Lessonb Ed

LESSON NUMBER:
Date :September 4 , 2016
Class:X Average Age :14-15 yrs

Subject :English
Topic: SUBORDINATE CLAUSE .
AIMS OF LESSON :
By the end of the lesson , students will be able to :
Recognize subordinate clause in a sentence.

Characterize dependent and main clause in a sentence.
Practice the syntax of subordinate and main clause through some
controlled exercises.
Embed syntax by merging clauses in a sentence chaining activity.
TEACHING AIDS :
Task sheet , chart paper , overhead projector, coloured pictures ,
writing board ,marker and eraser.
ASSESSMENT OF PREVIOUS KNOWLEDGE :
Students use complex sentences in their every day discourse. The class discussion will be
effective in eliciting that previously used syntax .
BASIC CONCEPT OF THE LESSON :
Students will be able to merge clauses to form complex sentences to describe different situations
in their class.
EXPECTED METHOD OF TEACHING :
Communicative and grammar translation method.
SUBJECT MATTER
METHODOLOGY
PRESENTATION
OF
THE
SUBJECT
MATTER :
morning students .
Teacher will greet the class. After
Good
How have you been doing ?
I was wondering what you were studying
in the last class when it was your
science period .
enquiring their well being and health ,

the teacher will ask them some
questions , in order to bring their
attention towards the topic .
STEP 1:
Teacher will paste on the board 2 pictures ,
each with a thought .
Students will be randomly asked to read
aloud the thought and then add further
information to finish it.
While Sam was sleeping on the

sofa ,
___________________________________________
Teacher will write down responses on the

board.
____________________________________becaus
e her best friend insisted upon
gossiping .
STEP 2:
While Sam was sleeping on the sofa subordinate
clause
, mother cleaned his room and kept
back his stuff in the closetmain clause.
While : subordinate conjunction ,Sam
:subject ,sleeping : verb.
Teacher will highlight the syntax of
subordinate clause and will facilitate
students to recognize the main clause in
the sentences ; already elicited from them
for the images pasted on the board .
Subordinate clauses can begin with a

subordinating conjunction OR a relative
pronoun.
SUBJECT MATTER
METHODOLOGY
After explanation of the structure ,the

teacher will distribute a list of subordinate
conjunctions and relative pronoun to the
class for reference .
To facilitate students to identify main

clause in a sentence and to realize the
usefulness and relevance of a new
language item.
STEP 3:
TASK SHEET :
Decide whether the underlined portion of each sentence is a
SUBORDINATE CLAUSE (answer YES or NO):
1.Brian was a photographer who traveled into space to

take pictures.{ }
2.When he arrived on a new planet, he looked for a nice
landscape shot. .[ ]
3.Unfortunately, he discovered a giant alien monster
that had massive teeth and really bad breath. .[ ]
4.As soon as he got back to his spaceship, he tried to
take off. .[ ]
Teacher will give task sheet to the students

to be done individually for developing
accuracy in the structure .
RECAPITULATION:
Students will be seated in pairs to complete task sheet which will help them to revise the
whole concept .
In each sentence, identify the subordinate clause .

1. I dont like Twinkies because they make me gain weight.
2. If you want to borrow my headphones, youll have to pay me a dollar.
3. Whenever I ride the bus, Im always late for first hour.
4. Im not talking to you again unless you tell me the truth.
5. Luckily, it turned out that the beast just wanted to borrow his camera
EVALUATION :
Students will be assessed on their ability to merge clauses into meaningful form through
communicative practices. Students will be evaluated on their accuracy in the usage of the
taught of syntax.
Each student in the group will be given turn to compete with another to create first clause of
a complex sentence ,whereas the other member of the group has to make up another correct clause for
completing the sentence .
The criterion will be:
Each student has to use to chain the previous clause
The above carries on until someone gets it wrong and the opponent is awarded a point .
EXAMPLE :
FIRST STUDENT : Although the lesson seemed to be easy
SECOND STUDENT :the teacher wasnt convinced that I have understood it well.
THIRD STUDENT : Once I complete my exercises quickly
FOURTH STUDENT :She will be then satisfied.
HOME ASSIGNMENT :
Students will be given following home task :
Choose the most appropriate option for following clauses:
1.Because it was raining ,
a. I took my umbrella with me.
b. until I had put on my hat.
c. while I was putting on my hat.
2.Since the door bell was broken,
a. so he went around to the back door to get inside.
b. I knocked harder many times
c. whether by the post man or any kid, I kicked it.
3.Before opening the letter ,
a. Sherlock examined the envelope carefully.
b. Sherlock did not want to saw it.
LESSON NUMBER:

Subject :English
Topic: READING COMPREHENSION
SUPERSTITION.
AIMS OF LESSON :
recall various superstitious beliefs.

Assess predictions.
Demonstrate charade.
Explore information through guided reading activities.
Compose graphic organizer.
Visualize and verbalize information in given context.
TEACHING AIDS :
Text book VISION 7 , chart papers ,Worksheets , Board , marker ,
eraser .
Students are familiar with causes of different accidents related to superstitions since ,
it is a common belief to unintentionally believe in such incidents in our society.
Teacher will ask them :
a) What is superstition ?
b) Name a few superstitious believes .

