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NOTES OF LESSON
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DOOZY STUDY
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LESSON PLAN
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STD
6/ 7/ 8
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ENGLISH
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TERM - II
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Website : www.suryapublications.in
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TIRUNELVELI ACCOUNT
Account Name :4 SURYA PUBLICATIONS
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Account Number :4 446971431
Bank Name :4 INDIAN BANK
IFSC Code :4 IDIB000T034
Branch Name :4 TIRUNELVELI JUNCTION
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Account Name :4 SURYA PUBLICATIONS
Account Number : 510909010051752
Bank Name : CITY UNION BANK
IFSC Code : CIUB0000230
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CHENNAI ACCOUNT
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PREFACE
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endeavour to mould and shape the future
generations of our country.
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It is no doubt that this guide will
definitely assist you in your planning for
teaching in the class room.
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This guide has also been meticulously
prepared in accordance with the new
syllabus.
We fee
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Yours
Ganga Publications
Tirunelveli.
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CONTENTS
6th Standard
1.1 Sports Stars 1
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1.3 Think to Win 8
1.4 Adjective
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11
2.4 Tense 23
7th Standard
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41
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8th Standard
1.1 The Ingenious Scientist 63
1.2 Conjunction 67
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2.1 My Reminiscence 80
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2.2 If clause 84
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5
16, 22, 23,
2019
29, 30
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Jully ? ? ? 6, 7, 13, 14, 8 23
20, 21, 27,
2019
28
Aug. 12 M Bahrith 3, 4, 10, 11, 11 20
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2019
15 T Independence 18, 24, 25,
23 F Krishnajeyanthi 31
2 M Vinayagarsaturti
2019
10 T Muharam 15, 22
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8 Vijaydasami 27
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Nov ? ? ? 2, 3, 9, 10, 9 21
16, 17, 23,
2019
24, 30
Dec. 24 ?31 II Term Holidays 1, 7, 8, 14, 14 17
15, 22
2019
21.12.2019 ? Saturday (Working day)
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1 W New year
2020
15 W Thai Pongal 19, 25, 26
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16 T Mattupongal
17 F Uzhavar day
04.01.2020? Saturday (Working day)
Feb. ? ? ? 1, 2, 8, 9, 15, 8 21
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2020
16, 22, 23
Mar. 25 W Telugu new year 7, 8, 14, 15, 8 23
2020
21, 22, 29
28.03.2020? Saturday (Working day)
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10 F Good Friday
May 1 M Summer - 31 -
Holidays
2020
31 S
Total Days 156 210
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6 Y
ST
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LESSON PLAN
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Unit LESSON PLAN
1.1
Sports Stars
Learning Outcomes :
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¾¾ Reads a variety of texts in English and identifies
main ideas, events and relates with his/her personal
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experiences.
¾¾ Reads to seek information from notice board,
newspaper, internet, tables, charts etc.
¾¾ Refers to dictionary to check meaning and spelling
and to suggested websites for information
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¾¾ Learns about the skill of the sports persons.
Introduction :
The Teacher introduces the lesson through a game. The
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of the class have to find Eg. Passing the ball, batting etc.
The teacher them tells about Indian Players who have
been proving themselves in various games.
Guide Reading
The teacher reads the lesson and makes the students
respect with Proper Pronunciation.
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New Words
¾¾ Passion – Desire
¾¾ Commitment – Dedication
¾¾ Acknowledge – Accept
¾¾ Civilian – Ordinary People
¾¾ Recognized – Known
¾¾ prominent – Noticeable
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¾¾ Prominent – Will Powered
¾¾ shanty town – a poor area
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Mind Map
Tendulkar of
Lives in
Indian women
First Player to Hyderabad
cricket
score of
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Padma shri consecutive 50s Highest run
Award scorer in WIC
Mithali Dorai Raj
Highest run
Kabbadi Cricket scorer in WIC
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Consolidation
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ÊÊ Usha Rani – Kabbadi Player
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¾¾ Cop cum Kabbadi Champion
¾¾ Belongs to Bengaluru
¾¾ Won gold medal at 28 yrs.
¾¾ Job in State Police force
¾¾ Aiming to win gold medal at the Asian Games.
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ÊÊ P.V Sidhu – Badminton Player
¾¾ Won Silver medal in 2017 Olympics
¾¾ Top 20 of BFW
¾¾ Rajiv Gandhi Khel Ratna award, padma shri, Arjuna
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Award
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Reinforcement
(Pg. No : 84)
SAY TRUE OR FALSE
1. Mithali Raj is happy to be recognized as tendulkar of
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Evaluation
(PG.NO 85, 90)
¾¾ When did Usha Rani Stort Playing Kabbadi?
¾¾ What did she sell to support her family?
¾¾ Who won the Olympic 2017 Silver medal in
badminton.
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Remedial teaching
(Pg.No.91)
Match the Sport and the equipment
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¾¾ Football – Bow and Arrow
¾¾ Tennis – Club
¾¾ Golf – Net
¾¾ Volleyball – Racquets
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¾¾ Archery – Helmet
Writing
¾¾ The Students write down the answers and book exercise.
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Follow up
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Unit LESSON PLAN
1.2
Team work
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Learning Outcomes :
¾¾ Participates in activities in English like role play,
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group discussion, etc.
¾¾ Recites and shares poems, songs, riddles, tongue
twisters, etc.
¾¾ Learns to act with team spirit while playing a game.
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Introduction :
The Teacher divides the students into groups and makes
them play Language games like word building sentence
collage etc which has to be played in teams. The students
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Guide Reading
The teacher gives a model reading and the students are
made to repeat with proper pronunciation. The students
read the poem silently and underline the new words.
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New Words
¾¾ Deed – act mate – companion
¾¾ Scheme – Plan spirit – will, Determination
¾¾ Fame – Glory O’re – over
Mind Map
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No lone hand can
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View the goal play a game Work to a bigger
scheme
helping fellow-
man to care Team work
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Spirit of the Work with the
team running mate
Selfish dream
can’t win
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to do
Consolidation
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¾¾ Help your fellowman
¾¾ Forget your self
¾¾ Fight for the team
Reinforcement
(PG. NO : 99)
Give the rhyming words of the following
1. Star 4. dream
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2. Scheme 5. do
3. Fame 6. seem
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Evaluation
Answer the following (Pg.No.100)
1. What qualities are needed to play a game?
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2. What helps one win the game?
