Army Public Schools and Colleges System

SOW Summary
Academic Session 2023-2024
Second Term
Subject: English Language Class: I

Content Page No. Total Teaching Weeks: 16

Scope and sequence 02 Prescribed Textbooks:
· Cambridge Global English APSACS edition Learner’s Book 1
Unit 5: On the farm 03
(Third edition) by Caroline Linse and Elly Schottman
Unit 6: My five senses 10 · Cambridge Global English APSACS edition Activity Book 1
(Third edition)by Caroline Linse and Elly Schottman
Unit 8: Wonderful water 16
Resources:
Unit 9: City places 23
· Cambridge Global English APSACS edition Teacher’s
Resource 1 (Third edition)
Prescribed Notebooks:
· APSACS English four- lined notebook (small): 1

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 Army Public Schools & Colleges System
Scope and Sequence
Subject: English Language Class: I

Week Unit/ Chapters Topics

1. · What can you find on a farm?
2. · Life cycles
Unit 5:
On the farm · Short i
3.
· Farm activities
4. · Little Red Hen & Quiz (Activity Book)
5. · How do we use our five senses?
6. · Using your five senses
Unit 6:
My five senses · Short o
7.
· Comparing things
8. · Five friends and the elephant & Quiz (Activity Book)

9. · Why is water important?

10. Unit 8: · Facts about water
Wonderful water · Long a spellings ai and ay
11.
· Things that float
12. · A tale of kindness & Quiz (Activity Book)
13. · What can you see, hear..... in a city?
14. · City living
Unit 9:
City places · -y endings
15.
· This or that?
16. · Sing a song of people & Quiz (Activity Book)

Note: The estimated number of weeks are allocated for each chapter. Any adjustment in the Teaching weeks must be planned during the
Teachers’ Subject Coordination Meeting.

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6

APSACS SCHEME OF WORK

Note:
· Teachers to use the additional content given at LB pgs. 136 – 161 for reinforcement. It is recommended to display this content
through chart papers or Flash Cards in the classroom.
· Success Criteria for every lesson has to be shared by the teacher at appropriate time
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning

Unit 5: Warm up: · Cambridge

On the farm · Introduce students with topic of the day by showing a farm · Brainstorming Global English
Lesson 1: picture. Write the farm vocabulary on the board for students’ Learner’s
What can you find on ease, as students will describe what they can see in the picture. Book1
a farm? · Afterwards let students discuss their personal experience of Pgs.66–67
Students will be able visiting any such farm.
to: · Cambridge
· listen/read and Read and Listen: Global English
comprehend the · Play the audio track 45 after listening to it students to practice Activity Book 1
poem reading the poem. Give chance to each student to read aloud · Follow Up Qs Pgs.52 – 53
· name the farm especially the ones who are not so good at reading.
objects · Elicit answers through questioning about the pictures and the · Cambridge
· practice theme objects in them LB pg. 66. Global English
vocabulary · Repeat similar type of Qs many times to ensure maximum Teacher’s
· practice participation and comprehension of students. Resource 1
conversation in Pgs.65 – 67
Present Interviews with farm families:
Continuous Tense · Play the audio track 46, students will listen and identify the · Audio tracks:
· write simple corresponding picture. Make sure each student gets a chance to 45 – 47
sentences participate.
· read and talk about · Picture of a
the stages of life Activity: farm
cycle · Model role play the interview with few students and the same will
· identify the living be done by students in pairs. · Role Play
beings that lay · Emphasize upon using ‘ing’ verbs and punctuation (initial capital
eggs / grow from letter & full stop) in sentences (Present Continuous).
seeds · Students to write 3 sentences using ‘ing’ verb in their notebook
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
· write and draw the following the punctuation rules of using initial capital letter and
life cycle with full stop at the end.
arrows to show
sequence Topic vocabulary: · Listen for
· identify the short · Play the audio track 47 and pause after each word. Students to Information
/i/sound listen, and point at the correct corresponding picture and repeat
· read rhyming the word.
words beginning · Play the audio again for students to listen carefully and complete
with /ch/ & word the sentences afterwards.
sending at /sh/
sound Act it out:
· listen and read the · Act out all five words in the class for students to recognize the
phonics story act. The same will then be performed by students in pairs. · Role Play
· practice asking
questions & giving Draw and write:
answers · Discuss how children can help on a farm. Elicit examples.
· write about plants
· draw and label the
plant
· identify sight words
& short forms in
the story

Skills given along

Lesson 2

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 52
· Write 3 sentences using Present Continuous Tense (words given by the teacher)
· Ex 3 AB pgs. 53
H.W
· Ex 1& 2 AB pg. 52 – 53

