LP Grammar 8 To Be Change

Contents
1. Sentences...........................................................................................................................................................2
2. Nouns.................................................................................................................................................................8
3. Determiners.....................................................................................................................................................14
4. Pronouns.......................................................................................................................................................17
5. Adjectives......................................................................................................................................................20
6. Verbs..............................................................................................................................................................26
7. Modals............................................................................................................................................................33
8. Tenses..............................................................................................................................................................37
9. Prepositions..................................................................................................................................................43
10. Conjunctions................................................................................................................................................47
BHAGWAN INSTITUTE OF RURAL DEVELOPMENT, PUNE
FLYING BIRDS ACADEMY ENGLISH MEDIUM SCHOOL
LESSON PLAN
Lesson No 84534545 1
Lesson name Sentences

Subject English Grammar
Name of the teacher Tr. Mrs. Harsha
Prior Knowledge: Students know what a verb is. They also know the three
main tenses are present, past and future.
Learning Outcome: The students will be able to:

a. Understand the function of each sentence and the
punctuation at the end of the sentence
b. Learn how to transform one kind of a sentence into
another
c. Understand the difference between affirmative and
negative sentences
d. Change affirmative into negative and vice versa
e. Frame yes no questions
f. Form question tags
Lesson Objectives: Outcomes of LP 1 will be achieved by:
a. Understanding the definitions, the explanations and
the examples
b. Circling the correct options to identify the kind of
sentences
c. Inserting the correct punctuation mark at the end of
a sentence
d. Using words and phrases to form a particular kind of
sentence
e. Identifying a given sentence and transforming it into
three other kinds
f. Changing affirmative to negative and negative to
affirmative
g. Making yes no questions for responses and
statements
h. Underlining the correct question tags from the given
options
i. Completing sentences using question tags
j. Inserting the missing words in question tags
Skills in Focus: Listening, Reading, Speaking and Writing
Lesson Extension: Teaching material/aids used: the textbook, strips of
paper and the board
Day Teachers Activities Students
Activities
Day 1 Say: Students
LESSON Purpose: to have students understand the may offer
CONNECT difference between the four kinds of sentences sentences
TIME and why it is important to use all four in our like: What
ALLOCATED: communication beautiful
10 minutes There are four kinds of sentences: imperative, scenery!
declarative, interrogative and exclamatory. How well
Why do we have so many kinds? (yes, for you sing!
variety)
We also need more kinds to make it more
natural.
What if all my sentences were only questions,
also called interrogatives?
My conversation would be like:
What are you doing? How do you do that? When
are we going?
What if my sentences were only imperative or
commands?
Pick up the paper. Do your homework. Don't
waste time.
Could we now have a student talk using only
exclamatory sentences? Such as 'How
beautiful!'
Could we have someone using only declarative
sentences or statements?
(My name is Mehir. I like to draw. This is my
father.) Great!
Can you see that if we had only one type of
sentence, there would be never any
conversation?
So, shall we learn mo re about these sentences?
LESSON Purpose: to define, describe and give examples Students
CONDUCT of the four kinds of sentences read the
TIME Ask a student to write the names of the four examples
ALLOCATED: 20 kinds of sentences on the board.
minutes Read the first introductory sentence and the Students
definition of the declarative sentence. read the
Ask: What is the punctuation mark used for examples
declarative sentences? .
Read the definition of the interrogative
sentence. Students
Ask: What is the punctuation mark used for the read the
interrogative? (?) examples
Ask students to give more examples of the .
interrogative sentence. Students
Read the definition of the imperative sentence. read the
Ask: What is the punctuation mark used for the examples
imperative? (.) .
Ask students to give more examples of the
interrogative sentence.
Read the definition of the imperative sentence.
LESSON END Ask: What is the punctuation mark used for the Students do
imperative? (.) Exercises A
Read the definition of the exclamatory sentence. and B, and
Purpose: to Ask students to give more examples. read out the
assess answers.
learning Exercise C
TIME may be
ALLOCATED: used to
5 minutes assess
learning.
Students do
the exercise
and call out
the answers
Day Teachers Activity Students
activities
LESSON Purpose: revision
CONNECT of the concept (identifying the four kinds of
sentences)
Is it someone's birthday today? (yes)
Ok, before I wish you, what kind of sentence
is the one I just asked?
(interrogative)
Great!
Happy Birthday!
What kind of sentence did I just say?
(exclamatory)
Class, wish Ajit a happy birthday!
TIME What kind of sentence did I just say?