3. How is team spirit created?
Remedial teaching
(PG.NO.91)
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Writing
¾¾ The Students write the book exercise and answers.
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Follow up
¾¾ Discuss with your partner and list out five team games.
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Unit LESSON PLAN
1.3
Think To Win
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Learning Outcomes :
¾¾ Asks and responds to questions based on texts and
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out of curiosity.
¾¾ Identifies details, characters, main idea and sequence
of ideas and events in textual material
¾¾ Reads a variety of texts for pleasure eg. Adventure
stories, fairy tales, short stories etc. (extensive reading)
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Introduction :
The teacher introduces the supplementary reader by
asking motivating questions like
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Understanding
¾¾ The teacher narrates the gist of the lesson Rucha, a
ten year old girl is very talented but too protcc she
never did things rashly. She is a good player and
athlete but loses in badminton watch because of her
over protective nature. Whenever she denotivates
herself, her friend aruna cheers up her. Her new
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P.T. instructor prakash sir drives them hard. He
girls work hard. They win in the relay race. Rucha
is performance was simply superb. It was a proud
moment for Rucha.
New Words
¾¾Wobbled - jLkhw;wk; , unsteady
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¾¾Wailed - g[y;gp mGjy; , prolonged cry
¾¾Stormed - jhf;fpdhh;fs; , sudden attack
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¾¾Barely - mhpjhfnt , hardly, scarcely
¾¾Rashly - JLf;Fj;jdkha; , hastily
¾¾Gloomily - ftiynahL , sad, dejected
¾¾Enthusiastic - Mh;tj;Jld; , excitement
¾¾Vociferous - rg;jkpLfpw, loud and forceful
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¾¾Baton - Fl;ilahd nfhy; , a thin stick
¾¾Appropriate - chpa, suitable
¾¾Mettle - bka;g;gpj;J/ ijhpak;, boldness
¾¾Attitude - mQFKiw, feeling about
something
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Reinforcement
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Evaluation
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Remedial teaching
(PG.NO.91)
¾¾ The late bloomers are identified and more exposure is
given on the aspect where they lag behind.
Writing
¾¾ The Students write down the book exercise and
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answers.
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Follow up
(Pg. No. 106)
¾¾ Project : Prepare a collage on different sports and
present it in the class.
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Unit LESSON PLAN
1.4
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Introduction :
The Teacher motivates the students through a small
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activity. The students are asked to point out the objects
inside the classroom and describe them. They are asked
to descries their friends.
Eg. Ram is clever boy
Kowsalya is a calm girl
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And thus Adjectives are introduced is the students
Understanding
The teacher explains what an adjective is, through var-
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Mind Map
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One, five
Green, blue Quantity
Quality brave
Colour Adjectives great
Old young
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Consolidation
Adjectives
¾¾ Quantity – one, fourth, second
¾¾ Quality – clever, good, happy
¾¾ Size – Tall, short, big
¾¾ Age – old, young, adult
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¾¾ Colour – Dark, yellow, red
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Reinforcement
(PG. NO : 99)
Give the rhyming words of the following
1. Star 4. dream
2. Scheme 5. do
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3. Fame 6. seem
Reinforcement
(Pg.No : 95)
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Evaluation
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Remedial teaching
(PG.NO.91)
¾¾ The students who long behind are give more exposure
and practice.
Writing
¾¾ The Students write down the book exercise and
answers.
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Follow up
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¾¾ Describe your friend in about ten lines.
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Unit LESSON PLAN
2.1
Trip to Ooty
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Learning Outcomes :
¾¾ Reads a variety of texts in English and identifies main
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ideas, characters, sequence of ideas, and events and
relates with his/her personal experiences.
¾¾ Responds to a variety of questions on familiar and
unfamiliar texts verbally and in writing.
¾¾ Refers to dictionary to check meaning and spelling
ST
and to suggested websites for information
Introduction :
The Teacher introduces the lesson by making the stu-
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Guide Reading
The Students read the lesson under teacher’s guidance.
They read the lesson silently and underline the new
words.
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New Words
¾¾ Sway – move slowly
¾¾ Coax – persuade
¾¾ Snigger – Suppressed laugh
¾¾ Murmur – grumble
¾¾ Scream – cry in high pitch
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¾¾ chugging – moveing slowly
Mind Map
UD
Merlin’s class
go for a trip
Girl scream
Train Stops
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Monkey
snatches Trip To Ooty Elephants on
bananas the track
Y
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Muthu shows
bananas to Lovely scenes
the baby
elephant Clears the Work with the
track running mate
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Consolidation
¾¾ Trip to Ooty
¾¾ Fantastic trip
¾¾ Train side
¾¾ Elephants on the track
¾¾ Muthu’s Plan
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¾¾ Track gets cleared
¾¾ Excited by the trip
Reinforcement
(PG. NO : 120)
Complete the words.
¾¾ _ x _ ited - thrilled
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¾¾ d _ l _ c _ _ _s - tasty
¾¾ s _ re _ _ - shout
UD
¾¾ f _ igh _ en _ _ - afraid
¾¾ sp _ ct _ c _ lar - eye catching
Evaluation
ST
(Pg.No.114,115,118)
1. Where did the boys and girls go?
2. Why did the girls snigger?
3. Describe the beauty of the blue mountain.
4. What made the trip a memorable one?
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Remedial teaching
(Pg.No.121)
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Writing
DO
¾
¾The Students write down the book exercise and answers.
Follow up
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Unit LESSON PLAN
2.2
Y
Learning Outcomes :
¾¾ Participates in activities in English like role play,
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group discussion etc.
¾¾ Recites and shares poems, songs, riddles, tongue
twisters etc.
¾¾ The students learn about the joy of travelling in a
train.
ST
Introduction :
The teacher gives the gist of the Poem. The poet enjoys
watching the scene the It gives him great pleasure
Guide Reading
¾¾ The teacher gives a model reading and the students
repeat after her. They read the Poem silently and un-
derline the new words.
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New Words
¾¾ Fairies - small imaginary being of human form
¾¾ Witches - a woman thought to have magical powers
¾¾ Scrambles - clamber up over something
¾¾ Brambles - shrub of the rose family
¾¾ Glimpse - a sudden Lork
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¾¾ Battle - war, conflict, fight
¾¾ Clambers - climb
UD
Mind Map
The child
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Bridges and
clambers and houses
scrambles
Hedges and
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ditches
Consolidation
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¾¾ The scenes appear and disappear
¾¾ She poet shares his experience of first railway journey
The students present their mind map and consolidation.