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning

Lesson 2: Warm up · Short Quiz · Learner’s

Life cycles · Recapitulate the vocabulary learnt in the previous lesson Book1
through dictation and concepts through short quiz. Pgs. 68 – 69
Skills · Conduct warm up activity and introduce topic related vocabulary
· Reading as suggested.
· Listening Before you read: · Activity Book1
· Speaking · Students to look at the life cycle given on LB pg. 68, think and Pgs. 54 – 55
· Writing answer why this diagram is given like this and what is the · Brainstorming
· Identifying function of arrows in a it. What do they suggest? After wards · Teacher’s
· Comparing explain and relate it with Language detective information box. Resource 1
· Imagining Read and Listen: Pgs. 68 – 69
· Creative writing · Play the audio track 48or model read the text stressing the verbs
· Critical thinking in present simple meanwhile students to point to the pictures · Audio Tracks:
and discuss each picture turn wise. 48 – 49
Animals that lay eggs:
· Elicit students’ answer in ‘Yes or No’ through Hand Signals · Hand Signals
(decide a signal for Yes e.g Thumbs up & a signal for No e.g.
Thumbs down). Show at least 5 more pictures and repeat the
activity. Encourage students to offer more examples using their
previous knowledge.
Before you read&Read and listen:
· Students to observe the life cycle of a bean in pairs and discuss
each stage and share with other pairs. · Think-Pair-
· Play the audio track 49 and students to listen and point at the Square
corresponding picture.
· Use of ‘is & are’ with singular and plural nouns must be revised
through sentence making in notebooks related to cycle of a
bean.
Things that grow from seeds:
· Students to first name the objects in the given pictures and after
that share responses about the things growing from seeds. Use · Exit Cards
more pictures to enhance students’ interest and let students
answer through Exit cards.
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Activity:
· For spell & concept check, Ex 1 & Challenge in the Activity Book
pg 54 will be discussed in class without opening the book.
Draw and write:
· Let students discuss & elicit the order of the life cycle from the
pictures.
Activity:
· Distribute a set of pictures of life cycle to each student to paste
them in notebooks in the correct order and draw arrows to show
seqence.

CW
· Self-assessment statement to be marked realistically by students at the top of AB pg. 54
· Ex 4 (sentence making) LB pg. 69
· Ex 2 & Challenge AB pg. 54 – 55
HW
· Ex 1 AB pg. 54
· Make 2 sentences using present simple tense taking help from the class work (teacher to discuss with examples before assigning
this H.W).

Lesson 3: Warm up · Learner’s

Short /i/ · Revise all consonants on a white chart in black colour and all · My Turn Your Book1
vowels in red colour. Turn Pgs. 70 – 71
· Play or produce the sounds for students to follow. Students to
notice (a, e,i, o, u) the position of /i/ in the middle, two vowels · Activity Book 1
before /i/ and two vowels after /i/. Pgs. 56 – 57
· Show the video clip to teach short /i/ sound from the following ·
digital resource. · Teacher’s
https://www.youtube.com/watch?v=SPGngOdXPMk Resource 1
· Brainstorm and elicit three letter words with short /i/ sound in the · Brainstorming Pgs. 69 – 71
middle. Students to repeat them many times.
Listen and look: · Audio Tracks:
· Play audio track 50, students to listen to the short /i/ sound and 50 – 51
say the words.
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
· Introduce short /i/ sound, by showing two pictures in LB pg. 70 · Picture cards
and use more word /picture cards, pointing to the letter /i/ and of shortI sound
short i sound. words
· Pronounce the word to teach /ch/ sound in ‘chick’. Notice three
sounds in a five-letter word i.e.ch – i – ck.
· Elicit more rhyming words with ‘ch’ on the board e.g. chip, chin, · Think & Share
children, chicken chilled etc. Encourage students to use their
previous knowledge and share words containing /ch/ sound.
Tongue Twisters:
· Let students practice the tongue twisters and add more for fun
and practice. Write more tongue twisters on white board for
students’ practice.
Activity:
· Students to work in pairs and underline short /i/ sound words · Think-Pair-
with red colour. Share
Phonics story:
· Students to brainstorm words with /sh/ sound as in fish. Write · Brainstorming
them on the board.
· Play audio track 51, students to focus the short /i/ sound and · My Turn Your
repeat those words. Turn
CW
· Self-assessment statement to be marked realistically by the students at AB pg. 56.
· Ex 1, 3& Challenge AB pg. 56 – 57
HW
· Ex 2 AB pg. 56
· Ex 4 titled ‘Puppets’ in Learner’s Book is not included.

· Learner’s
Lesson 4: Warm up: · Oral Book1
Farm activities · Tongue Twister competition and vocabulary recapitulation to be Competition Pgs. 72 – 73
done as suggested in the TR.
Growing vegetables: · Activity Book I
· Focus on the image& engage students in question answer Pgs. 58 – 59

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
session. Place few items above and under the table to further · Short Quiz
clarify the concept. · Teacher’s
Ask and answer (Activity): Resource I
· Follow the examples in bubbles and prepare as many questions · Think-Pair- Pgs. 71 – 74
and answer cards for students to carry out the pair activity using Share
writing tip from AB pg. 58 · Audio Track:
Grow a bean plant: 52
· Bring a bean plant in a jar and describe different parts of it.
Explain the plant’s growth in simple words and then allow · Think-Pair- · Picture cards
students sitting in pairs to hold the jar and observe. Write a few Share of vegetables
phrases on board to help students in CW.
Noisy animals: · Small bean
· Play audio track 52, students to listen carefully to the animals plant
on the farm. Students to respond to the listening script and be · Sing Along
able to recognize animals from sounds.
Activity:
· Ex 5: Add some new verses. (LB pg. 73)will be done as a pair · Think-Pair-
activity Share

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 58
· Write sentences about bean plant
· Ex 2 &3 AB pg.59
H.W
· Ex 1 AB pg. 58