ALLOCATED: (imperative)
10 min 5 minutes
Recall the previous concepts learned in the
last class and say:
Good job!
We will do more of these sentences today.
What kind of sentence did I just say?
(declarative)
Wonderful!
LESSON Say:
CONDUCT We're going to learn how to change one kind
of sentence into another.
Purpose: changing sentences from one kind
to another
Ask students to look at Exercise D. Go
through the example sentences with the
students. Write the sentences on the board,
pointing to how the word order changes, and
of course the change in punctuation.
activities
TIME Do sentence 2 with the students, helping
ALLOCATED: them, if necessary. Ask a student to write the
20 minutes answers on the board. Correct, where
necessary, giving reasons for the correction.
Students do remaining sentences on their
own. Ask a student to write the answers on
the board and discuss.
As homework, tell students to write five
declarative sentences and transform them
into the three other kinds.
TIME Say: They

ALLOCATED: Purpose: to assess learning perform
10 minutes I'm dividing the class into four teams: A, B, C according
and D. Team A has to answer when they to their
hear a declarative sentence; team B answers groups
when it is an imperative sentence; team C
answers when it is an exclamatory sentence;
team D answers when it is an interrogative
sentence.
Here is how it works. Take out a piece of
paper and label your team declarative,
imperative, etc., so that the other teams can
see. Let's say that I am in team A. I can call
out any kind of sentence I want. Is it your
birthday today? That is an interrogative
sentence, correct? So team D (which is the
interrogative sentence team) has to change
the sentence to declarative because team A
represents the declarative sentence. Are we
clear?
Let's play.
Did you enjoy that?
Day 3 Teachers activities Students

Activities
LESSON Purpose: revision of the concept
CONNECT Revise the previous concepts and say:
TIME I am going to call out a sentence. Identify it:
ALLOCATED: Sandeep is shouting.
7 minutes What kind of sentence is it? (declarative)
Interrogative? (Is Sandeep shouting?)
(converting one kind of sentence into
another)
Imperative? (Shout, Sandeep!) Exclamatory?
(How Sandeep shouts!) Good job!
LESSON Read out the definition of affirmative and
CONDUCT negative sentences. Students read the
Purpose: examples.
development Read the paragraph on converting affirmative
of conceptual to negative sentences and vice versa for
understandin declarative, interrogative and imperative
g (affirmative sentences.
and negative Ask a student to write the examples on the
sentences) board.
Explain the conversion.
Purpose: to Let's round up the class by doing Exercise F.

assess Divide the class into five groups and ask
learning each of them to work together on two
sentences. After two minutes, each group
TIME writes the answers on the board. Discuss,
ALLOCATED: correct and explain. As reinforcement, have
8 minutes students do it as homework also.
Day 4 Teachers Activities Students

Activities
LESSON Recall the previous concepts learned in the
CONNECT class and say: Students on this side will call
TIME out an affirmative sentence; students on that
ALLOCATED: side will transform it into a negative one and
20 minutes vice versa. Let's have at least three rounds of
this. Correct and explain where necessary.
Purpose: revision Say: Read out
of the concept (converting affirmative to negative sentences the
TIME and vice versa) paragrap
ALLOCATED: Nice work! h on
8 minutes Read out the paragraph on yes-no questions. question
Read out the example questions. Ask words.
students to read out the answers. Students
Purpose: development of conceptual read out
understanding (yes no questions and the
question tags) examples
.
Students
do
Exercise
G and
call out
the
answers.
Correct,
where
necessar
y.
Students
can do
Exercise H
as
homework
LESSON Read out the section on question tags. Exercise
CONDUCT Write the examples on the board to mark the s J and
difference between the positive and the K may be
TIME negative question tag. given as
ALLOCATED: Students do Exercise I and call out the homewor
20 minutes answers. Correct, where necessary. k.
Purpose: to Say The two

