suggested changes.
- second and final draft to be given for Homework to be rewritten.
- teachers to select the best writing for the Publishing Board. Other pieces of creative writing e.g. email, blog, essay, dialogue writing, story
to be displayed on the soft board in the class and in the corridors.
- students to write the final drafts in the Notebooks and teacher to sign and date the draft.

NOTE: For Junior level learners, short and simple sentences are to be kept written on the board around the web/ organizers. For middle
level learners, single word/phrases to be written and for senior level learners, the information is mutually shared, discussed and
then rubbed out so they can work on their own.

7. Dialogue Writing
Explain to students that a dialogue is a conversation between two or more characters :-
- Dialogue is not exactly like real speech, but it should serve the purpose of the conversation.
- Omit words and phrases that don't serve the conversation's purpose.
- Don't try to provide too much information at once through a single dialogue.
- Punctuate dialogue correctly, use quotation marks for a speaker’s exact words, Capitalize the first letter of the direct quotation.
- Start a new line for the next speaker.

21. Page 20 of 53
- Break up dialogue with action. “Come here,” he walked to open the door.
- Try not to vary the tag lines too many times when writing dialogue.
- Not to use profanity and slang when writing a dialogue.
- Read widely, noting both good and bad dialogues. Listen to how people talk to each other (real life dialogues).

8. Summary Writing
Explain to the students that:a summary is a shortened passage, which retains the essential information of the original, it should be brief
restatement in one’s own words of the contents of a passage. Simply report back what the writer has said, without making value judgments.

9. Characteristics of a good summary
- Can be understood without reference to the original
- Is a reproduction of, or contains only the ideas or information of the original work
- Is brief, readable unified whole without any unnecessary detail

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

Condensation of material in the text
- Use synonyms or synonymous phrases
- Turn complex sentences into simple sentences
- Combine the sentences

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

22. Page 21 of 53
Paragraph writing
The following words can help you to write a good sequence paragraph:-
In a sequencing paragraph , you are writing to describe a series of events or a process in some sort of order. Usually, this order is based on
time.

23. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 22 of 53

APSACS Scheme Of Work
Note:
1. All exercises mentioned in the SOW are to be completed, however, it is the teachers’ discretion to assign exercises for H.W or C.W.
2. Only some portions of TBs have been modified/ replaced/ removed however, students do not need to buy a new textbook if they have last
year’s edition. Schools to facilitate these students.
3. CW/HW to be decided by the teacher during the Subject Coordination Meeting, as per the APSACS HW policy.

Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Unit 1: Family circles
Sub-topic: Family circles
Students will be able to:
· speak confidently using
correct terms to obtain and
share information
· show awareness of one or
more listeners by
developing sensitivity to
how others express
verbally/ non -verbally
· understand relationships
and use of common/
collective nouns
· using phrasal verbs
correctly
Skills:
· Speaking
· Sharing
· Listening
· Understanding


· Students to answer the Big Question: Why are families important & special?
· Encourage students to explain and discuss that family life includes routine
interactions and activities that a family enjoys together. Learners to use Think-
Pair-Share strategy which involves students thinking about a question, pairing
off and discussing the question with a classmate, and then sharing their
answers with the whole class. Students to talk about how & when members of a
family enjoy each other's company and spend a lot of time doing things
together, it creates a good family life. They will give some examples from their
own daily family life.
· Students to share personal examples of good times with their family.
Encourage learners to share their personal experiences as well. Learners will
talk about their family members and how they involve themselves in activities to
create good times and memories at home.
· Learners to sit in groups to share Anecdotal Stories of some memory of a
family celebration, a joyous get-together or festivity of some happy time with
their family.
· Encourage learners to talk and share p ersonal experiences in the context of
their family life.
· Use the suggested Digital resource given to talk about family relationships and
family life:
https://youtu.be/lDZA54Bi8sg
· Remind learners that as a family they must help and respect all the members.
Students to use Think-Pair-Square strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers to with another partner:

· Brainstorming

· Think-Pair-Share






· Sharing personal
examples


· Sharing Anecdotal
Stories



· Digital resource



· Think-Pair-Square
strategy

24. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 23 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
- Do they perform any household chores to help around the home?
- Does sharing of household chores bring a family closer together? How?
· Student to understand the information boxes and give examples of their own to
show their understanding of the grammar concepts for all Units 1-5.
· Ex 1 Discussion.
· Ex 2 Talk
· Ex 6 & 7 Oral work.








Class/Home work
Textbook Ex:
· Ex 3, 4 (Textbook work)
· Ex 5 (Notebook work)
Activity Book Ex:
· Ex 1, 2, 3 & 4
Unit 1: Family circles
Sub-topic: Global children
Students will be able to:
· predict content and
vocabulary questions using
prior knowledge
· read the story noting how
paragraphs are organized
· identify/ use adverbs,
qualifying verbs, adjectives
and other adverbs
· ask questions to obtain
information/ explain ideas
making meaning clear/
differentiate between
rhetorical/ imperative
questions


· Students to sit in pairs to read the title of the lesson, observe the pictures and
predict what the lesson is about. They will share their observations using
Think-Pair-Share strategy which involves students thinking about a question,
pairing off and discussing the question with a classmate, and then sharing their
answers with the whole class.
· Use Umpire strategy to know the meaning of the title words, Global children
and its significance. This strategy is a technique whereby one student responds
to a teacher question, then the teacher immediately looks down the row of
chairs or tables and points to another student or group of students to determine
if they agree with the initial student's response (e.g., Do you agree with Tim's
definition of adjective? Is his answer correct? or What do you think? ).
· Learners to use Skimming & scanning strategy to verify if their prediction was
correct.
· Learners to apply to the lesson content Quality follow-up questions strategy
generated by either a teacher or student from an observation, comment, or prior
question to extend beyond simple rote memorization such as What is...? or
Where did...? by encompassing the higher levels of Bloom's taxonomy.

· Predicting
· Think-Pair-Share


· Umpire strategy








· Quality follow-up
questions

25. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 24 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Skills:
· Predicting
· Reading
· Identifying
· Differentiating
· The suggested Digital resource may be used by the teacher as per their need
and requirement to make children aware of what is meant by universal
children’s global rights:

https://www.scottishfa.co.uk/media/5873/uncrc-child-friendly-poster.pdf
· Use the suggested Digital tool for students to solve:
https://www.savethechildren.org.nz/educationhub/childrens-rights-quiz/

· Ex 1 Talk about it.
· Ex 2 Pair work.
· Digital resource




· Digital tool



Class/Home work
Textbook Ex:
· Ex 3. Oral
· Ex 4 & 5 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, & 4.
Online assignment/ Project/ Research work;
· Divide the class into 4 groups or as required according to class strength to write a fact file for their own school on A4 sheets. Put up the work
on the Class Publishing Board.
· Arrange Gallery walk for students to view the work of different groups and write a group comment using sticky notes on the display.