Humans are instinctively terrible reasoners most of the time, lesson will focus on how a
person reconcile superstitious beliefs with the world around , even when the evidence
doesnt seem to agree with those beliefs.
The basic concept of the lesson is to comprehend the given extract via guided reading
, so that they may understand superstitions and how people react towards them .
The lesson will also shed light on how Islam responds towards theses believes.

Directed method and translatory approach will be opted for in this
unit .
SUBJECT MATTER
METHODOLOGY
PRESENTATION
OF
THE
SUBJECT
MATTER :
Following sheet will be cut into stripes ,
Teacher will seat the students in

jumbled together and placed in envelope groups of four each.
for the students to re arrange it w.r.t
The teacher will give 1 envelope
interpretation.
[Inside the envelope there will be
Superstition
jumbled strips of 4 different
Broken mirror
superstitions and their
Black cats bring misfortune interpretations] to each group.
They will be asked to arrange
Wishing upon a shooting
them with their respective
star
interpretation .
Not using number 13th
Correct answers will be shared
after completion of activity.
Paragraph 1: Whenever I recall
Salma Aunty , I envision a splash
of vivid fabric , mostly crimson or
orange ,with enormous flowers
printed on it ;her bright dresses of
After this ,, the topic will be then
the latest fashion , matching
written on the board and the Ss
accessories , and ah ! the stories
will be asked to make predictions
she could tell. Of course , Abid ,my
about what superstitions are.
older and wiser brother , was the
Next, each group will choose any 1
voice of reason who always led me
superstition and they will be asked
to reality. Salma Aunty
to act out its interpretation .The
,however ,was another story.
class will be encouraged to
Paragraph 2: On one occasion
provide their guesses.
when mother was in the bedroom
getting ready for my cousin
The teacher will distribute
Sophias nuptials there was a
photocopies of the text to the
deafening crash .
students.
Scanning: Students will be asked
to scan individually , the given text
to find out how many times the
name Salma Aunty has been
mentioned in text.
SUBJECT MATTER
We were stunned by the
sight of thousands, no
millions, of small glittering
pieces of what seemed to
be diamonds with mother
in their centre.
Paragraph 3: Oh help us
all! You have broken the
mirror. Now what will
happen? This is such a bad
omen! We are going to a
wedding that is already
doomed! , yelled Salma
Aunty frantically.
Paragraph 4: What does
she mean by bad omen
and doomed wedding? I
inquired, innocently. Ssshh
child, she retorted, Do
you know that the breaking
of mirror accidently is the
sign of seven years of bad
luck? We cannot give any
creation of Allah SWT
powers that only He
possesses, Abid disputed
her claim.
Paragraph 5:
Father was exasperated,
he said in a stern
voice ,Enough of this
nonsense! We all are going
to the wedding dinner .No
more talk of disasters.
Dear Aunty ,these things
are only happening
because you are looking for
them to happen. You are so
petrified that something
bad will happen that you
are mking a mountain out
METHODOLOGY
The teacher will give to the students , the
following sheet to fill in during reading
Task sheet :
Read the given text carefully and rewrite the
wrong sentences correctly in your note book.
The first one has been done for you.
1 .Salma Aunty was a very simple lady.
Correction: Salma aunty was the most dazzling
lady.
2. A glass fall off and broke in mothers room.
____________________________________________.
3. Father and Salma Aunty were of same
opinion regarding superstition.
______________________________________________________
.
4. A cat was hit by their car when they were in
the way.
______________________________________________________
_.
Students will be then asked to write

character traits of Salma Aunty , as
portrayed in the text.
Q2 Write character trait and personality
appearance for Salma Aunty
After these activities , students will be

to write answers for the following
questions.
Q3 What is the climax of this

narrative ?
Q4 How did father convince his sister
, in light of Islam , that superstitions
have no reality ?
RECAPITULATION:
Students will be divided into groups of four. They will be asked to present
an interview of three categories of people :people from their grand
parents generation ,people from their parents generation and people
from their own generation; to find out their believes regarding different
superstitions.
EVALUATION :The students in pairs , will
be given a frame work for given

narrative to be filled up using information they have read in the given extract. This
will give clear idea of students understanding and clarity of the narrative.
INTRODUCTION _____________________________________________________________________
RISING ACTION____________________________________________________________________
CLIMAX _________________________________________________________________________
RESOLUTION ____________________________________________________________________
END____________________________________________________________________________
HOME ASSIGNMENT : Students will be asked to google and make

a list of as many superstitious believes as they can .
LESSON NUMBER:

Subject :English
Topic:READING COMPREHENSION RISK.
AIMS OF LESSON :
recall various factors causing accidents.

Predict information
Skim scan and scrutinize text
Infer the text for required information
Discuss in groups and class practicing target language.
TEACHING AIDS :
Text book OXFORD PROGRESIVE ENGLISH 10, chart papers
,Worksheets , Board , marker , eraser.
ASSESSMENT OF PREVIOUS KNOWLEDGE PREVIOUS
KNOWLEDGE :
Students will be asked :
What are the causes of different accidents ?
Why do you think people are careless?