Lesson 5: Warm up: · Short Quiz · Learner’s

Read and respond · Students to complete few sentences to recapitulate previous Book1
(Little Red Hen) lesson. Pgs. 74 – 77
Before you read:
· Discuss ‘folk tale’ definition and features in simple words along · Activity Book 1
with the information given in ‘About the story box’. Pgs. 60 – 61
· Students to observe the illustrations of the story and discuss the · Picture
two questions with the help of pictures. Students to name all the Association
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
characters shown in the illustrations. · Teacher’s
· After the story is read let students work in pairs, and answer at · Short Quiz Resource 1
least two questions about each picture to check comprehension. Pgs. 74 – 76
· Highlight the polite words like please, thank you, excuse me etc.,
and emphasize using them. · Audio Track:
Think about the story: 53
· Students to identify the characters in the story, their role and the · Follow Up Qs
ending as happy or sad, in order to answer the Qs.
· Students to discuss if other animals had helped the hen what the
story would have been.
Story map Little Red Hen:
· Explain the story map with the help of arrows & picture
numbers.
Activity: · Graphic
· Students in groups of five will follow the story map to retell the organizer
story.
· Revise the short forms or contractions learnt in this unit.
Students to look for I’m / we’re, they’re, it’s, don’t, can’t etc.
Same and Different
· Relate it with Sly Fox and Red Hen and generate discussion.
Act it out:
· Students while working in groups will act out the story. · Role Play
C.W
· Self-assessment statement to be marked realistically by students at AB pg. 60
· Ex 1 & 3 AB pgs. 60 – 61
· Revision: Quiz, AB Pgs. 62- 63, TR pg. 77
H.W
Ex 2 AB pg. 61
Online Assignment:
· Draw colourful map of a farm and submit online.
Project:
· Assigning a project in light of the instructions given along SOW First Term (LB pgs. 78 – 79 & TR pg. 76 – 77) is teacher’s
discretion.

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning

Unit 6: Warm up: · Cambridge

My five senses · Show a short video clip on Five Senses from the following digital Global English
Lesson 1: resource Learner’s
How do we use our · https://www.youtube.com/watch?v=vXXiyIGqliE Book1
five senses? · Students to discuss the five senses one by one, pausing the · Discussion Pgs.80 – 81
video after each sense.
Students will be able · Introduce the new vocabulary with correct pronunciation and · Cambridge
to spellings through board work. Global English
· listen to the Activity Book 1
song/poem/story Read and listen: Pgs. 64 – 65
and identify things · Play audio track 54, students to practice reading the poem
in the pictures together, then individually. During listening and reading students · Cambridge
· recite the poetry to point at the mentioned body parts. Global English
· use ‘can’ with · Students to look at the picture on LB pg. 80 and answer what · Brainstorming Teacher’s
verbs can they see, hear, touch, smell and taste in the park using I · Follow Up Qs Resource 1
· practice theme can. Pgs.78 – 81
vocabulary · Write students’ responses on the board in 5 columns.
· answer the · Audio track no.
questions in In the Park: 54 – 57
complete · Play audio track 55, students to listen and point to the things in
sentences the picture. Make sure each student gets a chance to participate. · Laptop &
· write about their speakers
senses Topic vocabulary:
· draw a comparison · Play audio track 56, students to listen to the sentences, point · Digital
· describe objects as and say the missing word. Resource
good or bad
· ask and answer Your five senses:
questions in · This Ex to be done along with Ex 1 i.e ‘Read and listen’.
Present simple
tense Emphasize showing gratitude to Allah for blessing us with
· recognize the short these senses.
/o/ sound
· use the preposition
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
‘on’ in sentences Ex 5 & 6 titled ‘Music instruments’ & ‘Guessing game’ in LB is
· compare how excluded.
things are, taste &
feel
· make prediction
· sequence parts of
the story
CW
· Self-assessment statement to be marked realistically by students at AB pg. 64
· Ex 1 & Challenge AB pgs. 64

HW
· Ex 2 AB pg. 65
· Ex 3 titled Musical instruments in Activity Book is not included.

Lesson 2: Warm up: · Learner’s

Using your five · Recap the concepts learnt in the previous lesson through Short · Short Quiz Book1
senses Quiz. Pgs. 82 – 83
· Introduce key vocabulary related to the topic under discussion
Skills by showing objects or pictures. Students to repeat the words · Activity Book 1
· Reading many times for correct pronunciation. Pgs. 66 – 67
· Listening Seeing (Activity):
· Speaking · Students to work in pairs and focus on picture A & B and · Teacher’s
· Writing describe what five differences they can see in both pictures. Resource 1
· Identifying Each pair will complete the sentences using proper punctuation · Think-Pair- Pgs. 81 – 82
· Comparing and read aloud when asked to. Share
· Imagining Smelling: · Flash cards of
· Creative writing · Show pictures /real objects e.g. flowers, seasonal fruits, garlic, vocabulary
· Critical thinking onion, soap, perfumed cotton ball, gum, lemon, orange,
peppermint, sweet candy etc. and ask students at random to
identify the object and its smell, followed by conversation /
dialogue practice in Present Simple Tense. (Ref speech · Role Play
bubbles).
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
· Students to work in groups and compile a list of their groups’
favourite smells from the objects.
Touching:
· Show few objects of different materials and students to touch
and describe the object as hard, soft, rough, spiky, short, thin,
flexible etc.
· Introduce ‘adjectives/describing words’. Explain how we define
things/materials using adjectives. Guide students to write 5
sentences using an adjective.
Touch & Tell (Activity):
· Hold a bag filled with fluffy toys, small twigs, ball, pencil, paper, · Think-Pair-
keys, gloves, paper cup, tissue paper, rubber, ring, any fruit, Share
spoon etc. Students to be called in pairs randomly, to put their
hand in the bag and guess the things they touch. Model the
dialogue, before students play the game in pairs. Language
focus is Present Simple.
· Ex 5 titled ‘Hearing: Shake and listen’ in LB is excluded.

