English Grade 9 - Daily Lesson Plan

Textbook: English 9, Khyber Pakhtunkhwa Textbook Board, Peshawar (Text Edition)
Class: 9th  |  Subject: English  |  Total units: 15
Teaching days: Monday to Saturday (Sundays excluded)  |  Period length: 40 minutes
Backdated coverage (already taught): Units 1-2, 24 August 2026 to 05 September 2026
Forward coverage: Units 3-15, 07 September 2026 to 30 November 2026
Total periods: 85 (12 backdated + 73 forward)

Syllabus Map

Assessment Plan

Daily homework is checked at the start of every period. Recitation, role play and group discussion are assessed orally as they occur.

Part A - Backdated Record (Units 1-2, already taught)

These two units have already been covered. The plans below are entered against the dates on which they were taught, for the record and for revision reference.

Unit 01 - Prophet Muhammad (S.A.W) the Model of Tolerance

Theme: Tolerance  |  Book pages: 1-11
Vocabulary: Word definition, part of speech, synonyms
Listening & Speaking: Share an act of tolerance recently performed
Grammar: Nouns: countable & uncountable, collective, material & abstract, number of noun
Writing: Paragraph writing, summary of lesson, translation

Monday, 24 August 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 1-2

Learning objectives - students will be able to:

• Predict lesson content from the mind map (Rahmatul-lil-Alameen, Justice, Humanity, Patience, Sadiq & Ameen)
• Define 'tolerance' in their own words
• Read aloud with correct pronunciation and pausing

Lesson procedure:

1. Warm-up (5 min): Ask 'What do you do when someone speaks rudely to you?' Collect four or five answers on the board.
2. Mind-map prediction (10 min): Students look at the mind map on p.1 and predict what the lesson will contain. Record the predictions in a corner of the board to verify later.
3. Teacher model reading (10 min): Read the Quranic verse (Al-Baqarah 2:153) and the opening paragraphs. Explain 'forebear', 'epitome', 'Rahmatul-lil-Alameen'.
4. Guided reading (10 min): Students read the Shab-Abi-Talib passage in pairs while the teacher circulates.
5. Close (5 min): Two students state one fact they learnt.

Homework: Read pp.1-2 again at home and underline any five unfamiliar words.

Tuesday, 25 August 2026  ·  Reading (Part 2) - Taif, Conquest of Makkah, Rabbi Zaid

Textbook pages: 3-5

Learning objectives - students will be able to:

• Narrate the three key incidents that show the Prophet's tolerance
• Identify cause and effect in a narrative text

Lesson procedure:

1. Recap (5 min): Students recall the hardship of Shab-Abi-Talib.
2. Reading (15 min): Teacher reads the incident of Taif and the conquest of Makkah ('Go, you are all free'). Explain 'ostracised', 'scarcity', 'persecution'.
3. Reading (10 min): The Rabbi Zaid bin Sana episode - the loan, the rude demand, Hazrat Umar's anger, and the Prophet's calm reply.
4. Chain narration (8 min): Six students each add one sentence to retell the Rabbi Zaid story.
5. Close (2 min): Verify the Day-1 predictions against the actual content.

Homework: Write a five-sentence summary of the Rabbi Zaid incident.

Wednesday, 26 August 2026  ·  Comprehension - Q&A, MCQs, True/False

Textbook pages: 6-7

Learning objectives - students will be able to:

• Answer short questions from the text with evidence
• Select correct options in MCQs and justify the choice
• State the main idea of the lesson

Lesson procedure:

1. Recap (5 min): Rapid oral quiz on the three incidents.
2. Exercise A (15 min): Work through Q1-Q7 orally, then students write answers to Q1, Q3 and Q5. Model a full-sentence answer for Q1 on the board.
3. Exercise B - MCQs (10 min): 'him' refers to Rabbi Zaid; 'knew no bounds' means his tolerance was not confined to Muslims only. Ask students to explain WHY each wrong option is wrong.
4. True/False (8 min): Students mark the statements and quote the line from the text that proves each answer.
5. Close (2 min): One-line answer to 'What is the main idea of the lesson?'

Homework: Complete written answers to Q2, Q4, Q6 and Q7 in the notebook.

Thursday, 27 August 2026  ·  Vocabulary - word definition, part of speech, synonyms

Textbook pages: 7-8

Learning objectives - students will be able to:

• Give the dictionary meaning and part of speech of selected words
• Match words with their synonyms and use them in sentences

Lesson procedure:

1. Warm-up (5 min): Write 'tolerance / tolerant / tolerate' on the board and elicit the part of speech of each.
2. Word definition (12 min): tolerance, endurance, compassion, forgiveness, calmness, scarcity, ostracise, epitome. Students find each in the text, guess the meaning from context, then confirm.
3. Part of speech (10 min): Students label each word and note how suffixes signal word class (-ance, -ion, -ness form nouns).
4. Synonyms (10 min): Match column A with column B, then use any five words in original sentences.
5. Close (3 min): Quick-fire synonym drill.

Homework: Use all eight vocabulary words in sentences of your own.

Friday, 28 August 2026  ·  Grammar - Noun

Textbook pages: 9-10

Learning objectives - students will be able to:

• Distinguish countable, uncountable, collective, material and abstract nouns
• Change the number of nouns (singular to plural and back) correctly

Lesson procedure:

1. Read the Teacher's Guideline box on p.9 (5 min): kinds of nouns and number of nouns.
2. Presentation (12 min): Define and give three examples of each kind - countable (book, car), uncountable (water, honesty), collective (army, flock), material (gold, wood), abstract (tolerance, patience). Draw the examples from the lesson text itself.
3. Exercise A (12 min): Change sentences from singular to plural and back (A book is a good friend > Books are good friends; These glasses aren't for those women > This glass isn't for this woman).
4. Noun hunt (8 min): Students scan p.2 of the text and classify ten nouns into the five kinds.
5. Close (3 min): Oral check of tricky plurals - woman/women, glass/glasses, child/children.

Homework: Complete the remaining noun exercises in the textbook.

Saturday, 29 August 2026  ·  Writing + Listening & Speaking

Textbook pages: 10-11

Learning objectives - students will be able to:

• Write a coherent paragraph with a topic sentence and supporting details
• Summarise the lesson in about 100 words
• Translate an English passage into Urdu
• Speak for one minute on a personal experience

Lesson procedure:

1. Listening & Speaking (10 min): 'Share with the class an act of tolerance you have performed recently.' Six to eight students speak for one minute each; the class listens for one good detail.
2. Paragraph writing (12 min): Topic - 'Tolerance in our daily life'. Teach the structure: topic sentence + three supporting sentences + closing sentence. Write one model on the board together.
3. Summary (10 min): Build the summary orally from the mind map, then students write it.
4. Translation (8 min): Translate the passage 'Tolerance means the ability or willingness to endure...' into Urdu. Remind students, as the Teacher's Guideline directs, that Urdu has only masculine and feminine gender and that idioms do not translate literally.
5. Close (2 min): Unit round-up.

Homework: Fair-copy the paragraph, summary and translation. Prepare for a short unit test.

Unit 02 - Iqbal's Message to Youth

Theme: Patriotism  |  Book pages: 12-23
Vocabulary: Word definition, part of speech, synonyms
Listening & Speaking: Group discussion, recitation of poem
Grammar: Pronouns: relative pronoun, indefinite pronoun, pronoun-antecedent agreement, anaphoric & cataphoric reference
Writing: Paragraph writing, summary of lesson with the help of mind-map, translation

Monday, 31 August 2026  ·  Pre-reading + Introduction to Allama Iqbal

Textbook pages: 12-13

Learning objectives - students will be able to:

• Relate prior knowledge of Allama Iqbal to the lesson
• Predict the poet's message from the title and mind map

Lesson procedure:

1. Warm-up (6 min): 'Who was Allama Iqbal? Why is he called Shair-e-Mashriq?' Collect answers.
2. Pre-reading mind map (8 min): Students predict what advice a poet would give to young people.
3. Background (12 min): Iqbal's life, his concept of Khudi (selfhood), and why he addressed the youth of the sub-continent.
4. First reading (12 min): Teacher reads the text with expression while students follow silently.
5. Close (2 min): Elicit three words that describe the poet's tone.

Homework: Read pp.12-13 and note down the poet's main advice.

Tuesday, 01 September 2026  ·  Reading and explanation

Textbook pages: 14-15

Learning objectives - students will be able to:

• Explain the poet's message line by line
• Recite the poem with correct rhythm and stress

Lesson procedure:

1. Recap (5 min): One-line summary of yesterday's reading.
2. Detailed explanation (18 min): Work through the stanzas; explain the imagery of the eagle (shaheen), self-reliance, hard work and love of the homeland.
3. Recitation (12 min): Model recitation first, then choral recitation, then four individual reciters. Focus on pause and stress.
4. Close (5 min): 'Which line do you like most, and why?'

