Daily Lesson Plan (DLP)
Session 2022-23
Subject: English
Learning Outcome
By the end of this lesson
students will be able to know
 the meaning of fiction
 what are the important
points of the story?
 what are the different
uses of the word
medium?
Term I
Unit: Great Inventions? Topic: Sun Swallow Lesson: 1-2
Methodology Time Resources Assessment
Warm up activity: Students will be assessed
Teacher will start the lesson with the general question connecting to the students’ prior on their ability to
knowledge.  tell the definition of
What is meant by fiction? fiction.
Have you read any fiction before in your English lesson?
 explain the main points
Answer may vary so the teacher will explain the meaning of fiction first. of the story.
 use the word medium
different context.
Introduction:
After explaining the meaning of fiction now teacher will move toward the lesson and will
tell students that today they are going to read a fictitious story in which a guy has ability to
ride the kite in the skies which is totally unusual in real world.
Development:
Now teacher will tell the background of the story to the students for their
understandability.

Reading Session:
Before starting the reading of the lesson teacher will take round in the class room and will
make sure that every student has OPE BOOK.
After that teacher will ask any of the students randomly to read the text of the story.
After each paragraph reading students will underline all the difficult words and will use
dictionary to find the meanings. Whosoever will find the meaning first will share to the
other students and students will write the meanings on their books.
Teacher will explain each paragraph in the simple words so students can easily grasp the
development in the story. By the end of the reading session teacher will make sure that all
of the students have understood the story by asking few questions related to the story.
Classwork:
Make two sentences for each of the following words:
soars: (Meaning: flies)
1. Owls soar in the night sky, screeching out their presence.
2. The ball will generally soar higher when hit by a hybrid with the same loft as an iron.
demon (Meaning: devil)
1. She works like a demon.
2. Your son's a little demon.
nauseous(Meaning: dizzy)
1. Roller coasters make me feel nauseous.
2. I felt slightly nauseous .
dismal(Meaning: sad)
1. The future looks pretty dismal right now.
2. It was a really dismal day.
dialect (Meaning: particular area’s language )
1. English is an Indo-European dialect.
2. In the fifties, many Italians spoke only local dialect.
Book Task:
Now teacher will instruct the students to do the vocabulary task in which they will rearranged the
jumbled alphabets in sequence to form the words used in the text of the story mentioned on page no:
7.She will take round in the classroom and check the answers of the students.
Word in Use---Medium:
Teacher will ask tell the students about the various uses of word medium in sentences and
will instruct them to solve the related activity mentioned on book page no:9.
 Conclusion:
By the end of the lesson teacher will ask any of the student to shortly tell the story
they read in the lesson.
Teacher will ask any of the students to use word medium in variant situations to tell its
different uses in English Language.
Homework:
Write answers of Q (1-5) of Reading for understanding. (Pg no:6)
Teacher Evaluation:
Student’s Evaluation:

Daily Lesson Plan (DLP)

Session 2022-23
Term I
Subject: English Unit: OPE Grammar Topic: Modal Verbs Lesson: 3-4
 Learning Outcome Methodology Time Resources Assessment
By the end of this lesson Warm up activity: Students will be assessed
students will be able to 1. Write few sentences on the whiteboard and ask students to work in pairs to explain on their ability to
 know the use of can/can’t,
what they mean in their own words. Monitor students for five minutes.  use can/can not
may/mayn’t, and should/ 2. Select volunteers to explain each sentence. Based on your monitoring, choose some may/may not, shou
shouldn’t to express students that you noticed were correct and a few that were incorrect. Confirm/correct /should not in
permission, prohibition, meaning and allow students time to write down any notes. sentences and expla
doubt, and obligation. Introduction: the purpose of using
 use them in sentences Ask students if they can guess the topic of the lesson. If they guess modal verbs, elicit all them in variant wa
correctly. the modal verbs that they know. Tell them you will be focusing on modals used to qualify
possibility. Write the following on the whiteboard:
Must Shall Will
Could Would Should
Ought to May / Might Can

Development:
After that teacher will proper direct students about modal verbs .
What are modal verbs?
A modal verb is a type of verb that indicates likelihood, ability, requests, suggestions, or any other
modality. Modal verbs are different from other verbs because they come before the infinitive of
another verb (without the word to).
Can is used to express ability or to say that something is possible.
For example: I can speak English.
To form the negative we add “not” after can to form one word: can’t.
For example: She can’t eat two burgers.
May is used in formal style to request for permission (in questions) giving permission (in
affirmative sentences) and refusing permission (in negative sentences).
For example: May I borrow your book for a day? You may have my book.
To form negative we add “not” after may: may not.
The verb that comes after can and may is in the infinite (base form of the verb) without
to.
For example: I can bake cakes. May I sit here?
We use should and shouldn’t to give advice, opinions, to talk about what we think is right
or wrong (correctness) to make suggestions, or to talk about obligation.
The negative of should is shouldn’t.
For example:
He should exercise every day. (Advice)
She should wear black sandals with this dress. (suggestion)
You shouldn’t write on the wall. (correctness)
We should respect our elders. (obligation)
The verb that comes after should is in the infinitive (base form of the verb) without to.
Time allocation is flexible and can change as per need of the activity.
Classwork:
Activity 1
Tell the students to write in their notebooks five sentences on what they believe they
can do.
Tell them to write two more sentences about what they think they can’t do.
Explain to the students that when they write ‘can do’ sentences, they must write the
truth. When they write ‘can’t do’ sentences, they should write what they can’t do. E.g.
I can’t fly a plane.
Move about in the class to monitor students and provide help where needed.
Activity 2
Tell the students to write in their notebooks three sentences using ‘may’ and two
sentences using ‘may not’.
Explain to the students that when using ‘may’ they are giving permission to do.
Something. E.g. you may play after the class. When using ‘may not’ they are refusing
to give permission to do something. E.g. you may not take my pencil.
Activity 3
Write ‘Playground Rules’ on the board.
Tell students to think and tell some playground rules. They must use ‘should’ and
‘shouldn’t’ in each rule.
Write one rule on the board for students’ understanding. E.g. playground should be
used by students to play.
Write rules on the board as students give them. Provide students with vocabulary
where they needed.
Tell the students to write in their notebooks the ‘playground Rules’.
Conclusion:
Recap the lesson by asking the students would they be able to use can/can’t,
may/mayn’t in the future.
Quickly review with the students the situations in which should/shouldn’t is used.