Reinforcement
Activity : Make sentence for the following.
1. Bridges and hedges
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2. Wink of an eye
3. Over here
UD
4. Troops in a battle
5. Faster than fairies
Evaluation
(Pg.No.129)
ST
Answer the following
1. Where do you think the child is?
2. What does gathering brambles mean?
3. What is faster than fairies and witches?
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Remedial teaching
Activity - 1 : List out the things that the child sees from
the train.
Activity - 2 : Bring out all the action words in the poem.
DO
Writing
¾¾ The Students write down the book exercise and
answers.
Follow up
Gulliver’s Travels
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Learning Outcomes :
UD
of ideas and events in textual material.
¾¾ Reads a variety of texts for pleasure eg: adventure
stories fairy tales, short stories etc.
ST
Introduction :
Understanding
New Words
¾¾ Voyage - gpuahzk;/ long journey
¾¾ Storm - g[ay;/ tempest, cyclone
¾¾ Exhausted - Kw;Wk; nrhh;tile;j/ very tired
¾¾ Puzzled - FHg;gkile;j epiy/ confused
¾¾ Terrified - mr;RWj;Jk;/ extreme fear
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¾¾ Startled - fytukile;j/ sudden shock
¾¾ Gestures - irif/ a movement of part
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of the body
¾¾ Tickled - TRfpwJ/ light touch that
causes discomfort
¾¾ Amusement - bghGJnghf;F/ entertainment
ST
¾¾ Carnival - jpUtpHh/ an annual festival
Reinforcement
(Pg.No.135)
¾¾ Activity : D
iscuss in groups. Retell the story in
Y
Evaluation
(Pg.No.135)
Answer the following.
1. How did Gulliver overcome the adversity?
DO
Remedial teaching
(Pg.No.134)
Activity : Identify the character.
1. He felt something moving along his body almost up to
his chin.
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TERM 2
2. They somehow managed to put him on the platform.
3. “Don’t let us down now, Gulliver; we need your help.”
Writing
¾¾ The Students complete the book exercise and write
down the answers.
Y
Follow up
UD
¾¾ Look at the picture in page number 132 and describe
it in ten sentences.
ST
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Unit LESSON PLAN
2.4
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Learning Outcomes :
UD
¾¾ Uses appropriate grammatical forms
¾¾ Participates in the language activity
¾¾ Writes grammatically correct sentences.
ST
Introduction :
The teacher motivates the students through a small
activity to involve them in the class. The teacher invites
Y
student tells his daily routine. And the third student tells
the happenings of the following day. Then the teacher
explains the present, past and future tense forms.
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Understanding
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Mind Map
Simple Present
Present
Present Continuous
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UD
Simple Past
Simple
Future
Tenses
ST
Past Future
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Future
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Past Continuous
Continuous
Consolidation
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Reinforcement
Activity : Give the past tense of the following verbs:
1. Write
2. read
3. speak
4. steady
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5. walk
6. talk
UD
7. give
8. see
9. this ST
Evaluation
Fill in the blanks with simple present tense
1. Petrol ………………… (burn) easily.
2. Usha ……………… (keep) quiet in the class.
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Remedial teaching
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Writing
¾¾ The Students write down the book exercise
Follow up
Y
UD
ST
Y
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DO
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LESSON PLAN
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TERM 2
Y
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ST
Y
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DO
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LESSON PLAN
Unit
1.1 Adventure of
Don Quixote
PAGE NO : 83 - 90
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Teachers Learning Materials
UD
¾¾ QR code and an act of the great king Veera Pandiya
Kattabomman was done to inspire students atten-
tion, flash cards was used for new words.
Learning Outcomes :
ST
¾¾ Speaks about excerpts, dialogues, skits, short films etc.
¾¾ Enrichment of vocabulary
¾¾ Knowing about greatness of Knights.
Introduction :
QR code was shown then an act of the great king Veera
Pandiya Kattabomman. Few oral questions was asked.
¾¾ List out the names of few Kings you know?
¾¾ Do you like adventure stories?
¾¾ Can anyone tell a story of any King you know?
¾¾ Who are the members of the Kings army?
¾¾ Do you like reading stories?
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Guide Reading
As the story is given in the form of conversation modal
reading was done with proper stress and intonation. Then
group, pair and individual reading was done. The story
was read in form of conversation by students.
Y
New Words
¾¾ Knights - a brave soldier
UD
¾¾ Squires - shelter carrier for Knight
¾¾ Incredible - unbelievable
¾¾ Hilarious - amusing
¾¾ Ogres - monster
¾¾ Combat - fight between armed force
ST
¾¾ Prodigious - impressively great
¾¾ Steeds - horse that is ridden
¾¾ Spurs - a tool worn on the heel of a boot
when ridding horse
¾¾ Sparkle - a twinkle
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¾¾ Exploits - adventures
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Mind Map
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Consolidation ( LIST)
¾¾ Don Quixote a man who reads adventures of Knights,
and dreams of it
¾¾ Imagination of Quixote to be a Knight
¾¾ Gets a servant Sancho Panza
¾¾ Wind mill adventure
Y
¾¾ Herd of sheep and lambs adventure
¾¾ Quixote realized his imaginary adventures in his
estate, turns to be a good story teller for children.
UD
ÊÊ ENRICHMENT ACTIVITY:
Reinforcement
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¾¾ The
content of the prose is recalled by narrating the
story with action using mind map.
Assessment
DO
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Remedial teaching
¾¾ Those
students who are found lacking in any of the
above steps are identified and remedial teaching was
done to over those.
¾¾ The story is read by assigning characters to students
for better story formation.
Y
Follow up work
UD
Each group was given one activity.
¾¾ Few new words was given and ask them to frame
sentence
¾¾ Write few lines about any book that you have read.
ST
¾¾ Prepare a conversation with your friend about an
story of a Knight you know.
¾¾ Take any part of the conversation you wish from the
text and frame questions.
Y
Writing practice
OZ
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LESSON PLAN
Unit
1.2
SUPERLATIVE DEGREE
PAGE NO : 97-99
Y
Teachers Learning Materials
UD
¾¾ QR code was scanned and few real objects and
sentence strip.
Learning Outcomes :
¾¾ Knowing about the usage of superlative degree
ST
¾¾ Reading various text and understanding its content.