Homework: Learn the assigned lines by heart for tomorrow's recitation.

Wednesday, 02 September 2026  ·  Comprehension - Q&A, MCQs, word sentences

Textbook pages: 16-17

Learning objectives - students will be able to:

• Answer comprehension questions in complete sentences
• Use given words correctly in sentences of their own

Lesson procedure:

1. Recitation check (8 min): Four students recite the memorised lines.
2. Exercise A (15 min): Oral discussion of all questions, then written answers to the first three.
3. MCQs (8 min): Complete and justify each answer from the text.
4. Word sentences (7 min): Students make sentences with words drawn from the lesson.
5. Close (2 min): Exit question - 'What does Iqbal expect from the youth?'

Homework: Complete the remaining comprehension answers.

Thursday, 03 September 2026  ·  Vocabulary

Textbook pages: 17-18

Learning objectives - students will be able to:

• Define selected words and identify their part of speech
• Supply synonyms and use the words in context

Lesson procedure:

1. Warm-up (5 min): Recall five words from the poem.
2. Word definition (12 min): Dictionary work on the listed words; note the part of speech of each.
3. Synonyms (12 min): Matching exercise followed by a substitution drill - replace the word in the original line with its synonym and check whether the meaning survives.
4. Application (8 min): Use five words in sentences about your own ambitions.
5. Close (3 min): Rapid oral revision.

Homework: Write meanings, parts of speech and synonyms of all the listed words.

Friday, 04 September 2026  ·  Grammar - Pronouns

Textbook pages: 19-21

Learning objectives - students will be able to:

• Identify and use relative and indefinite pronouns
• Maintain pronoun-antecedent agreement
• Distinguish anaphoric from cataphoric reference

Lesson procedure:

1. Review (5 min): What is a pronoun? Why do we need pronouns?
2. Relative pronouns (10 min): who, whom, whose, which, that. Combine pairs of sentences using relative pronouns.
3. Indefinite pronouns (8 min): someone, anybody, everything, none, few, several - and the agreement rule (Everyone HAS brought HIS book).
4. Pronoun-antecedent agreement (8 min): Correct faulty sentences on the board.
5. Anaphoric vs cataphoric (7 min): Anaphoric points BACK (Iqbal wrote poetry; HE inspired the youth). Cataphoric points FORWARD (When HE arrived, IQBAL was welcomed). Students find both types in the lesson text.
6. Close (2 min): Quick identification drill.

Homework: Complete all the pronoun exercises in the textbook.

Saturday, 05 September 2026  ·  Writing + Group discussion

Textbook pages: 22-23

Learning objectives - students will be able to:

• Draw a mind-map and expand it into a summary
• Write a well-organised paragraph
• Translate a passage into Urdu

Lesson procedure:

1. Group discussion (10 min): 'What is the role of youth in the progress of Pakistan?' Four groups discuss for five minutes, then one speaker per group reports.
2. Mind-map to summary (15 min): Build the mind map of the lesson on the board with the class, then students convert each branch into one or two sentences to form the summary.
3. Paragraph writing (10 min): Topic - 'My duty towards my country'.
4. Translation (8 min): Translate the given English passage into Urdu.
5. Close (2 min): Unit round-up.

Homework: Fair-copy the mind-map, summary, paragraph and translation. Revise Units 1-2.

Part B - Forward Plan (Units 3-15)

From 07 September 2026 to 30 November 2026. Sundays are excluded throughout.

Unit 03 - Quaid - A Great Leader

Theme: Role model  |  Book pages: 24-32
Vocabulary: Word definition, part of speech, synonyms
Listening & Speaking: Role play
Grammar: Articles, modal verbs, regular & irregular verbs, transitive and intransitive verbs
Writing: Essay writing with the help of mind map, paragraph writing, summary of the lesson, translation

Monday, 07 September 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 24-26

Learning objectives - students will be able to:

• Predict content from the mind map and title
• Identify the qualities that made the Quaid a great leader

Lesson procedure:

1. Warm-up (6 min): 'Name one leader you admire and say why.'
2. Pre-reading mind map (7 min): Predict what qualities the lesson will describe - honesty, determination, discipline, unity.
3. Model reading (14 min): Teacher reads the opening section on the Quaid's early life, education and entry into politics. Explain 'barrister', 'ambassador of Hindu-Muslim unity', 'integrity'.
4. Paired reading (10 min): Students read the next section aloud in pairs.
5. Close (3 min): List three qualities found so far.

Homework: Read pp.24-26 and list five facts about the Quaid's early life.

Tuesday, 08 September 2026  ·  Reading (Part 2) + Comprehension

Textbook pages: 27-28

Learning objectives - students will be able to:

• Trace the Quaid's role in the Pakistan Movement
• Answer comprehension questions with textual support

Lesson procedure:

1. Recap (5 min): Oral recall of the Quaid's early life.
2. Reading (12 min): The Fourteen Points, the Lahore Resolution, the creation of Pakistan, and his motto 'Unity, Faith, Discipline'.
3. Exercise A (15 min): Answer the comprehension questions. The teacher models one full answer and students write three.
4. MCQs (6 min): Complete and justify.
5. Close (2 min): 'Why do we call him Quaid-e-Azam?'

Homework: Complete the remaining comprehension questions.

Wednesday, 09 September 2026  ·  Vocabulary + Role play

Textbook pages: 29

Learning objectives - students will be able to:

• Define words and give part of speech, phrases meaning and synonyms
• Perform a short role play using an appropriate register

Lesson procedure:

1. Vocabulary (18 min): Word definition, part of speech, phrases meaning and synonyms for the listed words. Students find each word in the text before defining it.
2. Word-sentence practice (8 min).
3. Role play (12 min): In pairs - a journalist interviewing the Quaid, or two students discussing what the Quaid would say about Pakistan today. Groups rehearse for four minutes and three pairs perform.
4. Close (2 min): Peer feedback on the best performance.

Homework: Write meanings and sentences for all the listed words.

Thursday, 10 September 2026  ·  Grammar - Articles, modal verbs, verb types

Textbook pages: 30-31

Learning objectives - students will be able to:

• Use definite and indefinite articles correctly
• Use modal verbs to express ability, permission, obligation and possibility
• Distinguish regular from irregular verbs, and transitive from intransitive verbs

Lesson procedure:

1. Articles (10 min): a / an / the, and the zero article, with rules and examples drawn from the lesson.
2. Modal verbs (10 min): can, could, may, might, must, shall, should, will, would, ought to - one function each, then a substitution drill.
3. Regular & irregular verbs (8 min): Build a three-column table (base / past / past participle) for ten common irregular verbs.
4. Transitive & intransitive (10 min): The test question is 'Verb + what or whom?' If there is an answer, the verb is transitive. Students classify verbs taken from the text.
5. Close (2 min): Quick oral check.

Homework: Complete all the grammar exercises on pp.30-31.

Friday, 11 September 2026  ·  Writing - Essay with mind map

Textbook pages: 31-32

Learning objectives - students will be able to:

• Plan an essay using a mind map
• Write a paragraph and a summary
• Translate a passage into Urdu

Lesson procedure:

1. Mind-map planning (12 min): Build a mind map for the essay 'Quaid-e-Azam - A Great Leader' with branches for early life, education, political career, qualities and achievements.
2. Essay writing (15 min): Convert each branch into a paragraph. Teach introduction, body and conclusion. Students draft.
3. Summary (8 min): Summarise the lesson in about 100 words.
4. Translation (8 min): Translate the given passage into Urdu.
5. Close (2 min): Two students read out their introductions.

Homework: Complete the essay, summary and translation as fair work.

Unit 04 - The Daffodils

Theme: Nature poem  |  Book pages: 33-40
Vocabulary: Word definition, figurative language, phrases
Listening & Speaking: Group discussion
Grammar: Question words, present & past participle, infinitive & infinitive phrases, gerund & gerund phrases
Writing: Paraphrasing, summary of poem

Saturday, 12 September 2026  ·  Pre-reading + Reading the poem

Textbook pages: 33-34

Learning objectives - students will be able to:

• Recite the poem with correct rhythm
• Visualise the scene the poet describes

Lesson procedure:

1. Warm-up (6 min): 'Describe a beautiful natural scene you have seen.' Collect vivid words on the board.
2. Poet background (7 min): William Wordsworth and the Romantic love of nature.
3. Model recitation (10 min): Teacher recites the whole poem with proper rhythm while students listen with books closed, then they open books and follow a second reading.
4. Stanza 1-2 explanation (12 min): 'I wandered lonely as a cloud', the host of golden daffodils, 'fluttering and dancing in the breeze', and the comparison with the stars of the Milky Way.
5. Close (5 min): Choral recitation of stanzas 1 and 2.

Homework: Learn stanzas 1 and 2 by heart.