Lesson will focus on how a head master ,being guardian of his pupil ,
warns them against the factors that cause catastrophe that
consequently lead to trauma ,and the wise preventive measures .
EXPECTED METHOD OF TEACHING
Directed method and translator approach will be used for teaching
this lesson .
SUBJECT MATTER
METHODOLOGY
PRESENTATION OF THE SUBJECT MATTER :
Students will be asked what can be

the possible reasons that
teenagers or riders usually
disregard its importance?
They will also be asked the
consequences of disregarding it.
Reckless , precautions ,disobey

,disasters, unforeseen, over
confidence ,precautions ,
providence and risk.
Teacher will greet class and will

ask of their well being .
Afterwards , teacher will display a
helmet to the class.
Students will be asked to recall
what it is? And what is the purpose
of using it?All the responses will
be jotted on board as
brainstorming.
Teacher will pre teach vocabulary
.
Then , a picture from the text will

be pasted on board.
Students will be asked to predict
what the picture is about .
a)Who are the people in this

picture?
b) What are they doing ?
c) What will possibly happen if
it can result to be a severe
danger?
Scanning: Now ,students will be

asked to scan individually , the
PARAGRAPH1 :
given text to find out names of
The principal :As , you all know ,
the two boys and their teacher as
yesterday , Mark and Clevis
mentioned in text.
went to sea side.I stand in
Skimming: For getting the gist ,
urgent need to tell you how
each group will work together to
have had things been with them rewrite the wrong sentences
. It was only God providence to correctly in Task sheet
save them and they escaped
from their safe and alive.
SUBJECT MATTER
Two major goals we want student
writers to achieve are fluency
and form. Fluency means
having an authentic voice, a
facility with appropriate
vocabulary, and the ability to be
spontaneous. Written work has
form when it shows logical
development, relates ideas
through adequate transitions,
uses supporting details, and
employs sentences of different
structures and length.
The only way for students to
achieve fluency and form is to
write often, preferably every
day and for different purposes.
Fortunately, descriptive writing
techniques can be applied
to writing in every subject area.
When you show students how to
use these techniques as
a natural part of all their writing,
their fluency and form will grow,
and so will their grasp.
Mark and you lay the foundation
for your impenetrable argument.
METHODOLOGY
Task sheet 1:
Read the given text carefully and
rewrite the wrong sentences correctly
in your note book.
1.
A lady saved the two boys from

danger.
Correction
:____________________________________________.
2 .A person who is careless about his

own safety can be trusted.
Correction
:________________________________________________
3.Accidents
happen where there is no
danger.
Correction
:________________________________________________.
4.To be brave it is necessary to be

careless.
Correction
____________________________________________________
_.
TASK SHEET 2:Following questions will be

given to be done individually:
Q1 What does the head master see as the
most important reason for a pupil to be
careful about his own safety
Q2 Give three reasons for why it would be
wrong in the Head master view to avoid
doing anything which involves danger ?
Q3 Explain the difference between being

reckless and being brave as seen by the
head master .
RECAPITULATION:Class will be asked to write a short account of

events as mentioned in this extract .
EVALUATION :
Students will be asked to summarize the safety measures that were
given by the Head master , in their own words.
5 marks will be awarded in accordance with following criteria:
Coherence : /1
Logical organization : /1
Use of own words: /3
HOME ASSIGNMENT :
Students will be asked to write a response for the following
question :
According to the Head master , why are accidents uncommon in
very dangerous occupations of modern life ?
LESSON NUMBER:

Subject :English
Topic:WRITING FORMAL REPORT.
AIMS OF LESSON :
Retell reasons for their /general lack of interest in sports.

Recognize vocabulary apt for the writing task.
Recall layout of a formal report.
Write the first draft according to given outline.
Review their work while self editing
Asses the work using the given rubric while peer editing.
TEACHING AIDS :
Chart paper , signposts , format for report writing , board , marker ,
eraser .
Students will be asked to retell the format for writing a formal
report . They will be encouraged to write their responses on the
class board .

Students will have the opportunity to improve their writing skills by
writing a formal report to the school management , while working
cooperatively in a group.
EXPECTED METHOD OF TEACHING:
inductive method and elicit approach .
SUBJECT MATTER
METHODOLOGY
PRESENTATION OF
THE
SUBJECT MATTER :
After greetings, teacher will ask the
students about the sports they play in
school and how often.
A brief discussion will be followed.
Discussion will lead in target language
and students will be given opportunity to
personalize target language.
They will be further inquired about the
barriers which discourage sports:
[May include:]
Parental influence.
Role of school authorities.
Sport equipment.
Etc
Sunburned, parents obsession
,restrictions,
insufficient / inaccessible
/substandard equipment
tackle , strategy , Sportsmanship ,
talent etc
Teacher will further show interest in

knowing how many of them are least
interested in playing sports OR what
makes them unhappy about sports and
why.
Most of the vocabulary will be pre

teach.In order to provide spring board to
the students by giving them an
opportunity to share ideas and learn
vocabulary apt for the given task.
REPORT WRITING LAYOUT