¾¾ Framing dialogues
Introduction :
Y
QR code was scanned and few real objects in and out
side the classroom is shown. Then using the sentence
strips superlative degree is explained.
OZ
Understanding
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Mind Map
Regular form –
irregular form.
Eg: best
More important
Y
happiest
Superlative degree
UD
Describes the
upper limit or
the lower
ST
Consolidation ( list)
Y
noun(object)
¾¾ Regular form – irregular form.
¾¾ Eg: best, More importan, happiest
ÊÊ ENRICHMENT ACTIVITY:
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Reinforcement
¾ recalling the topic with various examples and
¾By
exercises.
Assessment
Y
For assessment few oral questions were asked:
1. Antarctica is the ____________________continent in the
UD
world.
2. Mount Everst is the_____________ mountain in the
world.
3. Mecury is the __________ planet to the sun.
ST
4. Cheetah is the ______________ animal in the world.
5. Deserts are the ________ places in the world.
Remedial teaching
Y
Follow up work
FA(A)
DO
¾¾ A
s follow up students are asked to frame few sen-
tences in superlative degree.
¾¾ Students were asked to complete the tables.
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Positive comparative Superlative
Happy
Fast
good
¾¾ Collect a picture and frame few superlative sentences
from it.
Y
¾¾ You appreciate your friend with few sentences using
superlative degree.
UD
ST
Y
OZ
DO
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LESSON PLAN
Unit
1.3
THE POEM OF ADVENTURE
PAGE NO : 101-103
Y
Teachers Learning Materials
UD
¾¾ QR code and pictures as flash cards was shown
about various adventurers sport.
Learning Outcomes :
ST
¾¾ Answering questions orally and in writing on a variety
of texts.
¾¾ Participates in reciting and reading a poem.
¾¾ Enrichment of vocabulary.
Y
painted in words.
Introduction :
QR code was scanned and then flash cards was used for
motivation. Few oral question was asked .
¾¾ Is playing games is adventures?
¾¾ Why do we need adventure in life?
¾¾ List out few adventures games you know?
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¾¾ Have you gone for a deep swimming with your father?
¾¾ Do you know what is NCC?
Guide Reading
¾ ¾ As the poem is read with proper stress and intonation.
Then group, pair and individual reading was done.The
poem was read in alternative manner by boys and girls.
Y
New Words
UD
¾¾ Lance – a weapon used by horse man in charging.
¾¾ Chivalry – Knightly system with religious, moral,
and social code.
¾¾ Abated – unpleasant
¾¾ Impression – feeling strong
ST
¾¾ Exploits – adventure
¾¾ Adroit – clever
¾¾ Embrace – accept or welcome
¾¾ Armour – a protective covering from weapon.
Y
¾¾ Laden – load
¾¾ Combat – battle
OZ
Mind Map
Death has a
Life is a big value –courage
DO
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Consolidation (HINTS)
Lives in adventure and sees life in extraordinary way-be
transparent to bounce a bit- Life is a big adventure-turn
back to ages to see the Knights-their glory and love –
their bold and sword- Death has a value –courage and
struggle- Faith of king-heroic actions-history will always
remember.
Y
ÊÊ ENRICHMENT ACTIVITY:
UD
Preparation and presentation
¾¾ Students
are made to sit in groups and prepare mind
map and do consolidation. Then present them to
ST
class. Students mind map is compared to teachers
and correction is made.
Reinforcement
Y
¾¾ The
content of the poem is recalled by narrating the
story with action using mind map.
OZ
Assessment
Remedial teaching
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steps are identified and remedial teaching was done to
over those.
Follow up work
Y
¾¾ Make rhyming word chart
¾¾ Write few lines about any sport that you feel its
adventure
UD
¾¾ Collect pictures of brave/ Knight people in history.
Writing practice
¾¾ Students were asked to read and write once the
ST
underlined words is home work note.
Y
OZ
DO
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LESSON PLAN
Unit
1.4 ALICE IN THE
WONDER LAND
PAGE NO : 106-108
Y
Teachers Learning Materials
UD
¾¾ QR code was shown and then introduction was done
by narrating my adventures dream.
Learning Outcomes :
ST
¾¾ Understanding the content and answering the
questions.
¾¾ Enrichment of vocabulary.
¾¾ Identifies details, characters, main idea and sequence
Y
Introduction :
QR code was shown then, my dream was narrated as a
story and the class was motivated for the lesson. Then
few oral questions was asked.
¾¾ Do you dream at night?
¾¾ Any one narrate your dream?
¾¾ Will dream happen? Tell me your idea.
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¾¾ Have you enjoyed your dream?
¾¾ Will you remember your dream in the morning?
Guide Reading
¾¾ As the story is read for modal reading with proper
stress and intonation. Then group, pair and individu-
al reading was done . thus reading was practiced.
Y
New Words
UD
¾¾ Curiosity – intense desire to know
¾¾ Excitement – enthusiasm or urge
¾¾ Croquet – a sport hitting balls with a mallet
through hoops
ST
¾¾ Flamingo – a cool pink bird.
Mind Map
Y
reading book
cries for her size
White rabbit
Mad hatter
March Hare
DO
Dormouse
Queen of hearts
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Consolidation (hints)
Alice with her sister, who is reading book - Alice asleep-
white rabbit- Alice into a hole leading to wonder land
- White rabbit - Mad hatter - March Hare – Dormouse
- Queen of hearts - Alice shrink – grew larger – again
small- cries for her size - Dinner with friends- playing
with Queen- in court for head cut off.
Y
ÊÊ ENRICHMENT ACTIVITY:
UD
Preparation and presentation
¾¾ Students are made to sit in groups and prepare mind
map and do consolidation. Then present them to
ST
class. Students mind map is compared to teachers
and correction is made.
Reinforcement
Y
Assessment
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Remedial teaching
Y
Follow up work
UD
Each group was given one activity.
¾¾ Few new words was given and ask them to frame
sentence
¾¾ Write few lines about any book that you have read.
¾¾ Prepare a conversation with your friend about your
ST
dream last night.
¾¾ Take any part of the story you wish from the text and
frame questions.
Y
Writing practice
¾¾ Students were asked to read and write once the
OZ
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LESSON PLAN
Unit
2.1
THE LAST STONE CARVER
PAGE NO : 113-120
Y
Teachers Learning Materials
UD
¾¾ QR code was shown and then few professions was
shown as picture and there ethics were discussed by
asking question. .