Monday, 14 September 2026  ·  Comprehension + Figurative language

Textbook pages: 35-36

Learning objectives - students will be able to:

• Answer questions on the poem
• Identify simile, personification, metaphor and imagery
• Explain the meaning of given phrases

Lesson procedure:

1. Recitation check (7 min).
2. Stanza 3-4 explanation (10 min): The waves, the poet's 'jocund company', and the 'inward eye' and 'bliss of solitude'.
3. Figurative language (12 min): Simile - 'lonely as a cloud'; personification - daffodils 'dancing' and 'tossing their heads'; metaphor - 'inward eye'; imagery - 'golden', 'fluttering', 'sparkling'. Students locate each in the text.
4. Phrases meaning (8 min): 'a host of golden daffodils', 'never-ending line', 'jocund company', 'bliss of solitude'.
5. Comprehension Q&A and MCQs (8 min).
6. Close (2 min): 'What is the central idea of the poem?'

Homework: Write answers to the comprehension questions and learn stanzas 3 and 4.

Tuesday, 15 September 2026  ·  Grammar - Question words, participles, infinitives, gerunds

Textbook pages: 37-38

Learning objectives - students will be able to:

• Frame questions using appropriate question words
• Distinguish present participle, past participle, infinitive and gerund

Lesson procedure:

1. Question words (8 min): who, whom, whose, what, which, when, where, why, how. Students frame questions on the poem itself.
2. Present & past participle (10 min): The -ing and -ed/-en forms used as adjectives - 'fluttering leaves', 'a fallen tree'. Draw examples from the poem ('fluttering and dancing').
3. Infinitive & infinitive phrases (10 min): to + base verb, used as noun, adjective or adverb. 'To see the daffodils was a joy.'
4. Gerund & gerund phrases (10 min): The -ing form used as a NOUN. Key contrast drill - 'Dancing is enjoyable' (gerund) against 'The dancing daffodils' (participle).
5. Close (2 min): Identification quiz - gerund or participle?

Homework: Complete all the grammar exercises on pp.37-38.

Wednesday, 16 September 2026  ·  Writing - Paraphrase + Summary + Group discussion

Textbook pages: 39-40

Learning objectives - students will be able to:

• Paraphrase stanzas in simple prose
• Write a summary of the poem

Lesson procedure:

1. Group discussion (10 min): 'Does nature really help us feel better when we are sad?' Four groups discuss, then report.
2. Paraphrasing (15 min): Teach the method - keep the meaning, change the words, write in simple prose, use your own sentence order. Paraphrase stanza 1 together on the board, then students paraphrase stanzas 2 and 3 independently.
3. Summary of the poem (12 min): About 80 to 100 words covering the scene, the poet's joy and the lasting memory.
4. Close (3 min): Two students read their paraphrase aloud.

Homework: Complete the paraphrase of all four stanzas and the summary.

Unit 05 - The Madina Charter

Theme: Harmony / peaceful co-existence  |  Book pages: 41-54
Vocabulary: Phrases meaning, synonyms
Listening & Speaking: Group discussion
Grammar: Tenses, present and past continuous tense
Writing: Comparison paragraphs, summary with the help of mind-map, translation

Thursday, 17 September 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 41-43

Learning objectives - students will be able to:

• Explain the historical background of the Charter of Madina
• Read an informative text for gist

Lesson procedure:

1. Warm-up (6 min): 'What rules make people of different beliefs live together peacefully?'
2. Pre-reading mind map (6 min): Predict the contents of a charter.
3. Background (10 min): The Hijrah, the situation in Yathrib (Madina), the Muhajireen and Ansar, and the Jewish tribes.
4. Model reading (15 min): Read the introduction and the first set of clauses. Explain 'charter', 'covenant', 'constitution', 'co-existence'.
5. Close (3 min): 'Why was such a document necessary?'

Homework: Read pp.41-43 and note the parties to the Charter.

Friday, 18 September 2026  ·  Reading (Part 2) - the clauses

Textbook pages: 44-46

Learning objectives - students will be able to:

• Identify the main provisions of the Charter
• Explain how the Charter guaranteed rights to non-Muslims

Lesson procedure:

1. Recap (5 min): Who signed the Charter, and why?
2. Reading (18 min): Work through the clauses - one community (ummah), freedom of religion, mutual defence of Madina, settlement of disputes, protection of the weak, and no separate peace.
3. Note-making (12 min): Students make a two-column table headed 'Clause' and 'What it guarantees'.
4. Close (5 min): 'Which clause do you find most remarkable? Why?'

Homework: Complete the clause table for at least eight clauses.

Saturday, 19 September 2026  ·  Comprehension - Q&A, MCQs, word sentences

Textbook pages: 47-48

Learning objectives - students will be able to:

• Answer comprehension questions accurately
• Support answers with reference to the text

Lesson procedure:

1. Recap quiz (6 min): Rapid oral questions on the clauses.
2. Exercise A (16 min): Oral discussion of all questions; students write four answers in full sentences.
3. MCQs (10 min): Complete and justify each choice.
4. Word sentences (6 min).
5. Close (2 min): 'What is the main idea of the lesson?'

Homework: Complete the remaining comprehension answers.

Monday, 21 September 2026  ·  Vocabulary - phrases meaning + synonyms

Textbook pages: 49-50

Learning objectives - students will be able to:

• Explain the meaning of phrases from the text
• Supply synonyms and use words in sentences

Lesson procedure:

1. Warm-up (5 min): Recall five key terms from the Charter.
2. Phrases meaning (14 min): Locate each phrase in the text, read the surrounding sentence, infer the meaning, then confirm. Stress that a phrase must be understood in context.
3. Synonyms (12 min): Matching exercise plus a substitution drill.
4. Application (7 min): Use five phrases in sentences of your own.
5. Close (2 min): Rapid oral revision.

Homework: Write the meaning of every listed phrase and use it in a sentence.

Tuesday, 22 September 2026  ·  Grammar - Tenses (present & past continuous)

Textbook pages: 50-52

Learning objectives - students will be able to:

• Recall the twelve tenses in outline
• Form and use the present continuous and past continuous correctly

Lesson procedure:

1. Tense overview (10 min): Build the three-by-four tense grid on the board (present, past, future against simple, continuous, perfect, perfect continuous).
2. Present continuous (12 min): Structure am/is/are + V-ing. Uses - an action happening now, a temporary action, a fixed future plan. Drill with classroom actions.
3. Past continuous (12 min): Structure was/were + V-ing. Uses - an action in progress at a past time, and the interrupted-action pattern with 'when' and 'while'.
4. Contrast exercise (8 min): 'I was reading WHEN he came' against 'He came WHILE I was reading'.
5. Close (3 min): Oral transformation drill.

Homework: Complete all the tense exercises on pp.50-52.

Wednesday, 23 September 2026  ·  Writing - Comparison paragraph + Summary + Translation

Textbook pages: 53-54

Learning objectives - students will be able to:

• Write a comparison paragraph using suitable connectives
• Summarise the lesson from a mind map
• Translate a passage into Urdu

Lesson procedure:

1. Group discussion (8 min): 'How can we live peacefully with people who believe differently from us?'
2. Comparison paragraph (15 min): Teach the connectives - similarly, likewise, in the same way, on the other hand, whereas, in contrast. Topic: 'The Madina Charter and a modern constitution'. Plan a point-by-point comparison, then draft.
3. Mind-map summary (12 min): Build the mind map of the Charter with the class, then students write the summary from it.
4. Translation (8 min): Translate the given passage into Urdu.
5. Close (2 min): Unit round-up.

Homework: Fair-copy the comparison paragraph, summary and translation.

Unit 06 - Nasiruddin

Theme: Humour  |  Book pages: 55-63
Vocabulary: Phrases meaning
Listening & Speaking: Role play
Grammar: Adjectives: types & degree, formation of adjectives from nouns and verbs
Writing: Book review, review of lesson, translation

Thursday, 24 September 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 55-57

Learning objectives - students will be able to:

• Appreciate humour in a narrative
• Read a story aloud with appropriate expression

Lesson procedure:

1. Warm-up (6 min): 'Tell the class a funny incident in one minute.' Two or three students.
2. Pre-reading (6 min): Introduce Mulla Nasiruddin as a folk character of wit and wisdom known across the Muslim world.
3. Model reading (14 min): Read the first anecdote with exaggerated expression to bring out the humour.
4. Paired reading (12 min): Students read the second anecdote in pairs, taking turns as narrator and character.
5. Close (2 min): 'What made you laugh, and why?'

Homework: Read pp.55-57 and be ready to retell one anecdote.

Friday, 25 September 2026  ·  Reading (Part 2) + Comprehension

Textbook pages: 58-59

Learning objectives - students will be able to:

• Retell the anecdotes in sequence
• Answer comprehension questions and word-sentence exercises

Lesson procedure:

1. Retelling (8 min): Three students retell an anecdote each.
2. Reading (10 min): Complete the remaining anecdotes and discuss the wisdom hidden behind each joke.
3. Exercise A (14 min): Comprehension questions - oral discussion, then written answers to three.
4. Word sentences (6 min).
5. Close (2 min): 'What lesson does Nasiruddin teach through humour?'