Unit 1: Family circles
Sub-topic: Sport for
everyone!
Students will be able to:
· show awareness of
listeners by developing
sensitivity to how others
express their meaning
· ask questions to obtain
information/ explain ideas
clearly
· Brainstorming to be done What sports do they play on a regular basis inside
or outside school? Is there any student who does not like to play any sport?
· Students use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the whole class. They will share the names of
some famous International & Pakistani sports players. Do they know the name
of the national sports of their country?
· Learners will share personal opinions to discuss if they think sports activities
help to bring the family members closer? How? Students to support their
opinion with examples from their own experiences.
· Do they play any indoor games with their family such as monopoly, ludo, solving
puzzles ?
· Brainstorming

· Think-Pair-Share




· Sharing personal
opinion /
experiences

26. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 25 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· identify/ write verbs using
third person singular
· use simple present of verb
in sentences
Skills:
· Listening
· Expressing
· Explaining
· Identifying
· Writing
· Do they know about the game of Squash? Have they ever watched it being
played?
· Students to use the suggested Digital resource for more information on
Jahangir Khan, Jansher Khan the great Pakistani world-renowned Squash
players:
https://www.unsquashable.com/news/featured_item/jahangir-khan/
· Students to understand that it is matter of great pride for Pakistan to own such a
great world renowned and legendary player.
· Use the following Digital resource for showing some other famous squash
players from Pakistan:
https://www.desiblitz.com/content/7-famous-squash-players-from -
pakistan
· Learners to share personal experiences of visiting a sports stadium and
witnessing a sport. What is the difference between watching a sport live on TV
and in real life? Which one do they prefer?
· Ensure students understand and apply the information given in the information
boxes Pg 10-11.
· Ex 1 & 2 Discussion.
· Ex 6, 7 & 8 Oral work.


· Digital resources













Class/Home work
Textbook Ex:
· Ex 3, 4 (Textbook work)
· Ex 5 (Notebook)
Activity Book Ex:
· Ex 1, 2, & 3.

Unit 1: Family circles

Sub-topic: Penfriends

Students will be able to:
· write an i formal letter to
family and friends on
· Learners to use Brainstorming strategy to share if they write letters and send
them in the post them in the letter box/ post office. Who do they write the letters
to and why? Students to share some examples.
· Students to use Chain notes strategy by passing around an envelope on
which the teacher has written one question about the students’ daily activities.
When the envelope reaches a student, he/she spends a moment to respond to
the question and then places the response in the envelope. Learners t o write a
· Brainstorming


· Chain notes

27. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 26 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
personal, familiar topics
and reply to a short
informal letter from friends
and family
· write a first draft and edit it
· develop the final draft with
peer feedback

Skills:
· Writing
· Drafting/ editing
· creativity
sentence about any one activity they perform using -ing infinitives . Write a few
examples on the board for them to follow.
· Students to use Turn-To-Your-Neighbour strategy . This is a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to "turn to their neighbors" in the class and discuss the
problem. Students should work in small groups of 3-4 to discuss the meaning of
the title word Penfriends.
· Initiate a class discussion on whether any of the students have a Penfriend?
What do they think are the advantages of having one? If they do not have one
then do they know anyone who has a penfriend? Would they like to have a
penfriend? Why? Or Why not? Ask them to justify their answers.
· Ensure students understand and apply the Grammar tip, -ing vs infinitive and
punctuation Capital letters rules from the information boxes Pg 12-13.
· Ex 1 & 2 Discussion.



· Turn-To-Your-
Neighbour




· Class discussion




Class/Home work
Textbook Ex:
· Ex 3. (Textbook work)
· Ex 4, 5 & 6 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3 & 4.

Unit 1: Family circles
Sub-topic: The Treasure


Students will be able to:
· retell/ paraphrase events
using pre/ while reading
strategies
· read with intonation/
pauses
· Students to read the title and observe the pictures to predict what the text will
be about.
· Students to use Skimming and scanning strategy to get a gist of the text Pg
14-17. They will then use Think-Pair-Square strategy which involves students
thinking about a question, pairing off and discussing the question with a
classmate, and then sharing their answers with another pair. Students to share
their ideas about the gist of the text.
· While reading the text students will use their previous knowledge and
contextual clues to find out the meaning of difficult vocabulary. Students may
look up the words if the meaning is not clear in the dictionaries and annotate the
text with a lead pencil for reference.
· Predicting


· Think-Pair-Square



· Previous
knowledge

28. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 27 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· understand use of simple/
complex sentences/
recognise and articulate
forms of verbs
· identify and use phrases to
describe when, how, where
etc. something happens
· use adverbs to give
meaning to a verb,
adjective or another adverb
Skills:
· Predicting
· Decoding
· Comprehension
· Critical Evaluation

· Explain the i nformation boxes given on Pg 14 - 17. Ensure students are able
to give examples and use the given information as required. Students to use
Exit Cards strategy, this is a quick assessment tool for teachers to help them
become more aware of student understanding of concepts taught. Exit cards
are written student responses to questions posed at the end of a class or
learning activity, or at the end of a day. They may be used at any grade level
and for every subject area.
· Students to read the text stopping at punctuations or changing intonation as
needed.
· Ex 1 Oral pair work.
· Ex 2 Listening and reading.
· Ex 7 Work with a partner.


· Exit Cards
Class/Home work
Textbook Ex:
· Ex 3 Notebook work.
· Ex 4, 5. Textbook work
· Ex 6 Oral. Notebook work.
· Language Tip: Use phrases in sentences
Activity Book Ex:
· Ex 1, 2, 3. 4 & 5.

Unit 1: Family circles

Sub-topic: Reflect on your
learning


· Students to use and write Learning Logs these provide opportunities to gauge
student progress. A learning log represents a student's ongoing commentary
relating to a particular course of study. Entries are made frequently and are
dated.
Writing a Learning Log will ensure better understanding of the concepts taught
in the Unit.
Reflect on your Learning
· Students to discuss all Qs in pairs
· Learning Logs

29. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 28 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Class/Home work
Textbook Ex:
· Ex 1 Oral
· Ex Ex 2-6 Notebook work
Activity Book Ex:
· Unit 1 Revision
· My Global Progress

Unit 2: Stories

Sub-topic: Stories

Students will be able to:
· use effective strategies to
blend unfamiliar words for
reading, sounding out,
separating syllables,
identifying known/
unknown prefixes /suffixes
using context
· join base words with
prefixes/ suffixes
· use descriptive imagery
based on likes, dislikes,
sight, touch and sound
· read and evaluate
viewpoint, purpose,
themes/ ideas in given text
· read a range of fiction/
non-fiction books to make
links between them.
Skills:
· Identifying
· Evaluating
· Students to use Brainstorming strategy to share their personal preferences on
whether they like reading, listening or watching stories.
· Learners to share if they have ever tried to write a personal diary of their daily
doings in the form of story writing. If they write one do they share it with anyone
– a close friend?
· Learners to use Pairs Check strategy which is a technique in which teams of 4
work in pairs on a problem. One student works on the problem while a second
student coaches and then these students switch roles. In the next step, each
pair checks their work by checking with the other pair. Students to answer the
Big question: What makes a good story? Learners to give their view points in
their groups.
· In pairs learners to ask a few quick questions on the pictures to predict what
the lesson will be about.
· Students to use Chain Notes strategy, students pass around an envelope on
which the teacher has written one question about the class reading habits.
When the envelope reaches a student, he/she spends a moment to respond to
the question and then places the response in the envelope. The question will
relate to what kind of books do they like to read in their spare time - non-fiction
or fictional stories; real-life or imaginary stories, historical, travelogues, mystery
stories etc. or they like reading information material such as newspapers,
student magazines, brochures, tourist guides etc.
· Encourage learners to bring and share personal favourite storybooks with their
class and share which character do they like the most.
· Introduce the term superhero. Ask the learners do they have their very own
imaginary super hero?
· Brainstorming




· Pairs Check





· Predicting

· Chain Notes

30. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 29 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Explain Reading tip given in the information box Pg 21.
· Ex 1 Discussion.
· Ex 2 & 5 Talk.