assess Let's round up the lesson by doing Exercises groups
TIME L and M. write
ALLOCATED: Divide the class into two groups: A and B. their
10 minutes Group A will do exercise L and M answers
That is what I call independent work! Good on the
job! board.
Students
correct
one
another,
if
necessar
y.
Class test. A. Write True or False against each of these They

statements. solve the
1. How kind of you to return my purse, is an test
exclamatory sentence.
2. Get into bed at once, is an imperative
sentence.
3. How often do you travel for work, is an
imperative sentence.
4. Let's call it a day, is an imperative
sentence.
5. The students are listening to their teacher,
is an interrogative sentence.
B. Fill in the blanks with the correct question
tags.
1. The teacher is on leave today,
2. They aren't going out tonight,
3. Ram is good at science,
4. He would rather play football,
5. Ansari didn't go to school today,
LESSON PLAN
Lesson name Nouns

Prior Knowledge: Students know what a noun is, and also know the
singular and plural form of nouns.

a. Identify countable and uncountable nouns in a
sentence
b. Know the correct form of nouns
c. Understand that collective nouns form a single
unit
d. Familiarize themselves with the common collective
nouns
e. Understand what an abstract noun is, and also
learn that they can be formed in three ways
f. Identify noun phrases in a sentence

a. Understanding the definitions, the explanations
and the examples
b. Identifying the relevant words in a given sentence
c. Ticking the correct form of the nouns
d. Completing the sentences with the words given in
the box
e. Filling in the blanks with the correct collective
nouns from the words given in the brackets
f. Filling in the phrases from those given in the box
and writing the correct article
g. Circling the abstract nouns in a paragraph
h. Underlining the noun phrases in a sentence
i. Completing the sentences with a noun phrase
j. Writing a picture composition and identifying the
noun phrases in the composition
Lesson Extension: Teaching material/aids used: the textbook, strips of

paper and the board
Day Teachers Activities Students Activities
Day 1 Say: Read the definition.
LESSON I am going to write some words Students read the
CONNECT on the board. Tell me what part examples.
Purpose: to of speech they are:
have students bead, water, dog, house, man,
understand sugar
the difference Ask:
between What are these called? (nouns)
countable and Very good.
uncountable Are they all the same kind? Is
nouns there any difference between
TIME them?
ALLOCATED: For example, can I count the
number of men there are? (yes)
Can I count water? (no)
10 minutes
Good!
Which nouns can I count here?
(bead, dog, house, man) So
these are called countable
nouns.
What about the others? (we
can count them, but in a
different way) Good... we say: a
bottle of water or a glass of
water; a kilo of
sugar, a cup of sugar, etc.
These kinds of nouns are
called uncountable nouns.
Let's read the definition on
page 13.
LESSON Students do Exercise A and They solve it and

CONDUCT read out the answers. write
Purpose: to do When they read the answers,
exercises tell them to look at the
related to definition of the countable and
countable and uncountable noun and give
uncountable reasons for their classification.
nouns for Example: bedrooms: countable
further noun because it has a plural
understanding form, the article 'a' can be
placed before it in the singular
form, and the adjective many
can be placed before it
TIME Students do Exercise B as

ALLOCATED: homework.
20 minutes Exercise D may be done in
LESSON END class, if time permits, or given
as homework.
Purpose: to Exercise C may be used to
assess assess learning. Students do
learning the exercise and call out the
answers.
TIME
ALLOCATED:
5 minutes
Day 2 Teachers Activities Student Activities

LESSON Recall the previous concepts
CONNECT and say:
Purpose: Let's become active!
revision of the I've got two columns on the
concept board: countable and
(distinction uncountable nouns.
between Students from the first row
countable and please come forward and write
uncountable one countable noun each.
nouns) Students from the second row,
TIME write one uncountable noun
ALLOCATED: each.
5 minutes Once the activity is over, other
students correct.
Good job!
LESSON Look at my table. What do I They observe and