ST
Learning Outcomes :
¾ ¾ Understanding the content and answering the questions.
¾¾ Enrichment of vocabulary.
¾¾ Understanding the professional ethics of each job.
Y
Introduction :
As introduction few questions with QR code was asked.
¾¾ What is your father?
¾¾ How is the art of poster painting valued?
¾¾ Name some traditional art?
¾¾ Why is these art in the list of endangered today?
¾¾ What is doing a job soulfully means?
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Guide Reading
¾¾ As the story is read for modal reading with proper
stress and intonation. Then group, pair and individu-
al reading was done. Thus reading was practiced.
New Words
Y
¾¾ Grunted – made a low sound.
¾¾ Crouching – sitting on heel
UD
¾¾ Determination – firmness to do something.
¾¾ Serene – clam
¾¾ Blurred – become unclear
¾¾ Blush – show shyness
¾¾ Immobilized – stopped from moving
ST
¾¾ Tottered over – moved unsteadily way
¾¾ Startled – surprised
Mind Map
Y
The young
OZ
sculptor-his son –
his young servant
The dedicated
The worries of
old man on his
the old man –
Soul full work – tired
his hard work
work from the old man – the
to complete
servant- happy sound of chisel
the statue.
old man and hammer
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Consolidation (LIST)
¾¾ The old man and his love for his sculptor-his son –
his young servant
¾¾ The young man’s argument with father.- moves to
earn his living in town
¾¾ The worries of the old man – his hard work to com-
Y
plete the statue
¾¾ His young servant and his care for his master
¾¾ The dedicated old man on his work – tired old man –
UD
the sound of chisel and hammer
¾¾ Soul full work from the servant- happy old man
ÊÊ ENRICHMENT ACTIVITY:
ST
Preparation and presentation
¾¾ Students are made to sit in groups and prepare mind
map and do consolidation. Then present them to
Y
Reinforcement
¾¾ The content of the story is recalled by narrating the
story with action and using mind map.
DO
Assessment
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¾¾ Why did Gopal move from there?
¾¾ Salim had something from inside, what was it?
Remedial teaching
Y
¾¾ The story is read by assigning characters to students
for better story formation.
UD
Follow up work
Writing practice
¾¾ Students were asked to read and write once the un-
derlined words is home work note. And write answers
DO
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LESSON PLAN
Unit
2.2 ACTIVE VOICE AND
PASSIVE VOICE
PAGE NO : 123-124
Y
Teachers Learning Materials
UD
¾¾ QR code was scanned and sentence strips was used.
Learning Outcomes :
¾¾ Knowing about the usage of active and passive voice.
ST
¾¾ Reading various text and understanding its content.
¾¾ Framing question
¾¾ Changing the given text in other voice.
Y
Introduction :
¾¾ QR code was scanned and few real objects in and out
OZ
The peon opened the gate. The gate was opened by the
peon.
The mason is building the The wall is being built by the
wall mason
My father has bought a car. The car has been bought by
my father.
The cat killed the mouse . The mouse was killed by the
cat.
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Understanding
Y
SVO -- OVS
present tense : I /Is/are+ past participle
UD
Past tense : Was/ were + past participle
Future tense : will+ be+ past participle
He Him
She her
ST
It It
They Them
You us
We us
Y
Mind Map
OZ
The object –
action- doer
(passive voice)
OVS EG: Foot
DO
ball is being
played by the
Doer of the Active voice and boy.
action- action passive voice
– object
(Active voice)
SVO EG: The
boy is playing
football.
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Consolidation (list)
¾¾ Doer of the action- action – object (Active voice) SVO.
EG: The boy is playing football.
¾¾ The object – action- doer (passive voice) OVS. EG:
Foot ball is being played by the boy.
Y
ÊÊ ENRICHMENT ACTIVITY:
UD
¾¾ Teachers teaches the topic and guides students to
prepare and present mind map and do consolidation .
Reinforcement
ST
¾¾ Reinforcement is done by recalling the topic with vari-
ous examples and exercises.
Y
Assessment
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Remedial teaching
Follow up work
Y
FA(A) students were split into groups and each group is
given an activity.
UD
¾¾ Students were given a page from the text and asked
to pick out V1, V2, and V3 form of verb.
¾¾ Students were asked to write ten sentences in SVO
pattern.
¾¾ Students were told to select any ten verbs and frame
ST
sentence for it.
Y
OZ
DO
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LESSON PLAN
Unit
2.3
WANDERING SINGERS
PAGE NO : 126-127
Y
Teachers Learning Materials
UD
¾ ¾ QR code was shown and videos of wandering singers
was shown. Then pictures of some musical instruments
was shown. Introduction of poet Sarojini naidu was told.
Learning Outcomes :
ST
¾¾ Enrichment of vocabulary.
¾¾ Refers dictionary and thesaurus to find meaning /
spelling of words while reading and writing.
¾¾ Understand the poem and try to write summary for it.
Y
in poetic words.
Introduction :
QR code was shown then pictures of various musical instru-
ment and the cross word was done in page no 126. Then few
oral questions was asked. The poem is sang as a song.
¾¾ Have you gone for bajanas in morning?
¾¾ On the street people sing with wonderful voice have
you heard?
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¾¾ List out few musical instrument you know?
¾¾ Do you like to play any musical instrument?
¾¾ Which is your favorite song?
Guide Reading
¾¾ The poem is read loud with proper stress and into-
nation. Then group reading, pair reading and finally
Y
individual reading is done.
UD
New Words
¾¾ Roam – wander, travel
¾¾ Kindred – relations
¾¾ Lays – songs, stories
ST
¾¾ Tarry – wait, delay
¾¾ Fate – destiny, luck
Mind Map
Y
OZ
They move as
their feet go and They sing
They sing sing about nature about hopes
about battles, and dreams
Kings and and love that
there Fame delays and joy
that waits.
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Consolidation (LIST)
¾¾ Sarojini Naidu
¾¾ They move as their feet go and sing about nature.
¾¾ They sing of sorrows and beauties of woman.
¾¾ They sing of unity and relation of human.
¾¾ They sing about battles, Kings and there Fame.
Y
¾¾ They sing about hopes and dreams and love that de-
lays and joy that waits.
UD
ÊÊ ENRICHMENT ACTIVITY:
Reinforcement
OZ
Assessment
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Remedial teaching
Y
Follow up work
UD
Each group was given one activity.
¾¾ Collect pictures of various musical instruments with
names.