Class/Home work
Textbook Ex:
· Ex 3 & 4 Use Notebook if space is limited.
Activity Book Ex:
· Ex 1, 2, 3 & 4

Unit 2: Stories

Sub-topic: The PowerPals

Students will be able to:
· read common high
frequency words at
appropriate grade-level
· use descriptive adjectives
to talk about personal
qualities/ characters
· write simple descriptive
paragraphs using correct
capitalization, punctuation,
spelling and by applying
the process approach
Skills:
· Reading
· Describing
· Writing
· Students to observe the pictures and predict what the lesson will be about.
· Students to use RSQC2 - recall, summarise, question, comment, connect –
it is a classroom assessment technique in which students are asked to recall
and review information presented in prior lessons. Students are asked to write
down a few of the main points from a previous lesson (recall) and then bring
those separate ideas together into a single summary statement (summarize).
Students then generate one yet unanswered question (question) they have from
the previous lesson and then provide connection from the concepts in that
lesson to the overall goals for the course (connect). Student can also be asked
for comments they may have regarding their understanding of the concepts.
Students to answer questions such as: Have they seen or read any movies/
books respectively with super power characters? Who were the characters,
name them? Did they like them? Why? Why not? Encourage them to support
their viewpoints with facts and reasons.
· Ensure students understand the concepts given in the information boxes Pg 22
& 23: Writing tip - Change adjectives to adverbs by adding -ly & Language
detective Relative pronoun
· Ex 1 & 3 Oral work.
· Ex 5 Pronunciation.

· Predicting
· RSQC2
Class/Home work
Textbook Ex:
· Ex 2 & 6. Textbook work

31. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 30 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Ex 4 Notebook work.
· Ex 7 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, 4, 5, 6, 7 & 8.
· Ex 9 Notebook work.

Unit 2: Stories

Sub-topic: Make a superhero

Students will be able to:
· engage in simple
conversations that require
performing everyday tasks,
speech acts, giving
directions etc.,
· use descriptive words to
talk about their work
· follow instructions given to
complete their drawing
· understand and follow
instruction words
· compare their own
drawings
Skills:
· Drawing
· Comparing
· Collaborating
· Communicating
· Students to use Open-ended Questions strategy as these resist a simple or
single right answer; are deliberately thought-provoking, counterintuitive, and/or
controversial; require students to draw upon content knowledge and personal
experience; and address the highest level of Bloom’s Taxonomy (Evaluation).
Students to look at the picture and talk about which superheroes do they like
and why? They will describe their own favourite superhero and the qualities the
hero has.
· Students to do some research to know that whether there is a specific gender
friendly word for a female hero. Remind them that the term Hero may be used
for both genders.
· Students to use Performance Task strategy which is a learning event that
allows for multiple solutions, relates to the student's prior knowledge, has
personal meaning, and is challenging. Performance tasks are used to determine
what students know and what they are able to do relating to the eligible content
In Groups. Students to suggest a gender friendly word for Hero.
· Students to use Think-Pair-Square strategy which involves students thinking
about a question, pairing off and discussing a question with a classmate, and
then sharing their answers with another pair. Here they will discuss if they have
ever thought of designing their own superhero with some innovative qualities
that will be especially helpful for them in their daily lives. They will try to think of
some new and different qualities in addition to the ones normally superheroes
possess. Students to write down some describing adjectives only for their
superhero in their Notebooks.
· Ensure the concepts given in the information box Pg 25 are clearly understood
by the students.
· Plan how to teach Ex 3 in the Subject Teachers’ Coordination Meeting by taking
guidance from the Art teacher. The Art teacher may be invited to the class to
help students prepare their instructions for their partners.
· Open-ended
Questions





· Research work







· Think-Pair-Square

32. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 31 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Ex 1 Discussion.
· Ex 2 Oral work.
Activity Book:
· Ensure students understand and follow the instructions given for drawing the
figure Pg 20.
Class/Home work
Textbook Ex:
· Ex 3 Notebook work.
Activity Book Ex:
· Ex 1, 2 & 3.
· Ex 4 Notebook work.

Unit 2: Stories

Sub-topic: Planning a story

Students will be able to:
· read common high-
frequency level appropriate
words by sight
· use punctuation and
grammar to read texts
fluently
· read and evaluate
viewpoint, purpose,
themes, ideas in the text
· highlight main idea/theme
with reference to the given
illustrations
· answer questions on the
story text
· Students to use Turn-To-Your-Neighbour strategy which is a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to turn to their neighbour in the class and discuss the problem.
Students should work in small groups of 3-4. Students to ask their neighbour if
they like to write stories. Do they like to use paper and pen or prefer to use the
computer? Encourage them to share their personal reasons for their preference.
Ensure students are able to justify their preferences.
· Students to share personal experiences of having written any story for their
own pleasure and not just for classwork. Who did they show or read their work
to? What kind of feedback did they receive? Were they encouraged or
discouraged by the feedback?
· Students to use No Hands Up rule/ strategy this gives the whole class thinking
time to prepare a response, before the teacher chooses a student. Another
approach is allowing hands up only when a student has a question of his/her
own. Students will answer the following question: share the title of their favourite
story and favorite story writer? What do they like about them? Encourage them
to give reasons to support their answers.
· Use the following suggested Digital resource for Tips on writing stories:

https://soyouwanttowrite.org/blogs/syww/the-top-10-tips-for-writing-great -
short-stories
· Turn-To-Your-
Neighbour






· Sharing Personal
Experiences


· No Hands Up rule





· Digital resource

33. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 32 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· use accurate punctuation,
direct speech including
summary sentences
· make notes to plan your
story; write the first draft
Skills:
· Reading
· Evaluating
· Responding
· Making notes
· Writing

· Students to use Skimming & Scanning strategy to predict the content of the
story given on Pg 26 of the text book. After reading the whole story students to
discuss if their prediction was correct.
· Students to use Brainstorming strateg y to find out whether they like to read a
story themselves or prefer to be read aloud to. Brainstorming is a technique
used to determine what a student may already know about a particular topic.
Students often feel free to participate because there is no criticism or judgment.
· Initiate a Class discussion to find out reading habits by first sharing own
preferences about reading. Then ask students if they have a habit of reading
before they go to sleep? What are the benefits of doing so? They will also
discuss how many members of their family love to read? What kind of
Storybooks/ information material do they read? Students to share some titles
and writers they love to read.
· Ensure students understand and use the information given in the boxes on
Pg 27.
· Ex 1 & 3 Oral work.
· Skimming &
Scanning
· Predicting

· Brainstorming


· Class Discussion

Class/Home work
Textbook Ex
· Ex 2, 4 & 5. Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, 4 & 5.

Unit 2: Stories

Sub-topic: The Seekers

Students will be able to:
· read, listen and understand
descriptive texts to identify
main ideas
· identify and understand
meanings of age-
appropriate
vocabulary
· Learners to focus on the illustrations and predict what the story will be about.
They are to also guess why the story is titled The Seekers and what are the
Seekers doing or involved in.
· Learners to Brainstorm the meaning of the title word seekers. Allow them to
look up the meaning in the Dictionaries to check if their answers were correct.
· Learners to use Skimming and Scanning strategy for the given text. They will
use Think-Pair-Square strategy which involves students thinking about a
question, pairing off and discussing the question with a classmate, and then
sharing their answers with another pair. Students will discuss the main idea/
theme of the story, before they actually read it in detail.
· Predicting


· Brainstorming
· Skimming and
Scanning
· Think-Pair-Square

34. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 33 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· retell/ paraphrase text
events in response to
questions using pre and
while reading strategies
· use past simple for
completed actions/events
and regular actions in the
past in paragraphs.
· Spell high frequency/
irregular words
· Use descriptive adjectives
for sight, touch, sound and
characterization.