Recipients name
:____________________________
Sender name:
;____________________________
Current date
:__________________________
Subject of the
report:____________________________
Source 1: Paragraph 1
Source 2:
New paragraph
Source 3:
New paragraph , etc
Findings : New paragraph

Suggestions/Conclusion: New
Paragraph
Next , teacher will ask the class to recall

the format for report writing .
A resource for the display of the format
will be also pasted.
Another resource for the signposts will
also be pasted to facilitate students for
writing effectively.
SUBJECT MATTER
SIGN POSTS
METHODOLOGY
FIRST DRAFT:
Students will be divided in groups of
three via pick a slip activity and will be
assigned responsibility of scriber , time
keeper and presenter through same
activity.
They will be provided task
sheets[appendix 3] for writing the first
draft for the given task of formal report ,
following the given outline.
STUDENT WRITING CHECKLIST

Mention an opening sentence ?subject to
introduce the topic
Follow by giving detailed account ,in
past tense , as an observer .
Remember it should not have a touch
of the register / voice of a personal
account , though you have witnessed it .
Make sure you use the pronoun I
least. Substitute as it was observed.
Remember , to address each given
signpost ,if any.
SELF EDITING:
After the first draft , groups will be given
a checklist to ensure their own quality
of work.
PEER EDITING:
Groups work will be swapped with each
other for peer editing via rubrics.
SECOND DRAFT:
Students will be asked to exchange back
the written scripts and rewrite the first
draft.
TEACHER FEEDBACK :
Teacher will collect their work for
corrections and further feedback for
writing the final draft in the next class.
RECAPITULATION:
Students will be asked to share their work in groups , as every
student work is a source of learning for another pupil in the class.
EVALUATION :
Students will be evaluated on basis of predetermined rubrics . Based
on the given checklist , student who scores high , will get the
privilege of reading out the same input in assembly, the other day .
HOME ASSIGNMENT :Students will be asked to write the final

draft of the report at home .
LESSON NUMBER:
Date :September 19, 2016

Subject :English
Topic:LISTENING A TELEPHONIC CONVERSATION .
AIMS OF LESSON :
develop gist and intensive listening skills .

express freer practice of the target language.
Express extensive graded responses to global listening.
Recycle information from the audio
TEACHING AIDS :
Audio tape , speakers , worksheet , board , marker .
Students will be encouraged to recall schema to use lexical knowledge
which will be developed through pre-listening exercises to support
listening comprehension
Pre -listening will stimulate students towards the topic. Worksheets will
help to assess students ability to actively listen and comprehend the
audio .

Inductive method.
SUBJECT MATTER
METHODOLOGY
PRESENTATION OF THE Teacher
SUBJECT
MATTER :
will ask students if they have
ever planned an outing with their
friends on a phone device ?
LESSON TRANSCRIPT :
Sp1: Hello.
Students will be asked if they would

like to listen , how it is made on
new year eve ?After this , the audio
will be played for the students .
Sp2: Hi, Felicia. Its Ana.

Sp1: Are you doing anything New Years
Eve?
Sp2: No. How about you?
Sp1: Me, neither. I was thinking we
should get together for a night on
the town.
Sp2: Sounds great. What do you have
in mind?
Sp1: Well, Ive got the newspaper right
in front of me, and there is a lot of
great stuff going on. There is a Brazil
night at Rio de Brazil restaurant. We
could go to the Laugh Factory Comedy
Club. Or how about a marathon of
gangster movies at the Metropolis
Cinema ? And, of course , theres always
the spectacular fireworks display by the
river.
Sp2: Thats a lot to choose from. Why
dont we go to the Comedy Club and
then celebrate midnight at the
fireworks!
Sp1: Sounds
great
to me!
ACTIVITY 1 :
Q1 Which was the forthcoming event that
they were talking about ?
Q2 How many people were discussing the
plan?
After first listening , the teacher

will start a simple question answer
activity , to check if students can
really understand the audio or not
.
SUBJECT MATTER
ACTIVITY 2:
Listen to the audio and fill in
the following spaces :
ACTIVITY 3:
Attentively listen to the audio
and fill in the missing details.
Sp1: Hello.
Sp2: Hi, Felicia. Its Ana.
Sp1: Are _____________________doing
anything New Years Eve?
Sp2: No. __________________ about
you?
Sp1: Me, neither. I was
_________________________ we should
get together for a
_____________________ on the town.
Sp2: Sounds great. What
_________________ you have in
mind?
Sp1: Well, Ive ________________ the
newspaper right in front of me,
______________ there is a lot of
great s________________________
going on. Theres a Brazil
night ________________ Rio de
Brazil restaurant. We could go
to ________________ Laugh Factory
Comedy Club. Or how
________________ a marathon of
gangster movies at
__________________ Metropolis
Cinema ? And, of course , theres
always ____________________
spectacular fireworks display by
the river.
Sp2: ______________________ a lot to
choose from. Why ______________
we go to the Comedy Club
____________________ then celebrate
midnight at the fireworks!
METHODOLOGY
Teacher , will now ask students to again
intensively listen to the audio , and fill in
the answers.
RECAPITULATION:
Students will be asked to speak for the following question :Write the
answers for the following questions using your knowledge from the
audio you have listened.
Q1 From where did Ana learn about happenings around the town on
the New Years Eve?
______________________________________________________________________________________
______________________________________________________________________________________
__
EVALUATION :
To evaluate students clarity , they will be asked to express their
response for following question , in written .
Q2 How will you visualize a place namely Laugh Factory Comedy Club?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___
Q3 Write any two
words that best describe the character of Ana ?
HOME ASSIGNMENT :
The
following question will be given to students in home work .
Q4 Why were the ladies planning to
spend a night out?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
___
LESSON NUMBER:

Subject :English
Topic:LISTENING POEM DAFFODILS .
AIMS OF LESSON :
Recall schema to use lexical knowledge which will be developed
through pre-listening exercises to support listening comprehension.
Express extensive graded responses to global listening.
Recycle information from the audio
Envision the poets inspiration for the poem through
communicative activity.
TEACHING AIDS :
Pre -listening will stimulate students towards the topic. Worksheets will
help to assess students ability to actively listen and comprehend the
audio .

Inductive method.
SUBJECT MATTER
METHODOLOGY
PRESENTATION OF
THE
SUBJECT MATTER :
The teacher will ask the students to
name their favorite flower .
Students will be a sked to express the
effect of those flowers on their mood
and mind.
Next , teacher will picture of a
beautiful meadow will be pasted on the
board ,Students will be asked to describe
what comes to their mind by looking at
it.
Possible answers are : pretty , lovely ,
yellow, spring, petals, bright, daffodils
,captivating appearance, abundant etc
Pre- teach vocabulary: During
brainstorming teacher will also pre teach
vocabulary words .
Now the teacher will announce in the
class that an audio will be played so
they have to be active listeners .
http://www.poetryfoundation.org/poem
/174790
VOCABULARY WORDS :
sprightly ,glee ,jocund and bliss.
1st listening:
GLOBAL LISTENING:
Ss will listen the audio for the first
listening to answer the questions:
What is the theme of poem?
What inspired the poet to
compose this poem?
SUBJECT MATTER
I wandered lonely as a cloud
That floats on high o'er vales and
hills,
When all at once I saw a cloud ,
A host, of daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze.
Glittering as the stars that shine
And twinkle on the milky way,
They stretched in never-ending line
Along the margin of a bay:
Ten thousand saw I at a glance,
Tossing their heads in sprightly
dance.
The lakes beside them danced; but
they
Out-did the sparkling waves in glee:
A poet could not but be gay,
In such a jocund company:
I gazedand gazedbut little
thought
What wealth the show to me had
brought:
For oft, when on my couch I lie
In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure
fills,
And dances with the daffodils.
METHODOLOGY
The entire poem will be now given with
missing information , that students will be
ask to fill in , during listening .
I wandered ________as a cloud

That floats on high o'er vales and hills,
When all at once I saw a_______,
A host, of daffodils;
Beside the lake, ________the trees,
Fluttering and dancing in the breeze.
__________as the stars that shine
And twinkle on the milky way,
They stretched in never-ending _______
Along the margin of a bay:
Ten _________saw I at a glance,
Tossing their heads in sprightly dance.
The _______beside them danced; but they
Out-did the sparkling waves in glee:
A ______could not but be gay,
In such a jocund company:
I gazedand gazedbut little ________
What wealth the show to me had brought:
For oft, when on my ________I lie
In vacant or in pensive mood,
They flash upon that ________
Which is the bliss of solitude;
And then my _________with pleasure fills,
And dances with the daffodils.
RECAPITULATION:
The poem will be paraphrased by students during class discussions .
EVALUATION :
Students will be given following task sheet to be filled , this will help
to evaluate how effectively have their senses been stimulated by
poet inspirations.
HOME ASSIGNMENT :
Students will be asked to learn the poem by heart , by next
listening period.
LESSON NUMBER:

Subject :English
Topic:SPEAKING BAD HABITS .
AIMS OF LESSON :
AIMS OF LESSON :
Describe the context with reference to what is being talked about
and for what purpose.
Recall and list some bad habits of people they have observed in
their surroundings.
Rearrange the list of bad habits as per the order of importance and
convince each other to agree to their point of view.
Use their knowledge to deduce the answers of some inferential
questions.
TEACHING AIDS : TEACHING AIDS :
Since the learners are not exposed to the TL as per the required standard, the lesson will enhance their
listening skills and help to develop the confidence to talk about the bad habits with precise words and
expressions. It can also be used as a stimulus for reading and writing lessons in the consequent plans.
SUBJECT MATTER
METHODOLOGY
PRESENTATION OF THE
SUBJECT
MATTER :
To bring students attention to the
topic , the teacher will write word habit
on the board and ask Ss to share their
views about it.
Types of habits will be discussed.
Activity # 1
Think of some bad habits you have observed
in the people around you and write them
down. (2- 4)
1. ________________________________
2. ________________________________
3. ________________________________
4. ________________________________
TAPE SCRIPT:
Counselor: Welcome everybody. Youve all
joined this support group because you
have some bad habits that youd like to
break.
Stu: Uh yeah, Im Stu and my wife signed
me up for this support group because she
says I have some really bad habits. One of
my worst is my nail biting. You can see
that theyre pretty ragged.
Counselor: Thank you, Stu. Is there anyone
else...?
Stu: Oh yeah, I also smack my gum. That
drives my wife crazy, so I try not to do it in
her presence.
Counselor: Well, thanks for sharing, Stu. If
we could move on to...
Stu: I also tend to tap my fingers and
crack my joints, which my wife says is
really annoying, though her hair twirling
is pretty annoying to me.
Counselor: Stu? Lets let a few other
people...
Stu: Oh yeah, I forgot to mention what my
wife says is my most annoying bad habit.
Counselor: What is that?
Stu: I tend to interrupt people in
conversation.
Counselor: Really? I hadnt noticed.
Teacher will ask Ss to make a list of

some bad habits of people they have
ever observed. Teacher will take few
responses from the students and
introduce the topic. To enable students
to predict the topic through listing some
bad habits and prepare them to listen to
the text.
She will briefly explain the term support
group to the class.
Students will listen to the audio

and answer the following
questions:
How many people are talking?
What are they talking about?
SUBJECT MATTER
Activity # 2
Listen to the tape and decide which
statement is correct. Put a tick mark () if it
is correct and () if it is wrong.
1.Stus wife had signed him up for the
support group.
_________
2,The councilor only wants to talk to Stu in
the introductory session.
_________
3.The councilor moved on to other people in
the group after listening to Stu.
_________
4.Stu did not like the habit of his wifes
getting up late in the morning.
_________
METHODOLOGY
Activity # 2
Before the second listening, they will be
given a sheet that will be done after the
second listening. (appendix # 1). The
correct answers will be discussed.
Activity # 3
They will match the expressions with the
correct pictures. The answers will be
discussed. (appendix # 2)
Activity # 4
Stu shared the following bad habits with
the councilor. If you were the councilor,
which habit you would try to break first.
Order the habits from number 1 to 5 by
starting with your top priority on number
1.
Activity # 4
Students will be given a point of
discussion in trios. Students will
rearrange the bad habits as per
their priority individually and then
will try to bring others in the group
round to their own point of view.
(appendix # 3)
RECAPITULATION:
Following sheet will be given for revising the learned lesson .
Activity # 3 Look at the pictures below and join them to the correct expressions.
1. Cracking joints
(A)
Twirling hair
Rugged (nails)
Interrupting (a
conversation)
(B)
(C)
(D)
Tapping fingers
(E)
Driving someone
crazy
Smacking (gum)
(F)
(G)
Biting nails
(H)
EVALUATION :
Students will be given following questions to be done for evaluation :
Q1 Why did Stus wife sign him up for the support group ?
Q2 Which habit of Stus annoyed his wife the most?
HOME ASSIGNMENT :
Students will be asked to answer the following question .
Q3 Was the councilor happy with Stu? Why?
LESSON NUMBER:
Date :October 2 , 2016

Subject :English
Topic: READING
CULTURE , WEIRD OR DIFFERENT.
AIMS OF LESSON :
Describe the context with reference to what is being talked about
and for what purpose.
Express their views on varied cultures .
Use their knowledge to deduce the answers of some inferential
questions.
TEACHING AIDS : TEACHING AIDS :
Reading text from IELTS pack 1, , worksheet , board , marker .
Since the learners are not exposed to the TL as per the required standard, the lesson will enhance their
listening skills and help to develop the confidence to talk about the bad habits with precise words and
expressions. It can also be used as a stimulus for reading and writing lessons in the consequent plans.

Translatory method.
SUBJECT MATTER
METHODOLOGY
To bring spark in students

mental state,the teacher will ask
them :
Derek Sivers: Weird, or just

different?
So, imagine you're standing on a street

anywhere in America and a Japanese
man comes up to you and says, "Excuse
me, what is the name of this block?"
And you say, "I'm sorry, well, this is Oak
Street, that's Elm Street. This is 26th,
that's 27th." He says, "OK, but what is
the name of that block?"
You say, "Well, blocks don't have
names. Streets have names; blocks are
just the unnamed 10 spaces in between
streets." He leaves, a little confused and
disappointed. So, now imagine you're
standing on a street, anywhere in Japan,
you turn to a person next to you and
say, "Excuse me, what is the name of
this street?" They say, "Oh, well that's
Block 17 and this is Block 16." And you
say, "OK, but what is the name of this
street?" And they say, "Well, streets
don't have names. Blocks have names.
Just look at Google Maps 20 here.
There's Block 14, 15, 16, 17, 18, 19. All
of these blocks have names, and the
streets are just the unnamed spaces in
between the blocks. And you say then,
"OK, then how do you know your home
address?" 25 He said, "Well, easy, this is
District Eight.
What is unique to your country or