CW
· Self-assessment statement to be marked realistically by students at AB pg. 66
· Ex 3 LB pg. 83
· Ex 2& Challenge no. 1 AB pg. 66
HW
· Ex 1& Challenge no. 2 AB pg. 67
· Prepare words (teacher’s discretion) for dictation

Lesson 3: · Follow up of learnt vocabulary through dictation. · Learner’s

Short /o/ Warm up: Book1
· Students to listen to short vowel o sound from the following Pgs. 84 – 85
digital resources, students to follow the sound. · My Turn Your
· https://www.youtube.com/watch?v=NFe1JXK8nT4 Turn · Activity Book 1
· https://www.youtube.com/watch?v=qZdidh8FNYc Pgs. 68 – 69
· Show flash cards of words with a short vowel/o/ sound. Students
to identify the picture and pronounce ‘o’ sound. Repeat the · Teacher’s
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
words with correct sound and pronunciation. Resource 1
Listen and Look: Pgs. 83 – 85
· Students to listen to the audio track 58 and repeat after. Guide
students to use each word in written sentences. · Audio Tracks:
Which picture? 58 – 60
· Students to focus on the pictures and get introduced to new
words (log, fox, rock, hot). · Digital
· Learners to read the sentences aloud (turn wise) and match Resources
them with the pictures.
Popcorn:
· Students to listen to the rhyme from audio track 59. And point to
the different objects in the picture corresponding with the words · Read Along
in the rhyme, e.g. pot, popcorn, etc.
· Play the audio a few times. Mime to make the meaning clear.
· Learners to find, say and underline the words that have the short
|o| sound
Phonics story:
· Enlist the four characters on whiteboard. Students to identify
from the pictures the place where this story took place. Before · Picture
listening or reading the text students to observe and describe Description
what is happening in the pictures.
· Play audio track 60 at least three times, so that students
comprehend the story by following the words they hear. · Follow Up Qs
· Students to answer simple and short Qs for feedback.
Activity:
· Students to read the story again in pairs and find words with · Think-Pair-
short /o/ sound. Students’ response to be written on the board. Share
Act it out:
· Students to work in groups of five members and act out the · Role Play
Phonics story.

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 68
· Sentence Making, Ex 1 LB pg. 84
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
· Ex 1 & 3 AB pgs. 68-69
H.W
· Ex 2 AB pg. 69

Lesson 4: · Recap of the learnt concepts to be done through short quiz. · Short Quiz · Learner’s
Comparing things Warm up: Book1
· Point at some objects (pencil, scale, board, bag, notebook, Pgs. 86 – 87
chairs, tables etc.) in classroom which can be compared to other
objects around. Qs Containing comparison to be asked from · Activity Book 1
students, e.g. Is your pencil longer than your scale? Is your · Brainstorming Pgs. 70 – 71
school bag bigger than teacher’s purse? Is the door bigger than
the class window? etc. · Teacher’s
Taller and faster: Resource 1
· Students to be asked the given Qs. elicit their responses and Pgs. 85 – 86
further discuss the given examples in detail.
Tasting and feeling: · Audio Track:
· Students to discuss about their food choices and the reason for 61
their choices.
· Talk about the sweet, cold and juicy things in pictures given on
LB pg. 86 and students will fill in the blanks. To ensure all class
participation, ask each student to fill any one of the given
incomplete sentences, irrespective of repetition.
· Focus on the rules for comparative forms of adjectives. Explain
that adding – er is used to form comparatives. Write more
examples on whiteboard. Students to write comparatives of
given adjectives in their notebooks.
Activity:
· Write a few comparative adjectives on the board, like nicer, · Sentence
older, quieter, prettier, healthier, taller, shorter, stronger, younger Writing
etc. and students to write 4-5 sentences to compare objects or
people around them in notebooks using these comparative
adjectives.
· Ex 3, 4 & 5 in Learner’s Book pg. 87 are excluded

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
C.W
· Self-assessment statement to be marked realistically by students at AB pg. 70(Activity Book)
· Ex 1 & 2 AB pg. 70
· Make sentences (Ex 2 LB pg. 86)
H.W
· Ex 3 & 4 AB pg. 71

Lesson 5: Warm up: · Object · Learner’s

Read and Respond · Play the guessing game again by putting several objects Description Book1
(Five friends and the (different from previous time) in a bag. Learners to touch the Pgs. 88 – 91
elephant) objects without seeing and describe it for others to guess.
· Write the title of the story and introduce new vocabulary with the · Activity Book 1
help of pictures or flash cards. Pgs. 72 – 73
Five friends and the elephant:
· Write new vocabulary on the board. · Teacher’s
· Play audio track 62 and students to read the story turn-wise. · Follow Up Qs Resource 1
Questions to be asked from students to check comprehension of Pgs. 87 – 88
the story after each paragraph.
Activity: · Audio Track:
· Introduce sight words (words to remember). Make 4 groups and 62
assign 1 word to each group. Let the groups look for the word in
the text & count how many times do they see that word? · Brail book
· Show a brail book to teach students how do blind people learn
about the world around them? Show them the pictures of special
toys made for blind children at the bottom of LB pg. 91.
Parts of the elephant:
· Students to discuss the parts of the elephant from the diagram
labels on LB pg. 91.
Activity:
· Write sentences on the board leaving blanks for students to fill · Cloze
e.g. The side of the elephant feels like _______. The ear feels Sentences
like _______ etc.
First, second, third:
· In order to make students understand ordinal numbers, and
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
sequential order of the story, follow teaching guidelines in TR pg.
88.
Special toys for all children
· In pairs students to discuss the pictures of the brail toys. Discuss
in detail how blind persons can use these toys. How sense of · Picture
hearing and touching helps in using these toys. Students to fill in Description
the missing words to complete the sentences at LB pg. 91.