Skills:
· Reading
· Listening
· Comprehension
· Identifying
· Retelling/
· Responding to questions

· Students to read the given text and then use Think-Pair-Share strategy to
verify their prediction. Students to think about the question, pair off and discuss
the question/ read text with a classmate, and then share their answers with the
whole class.
· Learners to share general knowledge of jobs that require people to perform
brave acts to save lives. Do they personally know someone who has performed
such a job that requires doing brave deeds e.g., being in the army as a fighter/
soldier/ rescue worker; or working as a fire fighter / para-medic staff in Rescue
1122 or being a mountaineering rescue guide/ a helicopter rescue pilot etc.?
· Have any of the learners personally performed an act of everyday bravery such
as saving a hit and run animal; helping an old person or giving out food to the
needy specially during the month of Ramadan?
· Learners will use small slips of paper to use the Quick Write strategy. This
strategy involves an informal assessment tool requiring students to write
individually, for a short time (less than 10 minutes), focusing on content, not
grammar. Here students to write a few lines on loose sheets about what they
did, why and how were helpful and how did they feel after performing the good
gesture.
· Put up the work in the class for a quick Gallery Walks by the students to read
and learn from others experiences to be kind and helpful.
· Students to be encouraged to write only positive comments on the displayed
individual work. They may also make an emoji to express their feedback.
· Use the following suggested Digital resource for people doing everyday acts of
courage:
https://soniamcdonald.com.au/2019/08/04/15-everyday-acts-of-courage/

· Show the following suggested Digital resource for making students familiar
with the images and description of Pakistani Army medals awarded for acts of
bravery:
https://www.pakistanarmy.gov.pk/Honours-Awards.php
· Ensure students understand the information boxes given on Pg 28,30 & 31 for
completing the exercises in this lesson at appropriate times while completing
the work. While reading the story extract portions .
· Think-Pair-Share



· Sharing general
knowledge






· Quick Write





· Gallery Walks



· Digital resources

35. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 34 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Learners to look up new and difficult vocabulary in the Dictionaries and
annotate the text as per need.
· Ex 1 & 2 Oral work.
· Ex 4 & 5 Discussion.
· Ex 10 Oral work.
· Ex 14 To be done after completing Ex 13. Complete as directed.
Activity Book: The Seekers :
· Understand the information given for Past simple in the Language detective
Box Pg 24.
Class/Home work
Textbook Ex:
· Ex 3 & 9 Notebook work.
· Ex 6, 7 & 8. Textbook work
· Ex 11, 12 & 13. Discussion
Activity Book Ex:
· Ex 1, 2, 3 & 4.
· Ex 5 Notebook work.

Unit 2: Stories

Sub-topic:
Reflect on your learning
Review 1

Students will be able to:
· practice skills learnt in the
Unit

· Students to use Z Charts strategy which will show student progress over time
and can result in many different charts to show various viewpoints. A Z-chart
can reduce at least three different line charts into one simple line chart. When
reviewing progress of their performance in class, students will want to look at:
· In the short term, I want to know 'How did I do this month (/week/etc.)?'.
· In the longer term, the rate of academic growth or decline may be of significant
interest.
· In the intermediate term, it is interesting to connect these two, to see how short
term achievement is building up to longer-term goals.
Reflect on your learning
· Ex 1, 5 & 7 Oral
Review 1
· Ex 2, 5 & 8 Oral work


· Z Charts

36. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 35 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Class/Home work
Reflect on your learning
Textbook Ex:
· Ex 2, 3, 4 & 6 Notebook
Review 1
Textbook Ex:
· Ex 3, 4, 6 Textbook work
· Ex 7 Notebook
Activity Book Unit 2 Revision Ex to be used for class assessment

Unit 3: Day and night

Sub-topic: Day and night

Students will be able to:
· read and understand
viewpoint, themes and
ideas.
· guess the meaning of any
new words
· understand the use of
prepositions in different
contexts
· understanding the
time-zones of the different
countries
· differentiate between
personal likes and dislikes
and writer’s technique of
making reader develop a
perspective
Skills:
· Reading
· Differentiating
· Students will share ideas using Brainstorming strategy, this is a technique
used to determine what a student may already know about a particular topic.
Students often feel free to participate because there is no criticism or judgment.
Students to answer the Big question: What is happening when you’re
asleep?
· Provide some guiding questions for students such as: Do we dream when we
sleep? What do we dream about? etc. Do they know that in some parts of the
world it is daytime when they are sleeping and experiencing nighttime in their
part of the world?
· Students to use a globe or a world map to understand the concept of different
times zones. Plan the lesson in the Subject Coordination Meeting by Inviting
the Geography teacher to explain the concept of time zones in the world to the
students.
· Encourage the students to share the general information about time zones
that they may have. Students to share if they have heard of countries/places
where the days are much longer than the days in Pakistan. Do they know of
places where nights/ days seem to be never ending?
· Using the following Digital resource to initiate a discussion on Norway, the
Land of the Midnight Sun.

https://www.worldatlas.com/articles/which-country-is-known-as-the-land -
of-the-midnight-sun.html
· Brainstorming












· Sharing general
information


· Digital resource

37. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 36 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Plan this activity in the Teachers Coordinating Meeting and take the
geography teacher on board if possible. Learners to locate Norway on the
Globe/ World Map to understand the location.
· Students to use Turn-To-Your-Neighbour strategy , this a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to "turn to their neighbors" in the class and discuss the
problem. Students should work in small groups of 3-4 Discuss how landscapes
are different in different cities/countries etc.
· Students to share personal experiences if they have been to Lahore or
Karachi or any other city of Pakistan. How is the landscape of these cities
different from that of Islamabad /Rawalpindi? What are the major differences?
· In Groups learners to share if they know how many planets are there in our
solar system. Can they name them? Which is the closest & the farthest planets
to our Earth?
· Students to share their general knowledge about: Have humans travelled to
some of these planets. Which planets have humans set foot on? Name the first
planet Humans have landed on? Do they know the names of the astronauts
who stepped on the Moon? What words were spoken when the first astronaut
stepped on the Moon?
· Ensure the students understand the information box on Pg 37.
· Ex 1 Oral work.
· Ex 5 Talk.