¾¾ Write five lines about any musical instrument you
have come across.
ST
¾¾ Sing a song that you know (not cinema song)
¾¾ Collect the picture of Sarojini Naidu and write few
lines about her. Or do a video show about her in
group.
Y
Writing practice
OZ
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LESSON PLAN
Unit
2.4 NAYA- THE HOME OF
CHITRAKAARS
PAGE NO : 130-132
Y
Teachers Learning Materials
UD
¾¾ A video was shown about pata chitra and the village
Naya. Flash card about new words.
Learning Outcomes :
ST
¾¾ Read to seek information from the text given.
¾¾ Asks and responds to questions based on texts.
¾¾ Enrichment of vocabulary.
Y
Introduction :
DO
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Guide Reading
¾¾ The supplementary is read loud with proper stress
and intonation. Then group reading, pair reading and
finally individual reading is done.
New Words
Y
¾¾ Folk – culture group
¾¾ Mythological – fairy tale or unreal
UD
¾¾ Folklore – tale from the past.
¾¾ Lobster – invertebrate or crawfish
¾¾ Vibrant – alive
Mind Map
ST
Pata painted
on jute-patuas
Painted scrolls make rectangular
Y
Pot Maya
Move from artists festival- exhibits
village to modern painting
village- collect – village
vegetables, rice, decorated with
money etc. paintings-
natural color
extraction.
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Consolidation (LIST)
¾¾ Naya a village in West Bengal and its 250 patuas or
chitrakaars or artists
¾¾ Painted scrolls of Pata Chitra- unrolled the scrolls-
sings, dance multi talented
¾¾ Move from village to village- collect vegetables, rice,
Y
money etc.
¾¾ Move from village to village- collect vegetables, rice,
money etc.
UD
¾¾ Move from village to village- collect vegetables, rice,
money etc.
ÊÊ ENRICHMENT ACTIVITY:
ST
Preparation and presentation
¾¾ Students are made to sit in groups and prepare mind
map and do consolidation. Then present them to
class. Students mind map is compared to teachers
Y
Reinforcement
¾
¾Using the mind map the story of Naya village is recalled.
DO
Assessment
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Remedial teaching
Y
Follow up work
UD
Each group was given one activity.
¾¾ List and collect the folk art of our Area.
¾¾ Paint and bring your favorite painting.
¾¾ Draw a story chart and explain the story.
¾¾ Write few lines about your local village festival.
ST
Writing practice
¾¾ Students were asked to read and write once the un-
derlined words is home work note and frame sentence
Y
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8 Y
ST
UD
Y
LESSON PLAN
OZ
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Y
UD
ST
Y
OZ
DO
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LESSON PLAN
Unit
1.1
INGENIOUS SCIENTIST
ÊÊ PAGE NO : 77-83
Y
Teachers Learning Materials
UD
¾¾ QR code and few scientist pictures was shown and
interesting incidents in their life was told.
Learning Outcomes :
ST
¾ ¾ Making children aware of various of life of various scientists.
¾¾ Reading simple passage and answering the questions.
¾¾ Enrichment of vocabulary.
Introduction :
QR code was scanned and few oral questions were asked.
Warm up activity in page no 77 was done.
¾¾ List out the names of scientists you know.
¾¾ Is earth rotating ?is so how we are able to stand still?
¾¾ What is gravity?
¾¾ Who discovered that earth has gravity?
¾¾ Do you know the story of apple?
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Guide Reading
Each section is read according to the instruction given.
Model reading was done and then group , pair and indi-
vidual reading was done. Reading by teacher was done
with proper pronunciation, stress and intonation.
New Words
Y
¾¾ Ingenuity – the ability to invent things.
¾¾ Contrived – invented/ created
UD
¾¾ Apprentice – works of someone to learn this skill
¾¾ Acquiring – getting knowledge or skill
¾¾ Gauge – here estimate
¾¾ Pried – looked
ST
¾¾ Hoppers – funnel shape bins for feeding grains
into mills.
¾¾ Enchanted – delight
¾¾ Accustomed – something familiar with
¾¾ Gazing – looking steadily
Y
¾¾ Ceased – stopped
Mind Map
OZ
Isaac as clockmaker-
his wind mill and toys
DO
Died on 1727 at
age of 85
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Consolidation ( LIST)
¾¾ ISAAC NEWTON - Born :1642 in Woolsthorpe in
England
¾¾ Father died- mother married- left in grandma’s house-
she always supported the little inventions of Newton.
¾¾ Isaac as clockmaker-his wind mill and toys
Y
¾¾ Grew older- with books of mathematics, philosophy
¾¾ Spending nights at sky – far away things of world
¾¾ Died on 1727 at age of 85
UD
ÊÊ ENRICHMENT ACTIVITY:
Reinforcement
OZ
Assessment
Remedial teaching
Follow up work
Y
Each group was given one activity.
¾¾ Few new words was given and ask them to frame
UD
sentence
¾¾ Write few lines about any scientist they know in their
own words.
¾¾ Dictionary game was played
¾¾ A passage from the text was assigned to each student
ST
and were asked to frame questions.
Writing practice
¾¾ Students were asked to read and write once the
Y
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LESSON PLAN
Unit
1.2
Conjunctions
ÊÊ PAGE NO : 87-90
Y
ÊÊ Nature of the lesson : stand alone
UD
ÊÊ Format : pair study
Learning Outcomes :
Introduction :
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Understanding
Y
¾¾ Co-ordinating conjunction – and, but, for, or, nor,
also, either…..or, neither….nor.
¾¾ Subordinating conjunction – after, because, if, that,
UD
though, although, till, before, unless, as, when,
where, while
Mind Map
ST
Co-ordinating Correlative
conjunction – conjunctions - Either-
and, but, for, ---or, neither ---nor,
Y
conjunction
Subordinating
conjunction
DO
– after,
because, if,
that, though,
although,
till, before,
Compound unless, as,
conjunctions - even if, when, where,
so that, as well as while
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Consolidation (LIST)
¾¾ Correlative conjunctions - Either----or, neither ---
nor, both--- and
¾¾ Compound conjunctions - even if, so that, as well as
¾¾ There are two major classes of conjunction they are:-
¾¾ Co-ordinating conjunction – and, but, for, or, nor,
Y
also, either…..or, neither….nor.
¾¾ Subordinating conjunction – after, because, if, that,
UD
though, although, till, before, unless, as, when,
where, while
¾¾ Eg: She ran fast and won the game.