CW
· Self-assessment statement to be marked realistically by students at AB pg. 72
· Ex 4 LB pg. 103
· Ex 1 & 2 (AB pg. 72-73)
· Revision: Quiz Activity Book Pgs. 74 – 75, TR pg. 89
HW
· Ex 3 (AB pg. 73)
Online Assignment:
· Draw a picture of favourite animal, label its body parts and submit its image online.
Project:
· Assigning a project in light of the instructions given along SOW First Term (LB pgs. 92 – 93& TR pg. 88 – 89) is teacher’s
discretion

· Unit 7 is EXCLUDED

Unit 8: Warm up: · Cambridge

Wonderful water · Show a calendar to revise days of the week starting from · My Turn Your Global English
Monday. Model the pronunciation of days of the week &students Turn Learner’s
Lesson 1: to repeat them multiple times to practice pronunciation. Book 1
Why is water · Let students think critically about what might happen if there is · Brainstorming Pgs.108 – 109
important? too much rain/water or if there is no rain/water at all. Elicit
Students will be able responses from students about both situations. · Cambridge
to Read and listen: Global English
· listen, read and · Play the audio track 7, students to listen to the poem followed by Activity Book 1
memorize the reading aloud. Pgs.88 – 89
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
poem · Introduce weather words through picture cards or by writing on
· describe the whiteboard. Students to discuss what can prevent rain from · Cambridge
picture using I falling on them. An umbrella or roof or a tree etc. Global English
can… What can you see? Teacher’s
· talk about the · Students to listen to the audio track 72,and point to the things Resource 1
weather each day that are talked about in the audio. Pgs.102 – 105
· revise days of the · Students to describe the picture on LB pg. 108. Such as “I can
week see…. people with umbrellas, green grass, flowers and a tree, a · Audio tracks:
· listen and read the little boy in yellow raincoat, yellow rain hat & red boots, he is 71 – 74
text jumping in a puddle, people are standing on a bus stop etc”.
· talk and write Activity: · Picture cards
about the uses of · Students to work in pairs and talk about what they can see · Discussion of weather
water through the window of their classroom. vocabulary
· write about animals Topic vocabulary:
that live in water · Play audio track 73, students to listen, point and say the words.
· classify things into · Point at the picture cards pasted in front of the class or point to · Think-Pair-
categories whiteboard to revise weather vocabulary. Students to discuss Share
· identify the sounds what kind of weather they like.
of ai and ay · Students to use the given words in sentences. Guide students in
· observe and making sentences of first 4 words and assign the last 3 for
compare things homework.
· identify things that What is the weather like?
float and sink · Students to look at the pictures and using the vocabulary given
· read and complete in Ex 3 complete the sentences.
· Afterwards students will talk about the current day’s weather. · Cloze
sentences in
Write a sentence on the board like ‘It is ______ today etc. Sentences
Present simple
tense Days of the week:
· listen to the song · Play audio track 74, listen to the conversation, join in and act out
the words. · Role Play
and mime
· practice · Students to look at the pictures and tell what each child does on
conversation different days of the week. Follow speech bubbles to ask and
· make predictions answer the Qs. Present Simple Tense to be used.
about the story Activity:
· read for · Engage students in conversation in pairs about daily routine
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
comprehension activities, what they do on different days of the week. One will
· answer the text ask the Q, the other will answer, similarly switch roles so both · Role Play
related questions get the opportunity to ask & answer.
· identify words · Ex 6 in LB pg. 109 is excluded.
&opposites

C.W.
· Self-assessment statement to be marked realistically by students at pg. 88
· Sentence making (LB Ex 3 pg. 109)
· Ex 2, 3 & 4 AB pg. 89
H.W.
· Ex 1 AB pg. 88

Lesson 2: Warm up: · Learner’s

Facts about water · Talk about the habit of using and wasting water in daily life. · Brainstorming Book1
Make them aware & conscious to turn off the tap while brushing Pgs. 110 – 111
Skills teeth or applying soap during bath, and save water while
· Reading watering the plants, washing laundry etc. Tell them to keep a · Activity Book 1
· Listening check at home/School to report any dripping or leakage found. Pgs. 90 – 91
· Speaking · Show them a video about water conservation from the following
· Writing digital resource. · Teacher’s
· Identifying · https://www.youtube.com/watch?v=rl0YiZjTqpw Resource 1
· Comparing · Introduce key vocabulary through picture cards. Pgs. 105 – 107
· Imagining Before you read:
· Creative writing · Show pictures of dry and wet places. Explain what happens in · Audio Track:
· Critical thinking the dry and rainy season. Discuss what they see in the pictures · Picture 75
relate it to the two Qs. Students to share their answers. Comparison
Read and listen:
· Play audio track 75, students will listen to the audio track
followed by reading aloud. Use chain reading in order to give · Digital
chance to each student. After explaining the content, students to Resource
answer simple Qs or fill in the blanks from the text to check their · Follow Up Qs
comprehension. · Cloze
sentences
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Animals that live in water:
· Paste picture cards of the animals on board. Students to tell
which animals can live in water and which cannot. Ask many Qs · Draw
to elicit the difference between an animal that lives in water and Comparisons
the one that lives on land.
Write about it:
· Explain the task and writing tip. Model writing will be done by the
teacher on whiteboard about three animals living on land.
· Emphasize starting a sentence with capital letter and ending it
with a full stop. Then students will choose three animals that live
in water and independently write sentences in notebooks.
How we use water · Think-Pair-
· Students to work in pairs and discuss in how many ways water is Share
used. Afterwards observe the pictures and read the sentences
together. Students to think of more uses of water and fill in the
blank.
· Students to write 3 to 5 uses of water in sentences in their
notebooks, other than the ones discussed in textbook.
· Ex 6 in LB pg. 111, titled ‘Make a class book’ is excluded.
C.W
· Self-assessment statement to be marked realistically by students at AB pg. 90
· Ex 1, 2, 3 & 5AB pgs. 90 – 91
H.W
· Ex 4& 6 AB pgs. 90 – 91
· Prepare words (teacher’s discretion) for dictation.