CONDUCT have on the right side corner? answer Students do
Purpose: to (notebooks) Exercise E. Correct,
introduce Good! How are they placed? where necessary.
collective (one on top of the other) the questions
nouns Good... so how do you refer to
TIME these books? (a pile of books) Students do Exercise
ALLOCATED: Great! If you see a lot of F in class in order to
20 minutes elephants or cows together, assess what they
how do you refer to them? (a have learned.
herd of cows or a herd of
elephants)
Good! These are called
collective nouns. So, it's
something that you
Read out the definition of

collective nouns. Students read
the examples.
You need to memorize the
collective nouns or use them so
often that they come to you
naturally!
Purpose: to If there is time, you could call Students read out

assess out a noun and have the answers; correct,
learning students give the collective where necessary.
TIME noun form.
ALLOCATED: Examples:
10 minutes dolphins: school
stars: constellation
sailors : crew
juice: bottle , glass, can
bread :loaf , slice
have a nice day
Day 3 Teachers Activities Students Activities
LESSON Let's revise collective nouns They make teams
CONNECT quickly!
Recall the This is team A and this is team
previous B.
concepts,
Purpose: Team A will call out collective They take an active
revision of the nouns without looking into part in the
concept their books and team B will discussion
(collective answer what noun it refers to.
noun forms) Allow students to play the
TIME game for a few minutes so that
ALLOCATED: they become familiar with
6 minutes collective nouns.
LESSON Purpose: development of They solve the

CONDUCT conceptual understanding exercise
(introduction to abstract nouns
and noun phrases)
Read out the definition of
abstract nouns on page 17.
Students read out the
examples.
LESSON On the board, write the three Students do Exercise

CONDUCT ways in which abstract nouns G and call out the
are formed, with their answers. Correct,
examples. Also write the where necessary.
examples of the abstract nouns
that are the same as their verb
forms.
Ask students to give more
examples of each kind.
TIME Read out the definition of a They do the exercise

ALLOCATED: phrase. Ask a student to write
20 minutes the examples on the board.
Explain using the examples on
the board.
Read out the definition of the
noun phrase. Students read
the examples.
Ask students to give more
examples of their own.
Say:
Let's round up the lesson by
doing Exercise H.
Purpose: to Ask them to do exercise I and J Students do the

assess exercise and call out
learning the answers.
TIME Correct, where
ALLOCATED: necessary.
10 minutes Exercises I and J
may be given as
homework.
Class test A. Underline the abstract They solve it

nouns in these sentences.
There is more than one
abstract noun in some
sentences.
1. Mala's performance was
outstanding.
2. To my delight, my father got
me a puppy.
3.The team's determination to
win the match was visible to
everyone.
4. Rupali lost neither hope nor
her confidence.
5. Happiness was writ large on
the faces of the children.
Class Test B. Fill in the blanks by using They solve the test
the correct forms of the words
given in brackets.
(5 x 1 = 5)
1. The twins are so identical
that they always cause a lot
of___________. (confuse)
2. The doctor's________ is
picking up. (practise)
3. _________Always wins in the
end. (True)
4. Reena's________ is perfect.
She always gets full marks in
maths! (calculate)
5. The young man's is
____________amazing!
(confident)
LESSON PLAN
Lesson name Determiners

Prior Knowledge Students know what a noun is, and what articles are.
Students have knowledge of possessive pronouns and
their function.
a. Identify determiners in a sentence and also
distinguish the difference between possessive pronouns
and possessive determiners
b. Use the articles appropriately when writing a
sentence
c. Insert determiners at the correct places

a. Understanding the definition and the role of
determiners
b. Understanding the rules regarding the use of articles
c. Inserting the articles at the correct places or where
required
d. Filling in the blanks with the correct determiners
from the box
e. Circling the correct options to complete a poem
f. Ticking the correct options
g. Inserting determiners and rewriting the sentences
correctly
h. Inserting, replacing or removing articles, and
rewriting the sentences correctly.
Lesson Extension: Teaching material/aids used: the textbook, alphabet

flash cards and the board
Day 1 Say: Students read the
LESSON Read the definition of examples aloud.
CONNECT determiners.
Purpose: to Students read the example
have students sentences.
understand Tell a student to write a
what a sentence on the board, "The
determiner is cat sat on its mat.
and how it Ask students to identify the
functions; the determiners in the sentence.
distinction (The, its)
between Now, read the table to help
possessive students understand the
pronouns and difference
possessive between possessive pronouns
determiners and possessive determiners.
TIME
ALLOCATED:
10 minutes
Read out the section on Students read out the