He is slow, but he is sure.
She must weep or she will die.
ST
You will pass if you work hard.
Reinforcement
Y
Assessment
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Remedial teaching
Y
¾¾ Students were made to write exercise in page no 89.
UD
ST
Y
OZ
DO
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LESSON PLAN
Unit
1.3
Making life worth while
ÊÊ PAGE NO : 91-93
Y
ÊÊ Nature of the lesson : Stand alone
UD
ÊÊ Format : Pair study
Learning Outcomes :
¾ ¾ 805- Read the poem and expresses opinions about them.
Y
¾¾ Enrichment of vocabulary.
¾¾ 808- narrates real life experiences.
OZ
Introduction :
¾¾ Few oral questions was asked, and the poem is sung
as a song.
99 How do you feel when you help others?
99 What do positive thought create?
99 What should you take from others?
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99 Will you help your friend?
99 How will you fell when others help you in any
situation.
Guide Reading
¾¾ Poem is read aloud by teacher with proper intonation
and stress. Then students were made to repeat after
Y
the teacher. Group, pair and finally individual reading
was done.
UD
New Words
¾¾ Grace – charm.
¾¾ Aspiration – desire or wish
ST
¾¾ Gleam – shine brightly
¾¾ Glimpse – quick look
¾¾ Worthwhile – valuable
¾¾ Heritage – traditional
Y
Mind Map
OZ
Nathaniel Hawthorne-
American novelist and a
short story writer
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Consolidation (LIST)
Y
¾¾ A bit of light to lighten your dark sky with faith.
¾¾ It breaks your life illness and gives bright ,worthy,
UD
traditional life
ÊÊ ENRICHMENT ACTIVITY:
Reinforcement
OZ
Assessment
DO
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Writing practice
Y
¾¾ Students were made t frame sentence for:-
Grace-
UD
Kind-
ST
Y
OZ
DO
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LESSON PLAN
Unit
1.4
Y
ÊÊ PAGE NO : 95-100
ÊÊ Nature of the lesson : Stand alone
UD
ÊÊ Format : Pair study
Learning Outcomes :
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Introduction :
¾¾ Students were made to sing song for motivation.
99 Put your right hand out
99 Put your left hand put
99 What is this?
99 This is my bread basket,( bread basket) 3(stomach)
Y
99 Boobe boobe boobe(2)
99 This is how we go around
UD
99 Similarly each part of the body is taught.
Guide Reading
¾¾ The story is read aloud by the teacher for model
ST
reading with proper intonation and stress. Then
group reading, pair and finally individual reading is
done.
New Words
Y
¾¾ Absorbed – engaged
¾¾ Renowned – famous
¾¾ Affair – event
¾¾ Moaning – sob or cry
DO
¾¾ Unfastened – disconnect
¾¾ Revived – rescue
¾¾ Crouched – bend
¾¾ Gazing – look fixedly
¾¾ Seized – snatch
¾¾ Ambush – trap.
¾¾ Hermit – solitary person
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Mind Map
Kings three
question-what was
Y
the right time for
every action?, who is
the most necessary
UD
people?, what was the
most important thing
to do?
.a stranger with
ST
bleeding blood was The Three Various answer was
saved by them- the give by scholars
questions by but the king was
give got his answer
from hermit based Leo Tolstoy not satisfied and
on the incident did not give award
happened. to any one.
Y
OZ
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Consolidation (HINTS)
¾¾ Kings three question-what was the right time for every
action?, who is the most necessary people?, what was
the most important thing to do?- Various answer was
give by scholars but the king was not satisfied and
did not give award to any one-King set out to hermit
in woods to get the answer- he was a old and weak
Y
man- king dressed simple – put his men little far-
he asked the three question to him- no answer was
UD
give –he then the king kept digging- a stranger with
bleeding blood was saved by them- the give got his
answer from hermit based on the incident happened.
ÊÊ ENRICHMENT ACTIVITY:
ST
Preparation and presentation
¾¾ Students are made to sit in groups and prepare mind
map and do consolidation. Then present them to
Y
Reinforcement
¾¾ The story was re called with the help of mind map
and was acted by students with the help of teacher.
DO
Assessment
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99 Why did the king dig?
99 Who was the bearded man?
Remedial teaching
Y
Writing practice
UD
¾¾ Students were asked to complete the short answers
as it was discussed in class.
ST
Y
OZ
DO
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LESSON PLAN
Unit
2.1
MY REMINISCENCE
Y
ÊÊ PAGE NO : 73-76
UD
Teachers Learning Materials
¾¾ Enrichment of vocabulary.
Introduction :
¾¾ QR code was scanned and few oral questions were
asked. Then pictures were shown and narrated.
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99 W
hich is the most beautiful natural scene you
like?
99 Have you seen waterfalls?
99 How will you feel while boating?
99 Is there any river in your village, if so tell the
name?
Y
99 Image a beautiful wood home near a beautiful river
if your there explain your experience?
UD
Guide Reading
¾¾ Model reading was done and then group , pair and
individual reading was done. Reading by teacher
ST
was done with proper pronunciation, stress and
intonation.
New Words
Y
¾¾ Ineffable – beyond
OZ
¾¾ Wrought – caused(produced)
¾¾ Clustering – forming a group
¾¾ Belching – to let air come out
¾¾ Veritable – more exiting
¾¾ Grab – clothes
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Mind Map
Y
“My
Reminiscence”
UD
By
Rabindranath
Tagore.
Moran’s Garden
ST
villa-its beau- Tagore’s room- his
ty-people moving poetic writing of
in the villa-river “My Reminiscence”
side atmosphere.
Y
Consolidation (Hints)
¾¾ “My Reminiscence”- By - Rabindranath Tagore-
OZ
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class. Students mind map is compared to teachers
and correction is made.
Reinforcement
¾¾ The content of the prose is recalled by narrating the
story with various incidents in the beauty of nature
by Tagore.
Y
Assessment
UD
¾¾ Students are asked few oral questions and assessed.
99 Which river is spoken in the prose?
99 Where did Tagore come to take rest?
99 When did he write the poem ?
ST
99 Where was his room?
99 Tell few lines about the beauty of the villa?
Remedial teaching
Y
Writing practice
¾¾ Students were asked to read and frame ‘wh’ question
DO
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LESSON PLAN
Unit
2.2
If clause
ÊÊ PAGE NO : 80, 81
Y
ÊÊ Nature of the grammar : stand alone
UD
ÊÊ Format : pair study
¾¾ A tabulation chart.