Lesson 3: Warm up: · Learner’s

Long/a/ spellings ai · Introduce new vocabulary by writing it on whiteboard but before · Brainstorming Book1
and ay writing the meanings let students attempt at guessing the Pgs. 112 – 113
meanings.
· Introduce the long asound from the following digital resource. · Activity Book 1
Students to sing along and practice the sound. · Sing Along Pgs. 92 – 93
· https://www.youtube.com/watch?v=m-uLFJp5ZtI
· Teacher’s
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Rain poem: Resource 1
· Play audio track 76, students will listen to the poem. Pgs. 107 – 109
· Read the poem twice, stressing the words with long /a/ sound.
· Show another video clip using the following digital resource, to · Audio Tracks:
teach that in spellings ‘ai’ & ‘ay’ both produce long /a/ sound. 76 – 77
Students to remember that ‘ai’ comes in the middle of a word &
‘ay’ comes at the end of the word. · Digital
· https://www.youtube.com/watch?v=BGrIyCT7nK0 Resources
· Elicit more words with ai in the middle & ay at the end.
Mystery word (Activity):
· Students to work in pairs, look at the pictures, read the · Think-Pair-
sentences and complete the words.Check their answers when Share
they have finished.
Phonics story:
· Play audio track 77 and listen to the phonics story. Students to
discuss what can they see in the pictures? · Brainstorming
· Read the phonics story ‘Please stay and play’ aloud. Refer to
pictures while reading to help them understand.
· Students to list all the words with long /a/ sound in notebooks.
Act it out:
· Remind studentsabout what a character is and ask them to
name the characters of the phonics story. · Role Play
· Make a list of characters on the board. Students to act out the
phonic story.

CW
· Self-assessment statement to be marked realistically by students at AB pg. 92
· Ex 2, 4& Challenge AB pgs. 92 – 93
HW
· Ex 1 & 3 AB pg. 92 – 93

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning

Lesson 4: · Follow up of /ai/ & /ay/ words · Brainstorming · Learner’s

Things that float Warm up: Book1
· To familiarise students with the topic show a video from the Pgs. 114 – 115
following digital resource
· https://www.youtube.com/watch?v=eQuW8G2QV_Q · Activity Book 1
· Bring different objects like paper boat, small stones, apple & Pgs. 94 – 95
pear, plastic items, cardboard box, assorted cufflinks, cotton
balls, paper clips etc. and perform an experiment by placing · Teacher’s
these objects one by one on water surface and let students Resource 1
observe if they float or not. Involve students to classify the Pgs. 109 – 111
objects by writing in separate columns on the board.
Does it float? · Audio Tracks:
· Relate this Ex with warm up activity. Students to read the 4 Qs · Follow Up Qs 78 – 79
aloud and discuss the answers (in light of the experiment) as a
class.
· Students to write a sentence each about all the objects used in
the experiment (warm up)&write these sentences in notebooks.
Let’s find out (Activity):
· Students to look at the pictures, and predict if these things will
float or sink. For Q & Ans, refer to speech bubble format. · Short Quiz
· Then proceed (experiment) to test their ideas and record their
result.
Floating in a boat:
· Play audio track 78, students tolisten to the song and do the · Sing Along &
actions. Mime
· Play or read the song several times for students to get familiar
and mime better.
· Introduce new vocabulary using picture cards. Students to talk
about the sounds that these animals make.
Don’t forget:
· Play audio track 79, students to listen to the conversation
carefully. Explain if there is any difficulty faced by students in · Muddiest Point
understanding the audio content.
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Activity:
· Students to role play the conversation in pairs, between mum · Role Play
and daughter.

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 94
· Sentence making Ex 1 LB pg. 114
· Ex 1 & 2 AB pgs. 94 – 95
H.W
· Ex 3 AB pg. 95
· Prepare given words (teacher’s discretion) for dictation
Online Assignment:
· Make a drawing of favourite weather, write its title and share its picture online.