culture?
How do you think your country is
different to others?
Is it a good thing for countries
and cultures to be different?
How can we use this difference?
Do you know anything about

other countries that seems
strange to you.
Next , the students will be shown the
clip .
They will be asked the following
questions iof they are true or false :
a. In Japan, streets are named in
exactly the same way as they are
in other countries.
b. There are some doctors in China
that you pay when you are
healthy, and dont pay when you
are sick.
c. Sivers says that whatever
assumptions we have, the
opposite may also be true.
d. Houses in Japan are numbered in
the way they are ordered around
the outside of the block.
SUBJECT MATTER
There's Block 17, house number one."
You say, "OK, but walking around the
neighborhood, I noticed that the house
numbers don't go in order." 30 He says,
"Of course they do. They go in the order
in which they were built. The first house
ever built on a block is house number
one. The second house .
METHODOLOGY
Teacher will pre teach vocabulary

, for students clarity . the task
will be given for matching the
meanings with their appropriate
word .
Following questions will be done

in class , for students better and
in depth understanding .
RECAPITULATION:
Following questions will be done orally to recap the lesson in class:
EVALUATION :
Students will be asked to write short essay on following topic , to
express their understanding :
HOME ASSIGNMENT :
assignment :
Following two questions will be given as home
SUBJECT MATTER
METHODOLOGY
RECAPITULATION:
PRESENTATION
OF THE SUBJECT MATTER :
LESSON
NUMBER:
Date :October 5 , 2016

Subject :English
Topic: READING
STAYING SAFE ONLINE .
EVALUATION :
AIMS OF LESSON :
Retell reasons for frequently using internet .
Express their problems with password securities.
HOME
ASSIGNMENT
: safe while online.
Recognize
ways to stay
Demonstrate their understanding via charade.
TEACHING AIDS : Posters , chart papers , worksheets , text from

British Council Online safety for teenagers.

Students will be asked :
How often do you need to use internet ?
Why do you opt for internet other than books for seeking
information ?

Students use internet a lot . most of the times they fell in clutches
of hackers or bad people . This lesson aims at explaining them how
they can stay safe .
Elicit approach and translator method will be used .
SUBJECT MATTER
METHODOLOGY
PRESENTATION OF THE SUBJECT
MATTER :
The teacher ask class how
many of them use internet ,
why and how often ?
onlin passwo shar
e
rd
e
Informati
on
Priva
cy
Then she will dictate the

following words or write them on
the board for students to copy.
She will explain that these words
are all related to todays lesson
theme. Students discuss their
ideas in their groups and make
suggestions about the theme of
the lesson.
Teacher will tell students that
you are going to show them a
poster about online safety.
Before they see the poster they
are going to do a preparation
activity.
Students do the preparation
activity from the worksheet
focusing on vocabulary from the
poster. Students then look at the
poster (on their worksheet) and
do comprehension activities 1
and 2. Students can check their
answers to exercise 1 and
exercise 2 by looking back at the
original poster.
SUBJECT MATTER
METHODOLOGY
Students work in pairs or small groups
to classify the eight tips from the most
useful to the least useful. Teacher will
explain that they can include more
than one tip in any position. She will
conduct feedback as a whole class.
Elicit ideas for other tips for online
safety. Encourage all pairs or groups to
make at least one suggestion.
Next , she will give each pair of students a

pair of role-cards. Students will act out
the scenes as charades.
RECAPITULATION:
Class will be asked to present safety measures on a chart paper for
rthe class soft board .
EVALUATION :Students will be asked to answer the following

question :
How can you stay safe while you are online?
HOME ASSIGNMENT : Students will be asked to write safety

messages , using following poster .
LESSON NUMBER: 1
Date :12th November , 2016
Class:VIII Average Age : 13 years
Subject :English
Topic: First
Conditional sentences.
AIMS OF LESSON :
Express results of an expected situation while observing a
genie.
Recognize the syntax in varied first conditional sentences.
Practice the syntax of first conditionals through some controlled
exercises.
Use first conditionals in written language with accuracy.
TEACHING AIDS :
Statue of a genie, First conditional modal, work sheets , board , marker ,
eraser .
KNOWLEDGE :
Teacher will ask students if they want to meet some one important
and why?
Or
If they want to buy some thing very important and why?

Students will be able to use first conditional sentences accurately to
describe the expected result of a situation in present or future .