Homework: Complete the comprehension answers.

Saturday, 26 September 2026  ·  Vocabulary - phrases meaning + Role play

Textbook pages: 59-60

Learning objectives - students will be able to:

• Explain phrases from the story in context
• Perform a role play with appropriate tone and gesture

Lesson procedure:

1. Phrases meaning (16 min): Locate each phrase in the story, work out the meaning from context, then use it in a new sentence.
2. Role play preparation (10 min): In groups of three, students choose one anecdote and prepare to act it out with a narrator and characters.
3. Performances (12 min): Three or four groups perform. The class notes one thing done well by each group.
4. Close (2 min): Peer feedback.

Homework: Write the meaning of all the listed phrases and use each in a sentence.

Monday, 28 September 2026  ·  Grammar - Adjectives

Textbook pages: 60-62

Learning objectives - students will be able to:

• Identify types of adjectives
• Form the three degrees of comparison correctly
• Form adjectives from nouns and verbs

Lesson procedure:

1. Types of adjectives (10 min): Quality, quantity, number, demonstrative, interrogative and possessive, with examples from the story.
2. Degrees of comparison (14 min): Positive, comparative and superlative. Rules for -er/-est, more/most, and the irregular forms (good-better-best, bad-worse-worst, little-less-least). Sentence transformation drill.
3. Formation of adjectives (12 min): From nouns - danger > dangerous, beauty > beautiful, care > careful/careless, wisdom > wise. From verbs - talk > talkative, create > creative, forget > forgetful. Students complete a table.
4. Close (4 min): Quick-fire formation drill.

Homework: Complete all the adjective exercises on pp.60-62.

Tuesday, 29 September 2026  ·  Writing - Book review + Translation

Textbook pages: 62-63

Learning objectives - students will be able to:

• Write a review of a lesson or a book using a clear structure
• Translate a passage into Urdu

Lesson procedure:

1. Teaching the structure (10 min): A review gives the title and author, a brief outline of the content without spoilers, what you liked, what could be better, and a recommendation.
2. Model (8 min): Build a short review of this lesson on the board with the class.
3. Independent writing (15 min): Students write a review of the lesson 'Nasiruddin' or of any book they have read.
4. Translation (10 min): Translate the given passage into Urdu.
5. Close (2 min): One student reads a review aloud.

Homework: Fair-copy the review and the translation. Prepare for the Units 1-6 test.

Assessment and Revision

Wednesday, 30 September 2026  ·  Revision - Units 1-6

Textbook pages: 1-63

Learning objectives - students will be able to:

• Consolidate the vocabulary, grammar and comprehension of Units 1-6

Lesson procedure:

1. Rapid oral quiz on all six units (10 min).
2. Grammar circuit (20 min): Six sets - nouns, pronouns, articles and verbs, gerunds and infinitives, tenses, adjectives. Five questions each.
3. Vocabulary revision (10 min): Mixed synonyms, antonyms and phrases.
4. Doubt clearing (5 min).

Homework: Prepare thoroughly for tomorrow's written test.

Thursday, 01 October 2026  ·  First Term Test - Units 1-6

Textbook pages: 1-63

Learning objectives - students will be able to:

• Demonstrate mastery of Units 1-6 in a written test

Lesson procedure:

1. Written test (40 min), 50 marks.
2. Q1. Comprehension passage from any of Units 1-6 with five questions - 10 marks.
3. Q2. Vocabulary - meanings, synonyms, antonyms, phrases - 10 marks.
4. Q3. Grammar - nouns, pronouns, articles, modals, verbs, gerunds and infinitives, tenses, adjectives - 15 marks.
5. Q4. Summary or paraphrase - 5 marks.
6. Q5. Paragraph, essay or letter - 10 marks.

Homework: None. Test papers will be returned with feedback.

Unit 07 - The Two Bargains

Theme: Justice  |  Book pages: 64-74
Vocabulary: Words meaning, word definition, part of speech
Listening & Speaking: Group discussion
Grammar: Adverbs: degree, position, kinds, adverbial phrases, comparison of adverbs
Writing: Paragraph writing, essay writing, summary of the lesson, translation

Friday, 02 October 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 64-66

Learning objectives - students will be able to:

• Predict the theme of justice from the title
• Follow the plot of a narrative

Lesson procedure:

1. Warm-up (6 min): 'What does the word bargain mean? Have you ever made a bad bargain?'
2. Pre-reading mind map (6 min): Predict what the two bargains might be.
3. Model reading (16 min): Read the opening of the story and establish the characters and the situation. Explain difficult words as they occur.
4. Comprehension check (10 min): Rapid oral questions to confirm understanding of the plot so far.
5. Close (2 min): Predict what happens next.

Homework: Read pp.64-66 and list the main characters.

Saturday, 03 October 2026  ·  Reading (Part 2) - the resolution

Textbook pages: 67-68

Learning objectives - students will be able to:

• Narrate the full story in sequence
• Explain how justice is finally done

Lesson procedure:

1. Recap (6 min): Students retell the story so far.
2. Reading (16 min): Complete the story - the second bargain and the just decision.
3. Story map (12 min): Students complete a story map covering characters, setting, problem, events, climax and resolution.
4. Close (6 min): 'Was the final decision just? Why?'

Homework: Complete the story map and write a six-sentence summary of the plot.

Monday, 05 October 2026  ·  Comprehension + Vocabulary

Textbook pages: 69-70

Learning objectives - students will be able to:

• Answer comprehension questions with evidence
• Give word meanings and identify parts of speech

Lesson procedure:

1. Exercise A (14 min): Comprehension questions - oral, then four written answers.
2. MCQs (8 min): Complete and justify.
3. Words meaning and word definition (10 min): Dictionary work on the listed words.
4. Part of speech (6 min): Label each word and note the suffix clues.
5. Close (2 min): Quick oral check.

Homework: Complete all the comprehension and vocabulary exercises.

Tuesday, 06 October 2026  ·  Grammar - Adverbs

Textbook pages: 71-72

Learning objectives - students will be able to:

• Identify kinds of adverbs and their correct position
• Use adverbial phrases
• Form degrees of comparison of adverbs

Lesson procedure:

1. Kinds of adverbs (12 min): Manner, place, time, frequency and degree, with examples from the story.
2. Position of adverbs (10 min): The usual order is manner, then place, then time ('He spoke calmly in the court yesterday'). Adverbs of frequency come before the main verb but after 'be'.
3. Adverbial phrases (8 min): A group of words doing an adverb's job - 'in a loud voice', 'at the end of the street'.
4. Comparison of adverbs (8 min): fast-faster-fastest; carefully-more carefully-most carefully; well-better-best.
5. Close (2 min): Identification drill.

Homework: Complete all the adverb exercises on pp.71-72.

Wednesday, 07 October 2026  ·  Writing - Paragraph + Essay + Translation

Textbook pages: 73-74

Learning objectives - students will be able to:

• Write a paragraph and a short essay on a moral theme
• Summarise the lesson
• Translate a passage into Urdu

Lesson procedure:

1. Group discussion (8 min): 'Why is justice important in a society?'
2. Paragraph (10 min): Topic - 'Honesty is the best policy'.
3. Essay (14 min): Topic - 'Justice'. Plan the introduction, two body paragraphs and a conclusion on the board, then students draft.
4. Summary (8 min): Summarise the lesson in about 100 words.
5. Translation (8 min): Translate the given passage into Urdu.
6. Close (2 min): Round-up.

Homework: Complete the essay, summary and translation as fair work.

Unit 08 - Hope is the Thing with Feathers

Theme: Poem on life skills education  |  Book pages: 75-83
Vocabulary: Connotation & denotation, metaphor & imagery, phrases meaning
Listening & Speaking: Group discussion
Grammar: Prepositions of position, time, movement and direction; prepositional phrases and clauses
Writing: Paraphrase, summary of the poem

Thursday, 08 October 2026  ·  Pre-reading + Reading the poem

Textbook pages: 75-77

Learning objectives - students will be able to:

• Recite the poem with correct rhythm
• Explain the central metaphor of hope as a bird

Lesson procedure:

1. Warm-up (7 min): 'What keeps you going when things go wrong?' Collect answers.
2. Poet background (6 min): Emily Dickinson and her short, dash-marked, image-rich style.
3. Model recitation (10 min): Teacher recites twice - once for sound, once for sense.
4. Explanation (15 min): Stanza by stanza - hope 'perches in the soul', 'sings the tune without the words' and 'never stops at all'; the storm and the 'little bird'; and hope asking nothing in return ('never asked a crumb of me').
5. Close (2 min): Choral recitation.

Homework: Learn the first stanza by heart.