ST
Learning Outcomes :
¾¾ 816-communicates accurately using appropriate
grammatical forms.
Y
Introduction :
OZ
Understanding
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I 99% real Simple
Will + future If you are well
condition present
tense disciplined,
you will be
appreciated.
II Imaginary Simple Would + If I had more
condition past present time, I would
tense learn Hindi.
Y
III Impossible Past per- Would + If he had not
condition fect have + past demanded
participle dowry, she
UD
would have
married him.
Mind Map
ST
Type I-99% real
Zero condition- 100% condition- Simple
truth –fact- present present- Will + future
-present- If babies are tense- If you are well
Y
IF CLAUSE
DO
Type III-Impossible
Type II-Imaginary
condition- Past per-
condition n-Simple
fect-Would + have + past
past -Would + present
participle-If he had not
tense - If I had more
demanded dowry,
time, I would learn
she would have
Hindi.
married him.
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Consolidation (tabulation)
If Main
type condition example
clause clause
Zero 100% general Simple Present If babies are
truth, present tense hungry, they
scientific cry.
Y
facts
I 99% real Simple Will + If you are well
UD
condition present future disciplined, you
tense will be appreci-
ated.
II Imaginary Simple Would + If I had more
condition past present time, I would
ST
tense learn Hindi.
III Impossible Past Would + If he had not
condition perfect have + demanded
past par- dowry, she
ticiple would have
Y
married him.
OZ
Reinforcement
¾¾ The content of the grammar is recalled by asking few
question.
DO
Assessment
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¾¾ If I had time, I _______________ (go) shopping with you.
¾¾ If they __________ (invite) me, I wouldn’t have said no.
¾¾ I (earn) ________ a lot of money if I (get) _____ that job.
Remedial teaching
Y
above steps are identified and remedial teaching was
done to overcome those.
UD
Writing practice
¾¾ Students were made to write exercise in page no 81.
ST
Y
OZ
DO
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LESSON PLAN
Unit
2.3
A thing of beauty
ÊÊ PAGE NO : 82-84
Y
ÊÊ Nature of the poem : Stand alone
UD
ÊÊ Format : Pair study
Teachers Learning Materials
Learning Outcomes :
¾¾ 805- Read the poem and expresses opinions about
Y
them.
¾¾ Enrichment of vocabulary.
¾¾ 808- narrates real life beauties of nature
OZ
Introduction :
¾¾ Few oral questions were asked, and the poem is sung
as a song.
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99 Tell any sight of nature that you have enjoyed?
99 W
hen you are in sorrow, how you feel admiring the
beauty of nature?
99 How you feel when you are swimming in a river?
99 Explain the scene of watching a bird on tree?
Y
99 How will the water of a clear stream taste?
UD
Guide Reading
¾¾ Poem is read aloud by teacher with proper intonation
and stress. Then students were made to repeat after
the teacher. Group, pair and finally individual reading
was done.
ST
New Words
¾¾ Pall – covering
Y
¾¾ Despondence – disappointment
¾¾ Spite – ill feeling
¾¾ Sprouting – developing
DO
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Mind Map
Y
To reach the edge A Thing Our life is full
of our life we need to of sorrows and ill
of Beauty feelings but the beauty
UD
lose our self in natures
beauty as fountains, By John of nature make
rose, forest, seasons Keats us come out
etc….. of those
The beauty of
earth, flower, trees, sun,
moon, sheep’s, daffodils
ST
etc ..makes us remove our
sadness and be safe as
in the shade
of a tree.
Y
Consolidation ( LIST)
OZ
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ÊÊ ENRICHMENT ACTIVITY:
Y
and correction is made.
Reinforcement
UD
¾¾ The content of the poem is recalled by singing it as a
song. ST
Assessment
Remedial teaching
Writing practice
¾¾ Students were made t frame sentence for:-
99 Sweet dreams-
99 Rills-
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LESSON PLAN
Unit
2.4
Crossing the river
ÊÊ PAGE NO : 86-90
Y
ÊÊ Nature of the supplementary : Stand alone
UD
ÊÊ Format : Pair study
Learning Outcomes :
¾¾ 808-narrates stories and real life experience.
Y
Introduction :
¾¾ As introduction few oral questions were asked related
to spiritual aspect.
99 Have seen God?
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99 Have you felt God?
99 Do you believe in God?
99 How often you worship god?
99 E
ach one of you tell me one gift that you receive
from God?
Y
Guide Reading
¾¾ The story is read aloud by the teacher for model
UD
reading with proper intonation and stress. Then
group reading, pair and finally individual reading is
done.
New Words
ST
¾¾ Prostrated – physical weakness
¾¾ Eloquent – fluent
Y
¾¾ Discourse – discussion
¾¾ Spellbound – fascinating
OZ
¾¾ Resolve – firmly
¾¾ Ritual – a religious ceremony
¾¾ Enthusiastic – intrest
DO
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Mind Map
After a month he
stopped the early milk and
started regular time- he
asked Moti –the boat man
Y
is now relief but she said
she came walking between
water…
UD
first day a
bit late – waiting for A great pundit
- a spiritual preacher
boat man- Pundit makes Crossing –a milkmaid woman-
funny why cant you
the river. named Moti-regularly
ST
walk on water-how call
Vishnu…I a funny brings milk.
tone
accepted the
oder
DO
Pundit
wondered –
followed – found
the truth- simple
pure thought can
bring, God close to
you…properly
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Consolidation ( HINTS)
¾¾ Crossing the river- A great pundit- a spiritual
preacher –a milkmaid woman- named Moti-regularly
brings milk- For pooja – pundit asks for early milk-
Moti service was true as she wondered the Pundits
spiritual thought – she accepted the oder- first day a
bit late – waiting for boat man- Pundit makes funny
Y
why cant you walk on water-how call Vishnu…I a
funny tone- After a month he stopped the early milk
UD
and started regular time- he asked Moti –the boat
man is now relief but she said she came walking
between water- Pundit wondered – followed – found
the truth- simple pure thought can bring ,God close
to you…properly
ST
ÊÊ ENRICHMENT ACTIVITY:
Reinforcement
¾¾ The story was re called with the help of mind map
DO
Assessment
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Remedial teaching
Writing practice
Y
¾¾ Students were asked to complete the short answers
as it was discussed in class.
UD
ST
Y
OZ
DO
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