LESSON articles. examples.
CONDUCT
Purpose: to Ask students to do Exercise C Students do Exercise

define articles and read out the answers. A and read out the
and explain Correct, where necessary. answers. Correct,
the rules Students do Exercise D and where necessary.
about the use read out the answers. Students do Exercise
of articles; B as homework.
articles are Correct, where necessary.
also
determiners
TIME
ALLOCATED:
20 minutes
Purpose: to Say: Let's have an activity. I They take an active

assess have the alphabet flash cards part in the
learning here. Each row forms a group.
TIME One person from each row
ALLOCATED: picks up a flash card that is
5 minutes turned face down. You get two
minutes to think of as many
determiners as possible that
begin with the letter that you
have chosen. Write them on
the board. Let's see which
team writes the most number
of determiners! Amazing job!

LESSON Recall the previous concepts Students do Exercise
CONNECT and say: F and read out the
TIME I'll give you two minutes to do answers. Correct,
ALLOCATED: Exercise E. Then read out the where necessary.
5 minutes answers. Students do Exercises
Purpose: revision of the G and H and read out
concept (determiners) the answers. Correct,
Great job! where necessary.
'Language Across the
Curriculum' may be
given as homework.
LESSON Let's do an activity to round They do the teamwork

CONDUCT. up what we have learned and solve the exercise
Purpose: to about determiners.
elaborate Divide the class into team A
more on and team B.
determiners
TIME
ALLOCATED:
20 minutes
Purpose: to I am giving each one of you a They enjoy learning

assess noun. Team A, your noun is with activity
learning 'sugar'. Team B, your noun is Have fun and make
TIME 'book'. I will give you two the concept concrete
ALLOCATED: minutes. Think of as many
10 minutes determiners as possible that
can be placed before the noun
given to you. After that, one
person from each team will
come forward simultaneously
to write the determiners on
the board. The other students
will observe. The team with
the maximum number of
correct answers is the winner.
Ready?
Example:
sugar: some, little, no, any,
the, that, this, white
book: the, a, every, some, any,
that, this, one, her, his, our,
your, their Did you have fun?
Class Test A. Circle all the determiners that They solve the Test
the following nouns can collocate
with.
(5 x 1 = 5)
1. time
a. few b. a little c. some
2. books
a. some b. Many c. few
3. child
a. my b. A c. Two
4. dogs
a. those b. That c. these
5. school
a. the b. Both c. your
B. Choose the correct
determiners from the box.
Rewrite each sentence placing
the determiner in the correct
position.(5 x 1 = 5)
Every the a much each
1. Member is allowed to bring
two guests.
2. Have you ever been to UK?
3. This shop has wide range of
cosmetics.
4. The bakery has variety of cake
that you can think of.
5. I have never had interest in
sports.
LESSON PLAN
Lesson name Pronouns

Prior Knowledge: Students know what a noun is, and the pronouns that
can be used to replace nouns.
a. Identify relative pronouns in a sentence and use
them correctly in sentences of their own
b. Combine two sentences using a relative pronoun

a. Explaining how the relative pronouns are used
b. Filling in the blanks with the correct relative
pronouns
c. Ticking the correct relative pronouns from the given
options
d. Completing a passage using suitable relative
pronouns
e. Rewriting sentences by placing the relative
pronouns correctly
f. Combining a pair of sentences using a relative
pronoun
Teaching the textbook, picture flash cards and the board

material/aids used:
Lesson Extension:
Activities
Day 1 Say:
LESSON CONNECT I am having a problem remembering
TIME ALLOCATED: things today... Who am I? Students
8 minutes respond: (You are...)
Who is he? (pointing to someone)
He is...
Purpose: to have students understand
the function of pronouns
Who is she? (pointing to someone)
She is...
Who are they? (pointing to two or more
people)
They are...
Good!
So, what are the words I used?
(writing on the board) I, he, she, you,
they... what are they called?
(pronouns) Excellent!
Today we will read about relative
pronouns. Why do you think they are
called that? (yes they are related to the
pronoun you are ... talking about!)
So, let's start, shall we?
LESSON CONDUCT Read the section on pronouns and They take