Friday, 09 October 2026  ·  Comprehension + Connotation, denotation, metaphor, imagery

Textbook pages: 78-79

Learning objectives - students will be able to:

• Distinguish connotation from denotation
• Identify metaphor and imagery in the poem
• Explain given phrases

Lesson procedure:

1. Recitation check (6 min).
2. Denotation and connotation (12 min): Denotation is the dictionary meaning; connotation is the feeling attached. 'Bird' denotes a feathered animal but here connotes freedom, lightness and persistence. Work through three more words from the poem.
3. Metaphor and imagery (10 min): The extended metaphor 'Hope IS the thing with feathers', and the imagery of storm, gale, chillest land and strangest sea.
4. Phrases meaning (8 min): 'perches in the soul', 'sore must be the storm', 'chillest land'.
5. Comprehension Q&A and MCQs (7 min).
6. Close (2 min): 'Why did the poet choose a bird for hope?'

Homework: Write the comprehension answers and the phrase meanings.

Saturday, 10 October 2026  ·  Grammar - Prepositions

Textbook pages: 80-81

Learning objectives - students will be able to:

• Use prepositions of position, time, movement and direction correctly
• Identify prepositional phrases and clauses

Lesson procedure:

1. Prepositions of position (8 min): in, on, at, under, above, between, among, beside.
2. Prepositions of time (8 min): at for clock time, on for days and dates, in for months, years and parts of the day; also since, for, during, until, by.
3. Prepositions of movement and direction (10 min): to, into, onto, towards, across, through, along, out of.
4. Prepositional phrases and clauses (12 min): A prepositional phrase is a preposition plus its object ('in the soul'). Students locate prepositional phrases in the poem itself, then write five of their own.
5. Close (2 min): Gap-fill drill.

Homework: Complete all the preposition exercises on pp.80-81.

Monday, 12 October 2026  ·  Writing - Paraphrase + Summary

Textbook pages: 82-83

Learning objectives - students will be able to:

• Paraphrase the poem in simple prose
• Write a summary of the poem

Lesson procedure:

1. Group discussion (10 min): 'Can hope alone help a person survive difficulty?' Groups discuss and report.
2. Paraphrase (16 min): Revise the method. Paraphrase stanza 1 together, then students paraphrase stanzas 2 and 3 independently. Stress that the metaphor must be explained, not merely repeated.
3. Summary (12 min): About 80 words on what hope is, how it behaves, and what it asks in return.
4. Close (2 min): Two students read their work aloud.

Homework: Complete the paraphrase and summary of the whole poem.

Unit 09 - The Fantastic Shoemaker

Theme: Dignity of labour  |  Book pages: 84-93
Vocabulary: Word definition, direct quotations, phrases meaning
Listening & Speaking: Role play
Grammar: Simple, compound and complex sentences
Writing: Summary of the story, paragraph writing, writing an autobiography

Tuesday, 13 October 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 84-86

Learning objectives - students will be able to:

• Discuss the dignity of labour
• Read a narrative for gist and detail

Lesson procedure:

1. Warm-up (7 min): 'Is any honest work small? Name three jobs people look down on unfairly.'
2. Pre-reading mind map (5 min): Predict the story from the title.
3. Model reading (16 min): Read the opening of the story and establish the shoemaker, his craft and his attitude to his work.
4. Paired reading (10 min): Students continue in pairs.
5. Close (2 min): 'What is special about this shoemaker?'

Homework: Read pp.84-86 and note three qualities of the shoemaker.

Wednesday, 14 October 2026  ·  Reading (Part 2) + Comprehension

Textbook pages: 87-88

Learning objectives - students will be able to:

• Narrate the complete story
• Answer comprehension questions

Lesson procedure:

1. Recap (6 min): Retell the story so far.
2. Reading (14 min): Complete the story and discuss its message about honest labour.
3. Exercise A (14 min): Comprehension questions - oral, then four written answers.
4. MCQs (6 min).
5. Close (2 min): 'What is the moral of the story?'

Homework: Complete the comprehension answers.

Thursday, 15 October 2026  ·  Vocabulary + Direct quotations + Role play

Textbook pages: 89-90

Learning objectives - students will be able to:

• Define words and explain phrases
• Punctuate direct quotations correctly
• Perform a role play

Lesson procedure:

1. Word definition and phrases meaning (12 min).
2. Direct quotations (14 min): The rules - quotation marks around the exact words, a comma before the quotation, a capital letter to begin, and the end punctuation INSIDE the quotation marks. Students find three direct quotations in the story, then punctuate five unpunctuated sentences.
3. Role play (12 min): A customer bargaining with the shoemaker, or a reporter interviewing him about his craft. Two pairs perform.
4. Close (2 min): Feedback.

Homework: Punctuate the given sentences and write meanings of all the listed words.

Friday, 16 October 2026  ·  Grammar - Simple, compound and complex sentences

Textbook pages: 90-91

Learning objectives - students will be able to:

• Distinguish simple, compound and complex sentences
• Combine simple sentences into compound and complex ones

Lesson procedure:

1. Simple sentence (8 min): One independent clause with one finite verb.
2. Compound sentence (10 min): Two independent clauses joined by a coordinating conjunction - FANBOYS (for, and, nor, but, or, yet, so).
3. Complex sentence (12 min): One independent clause with one or more dependent clauses joined by subordinating conjunctions (because, although, when, if, while, since, unless).
4. Combining drill (8 min): Give pairs of simple sentences; students combine them first as compound and then as complex, and compare the effect.
5. Close (2 min): Classify five sentences taken from the story.

Homework: Complete all the sentence-type exercises on pp.90-91.

Saturday, 17 October 2026  ·  Writing - Summary + Paragraph + Autobiography

Textbook pages: 92-93

Learning objectives - students will be able to:

• Summarise a story
• Write an autobiography from a given point of view

Lesson procedure:

1. Summary (10 min): Summarise the story in about 100 words using the story map.
2. Paragraph (8 min): Topic - 'Dignity of labour'.
3. Autobiography (18 min): Teach the form - first person, chronological order, key events and feelings. Task: 'The Autobiography of a Pair of Shoes' or 'The Autobiography of the Shoemaker'. Plan the stages on the board (birth or making, working life, hardships, present state), then students draft.
4. Close (4 min): Two students read their opening paragraph.

Homework: Complete the autobiography as fair work.

Unit 10 - Technology in Everyday Life

Theme: Technology in everyday life  |  Book pages: 94-107
Vocabulary: Phrases meaning, antonyms
Listening & Speaking: Group discussion
Grammar: Clauses & phrases; differentiate between main, subordinate and relative clause
Writing: Paragraph writing, essay writing, summary of the lesson with the help of mind-map

Monday, 19 October 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 94-96

Learning objectives - students will be able to:

• Discuss the role of technology in daily life
• Read an expository text for main ideas

Lesson procedure:

1. Warm-up (7 min): 'List every piece of technology you have used since waking up today.' Build a class list.
2. Pre-reading mind map (6 min): Predict the areas the lesson will cover - communication, education, health, transport, business.
3. Model reading (15 min): Read the introduction and the first section. Explain 'innovation', 'automation', 'digital', 'globalisation'.
4. Close (4 min): 'What is the writer's attitude to technology - positive, negative or balanced?'

Homework: Read pp.94-96 and list four benefits of technology mentioned.

Tuesday, 20 October 2026  ·  Reading (Part 2) - benefits and drawbacks

Textbook pages: 97-99

Learning objectives - students will be able to:

• Identify advantages and disadvantages presented in the text
• Distinguish fact from opinion

Lesson procedure:

1. Recap (5 min).
2. Reading (16 min): Continue through the sections on education, health and communication, and their drawbacks.
3. T-chart (12 min): Students build a two-column table headed 'Advantages' and 'Disadvantages', drawn strictly from the text.
4. Close (5 min): 'Do the advantages outweigh the disadvantages?' A two-minute open vote with justification.

Homework: Complete the advantages and disadvantages table with at least five points each.

Wednesday, 21 October 2026  ·  Reading (Part 3) + Comprehension

Textbook pages: 100-101

Learning objectives - students will be able to:

• Complete the reading of the lesson
• Answer comprehension questions with textual evidence

Lesson procedure:

1. Reading (12 min): Finish the remaining section of the text.
2. Exercise A (16 min): Comprehension questions - oral discussion, then four written answers.
3. MCQs (8 min): Complete and justify.
4. Close (2 min): One-line main idea.

Homework: Complete the remaining comprehension questions.

Thursday, 22 October 2026  ·  Vocabulary - phrases meaning + antonyms

Textbook pages: 102-103

Learning objectives - students will be able to:

• Explain phrases in context
• Supply antonyms and use them in sentences

Lesson procedure:

1. Phrases meaning (14 min): Locate each phrase in the text and infer the meaning from context before confirming.
2. Antonyms (14 min): Matching exercise. Teach the prefix route to antonyms - un-, in-, im-, ir-, il-, dis-, non- (possible/impossible, legal/illegal, regular/irregular, agree/disagree).
3. Application (8 min): Write five sentence pairs, each using a word and then its antonym.
4. Close (4 min): Rapid antonym drill.