· Turn-To-Your-
Neighbour




· Sharing personal
experiences

· Group work


· Sharing general
knowledge
Class/Home work
Textbook Ex
· Ex 2, 3, 4, & 6. Discussion & Textbook work
Activity Book Ex:
· Ex 1, 2, 3, 4, & 5.
Unit 3: Day and night

Sub-topic: Planet earth



· Learners to use Pairs Check strategy which is a technique in which teams of 4
work in pairs on a problem. One student works on the problem while a second
student coaches and then these students switch roles. In the next step, each
pair checks their work by checking with the other pair. Students to use their
prior knowledge to check place of Planet Earth in the solar system.
· Pairs Check

38. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 37 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Students will be able to:
· listen and understand
longer conversations from
different contexts to be
able to identify main ideas
· apply grade level analysis
skills to use adjectives for
describing landscapes
· use picture-based text
· use comparatives
Skills:
· Listening
· Understanding
· Identifying
· Analysing
· Describing
· Students to use Performance Task strategy which is a learning event that
allows for multiple solutions, relates to the student's prior knowledge, has
personal meaning, and is challenging. Performance tasks are used to determine
what students know and what they are able to do relating to the eligible content.
In Groups learners will discuss the issues of global warming – how weather
patterns are becoming alarming and the very real threat of animal extinctions on
our planet.
· Learners to use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the whole class. Students to discuss ways of
how they may be able to ensure minimum pollution and global warming? What
steps would they take?
· Explain the information box concepts on Pg 38 & 39 so students understand
them well.
· Ex 3 Listening.
· Ex 7 To be completed after Ex 6 is completed .

· Performance Task






· Think-Pair-Share
Class/Home work
Textbook Ex
· Ex 1, 2 Oral
· Ex 4. Textbook
· Ex 5 & 6 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, 4 & 5.

Unit 3: Day and night

Sub-topic: Orbits

Students will be able to:
· use pre-reading strategies
to predict the type of
content / vocabulary /
questions about the text
· Learners to apply their previous knowledge to recall and review information
presented in prior lessons .
· Learners to use RSQC2 strategy, this is a classroom assessment technique in
which students are asked to recall and review information presented in prior
lessons. Students are asked to write down a few of the main points from a
previous lesson (recall) and then bring those separate ideas together into a
single summary statement (summarize). Students then generate one yet
unanswered question (question) they have from the previous lesson and then
· Recalling and
reviewing
· RSQC2

39. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 38 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
from pictures, title etc., by
using prior knowledge
· understand use of
superlatives short/ long
adjectives used
· use final -y in spelling
· learn and check correct
spelling
Skills:
· Reading
· understanding
provide connection from the concepts in that lesson to the overall goals for the
course (connect).
· Students to be asked to comment and share what they may know about the
orbits of the earth.
· Learners to share the number and names of the planets orbiting earth without
looking at the text.
· Use the following suggested Digital resource to show the planets and their
Orbits:
https://youtu.be/wwYegvdEJHg
· Ensure students understand the information given in the boxes on Pg 40 -41.
· Ex 5 Discussion.
· Activity Book Pg 32: Ensure students understand the information given in the
information box about Superlatives.







· Digital resource
Class/Home work
Textbook Ex
· Ex 1, 2, 3 & 5. Oral & Textbook work
· Ex 4 & 6 Notebook work.
Activity Book Ex:
· Ex1, 2, 3, 4 & 5.

Unit 3: Day and night

Sub-topic: Nocturnal nature

Students will be able to:
· listen/ understand
different contexts
· read/ evaluate viewpoint/
purpose/ themes/ ideas of
different texts
· guess meaning of words as
given in the text
· Learners predict the meaning of the title word, Nocturna l. Encourage them to
verify the meaning from the Dictionaries.
· Learners to use Turn-To-Your-Neighbour strategy . This is a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to "turn to their neighbors" in the class and discuss the
problem. Students should work in small groups of 3-4. They are to discuss what
kinds of nocturnal animals they have seen? Have they seen an owl, a rat, bat or
some other nocturnal creature in their area or while traveling at night? How did
they feel when they saw them? Were they scared or were they curious? What
do they think the creatures were doing at night? Searching for food? Do the
students know what kind of food do they eat to survive?
· Predicting
· Turn-To-Your-
Neighbour

40. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 39 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· classify/ use adjective
order, quantity, quality,
size, shape, colour/ origin
etc.,
· describing animal pictures
Skills:
· Listening
· Understanding
· Evaluating
· Application
· Describing

· Students will make a list of pair words (Notebook work) after reading and
understanding the Language detective box on Pg 42.
· Ensure students understand and apply the information given in the Reading
detective and Writing tip boxes Pg 42 & 43 respectively.
· Ex 1, 4, 6 Discussion.
· Ex 7 Describing the animals.
Class/Home work
Textbook Ex:
· Ex 2, 3 Listen & respond
· Ex 5 Textbook
· Ex 8 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3 & 4.
· Ex 5 Notebook work.

Unit 3: Day and night

Sub-topic: Afraid of the dark

Students will be able to:
· read poetry noting how text
is organized
· explore different processes
of reading silently and
aloud
· differentiate between
personal likes/ dislikes
· Learners to focus on the illustrations and talk about the depicted creature to
predict what is the lesson/ poem is going to be about.
· Use Skimming and scanning strategy to describe the various creatures and
humans shown in the pictures.
· Use Turn-To-Your-Neighbour strategy this is a very useful technique for any
size class. With this approach, staff give their students a problem to work on
(e.g., figures or tables to interpret, a written/ oral questions) and simply ask
them to turn to their neighbours in the class and discuss the problem.
Students should work in small groups of 3-4. What do you think their role is
going to be in the poem? Are these creatures real or imaginary and which real
animals do they could be? How would you feel if you saw such creatures in your
dreams at night?
· Predicting

· Turn-To- Your-
Neighbour






· Pairs Check

41. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 40 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· note writer’s technique of
developing perspective
· read/enjoy a variety of age-
appropriate texts from
print/ non-print sources
· explain meanings of simple
similes, metaphors; use
similes with like and as —
as in speech / writing
· use/ identify verbs of
movement/ noise; rhyming/
sensory words
· write poetry with rhyming
lines
Skills:
· Reading
· Exploring
· Differentiating
· Explaining
· Writing
· Learners to use Pairs Check strategy which is a technique in which teams of 4
work in pairs on a problem. One student works on the problem while a second
student coaches and then these students switch roles. In the next step, each
pair checks their work by checking with the other pair. Students will share if they
have ever been afraid of something or a shadow in the dark? Encourage them
to describe what was the thing that scared them using adjectives from their
general knowledge and previous lessons.
· Encourage students to share personal experiences with the rest of the Group
by taking turns.
· Learners to skim and scan the poem to get a general idea about the gist of the
poem.
· Students to use Think-Pair-Square strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with another pair. Students to share the main idea of
the poem as understood by them.
· Ensure students understand the information boxes given on Pg 44-45 & 46-47.
· Ex 1 & 2 Discussion & reading.
· Ex 5 & 6 Oral work.
· Ex 7 Discussion
.
Reflect on your learning
· Ex 1, 2, 3 Notebook
· Ex 4 & 5 Oral

Activity Book:
· Unit 3 Revision: to be completed in class.