Homework:
Take five professions (doctor, teacher, farmer, driver, and mechanic) and write five
sentences telling what they can do.
 Teacher Evaluation:
Student’s Evaluation:

Daily Lesson Plan (DLP)

Session 2022-23
Term I
Subject: English Unit: Continuous Writing Topic: Story Writing Lesson: 5-6

Learning Outcome Methodology Time Resources Assessment

By the end of this lesson, Lesson overview: Students will be assessed
 students will be able to Explain what a short story is, be sure to cover how this type of writing differs from other on their ability to
discuss and analyze a short forms of creative writing. Keep in mind that the purpose of this part of the lesson plan is  to write a short story
story, as well as recognize to prepare students with what they need to know to write their own short stories.
 key elements of a short
story.
 students will be able to
write a short story adding
all the important elements in
it.
Introduction: adding all the importan
Assign students a specific short story to read. Choose an appropriate short story for elements in it.
students consistent with the overall class focus.
Development:
Once students have read the story, lead an in-class discussion focused on a surface level analysis of the
text. Ask students to identify things like:
overall plot of the short story
overall theme of the story
main characters (protagonist, antagonist or others)
point of view used in the story
literary devices used by the author
what they like about the way the story is written?
what they don't like about the way the story is written?
Classwork:
Following the class discussion, encourage students to write a short story on the given
prompt while using all of the essential elements.
Explain each element side by side with simple and clear examples.
 Teacher will take round in the class and guide students side by side to write the story having
a proper start, middle and an enthralling end.
Conclusion:
By the end of the lesson teacher will ask any of the student to share his short story with
the class and rest of the students will guess the different elements of his story.
Teacher Evaluation:

Student’s Evaluation:

Daily Lesson Plan (DLP)

Session 2022-23
Term I
Subject: English Unit: PTB Grammar Topic: Present Simple Tense Lesson: 7-8

Learning Outcome Methodology Time Resources Assessment

By the end of this lesson Warm up activity: Students will be assessed
students will be able to know Ask the students to think about any two things: on their ability to tell
 the use of simple present
tense
 when‘s’ and ‘es’ is added to
the verb.
 what words are added to
the verb in negative simple
present sentences?
 repeat information on the
use of tenses and how it is
useful in writing.
They like to do /do not like to do.  the use of simple
Their best friend likes/does not like to do. present tense
Take the feedback from the students randomly. Write the responses of the students on  when‘s’ and ‘es’ is added
the writing board, leave the repeated responses. to the verb.
Responses could be as;  what words are added
I do not like to get up early in the morning. to the verb in negative
I like to recite the Holy Quran. simple present
Amna likes to play in the park. sentences?
Ali does not like to drink milk.  repeat information on
Reinforce the concept of adding ‘s/es’ and using do/does not. the use of tenses and
Development: how it is useful in
After warm up activity teacher will tell the students about the uses of prsent simple writing.
tense.
Simple Present Tense is used to tell about the actions that take place in present.
It tells about routines or habitual actions.
It is also used for universal truths/facts or statements.
In simple present tense, infinitive (first form) of verb is used. We add‘s’ or ‘es’ to the
verbs used with he, she, it or any singular noun.
Subject 1st form of verb
He/She/It/Amna smiles
I/WE/You/They Smile
For making negative sentences use does not/do not with infinitive (first form) of verb.
 Subject H.Verb 1st form of verb + s, es
He/She/It Does not Smiles
I, We, You, They Don`t smile
Singular subject+ Amna Does not Smiles
Plural subject + Amna and Ali Don`t Smile

For making interrogative sentences use the helping verb do/does in the beginning of the
sentences.
Helping verb Subject Verb
Does He, she, it Smile?
Do I, we, you, they Smile?
Does Akbar Smile?
Do Akbar and Ali Smile?
Activity 1
Explain how the negative and interrogative sentences are formed in simple present tense.
Examples:
1. We go to the park on every weekend.
2. We don`t go to the park every weekend.
3. Do we go to the park every weekend?
Write at least 5 similar examples with the help of the students.
Activity 2
Write the following paragraph on the writing board (you can also get it photocopied and
give it to the students, if possible).
Ask the students to change the underlined words into Simple Present Tense. Monitor and
help the students wherein it is needed.
Milk Bottles
It was a windy day. A milkman came to the front door of a house. He had bottles
of milk in one hand. He knocked at the door with his other hand. A
woman opened the door and said, “hello”. The milkman replied, “hello I”. The
milkman opened his mouth to say something but he slipped. All the milk fell on the
floor. He felt sad. He got up and went back home.
After that teacher will tell the students about the Urdu recognition of present
simple tense.