Homework: Write antonyms of all the listed words and use five in sentences.

Friday, 23 October 2026  ·  Grammar - Clauses and phrases

Textbook pages: 104-105

Learning objectives - students will be able to:

• Differentiate a phrase from a clause
• Identify main, subordinate and relative clauses

Lesson procedure:

1. Phrase against clause (10 min): A phrase has NO subject-verb pair; a clause HAS one. Test five word-groups on the board.
2. Main (independent) clause (8 min): It makes complete sense on its own.
3. Subordinate (dependent) clause (12 min): It begins with a subordinating conjunction and cannot stand alone. Cover noun, adjective and adverb clauses.
4. Relative clause (10 min): It begins with who, whom, whose, which or that and describes a noun. Defining against non-defining, with commas.
5. Close (5 min): Students underline main clauses once and subordinate clauses twice in five sentences from the lesson.

Homework: Complete all the clause exercises on pp.104-105.

Saturday, 24 October 2026  ·  Writing - Paragraph + Essay + Mind-map summary

Textbook pages: 106-107

Learning objectives - students will be able to:

• Write an essay planned from a mind map
• Summarise the lesson

Lesson procedure:

1. Group discussion (8 min): 'Has the mobile phone done more good than harm to students?'
2. Mind-map planning (10 min): Build a mind map for the essay 'Technology in Everyday Life' with branches for communication, education, health, business and drawbacks.
3. Essay writing (15 min): Convert the branches into paragraphs; students draft with an introduction and a conclusion.
4. Summary (8 min): Write the lesson summary from the same mind map.
5. Close (4 min): Round-up; two students read a paragraph.

Homework: Complete the essay and summary as fair work. Prepare for the Units 7-10 test.

Assessment and Revision

Monday, 26 October 2026  ·  Revision - Units 7-10

Textbook pages: 64-107

Learning objectives - students will be able to:

• Consolidate Units 7-10 before the second term test

Lesson procedure:

1. Oral recap of the four units (10 min).
2. Grammar circuit (20 min): adverbs, prepositions, sentence types, clauses and phrases.
3. Vocabulary and figures of speech revision (10 min).
4. Doubt clearing (5 min).

Homework: Prepare thoroughly for tomorrow's written test.

Tuesday, 27 October 2026  ·  Second Term Test - Units 7-10

Textbook pages: 64-107

Learning objectives - students will be able to:

• Demonstrate mastery of Units 7-10 in a written test

Lesson procedure:

1. Written test (40 min), 50 marks.
2. Q1. Comprehension passage from Units 7-10 - 10 marks.
3. Q2. Vocabulary - phrases, antonyms, connotation and denotation - 10 marks.
4. Q3. Grammar - adverbs, prepositions, sentence types, clauses - 15 marks.
5. Q4. Paraphrase or summary of a poem - 5 marks.
6. Q5. Essay or autobiography - 10 marks.

Homework: None. Test papers will be returned with feedback.

Unit 11 - Safety First

Theme: Crisis management  |  Book pages: 108-116
Vocabulary: Phrases meaning, word definition, part of speech through abbreviation used
Listening & Speaking: Group discussion
Grammar: Punctuation marks: comma, colon, semi-colon, transition words
Writing: Essay writing, translation

Wednesday, 28 October 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 108-110

Learning objectives - students will be able to:

• Discuss common hazards and safety measures
• Read an instructional text

Lesson procedure:

1. Warm-up (7 min): 'Name three accidents that can happen at home or at school. How can each be avoided?'
2. Pre-reading mind map (5 min): Predict the safety areas the lesson will cover - fire, road, earthquake, electricity, first aid.
3. Model reading (16 min): Read the first sections on hazards and precautions. Explain 'hazard', 'precaution', 'evacuation', 'first aid'.
4. Close (4 min): List the safety rules mentioned so far.

Homework: Read pp.108-110 and note five safety rules.

Thursday, 29 October 2026  ·  Reading (Part 2) + Comprehension

Textbook pages: 111-112

Learning objectives - students will be able to:

• Complete the reading
• Answer comprehension questions

Lesson procedure:

1. Recap (5 min).
2. Reading (13 min): Complete the lesson - emergency procedures and crisis management.
3. Exercise A (16 min): Comprehension questions - oral, then four written answers.
4. MCQs (4 min).
5. Close (2 min): 'What should you do first in an emergency?'

Homework: Complete the comprehension answers.

Friday, 30 October 2026  ·  Vocabulary - phrases, word definition, part of speech through abbreviations

Textbook pages: 112-113

Learning objectives - students will be able to:

• Explain phrases in context
• Read dictionary abbreviations to identify part of speech

Lesson procedure:

1. Phrases meaning (12 min).
2. Dictionary abbreviations (16 min): Teach the codes - n. for noun, v. for verb, adj. for adjective, adv. for adverb, prep. for preposition, conj. for conjunction, pron. for pronoun, interj. for interjection, and also syn. and ant. Students read given dictionary entries and state the part of speech of each headword.
3. Application (10 min): Students look up five words from the lesson and record the meaning and the part of speech using the abbreviation.
4. Close (2 min): Quick check.

Homework: Look up ten words from the lesson and record the meaning and part of speech.

Saturday, 31 October 2026  ·  Grammar - Punctuation (comma, colon, semi-colon, transitions)

Textbook pages: 114-115

Learning objectives - students will be able to:

• Use the comma, colon and semi-colon correctly
• Use transition words to link ideas

Lesson procedure:

1. Comma (12 min): Items in a series, after an introductory phrase, around non-defining relative clauses, before a coordinating conjunction joining two independent clauses, and in direct address.
2. Colon (8 min): To introduce a list, an explanation or a quotation.
3. Semi-colon (8 min): To join two closely related independent clauses without a conjunction, and to separate items in a list that already contains commas.
4. Transition words (10 min): however, therefore, moreover, furthermore, consequently, nevertheless, in addition, on the other hand - and the semi-colon and comma pattern around them.
5. Close (2 min): Punctuate three unpunctuated sentences on the board.

Homework: Complete all the punctuation exercises on pp.114-115.

Monday, 02 November 2026  ·  Writing - Essay + Translation

Textbook pages: 115-116

Learning objectives - students will be able to:

• Write a well-structured essay
• Translate a passage into Urdu

Lesson procedure:

1. Group discussion (8 min): 'Whose responsibility is safety at school - the students', the teachers' or the administration's?'
2. Essay planning (10 min): Topic - 'Safety First' or 'Road Safety'. Build the outline together: introduction, common hazards, precautions, the role of individuals and government, conclusion.
3. Essay writing (16 min): Students draft, applying the punctuation and transition words learnt yesterday.
4. Translation (8 min): Translate the given passage into Urdu.
5. Close (3 min): Round-up.

Homework: Complete the essay and translation as fair work.

Unit 12 - The Old Woman

Theme: Humanity  |  Book pages: 117-122
Vocabulary: Simile, imagery, rhyming words, personification, metaphor
Listening & Speaking: Group discussion
Grammar: Active and passive voice
Writing: Paraphrase, summary of the poem, essay writing

Tuesday, 03 November 2026  ·  Pre-reading + Reading the poem

Textbook pages: 117-118

Learning objectives - students will be able to:

• Recite the poem with feeling
• Describe the picture of the old woman that the poet creates

Lesson procedure:

1. Warm-up (7 min): 'How do we treat elderly people in our society? How should we?'
2. Model recitation (10 min): Teacher recites twice, the second time slowly for sense.
3. Explanation (18 min): Stanza by stanza. Build up the image of the old woman - her appearance, her loneliness, her poverty, and the poet's appeal to our humanity.
4. Choral recitation (8 min).
5. Close (2 min): 'What feeling does the poem leave you with?'

Homework: Learn the first two stanzas by heart.

Wednesday, 04 November 2026  ·  Comprehension + Figures of speech

Textbook pages: 119-120

Learning objectives - students will be able to:

• Identify simile, metaphor, personification and imagery
• Find rhyming words and the rhyme scheme
• Answer comprehension questions

Lesson procedure:

1. Recitation check (6 min).
2. Figures of speech (16 min): Simile (with as or like), metaphor (direct comparison), personification (giving human qualities to non-human things) and imagery (word pictures appealing to the senses). Students locate one example of each in the poem and explain its effect.
3. Rhyming words (8 min): List the rhyming pairs and mark the rhyme scheme.
4. Comprehension Q&A and MCQs (8 min).
5. Close (2 min): 'What is the central message of the poem?'

Homework: Write the comprehension answers and list all the figures of speech with examples.