Purpose: to define then on relative pronouns. an active
pronouns and Write the examples on the board in part in the
relative pronouns; order to explain how two sentences are activity
use an activity to joined, and which relative pronoun to and get
deepen the use in joining the sentences. introduced
understanding Ask students to give a similar example with the
TIME ALLOCATED: for each kind of pronoun. concept of
20 minutes Activity: Divide the class into five Students
Purpose: to assess groups. Assign a relative pronoun to do
learning each group (who, whom, whose, Exercise A
TIME ALLOCATED: which, that). and read
7 minutes Each member of a particular group out the
writes the pronoun they have been answers.
assigned on a chit of paper. Correct,
A student collects all the chits of paper where
and shuffles them so that the order necessary.
changes. pronouns
Use the picture flash cards and turn
them downside up.
A student picks up a picture flash
card and then a relative pronoun chit
to form a sentence using relative
pronouns.
Examples: (picture of a man) I met a
man whose parents I know. This is the
man who lives next door. The man,
whom we met last week, appeared
again today. The man's bag, which
(that) got lost last week, is expensive.
Have a great day!
Students do Exercises B, C and D as

homework.
Day 2 Recall the previous concepts and say: Students

LESSON CONNECT Let's do a mind jogging activity. do
Purpose: to revise I am going to begin a sentence. I would Exercise E
relative pronouns like you to extend the sentence using and read
with an activity as many relative pronouns as possible. out the
TIME ALLOCATED: This will help you understand how answers.
10 minutes relative pronouns are used, and also Correct,
LESSON CONDUCT where they are placed in a sentence. where
Purpose: students My father... necessary.
do more exercises My father, who is an engineer, decided Students
to deepen their to finally buy the car that he had been do
knowledge of eyeing all week long, from the car shop Exercise
relative pronouns that has salesmen whose passion is to F.
convince customers that their cars are
the very best
Call on students to write the answers
on the board so that the position of
the relative pronoun is clear.
TIME ALLOCATED: call out the answers. Students
20 minutes do
Exercises
G and H
Purpose: to assess Divide the class into nine groups. Ask They solve
learning each group to do one sentence of the
'Language Across the Curriculum. questions
TIME ALLOCATED: Students read out the answers.
5 minutes Have a great day!
Class test A. Fill in the blanks by using the correct They solve
relative pronouns from the brackets. it
1. This is the doctor ______visits our
school every year. (who/whose)
2. This is Sohini_______ you met at the
party last week. (whom/that)
3. Is there anyone here _________ knows
how to make a sandwich? (who/whose)
4. I want to live in a house
________windows open to the sea!
(that/whose)
5. Do you know to___________ the job was
offered? (who/whom)
B. Combine these sentences using
relative pronouns. (5 x 1 = 5)
1. I want you to read the book. It has
received several awards.
2. Rohini is my friend. She is a great
dancer.
3. Macbeth is a tragic play. It was written
by Shakespeare.
4. This phone has recently been launched
in India. It has a twenty-megapixel
camera.
5. The parrot has strong beak. It uses it
to crack nuts.
LESSON PLAN
Lesson name Adjectives

Prior Knowledge: Students know what nouns, determiners and linking
verbs are.
a. Identify an adjective in a sentence
b. Understand where the adjective is to be placed in
a sentence
c. Understand how an adjective modifies a noun
d. Learn the synonyms of some adjectives
e. Form adjectives from nouns and verbs
f. Understand what a simile is
g. Understand the rules relating to the degree of
comparison
h. Rewrite a sentence using another degree of
comparison, but without changing the meaning
i. Understand the difference between an adjective
phrase and an adjectival phrase

a. Explaining what an adjective is, where it occurs in
a sentence and the questions it answers
b. Filling in the blanks with suitable adjectives
c. Circling the adjectives and underlining the nouns
they modify
d. Solving the crossword puzzle with synonyms
e. Adding suffixes to form adjectives
f. Choosing the correct adjective to complete the
similes
g. Filling in the blanks with the correct degree of
comparison
h. Changing sentences from one degree of
comparison to another
i. Identifying phrases as adjective phrases or
adjectival phrases
j. Writing a short paragraph using adjective phrases
from a given set of words
k. Underling the adjective phrases
1. Completing a paragraph using the adjectives given
in the box