· Sharing personal
experiences


· Think-Pair-Square
strategy
Class/Home work
Textbook Ex:
· Ex 3 & 4 Textbook
Activity Book Ex:
· Ex 1, 2, 3, 4, 5 & 6.
· Ex 7 Notebook work.
· Ex 8, 9, 10 & 11 Excluded

42. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 41 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Unit 4: Homes

Sub-topic: Homes

Students will be able to:
· ask questions to obtain
information and explain
ideas clearly, making
meaning explicit
· highlight/underline
keywords and phrases to
identify main points in text
· use and compare /replace
words to make writing
meaningful
· understand the vocabulary
from the text
Skills:
· Explaining
· Identifying
· Comparing
· Replacing
· Writing
· Understanding


· Learners to use Brainstorming strategy this is a technique used to determine
what a student may already know about a particular topic. Students often feel
free to participate because there is no criticism or judgment. Initiate a class
discussion by asking the big questions: What do people build homes? Why
are homes build differently?
· Students to use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question/s with a classmate,
and then sharing their answers with the whole class. Students to discuss what
kind of buildings do they see in their city. Do they see any ecofriendly
buildings? Students to use Dictionaries or the internet to look up the meaning of
the term ecofriendly.
· Students to look at the pictures in the text. Are these buildings built for different
purposes? What kind of shapes do they have? Are these ecofriendly or green
buildings? Why? Or why not? Students will support their answers with facts and
evidence from their prior general knowledge.
· Do the learners know anyone who designs or builds houses/ homes? What is
the specific term used for people who design buildings? (Architects).
· Students to describe what kind of different homes are there in their
neighbourhoods such as apartments, mansions, bungalows , villas, high rise
buildings etc. Students will also describe the differences in these kinds of
houses. Students to use dictionaries/ internet to find out the differences
between these kind of houses
· Learners to discuss the different kinds of materials used in buildings e.g.,
cement, marble, wood, glass, fiber glass etc. which materials have always been
used for buildings?
· Learners to describe any landmark buildings in their area/ city.
· Students to Think-Pair-Square strategy which involves students thinking about
a question, pairing off and discussing the question with a classmate, and then
sharing their answers with another pair. Students to describe their homes to
their partners taking turns. Do they live in independent homes, apartment
buildings, farm houses or compound home?
· Use the following suggested Digital resource for showing Eco-homes.
Teachers to use their own discretion to show some parts of the video or all of it
depending on the availability of time.
· Brainstorming

· Class discussion

· Think-Pair-Share









· Prior general
knowledge

· Describing




· Discussion



· Think-Pair-Square




· Digital resource

43. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 42 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
https://youtu.be/K5IGqQmc-90
· Ex 1, 2, 3 & 4 Oral work.
· Ex 5 Reading.
· Ex 8 Talk




Class/Home work
Textbook Ex:
· Ex 6 & 7 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, 4 & 5.
· Ex 6 Notebook work
Unit 4: Homes

Sub-topic: Strange
buildings

Students will be able to:
· speak confidently in
extended turns and listen
purposefully in a range of
contexts
· apply grade-level word
analysis skills to read,
identify/know meaning of
words
· read and evaluate
viewpoint, purpose, themes
and ideas in the given text
Skills:
· Speaking
· Listening
· Applying
· Identifying
· Evaluating
· Learners to share personal experiences of seeing unusual buildings of homes,
hotels etc.
· Show some unusually designed homes using the suggested Digital resource
below:
https://www.theatlantic.com/photo/2015/06/unusual - homes-around-the-
world/395432/
· Learners to use Turn-To-Your-Neighbour strategy this is a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to turn to their neighbours in the class and discuss the
problem. Students should work in small groups of 3-4. Students to share their
feedback about what they think of the unusual homes shown? Would they like to
live in one? Why? Why not? Encourage the learners to support their answers
with reasons & justify their choice.
· If students have a chance to design an unusual home, what kind of home would
they design? Learners will visualize and describe their dream home.
· Ensure students understand the information given in the boxes before attempting
relevant text exercises.
· Ex 1, 3, 4 & 7 Discussion.
Activity Book: Buildings (Pgs 44-45):
· Ensure students practice Modal verbs of probability according to the
information box Pg 44.

· Share personal
experiences
· Digital resource



· Turn-To-Your-
Neighbour







· Visualization

44. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 43 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Class/Home work
Textbook Ex:
· Ex 2 & 5. Listen & Read
· Ex 6 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3 & 4

Unit 4: Homes

Sub-topic: Out and about

Students will be able to:
· listening/ speaking for
different purposes
· talk confidently in extended
turns/ listen in a range of
contexts
· read, evaluate viewpoint,
themes purpose / ideas in
given texts
· provide accurate
references to predict the
proceedings
· write for informative/
explanatory purposes
Skills:
· Listening
· Speaking
· Reading
· Evaluating
· Referencing
· Predicting
· Writing
· Students to Think-Pair-Share strategy which involves students thinking about a
question, pairing off and discussing the question with a classmate, and then
sharing their answers with the whole class. Students to share how many times
do they go out in the week? Do they go out on weekends only or week days as
well?
· Students will use Quality follow-up questions strategy generated by either a
teacher or student from an observation, comment, or prior question extend
beyond simple rote memorization such as What is...? or Where did...? by
encompassing the higher levels of Bloom's taxonomy . Here the students will
follow up the answers of the previous activity to effectively employ this strategy.
· Students to share personal outing styles. Do they go out with friends or just
family? Are they allowed by their parents to be on their own in public places like
the parks, Malls or restaurants?
· Students to use Brainstorming strategy to find out how students feel about:
- Have they stayed away from their homes with friends for a
weekend or for a few days?
- Did they enjoy the stay or felt homesick?
· Student to use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the whole class Do they have interesting
entertaining places for outings near their homes? What kind of outings do the
students particularly like? Which outing / entertainment places are their
favourites?
· Ensure students understand the Reading tip and Language detective boxes
Pg 55.
· Ex 1, 3, 5 & 6 Oral work.

· Think-Pair-Share




· Quality follow-up
questions



· Sharing personal
styles of outing

· Brainstorming



· Think-Pair-Share

45. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 44 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Explaining Activity Book: Out and about:
· Ensure students understand the use of Question tags given in the information
box Pg 47.

Class/Home work
Textbook Ex:
· Ex 2 Notebook work.
· Ex 4 Textbook
Activity Book Ex:
· Ex 1, 2, 3 & 4.
· Ex 5 Notebook

Unit 4: Homes

Sub-topic: Famous places

Students will be able to:
· apply grade level word
analysis skills
· differentiate between
fiction/ non-fiction writing
· identify different types of
non-fiction text and their
key features such as
persuasive language to
convince reader
· understand the use of
present perfect
· use adjectives to describe
and make writing more
interesting/ expressive
Skills:
· Analysing
· Students to use Brainstorming strategy after reading the title of the lesson to
share names of famous places that come to their minds. This technique is used
to determine what a student may already know about a particular topic.
Students often feel free to participate because there is no criticism or judgment.
· Students to use Pairs Check strategy which is a technique in which teams of 4
work in pairs on a problem. One student works on the problem while a second
student coaches and then these students switch roles. In the next step, each
pair checks their work by checking with the other pair. Learners to share
personal experiences about the famous places they have visited in Pakistan
or abroad. Did they learn important historical facts about them? Do they find the
architecture style of buildings abroad different than their own country’s? They
will share the differences they noted.
· Students to use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the whole class. Students to share names of
famous landmarks or famous buildings in their city.
· Learners to focus on the pictures in the text and talk about them using their
previous knowledge . Where are they located? Have they visited any of these
buildings? What did they like about these buildings and why?
· Students will read the text and ask short questions from their partners to further
enhance understanding. They will use turn taking strategy when asking
questions.
· Brainstorming



· Pairs Check


· Sharing personal
experiences



· Think-Pair-Share




· Previous knowledge


· Turn taking

46. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 45 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Differentiating
· Identifying
· Convincing
· Using present perfect
tense
· Using adjectives
· Describing
· Ensure that students understand the concepts given in the information boxes
Pg 56-57.
· Ex 3 Oral work.
Activity Book: (Pgs 48-49):
· Ensure concepts given in the box Language detective- Present perfect Pg 49
are explained to the students.
Class/Home work
Textbook Ex:
· Ex 1 & 2 Read & respond
· Ex 4 & 5 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3 & 4.
· Ex 5 Notebook work.