Thursday, 05 November 2026  ·  Grammar - Active and passive voice

Textbook pages: 120-121

Learning objectives - students will be able to:

• Change sentences from active to passive voice and back
• Explain when the passive voice is preferred

Lesson procedure:

1. Concept (8 min): In the active voice the subject DOES the action; in the passive it RECEIVES it. The three changes are - the object becomes the subject, the verb becomes be + past participle, and the subject moves into a 'by' phrase or is dropped.
2. Tense-wise conversion (18 min): Present simple (is/are + V3), past simple (was/were + V3), future (will be + V3), present continuous (is/are being + V3), present perfect (has/have been + V3), and modals (can be + V3).
3. Practice (12 min): Convert ten sentences both ways, including questions and imperatives.
4. When to use the passive (4 min): When the doer is unknown, unimportant or obvious.
5. Close (3 min): Oral drill.

Homework: Complete all the voice exercises on pp.120-121.

Friday, 06 November 2026  ·  Writing - Paraphrase + Summary + Essay

Textbook pages: 121-122

Learning objectives - students will be able to:

• Paraphrase the poem
• Write a summary and a short essay

Lesson procedure:

1. Group discussion (8 min): 'What can young people do for the elderly in their neighbourhood?'
2. Paraphrase (14 min): Paraphrase the poem stanza by stanza in simple prose.
3. Summary (10 min): About 80 words.
4. Essay (12 min): Topic - 'Respect for the Elderly' or 'Humanity'. Plan and draft.
5. Close (1 min): Round-up.

Homework: Complete the paraphrase, summary and essay.

Unit 13 - Letter to the Newspaper Editor

Theme: Role of media  |  Book pages: 123-133
Vocabulary: Word definition, part of speech through abbreviation used, antonyms
Listening & Speaking: Expressing agreement and disagreement
Grammar: Punctuation marks: hyphen, dash, quotation marks
Writing: Application, formal & informal email, formal letter

Saturday, 07 November 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 123-125

Learning objectives - students will be able to:

• Discuss the role of media in society
• Identify the parts and purpose of a letter to the editor

Lesson procedure:

1. Warm-up (7 min): 'If you could get one problem of your area printed in the newspaper, what would it be?'
2. Pre-reading (6 min): What is a letter to the editor, and why do people write one?
3. Model reading (15 min): Read the letter or letters in the lesson. Identify each part - sender's address, date, the editor's address, subject, salutation, body, complimentary close, signature.
4. Labelling (10 min): Students label the parts on the printed letter in their books.
5. Close (2 min): 'What tone should such a letter have?'

Homework: Read pp.123-125 and label all the parts of the letter.

Monday, 09 November 2026  ·  Reading (Part 2) + Comprehension

Textbook pages: 126-127

Learning objectives - students will be able to:

• Complete the reading
• Answer comprehension questions

Lesson procedure:

1. Recap (6 min): Name the parts of a formal letter.
2. Reading (12 min): Complete the remaining text on the role of media.
3. Exercise A (16 min): Comprehension questions - oral, then written answers.
4. Close (6 min): 'Is the media in Pakistan playing a positive role? Give one reason.'

Homework: Complete the comprehension answers.

Tuesday, 10 November 2026  ·  Vocabulary + Expressing agreement and disagreement

Textbook pages: 128-129

Learning objectives - students will be able to:

• Give word definitions, parts of speech and antonyms
• Express agreement and disagreement politely

Lesson procedure:

1. Vocabulary (16 min): Word definition, part of speech using dictionary abbreviations, and antonyms of the listed words.
2. Agreement and disagreement expressions (12 min): Teach the language - 'I completely agree', 'That's a good point', 'I see what you mean, but...', 'I'm afraid I disagree', 'I'm not so sure about that'. Stress politeness in disagreement.
3. Speaking activity (10 min): The teacher reads out five debatable statements about the media and students respond using the target expressions.
4. Close (2 min): Feedback on politeness.

Homework: Write antonyms and sentences for all the listed words.

Wednesday, 11 November 2026  ·  Grammar - Punctuation (hyphen, dash, quotation marks)

Textbook pages: 129-130

Learning objectives - students will be able to:

• Use the hyphen, dash and quotation marks correctly

Lesson procedure:

1. Hyphen (12 min): Compound adjectives before a noun (a well-known writer), compound numbers (twenty-one), prefixes (re-enter, ex-president), and word division at the end of a line.
2. Dash (10 min): To mark an abrupt break, an afterthought or an emphatic parenthesis. Contrast it clearly with the hyphen - a dash is longer and separates, a hyphen is shorter and joins.
3. Quotation marks (14 min): Direct speech, titles of short works, and words used in a special sense. Revise the placement of the comma and the end punctuation.
4. Practice (6 min): Punctuate eight given sentences.
5. Close (3 min): Oral check.

Homework: Complete all the punctuation exercises on pp.129-130.

Thursday, 12 November 2026  ·  Writing - Application, formal letter, formal & informal email

Textbook pages: 131-133

Learning objectives - students will be able to:

• Write an application and a formal letter in the correct format
• Distinguish formal from informal email register

Lesson procedure:

1. Application (12 min): Format and specimen - 'Application to the Principal for a school bus' or 'for fee concession'. Draft together, then individually.
2. Formal letter (12 min): Write a letter to the editor about a local problem such as load-shedding, poor sanitation or traffic.
3. Email (14 min): Compare a formal email (Dear Sir or Madam, full sentences, no contractions, a formal sign-off) with an informal one (Hi, contractions, a casual sign-off). Students write one of each on the same topic.
4. Close (2 min): Round-up.

Homework: Complete the application, the letter to the editor and both emails.

Unit 14 - Biodiversity in Pakistan

Theme: Preservation of nature  |  Book pages: 134-143
Vocabulary: Word definition, part of speech through abbreviation used, synonyms
Listening & Speaking: Role play: interviewing technique
Grammar: Punctuation marks: ellipsis, parenthesis
Writing: Descriptive writing with the help of mind-map, persuasive / argumentative essay

Friday, 13 November 2026  ·  Pre-reading + Reading (Part 1)

Textbook pages: 134-136

Learning objectives - students will be able to:

• Define biodiversity
• Identify the ecological zones of Pakistan

Lesson procedure:

1. Warm-up (7 min): 'Name five wild animals and five trees found in Pakistan.'
2. Pre-reading mind map (6 min): Predict the lesson's branches - flora, fauna, ecological zones, threats, conservation.
3. Model reading (16 min): Read the introduction and the section on Pakistan's ecological zones - the northern mountains, the deserts, the coastal areas and the Indus delta. Explain 'biodiversity', 'ecosystem', 'habitat', 'species', 'endangered'.
4. Close (4 min): Name three species mentioned, such as the snow leopard, markhor, Indus dolphin or houbara bustard.

Homework: Read pp.134-136 and list Pakistan's ecological zones with one species from each.

Saturday, 14 November 2026  ·  Reading (Part 2) - threats and conservation

Textbook pages: 137-138

Learning objectives - students will be able to:

• Identify threats to biodiversity and conservation measures
• Answer comprehension questions

Lesson procedure:

1. Recap (5 min).
2. Reading (14 min): Threats - deforestation, hunting, pollution, climate change and urbanisation. Conservation - national parks, protected species laws and awareness.
3. Exercise A (16 min): Comprehension questions - oral, then four written answers.
4. Close (5 min): 'Which threat is the most serious? Justify your answer.'

Homework: Complete the comprehension answers and list five threats with one solution each.

Monday, 16 November 2026  ·  Vocabulary + Role play: interviewing technique

Textbook pages: 139-140

Learning objectives - students will be able to:

• Give word definitions, parts of speech and synonyms
• Conduct a short interview using open questions

Lesson procedure:

1. Vocabulary (14 min): Word definition, part of speech using dictionary abbreviations, and synonyms.
2. Interviewing technique (10 min): Teach the skill - prepare open questions beginning with What, Why or How rather than yes-no questions; listen actively; ask a follow-up; thank the interviewee.
3. Role play (14 min): In pairs, a student journalist interviews a 'wildlife officer' about the snow leopard or the Indus dolphin. Pairs prepare five questions and two pairs perform.
4. Close (2 min): Feedback on question quality.

Homework: Write synonyms and sentences for all the listed words, and prepare five interview questions.

Tuesday, 17 November 2026  ·  Grammar - Punctuation (ellipsis, parenthesis)

Textbook pages: 140-141

Learning objectives - students will be able to:

• Use the ellipsis and parenthesis correctly

Lesson procedure:

1. Ellipsis (14 min): Three spaced dots to show omitted words in a quotation, a trailing-off in speech, or a pause. Show how to shorten a long quotation from the lesson using an ellipsis without changing its meaning.
2. Parenthesis (14 min): Round brackets enclosing extra, non-essential information. The test is that if the bracketed matter is removed, the sentence must still make complete sense. Also cover the comma and the dash as alternative parenthetical markers.
3. Practice (10 min): Insert ellipses and parentheses into ten given sentences, and shorten one long quotation.
4. Close (2 min): Oral check.

Homework: Complete all the punctuation exercises on pp.140-141.