Lesson 5: Read and Warm up: · Learner’s

respond · Students to discuss their most favourite story in the LB so far · Brainstorming Book1
(A tale of kindness) and share the reason why they like it and who their favourite · Discussion Pgs. 116 – 119
characters are.
Before you read: · Activity Book 1
· Introduce the characters of the story with the help of flash/picture Pgs. 96 – 97
cards. Students to read the title ‘A tale of kindness’ and look at
the pictures to predict what the story is about. · Predicting the · Teacher’s
· Read ‘About the story’ at the top of pg 116and discuss the text Resource 1
weather during spring season in Pakistan. Pgs. 111 – 113
· Read the story aloud. Students to listen and follow text in their
books. Students to be picked at random to read the story. · Audio Track:
· Afterwards ask Qs to check comprehension of the story. 80
Look and talk: · Follow Up Qs
· Read 4 Qs. Students to look at the pictures & discuss answers. · Short Quiz · Flash/picture
Opposite words: cards of
· Revise some words and their opposites on board by writing character
words and asking students to provide the opposites. Afterwords names
students to provide opposites of the given words at LB pg. 119.
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Story books:
· Students to work in pairs and observe the book covers given in
pic 1 and 3. Students to look at the contents given in pic 2 and · Think-Pair-
discuss how many stories are in that book. Students to be asked Share
further Qs relating to the pic 1, 2 and 3.
Act of kindness:
· Discuss act of kindness, students to share how people are kind
to them and how they can be kind with others.

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 96
· Ex 1 & 3 AB pgs. 96-97
· Revision: Quiz Activity Book, Pgs. 98 – 99, TR pg. 114
H.W
· Ex 2 AB pg. 97
Online Assignment
· Write 5 uses of water, using internet and submit it online.
Project
· Assigning a project in light of the instructions given along SOW First Term (LB pgs. 120 – 121& TR pg. 114) is teacher’s discretion.

Unit 9: Warm up: · Cambridge

City places · Engage students in a discussion about city life. Show pictures of · Discussion & Global English
different aspects of city life for better understanding. Students to Brainstorming Learner’s
Lesson 1: share their ideas. Book 1
What can you…city? · Show flash cards of traffic lights and elicit students’ answers Pgs.122 – 123
Students will be able about what each colour light means.
to · Introduce the topicand vocabulary through board work. · Cambridge
· listen &read the Read and listen: Global English
poem · Students to observe the picture at LB pg.122 and discuss what Activity Book 1
· speak and enlist they can see. Elicit as many answers as possible on the board. · Brainstorming Pgs.100 – 101
city sights and · Play audio track 81andstudents to listen to the poem.
sounds · Students to read the poem ‘The traffic lights’ a few times. · Cambridge
· read words and Practice reciting & memorizing the poem together. Global English
count the syllables Teacher’s
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
· ask and answer Walking in the city: Resource 1
the Qs · Play audio track 82, students to listen and follow the route on the Pgs.115 – 118
· write sentences picture. · Follow Up Qs
about a city · Ask Qs related to the picture. (How many vehicles are there? · Audio tracks
· describe pictures What are kids doing in the school ground? etc.) 81 – 83
· identify · Relate to everyday life by asking students what they see on their
exclamation marks way back home. · Pictures of city
· make a list of Topic Vocabulary: life
places in their area · After explaining with examples what a syllable is and how one
· role play a word can have more than one syllable, play the audio track 83
dialogue and clap the syllables in each word. · Listen & Act
· recognize words · Students to repeat the words again and clap the syllables to
with –y endings count.
· read and follow
instructions Spot the word:
· write rhyming · Students to look at the big picture on pg 122 and point at the
words picture when they hear the topic vocabulary word.
· identify opposite Questions: · Short Quiz
words · Refer to the big picture on pg. 122 again, elicit students’ answers
· listen and mime to all 3 Qs.
· read and complete Play the game ‘Traffic lights’ (Activity):
sentences · Explain the rule of the game, green light is walk forward,red light
· use this/that in is stop! (Ref picture) and students play it like a game.
writing · Emphasize why it is important to follow rules while playing
· observe and games and what happens when rules are broken and not
identify different followed.
Write and draw: · Think & Write
people
· choose words to · Students to work in pairs and discuss the things they can hear
complete and see in the city. Afterwards they will write sentences about
sentences those things. Students then draw some of these too.
Check your writing:
· Students will work in pairs and check if their sentences have · Pairs Check
capital letters, full stops and commas. Recapitulate the rules of
using capital letters, full stop and comma.
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
C.W
· Self-assessment statement to be marked realistically by students at AB pg. 100
· Sentence making Ex 7 LB pg. 123
· Ex 1 & 2 AB pgs. 100 – 101
H.W
· Ex 3 AB pg. 101

Lesson 2: Warm up: · Learner’s

City living · Students to initiate a discussion about the city they are living in. · Brainstorming Book1
They are to share what they like about their city. For example Pgs. 124 – 125
Skills buildings, gardens, weather, atmosphere, public places etc.
· Reading Before you read: · Activity Book 1
· Listening · Listen to the audio track 84 and introduce the key vocabulary Pgs. 102 – 103
· Speaking with the pictures followed by explanation.
· Writing Activity: · Teacher’s
· Identifying · In pairs, students to look at the photos, discuss and identify what · Think-Pair- Resource 1
· Comparing they can see in each picture. Student’s ideas must be recorded Share Pgs. 118 – 120
· Imagining on the board in four columns.
· Creative writing · Read the script ‘I like living in a city’, students to follow reading · Audio Tracks:
· Critical thinking text. Tell them to identify exclamation marks in the text. Read the 84 – 86
sentences having (!) again with special emphasis on the tone.
Identify opposites i.e. tall / short, dirty / clean used in the text.
· Emphasize upon keeping our homes, streets, parks, schools and
city clean also remind to avoid littering.
Over to you:
· Introduce the picture vocabulary & discuss the questions. Elicit · Brainstorming
answers and guide students to write their own information in
notebooks.
Let’s buy an ice cream:
· Play audio track 85 and listen to the conversation.
Activity:
· Students to role play the dialogue under teacher’s guidance for
suitable vocabulary. · Role Play

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
A city song: · Sing Along
· Play audio track 86 and listen to the song while students sing
along.
· Emphasize how important it is to avoid racism and give value to
each member of the society.