Inductive method and elicit approach .
SUBJECT MATTER
METHODOLOGY
The teacher will greet the

students. She will inquire their
well being .
After greetings , teacher will ask
the class if they have any
wishes .
A few responses will be taken .
Then , the teacher will place a
genies statue in front of the
class and will ask them , what
will they ask for from genie if
they meet him , some day .
If I meet a genie , I will

_______________________
______________________
______________________
Etc.
STEP 1:
Now the teacher will use a model
to explain first conditionals using
the idea of superstitions.
IF A BLACK CAT CROSSES
YOUR WAY , YOU WILL SUFFER
BAD LUCK .
IF A BIRD SHITS ON YOUR
HEAD ,YOU WILL GET A GOOD
LUCK CHARM.
Thus , the teacher will then
explain the syntax of first
conditional sentences in the
sentences , just explained.
SUBJECT MATTER
ACTIVITY 2:
STEP 2:
Now, for drilling the structure
the teacher will paste word webs
on the board.
Students will be asked to read
them. Once they are done with
reading ,the class will be
encouraged to make appropriate
first conditional sentences using
words from substitution webs.
Their responses will be verbally
taken , and corrected if needed.
ACTIVITY 3:
Fill in the given spaces , to make
appropriate sentences in first
conditional.
1.If you dont work hard , you will
_______________
2.If it is hot tomorrow , we will
_________________
3.If it rains in evening , offices will
______________
ACTIVITY 4:
Use appropriate verbs , to
form first conditional
sentences.
1. If you
you
Feedback will be verbally taken at

the end of the task.
STEP 4:
Teacher will now arrange
students in pairs. They will be
given task sheet to be done
individually .
Feedback will be verbally taken at

the end of the task.
(die) if we
(not get)
help soon!
3. If you
STEP 3:
Now , students will be given task
sheet to be done individually .
(not study), you
(fail) the test.

2. We
METHODOLOGY
(look) in the fridge,

(find) some cold drinks.
4. If there
(be) no oil in the engine,
the car
(break) down.
RECAPITULATION:
Students will be asked to sit in group of three write a short paragraph
on what will they do if they become a millionaire overnight .
EVALUATION :
Students will be given following exercises for the evaluation
of their clarity of the concept :
Choose the most appropriate answer.
HOME ASSIGNMENT :Following questions will be given

as home task:
ACTIVITY 3:
Fill in the given spaces , to make appropriate sentences in first conditional.
1.If you dont work hard , you will _______________
SUBJECT
NUMBER:
2.If LESSON
it is hot
tomorrow
, MATTER
we will ___
_________________
RECAPITULATION:
METHODOLOGY
3.If Date
it rains
in evening , offices will ______________
:______________
Class:____
Average Age :__
Subject :___________
ACTIVITY 3:
Topic:____________
AIMS OF LESSON :
2.IfEVALUATION
it is hot tomorrow: , we will _________________
3.If it rains in evening , offices will ______________
ACTIVITY 3:
Fill
in the ASSIGNMENT
given spaces , to: make appropriate sentences in first conditional.
HOME
2.If it is hot tomorrow , we will _________________
ACTIVITY 3:
1.If you
dont work hard
, you
TEACHING
AIDS
: will _______________

ACTIVITY 3:
KNOWLEDGE :
PRESENTATION
OFwillTHE
SUBJECT
3.If it
rains in evening , offices
______________
EXPECTED METHOD OF TEACHING
MATTER :
Choose the most appropriate

answer.

answer.

answer.

answer.

answer.

answer.

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LESSON NUMBER:

Date :September 4 , 2016

Class:X Average Age :14-15 yrs

Recognize subordinate clause in a sentence.

enquiring their well being and health ,

While Sam was sleeping on the

Teacher will write down responses on the

Subordinate clauses can begin with a

After explanation of the structure ,the

To facilitate students to identify main

1.Brian was a photographer who traveled into space to

Teacher will give task sheet to the students

In each sentence, identify the subordinate clause .

Class:X Average Age :14-15 yrs

recall various superstitious beliefs.

BASIC CONCEPT OF THE LESSON :

EXPECTED METHOD OF TEACHING :

Teacher will seat the students in

Students will be then asked to write

After these activities , students will be

Q3 What is the climax of this

EVALUATION :The students in pairs , will

be given a frame work for given

HOME ASSIGNMENT : Students will be asked to google and make

Class:X Average Age :14-15 yrs

recall various factors causing accidents.

BASIC CONCEPT OF THE LESSON :

Students will be asked what can be

Reckless , precautions ,disobey

Teacher will greet class and will

Then , a picture from the text will

a)Who are the people in this

Scanning: Now ,students will be

A lady saved the two boys from

2 .A person who is careless about his

happen where there is no

4.To be brave it is necessary to be

TASK SHEET 2:Following questions will be

Q3 Explain the difference between being

RECAPITULATION:Class will be asked to write a short account of

Class:X Average Age :14-15 yrs

Retell reasons for their /general lack of interest in sports.

BASIC CONCEPT OF THE LESSON :

Teacher will further show interest in

Most of the vocabulary will be pre

REPORT WRITING LAYOUT

New paragraph , etc

Findings : New paragraph

Next , teacher will ask the class to recall

STUDENT WRITING CHECKLIST

HOME ASSIGNMENT :Students will be asked to write the final

Class:X Average Age :14-15 yrs

develop gist and intensive listening skills .

EXPECTED METHOD OF TEACHING :

Students will be asked if they would

Sp2: Hi, Felicia. Its Ana.

After first listening , the teacher

words that best describe the character of Ana ?

following question will be given to students in home work .

Q4 Why were the ladies planning to

spend a night out?

Class:X Average Age :14-15 yrs

EXPECTED METHOD OF TEACHING :