Wednesday, 18 November 2026  ·  Writing - Descriptive + Persuasive/argumentative essay

Textbook pages: 142-143

Learning objectives - students will be able to:

• Write a descriptive passage planned from a mind map
• Write a persuasive essay with reasons and evidence

Lesson procedure:

1. Descriptive writing (14 min): Build a mind map for 'A Visit to a National Park' with sensory branches - what you saw, heard, smelt and felt. Stress vivid adjectives and imagery. Students draft.
2. Persuasive or argumentative essay (18 min): Teach the structure - a clear position, three reasons each with evidence, one counter-argument answered, and a call to action. Topic: 'Hunting of wild animals should be completely banned in Pakistan.' Plan on the board, then students draft.
3. Close (8 min): Two students read their thesis statement and strongest reason; the class evaluates.

Homework: Complete the descriptive passage and the persuasive essay.

Unit 15 - Abou Ben Adhem

Theme: Poem on love of God and humanity  |  Book pages: 144-153
Vocabulary: Imagery, rhyming words, figures of speech
Listening & Speaking: Group discussion
Grammar: Direct & indirect speech
Writing: Paraphrase, summary of poem, essay writing

Thursday, 19 November 2026  ·  Pre-reading + Reading the poem

Textbook pages: 144-146

Learning objectives - students will be able to:

• Recite the poem with correct rhythm
• Narrate the incident described in the poem

Lesson procedure:

1. Warm-up (7 min): 'Can a person love God without loving other people? Discuss.'
2. Poet background (5 min): Leigh Hunt and the story behind the poem.
3. Model recitation (10 min): Teacher recites twice.
4. Explanation (18 min): Abou wakes from a deep dream of peace; he sees an angel writing in a book of gold; he asks what it is writing; the angel replies 'The names of those who love the Lord'; Abou is not among them, so he asks to be written as 'one that loves his fellow men'; and the next night his name leads all the rest.
5. Close (5 min): Choral recitation.

Homework: Learn the first eight lines by heart.

Friday, 20 November 2026  ·  Comprehension + Imagery, rhyme and figures of speech

Textbook pages: 147-148

Learning objectives - students will be able to:

• Identify imagery, rhyming words and figures of speech
• Answer comprehension questions
• Explain the moral of the poem

Lesson procedure:

1. Recitation check (7 min).
2. Imagery (10 min): 'moonlight in his room', 'rich, and like a lily in bloom', 'book of gold' - students explain what each makes them see.
3. Rhyming words and rhyme scheme (8 min): Identify the rhyming couplets.
4. Figures of speech (8 min): Simile ('like a lily in bloom'), personification and metaphor.
5. Comprehension Q&A and MCQs (8 min).
6. Close (4 min): 'Why did Abou's name lead all the rest?' - the central moral that love of humanity is love of God.

Homework: Write the comprehension answers and list the figures of speech with examples.

Saturday, 21 November 2026  ·  Grammar - Direct and indirect speech

Textbook pages: 149-151

Learning objectives - students will be able to:

• Change direct speech into indirect speech and back
• Apply the rules of tense, pronoun and time-word change

Lesson procedure:

1. Concept (6 min): Direct speech quotes the exact words; indirect speech reports them.
2. The three changes (16 min): First, the tense goes one step back (present to past, past to past perfect, will to would). Second, pronouns change according to the reporting subject. Third, time and place words change - now to then, today to that day, tomorrow to the next day, here to there, this to that.
3. Reporting verbs and conjunctions (10 min): said that, asked if or whether, told him to for imperatives, and exclaimed with joy that.
4. Practice (12 min): Convert ten sentences - statements, questions, imperatives and exclamations. Then convert the angel's words in the poem into indirect speech.
5. Close (2 min): Oral drill.

Homework: Complete all the direct and indirect speech exercises on pp.149-151.

Monday, 23 November 2026  ·  Writing - Paraphrase + Summary + Essay

Textbook pages: 152-153

Learning objectives - students will be able to:

• Paraphrase the poem
• Write a summary and an essay on the theme

Lesson procedure:

1. Group discussion (8 min): 'Service to humanity is service to God.' Groups discuss and report.
2. Paraphrase (14 min): Paraphrase the poem in simple prose, explaining the vision and the angel's reply.
3. Summary (10 min): About 80 words.
4. Essay (12 min): Topic - 'Service to Humanity' or 'Love of God and Love of Man'.
5. Close (2 min): Course round-up.

Homework: Complete the paraphrase, summary and essay. Begin whole-book revision.

Assessment and Revision

Tuesday, 24 November 2026  ·  Final Revision 1 - Prose Units 1, 3, 5

Textbook pages: 1-11, 24-32, 41-54

Learning objectives - students will be able to:

• Revise the content, comprehension and vocabulary of Units 1, 3 and 5

Lesson procedure:

1. Rapid content recall - the key incidents and main ideas of each unit (12 min).
2. Important comprehension questions - model answers dictated and discussed (18 min).
3. Vocabulary blitz - synonyms, phrases, parts of speech (8 min).
4. Doubt clearing (2 min).

Homework: Revise the model answers of Units 1, 3 and 5.

Wednesday, 25 November 2026  ·  Final Revision 2 - Prose Units 6, 7, 9

Textbook pages: 55-63, 64-74, 84-93

Learning objectives - students will be able to:

• Revise the content, comprehension and vocabulary of Units 6, 7 and 9

Lesson procedure:

1. Story recall - Nasiruddin, The Two Bargains, The Fantastic Shoemaker (12 min).
2. Important questions with model answers (18 min).
3. Vocabulary and phrases revision (8 min).
4. Doubt clearing (2 min).

Homework: Revise the model answers of Units 6, 7 and 9.

Thursday, 26 November 2026  ·  Final Revision 3 - Prose Units 10, 11, 13, 14

Textbook pages: 94-107, 108-116, 123-133, 134-143

Learning objectives - students will be able to:

• Revise the informative and functional units

Lesson procedure:

1. Content recall - technology, safety, media, biodiversity (12 min).
2. Important questions with model answers (16 min).
3. Format revision - application, formal letter, email (8 min).
4. Doubt clearing (4 min).

Homework: Revise all the letter and application formats.

Friday, 27 November 2026  ·  Final Revision 4 - All four poems

Textbook pages: 33-40, 75-83, 117-122, 144-153

Learning objectives - students will be able to:

• Revise The Daffodils, Hope is the Thing with Feathers, The Old Woman and Abou Ben Adhem

Lesson procedure:

1. Recitation round - one stanza from each poem (10 min).
2. The central idea and moral of each poem (10 min).
3. Figures of speech across all four poems - simile, metaphor, personification, imagery (12 min).
4. Paraphrase and summary technique revision (8 min).

Homework: Revise the paraphrase and summary of all four poems.

Saturday, 28 November 2026  ·  Final Revision 5 - Whole-book grammar

Textbook pages: All grammar sections

Learning objectives - students will be able to:

• Revise every grammar item taught across the fifteen units

Lesson procedure:

1. Parts of speech - nouns, pronouns, adjectives, adverbs, prepositions, verbs (12 min).
2. Tenses and voice (10 min).
3. Sentence types, clauses and phrases (8 min).
4. Direct and indirect speech, and punctuation - comma, colon, semi-colon, hyphen, dash, quotation marks, ellipsis, parenthesis (10 min).

Homework: Complete the grammar revision worksheet.

Monday, 30 November 2026  ·  Final Revision 6 - Writing skills + course round-up

Textbook pages: All writing sections

Learning objectives - students will be able to:

• Revise every writing format taught in the course

Lesson procedure:

1. Format checklist (14 min): paragraph, summary, mind-map summary, essay (descriptive, persuasive, comparison), paraphrase, book review, autobiography, application, formal letter, formal and informal email, translation.
2. Timed practice (18 min): Students write one paragraph and one essay outline under examination conditions.
3. Course round-up and examination guidance (8 min): time management, handwriting, attempting all questions.

Homework: Complete full-syllabus revision for the annual examination.

Weekly Overview

Teaching Notes

• Every period follows the same rhythm: homework check and recap (5 min), presentation of new material (15-20 min), guided practice (10-15 min), independent practice and closing (5 min).
• The book's own sequence is preserved: Pre-reading, Reading, Comprehension, Vocabulary, Listening & Speaking, Grammar, Writing. Do not skip the pre-reading mind maps; they are the book's built-in prediction activity.
• Read the 'Teacher's Guideline' boxes printed inside each unit before teaching that section. They carry the Board's own instructions, especially for translation and grammar.
• Poems (Units 4, 8, 12 and 15) are allotted four periods each; prose units get five or six according to length. Recitation is compulsory for every poem.
• Translation into Urdu appears in Units 1, 2, 3, 5, 6, 7 and 11. Remind students each time that Urdu has only masculine and feminine gender and that idioms never translate word for word.
• If a period is lost to a holiday or a school activity, merge that day's grammar or writing work into the next period rather than dropping the reading, and take the shortfall from the six-day final revision block.