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 102
· Write sentences about own city Ex 2 LB pg. 125
· Ex 1, 2 & Challenge 2 AB pgs. 102 – 103
H.W
· Challenge 1 & Ex 3 AB pgs. 102 – 103

Lesson 3: Warm up (Revision): · Learner’s

-y endings · Write some words on the board and tell students to clap the Book1
number of syllables in these words. Pgs. 126 – 127
Listen, say and clap:
· Play audio track 87, listen, say and clap. · Brainstorming · Activity Book 1
· Students to discuss the number of syllables in each word. Pgs. 104 – 105
Different sounds of –y:
· Read the words my city again. Students to repeat and notice the · Teacher’s
difference of sounds in each word, though both end in -y. Teach · My Turn Your Resource 1
them that ending –y gives different sound in different words. Turn Pgs. 120 – 122
· Initially use one syllable words then move on to words with two
syllables or more. · Audio Tracks:
· For better understanding show videos about ending –y sound 87 – 88
from the following digital resources and ask questions.
· https://www.youtube.com/watch?v=vtbqXjsoejI · Digital
· https://www.youtube.com/watch?v=4pdmaKQauXc Resources
Which –y sound?
· Read the words aloud. Students to clap and count the syllables
with each word. Let them decide which –y sound each word has
and how do they come to know this.

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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Which –y word?
· Explain the task and let students work in pairs, completing the
text with the missing words in their notebooks after discussing · Think-Pair-
with their partners. Share
Opposites:
· Focus on the words and the pictures; introduce the words with
opposite meanings in English. Students to give few opposites
that they have done earlier.
Opposites poem:
· Before reading the poem, observe the words in bold and write
them on the board. Elicit their rhyming words from students. · Brainstorming
· Play audio track 88, listen and guide students to fill in the blanks.

Act it out (Activity): · Act out/ Mime

· Play audio track 87. Students to listen to the poem and mime.

C.W
· Self-assessment statements to be marked realistically by students at AB pg.104
· Cloze Sentences Ex 4 LB pg. 126
· Ex 1 & Challenge AB pg. 104
H.W
· Ex 2 AB pg. 105

Lesson 4: Warm up: · Learner’s

This or that · Involve students in pointing at different things in the classrtoom · Point & Say Book1
using This or That. Pgs. 128 – 129
The Fix-it kids:
· Play audio track 89, students to listen to the children and point to · Activity Book 1
the things that they say. Read the script a few more times, so Pgs. 106 – 107
that students understand the use of This & That. Then ask them · Brainstorming
to fill in the missing words in the conversation. Check their · Teacher’s
answers. Resource 1
Act it out: Pgs. 122 – 123
· In pairs, students to re-read the conversation and practice acting
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
it out confidently for the class. · Audio Track:
Play a game: What is this? What are these?(Activity): 89
· Explain the game rules and the language tip for using this and · Role Play
these.
· Students to look at the pictures and play the game in pairs.
Words I know: · Think-Pair-
· Guide students by asking meanings or to make sentences to Share
identify the words they know well and which ones need more
practice.
C.W
· Self-assessment statement to be marked realistically by students at AB pg. 106
· Sentence making Ex 4 LB pg. 129
· Ex 1 & 2 AB pgs.106-107
H.W
· No H.W
Lesson 5: Warm up:
Read and respond · Play a few rounds of Simon says to introduce the vocabulary. · Simon Says · Learner’s
(Sing a song of · Walk slowly, walk fast, walk in a crowd, walk single, walk in front Book1
people) of me, smile, laugh, be grumpy (irritable, frown) etc.. Pgs. 130 – 133
Before you read:
· Students to look at the pictures to predict what the song will be · Activity Book 1
about. Pgs. 108 – 109
· Discuss the difference in American and British vocabulary
through spellings. · Teacher’s
· Play audio track 90 and listen to the song. Pause after each · My Turn Your Resource 1
verse for students to repeat and follow exact pronunciation. Turn Pgs. 123 – 125
Picture Search:
· Read and model the first Q for students. Students to proceed · Audio Track:
with the rest of pictures. They will follow teacher’s lead to look & · Follow Up Qs 90
point at the people in the picture.
Where is the goose? · Point & Say
· Students to find the goose in every picture in the poem.
· Help students to learn prepositions while pointing at the goose.
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Subject & Class: English Language I Second Term (2023-2024) No. of Periods per Week: 6
Content, SLOs & Assessment for
Teaching Methodology and Suggested Learning Activities Resources
Skills Learning
Perform the poem (LB pg 151) is excluded

C.W
· Self-assessment statement to be marked realistically by students at AB pg. 108
· Ex 3 & 4 AB pgs. 108 – 109
· Revision: Quiz Activity Book Pgs.110 – 111, TR pg. 126
H.W
· Ex 1 & 2 AB pg. 108 – 109
Online assignment
· Recall, research & write as many words as you remember that end in –y.
Project
· Assigning a project in light of the instructions given along SOW First Term (LB pgs. 134 – 135& TR pg. 125 – 126) is teacher’s
discretion.

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