Unit 4: Homes
Sub-topic: The Hobbit
Students will be able to:
· talk confidently in extended
turns and listen
purposefully in a range of
contexts
· spell familiar common
words accurately, drawing
on sight vocabulary
· identify character traits/
predicting proceedings in
the text
· use adjectives to describe
characters
· learn the values of being
responsible answer
questions on the text
· Learners to read title and then apply their general knowledge to share if they
know anything about hobbits? Have they seen any movie or read a story book
about them? Learners will use the RSQC2 i.e., recall, summarise, question,
comment , connect strategy. This is a classroom assessment technique in
which students are asked to recall and review information presented in prior
lessons. Students are asked to write down a few of the main points from a
previous lesson (recall) and then bring those separate ideas together into a
single summary statement (summarize). Students then generate one yet
unanswered question (question) they have from the previous lesson and then
provide connection from the concepts in that lesson to the overall goals for the
course (connect). Student can also be asked for comments they may have
regarding their understanding of the concepts. Would they like to meet a
hobbit? How would they feel if they could have a hobbit as a friend?
· Learners to understand that Hobbits are imaginary people and look like
dwarves.
· Share some pictures of Hobbits and their Hobbit homes.
· Use the suggested Digital resource given below to show some images of
hobbit homes:
· General knowledge

· RSQC2













· Digital resource

47. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 46 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Skills:
· Listening
· Identifying
· Predicting
· Describing

https://www.thecoolist.com/hobbit-homes/
· Students to understand the concepts given in the informa tion boxes Pg 58,60
& 61, with the help of the teacher.
· Ex 1 Discuss.
· Ex 7, 9 & 10 Oral work.
Class/Home work
Textbook Ex:
· Ex 2, 3, 4 & 5 Read & respond
· Ex 6& 8 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, & 4.
· Ex 5 Notebook work

Unit 4: Homes

Sub-topic: Review 2

Students will be able to:
· revise concepts learnt

· At the end of the Unit the students are to use the Traffic Light Card Strategy
to show their understanding of the concepts taught in the Unit. Every student
has a red, yellow and green card. If a student shows their yellow card, it means
the teacher is going too fast. If they want to stop and ask a question, they
show red. The teacher can then choose a child showing green or yellow to
answer and share their understanding.
· The teacher will own discretion to complete the review units and can be planned
in the Subject Coordination Meeting.

· Traffic Light Card
Class/Home work
Textbook Ex:
· Ex 1, 4 Textbook
· Ex 2, 3, 5, 7 & 8 Oral
· Ex 6 Notebook
Activity Book Ex:
· Complete Unit 4 Revision Test Yourself for self-assessment
· My global progress

48. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 47 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Unit 5: Getting around

Sub-topic: Getting around

Students will be able to:
· ask and answer questions
to obtain information /
explain ideas clearly
making meaning explicit
· differentiate between
rhetorical patterns while
listening as opposed to a
question
· express understanding of
text read in your own
words
· understand uses of get
+adjective
Skills:
· Explaining
· Differentiating
· Listening
· Expressing

· Initiate a class discussion on how people daily commute in Pakistan. Is
carpooling encouraged and common way of commuting to work daily? Why is it
not common?
· Learners to share what are the travelling modes/ methods available in Pakistan.
· Students to use Think-Pair-Square strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the next pair. Do they know some rules of road
safety? Learners will share one rule each.
· Students to share if they know how to interpret some important road signs?
Show some common images & ask them to identify the road signs.
· Learners to share the importance of following road safety signs. How do they
help to keep drivers safe?
· Use No Hands Up rule it gives the whole class thinking time to prepare a
response, before the teacher chooses a student. Another approach is allowing
hands up only when a student has a question of his/her own on the dangers of
ignoring /disregarding road safety signs.
· Encourage students to share personal observations of how people break
road safety sign rules. What were the consequences?
· Initiate a class discussion : Why do most people ignore road safety signs? Do
people choose not follow these safety signs or is it because of ignorance and
they do not know what the signs mean? How can this be curbed? Learners to
suggest some practical ways to help citizens abide by the traffic rules. How can
the public be educated to follow road safety and driving rules?
· Learners will suggest ways to teach/ educate the public, young & old both to
follow road safety and driving rules. They will sit in Groups and write down steps
that can be taken to create awareness for road safety rules for pedestrians and
drivers. Put these up on the Class Publishing Board. Plan Gallery walks.
· Ex 1,2, 3, 4, 7, 8 & 9 Oral discussion.
· Class discussion



· Think-Pair-Square







· No Hands Up rule



· Sharing personal
observations
· Class discussion







· Gallery walks.

Class/Home work
Textbook Ex:
· Ex 5 & 6 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, & 4.

49. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 48 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Ex 5 Notebook work.

Unit 5: Getting around

Sub-topic: Staying safe on
the road

Students will be able to:
· use pre-reading strategies
to predict content of the
text from pictures, title etc.
and by using prior
knowledge
· use zero conditional to
speak about things that are
true
· use verbs to complete the
given text
· understand how the tone of
voice conveys/ reveals
speakers’ feelings
Skills:
· Predicting
· Applying
· Predicting

· Students to predict what the lesson will be about.by using skimming and
scanning the text and by looking at the title and illustrations.
· Learners to use Brainstorming strategy to share what kind of road signs they
see on the road as they travel/commute every day to and from school and
home. They will share their personal experiences.
· Learners to share how do they commute to school daily? Do they use individual
vehicles or share a transport? Conduct a class survey.
· Initiate a discussion on the dangers present in general on the roads in their city.
Encourage students to share personal experiences : What are the dangers
they or someone in their family have faced on the roads in their neighbourhood
and school area? Has anyone in their family been involved in a road accident
due to their own negligence? Or was it someone else’s negligence? What
happened?
· Plan showing some common road signs used on the Pakistani roads in the
Subject Coordination Meeting. Or use the following suggested Digital
resources for showing road signs:

https://mtwds.punjabpolice.gov.pk/traffic-signs

https://youtu.be/oW6m7fABIGs

· Discuss the information given in the boxes in the Learner’s and the Activity
Book for students to understand the concepts.
· Ex 1, 4 & 6 Discussion.
· Predicting
· Skimming and
scanning
· Brainstorming


· Class survey
· Share personal
experiences





· Digital resources

Class/Home work
Textbook Ex:
· Ex 2. Read & check
· Ex 3 & 5 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3, & 4.
· Ex 5 Notebook work.

50. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 49 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Online assignment/ Project/ research work:
· Ex 7 Read and understand the rubric carefully. Complete the assignment as project work and show to the class.
Unit 5: Getting around

Sub-topic: Getting around
big cities


Students will be able to:
· listen and speak for
different purposes and for
specific information
· understand vocabulary
related to travelling
· use knowledge of the
meaning of individual
words to make and predict
the meaning of compound
words
· demonstrate use of
prepositions in writing
showing position, time,
movement and direction
Skills:
· Listening
· Speaking
· Comprehension


· Learners to use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the whole class. Here students are to discuss
the dangers of driving without a proper drivers’ license and underage driving.
Who do they think is responsible for this: the police, the parents or the person
driving? Encourage learners to share their opinion.
· Students to use Think-Pair-Square strategy which is the same as Think-Pair-
Share except that the students share their answers with another pair. Students
to discuss the importance of a driver’s license and age restrictions for obtaining
a driver’s license. Are they aware of the driving age limit? Do the students think
the rules are fair and appropriate?
· Have any of the learners driven without a driver’s license? They will discuss the
hazards of doing so. What will happen if they get involved in an accident?
· Learners to use Brainstorming strategy to provide feedback on the risks/
dangers of without a license.
· Students to use Performance Task strategy which is a learning event that
allows for multiple solutions, relates to the student's prior knowledge, has
personal meaning, and is challenging. Performance tasks are used to determine
what students know and what they are able to do relating to the eligible content.
share their personal experiences of traveling from one city or from one country
to another? What was the mode of transportation? By air, ship or land?
· Students to share personal preference of what mode of travel do they enjoy the
most? Why? Or why not? Students will justify their choices.
· Students to listen for specific information and understand how to use
prepositions of direction using the information given in the boxes in the
Learner’s and Activity Book.
· Ex 1 & 2 Discussion
· Ex 7 Talking about directions.
· Think-Pair-Share





· Think-Pair-Square






· Brainstorming

Performance Task
Class/Home work
Textbook Ex:
· Ex 3, 4, 5 & 6 Textbook work

51. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 50 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Activity Book Ex:
· Ex 1, 2 & 3.
· Ex 4 Notebook work.

Online assignment/Project/ Research:
· Ex 8 Pg 71 Learner’s Book: Read the question rubric to understand the directions and complete the presentation.

Unit 5: Getting around

Sub-topic: One giant leap

Students will be able to:
· show awareness of other
listeners by developing
sensitivity to ways others
express meaning in
speech/non-verbal
communication
· use reference words to
avoid repetition
· use of that and those in the
plural
· demonstrate use of
prepositions of direction
· use of past continuous for
actions that were in
progress at some time in
the past and for interrupted
actions
· complete a summary using
a verb with past
simple/continuous
Skills:
· Listening
· Students to use Brainstorming strategy to discuss what do the words Giant
Leap mean?
· Learners to focus on the title and pictures and try to predict what the lesson is
about.
· Students to use Turn-To-Their-Neighbour strategy this is a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to turn to their neighbours in the class and discuss
the problem. Students should work in small groups of 3-4. Students to share if
they have seen the images of the first landing on the moon?
· Use the following suggested Digital resources or select some other Digital
resource during the Subject Coordination Meeting to show the landing on the
moon:
https://www.nasa.gov/mission_pages/apollo/apollo11.html

https://www.youtube.com/watch?v=S9HdPi9Ikhk

· Students to use Think-Pair-Share strategy which involves students thinking
about a question, pairing off and discussing the question with a classmate, and
then sharing their answers with the whole class. discuss how do they do they
feel after watching the first landing on an unknown, uninhabited planet. How
would they have felt if they were one of the astronauts landing on the moon?
They will use adjectives to describe their feelings.
· Learners to share using own knowledge about how many other landings have
taken place on other planets? They will name the planets as well. Have the
landings been manned or unmanned?

· Brainstorming
· Predicting


· Turn-To-Their-
Neighbour




· Digital resources






· Think-Pair-Share

52. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 51 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· Application
· communicating
· Initiate a class discussion on space travel and man’s quest to explore the
planets. Is it right to spend such large amounts of money on space exploration
while the world is facing hunger, poverty, pandemics and other related
problems? Can this spending be justified? Learners to debate the issue and try
to find an answer. What do the learners recommend? Provide cues and support
as required. Debates enable the teacher to informally evaluate students' oral
work by assessing their oral presentation skills in terms of their ability to
understand concepts and present them to others in an orderly fashion
· Ex 1 & 7 Oral discussion.

Activity Book: Sky-high ambition:
· Learners to share their future ambitions regarding their career choices. Would
they like to opt for some unusual career’s such as animal conservation,
mountaineering etc., What would it be for them? Encourage them to share their
thoughts and ideas using Brainstorming strategy.

· Class discussion


· Debating

· Brainstorming
strategy.


Class/Home work
Textbook Ex:
· Ex 2, 3, 4 & 5 Read & respond
· Ex 6 & 8 Notebook work.
Activity Book Ex:
· Ex 1, 2, 3 & 4.
· Ex 5 Notebook work

Unit 5: Getting around

Sub-topic : Lost in the desert

Students will be able to:
· use pre-reading strategies
to predict using prior
knowledge
· identify non-fiction/ fiction
text
· Students to look at the title and the picture to predict the story.
· Students to use Pairs Check strategy which is a technique in which teams of 4
work in pairs on a problem. One student works on the problem while a second
student coaches and then these students switch roles. In the next step, each
pair checks their work by checking with the other pair. Students to discuss if
they have ever lost their way? How did they feel? Why did they lose their way?
Was it day or night? Were they alone or with someone?
· Students to use Performance Task strategy which is a learning event that
allows for multiple solutions, relates to the student's prior knowledge, has
personal meaning, and is challenging. Performance tasks are used to determine
· Predicting

· Pair Check




· Performance Task

53. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 52 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
· ask questions to obtain
information/ explain ideas
and make meaning explicit
· use past continuous for
interrupted actions
· demonstrate use verbs of
movement and
show surprise / sympathy
· answer questions
· add verbs to a summary
· write informative/
explanatory texts to convey
ideas
Skills:
· Predicting
· Identifying
· Asking/ answering
· Application
· Demonstrating
· Writing
what students know and what they are able to do relating to the eligible content.
Is it scarier to lose the way in the dark? What kind of thoughts come to their
mind while being lost in the dark? Have they seen a movie where someone
loses their way what happens?
· Students to use Turn-To-Your-Neighbour strategy this is a very useful
technique for any size class. With this approach, staff give their students a
problem to work on (e.g., figures or tables to interpret, a written question) and
simply ask them to "turn to their neighbors" in the class and discuss
the problem. Students should work in small groups of 3-4. Students to read the
story and understand each portion well to be able to answer the questions on
each part.
· Students to read the story in pairs and note/ underline the tense used i.e., Past
continuous- for interrupted actions.
· Ensure students understand the information box Pg 76 & 77 rules and
concepts. Provide plenty of practice.
· Ex 1, 2, 4, 5, 7 & 8 Oral discussion

Activity Book: Unit 5 Revision:
· Students will evaluate their learning using the Muddiest Point strategy , this is
an informal assessment strategy used to help the teacher identify a lesson's
most confusing points. Students are asked to write down the most confusing or
problematic concept from a given lesson via a 3x5 card or email message to the
teacher. The teacher, in turn, collects the "muddiest points" from the students
and then addresses these issues more completely during a follow-up lesson to
improve students' understanding.
Reflect on your learning
· Ex 1, 3, 6 & 7 Oral discussion
· Ex 2, 4, 5 Notebook work





· Turn-To-Your-
Neighbour





· Pair work






· Muddiest Point

54. Subject & Class: English Language IV First Term (2024-2025) No of periods per week: 05
Page 53 of 53
Content, SLOs & Skills
Teaching Strategies and Suggested Learning Activities
Digital Resources and Digital Tools
Assessment for
Learning Strategies
Class/Home work
Textbook Ex:
· Ex 3 & 6 Notebook work
Activity Book Ex:
· Ex 1, 2, 3 & 4.
· Ex 5 Notebook work.
· Unit 5 Revision Ex to be used for class assessment