Teaching the textbook and the board
material/aids used:
LESSON CONNECT Say: They listen
Purpose: to Turn your books to page 19. Do carefully.
reintroduce you see the picture of children
adjectives to making a snowman? I want you Comprehend
students to write down as many the concept of
TIME ALLOCATED: describing words as possible to adjectives
8 minutes talk about the picture. I shall
give you two
minutes. Students do
After two minutes, say: Exercise A and
Each one of you call out a read out the
word... Good! Anymore? So, answers.
what do we call these words? Correct, where
(adjectives) Could you now turn necessary.
to page 36?
Read out the definition of the
adjectives. Students read out
the examples.
Ask students to call out one of
their adjectives and specify what
question it answers: which, how
much, how many or what kind.
Write the following sentence on
the board:
My best friend is angry because
she lost her precious green bag.
Ask students to identify the
adjectives. (best, angry,
precious, green)
Ask them where the adjectives
occur: between the determiner
and the noun; after the linking
verb; before the noun.
This sentence is an example of all
the three positions where an
adjective can occur
Purpose: forming Read the paragraph about Exercises B
adjectives forming adjectives from nouns and C may be
TIME ALLOCATED: and verbs. Read the examples. given as
20 minutes Ask a student to write the homework.
suffixes given in the book on the
board. Divide the class into
seven groups. Each group
focuses on two suffixes and
calls out as many words as
possible using the suffixes. They
then identify whether the root
word has been a verb or a noun.
Example: beautiful: root word:
beauty: noun
attractive: root word: attract:
verb
Purpose: to assess Correct, where necessary Students do

learning Say: Have a great day! Exercise D.
TIME ALLOCATED:
7 minutes

LESSON CONNECT Recall the previous concepts They take an
Purpose: to revise and say: active part in the
adjectives with an Let's do a fun lesson with activity and have
activity adjectives. I am dividing the fun while learning
TIME ALLOCATED: class into two teams: A and B. I adjectives
8 minutes would like each group to come
up with an adjective for each
letter of the alphabet...namely
26. Once you have completed
the task, come to the board and
write it. The team that
has all the 26 correct is the
winner. Give students four
minutes and then ask them to
come to the board. Check to see
if the words are adjectives....ask
the other team to also check.
Ask the students:
Did you enjoy the activity?
Purpose: Read out the definition of simile Students do

introducing and ask students to read the Exercise G and
adjectives in examples. call out the
similes; degrees of Students do Exercise E and call answers.
comparison out the answers. Correct, where Correct, where
TIME ALLOCATED: necessary. necessary.
22 minutes Students do Exercise F as
homework.
Say:
Give me three books of different
sizes. Students who also own
those books, come forward.
(to student 1) How would you
describe your book using an
adjective:
My book is the small one.
(Student 2) My book is smaller
than book 1.
Purpose: to assess (Student 3) My book is the
learning smallest.
TIME ALLOCATED: Good! I am glad you remember
10 minutes from last year!
Let's read about the degrees of
comparison.
Read the rules about the
positive, comparative and
superlative degrees. Students
read the examples.
Go through the table with the
students, asking one of the
students to write the examples
on the board.
Ask students to read aloud the
sentence about adjectives that
do not have fixed rules.
Tell students to go through the

rules in the table as homework.
TIME ALLOCATED: Purpose: to revise the rules

15 minutes related to the degrees of
comparison
Day 3 Teachers Activities Students Activity

Revise the previous concepts
and say:
If you have done your
homework, you should find this
easy!
I will call out some clues, you
write the adjective, other than
the one in your text, in the
positive, comparative and
superlative form.
1. adjective with two or more
syllables: terrible, more terrible,
most terrible
2. adjective ending with y:
funny, funnier, funniest
3. adjective with one or two
syllables: sweet, sweeter,
sweetest
4. adjective with a short vowel
sound that ends in a single
consonant: sad, sadder, saddest
5. adjective that does not have
any fixed rule: some, more,
most
Purpose: degrees of comparison
exercises
Students do Exercise G and call
out the answers. Correct, where
necessary.
Purpose: to assess Ask a student to write the Students do
learning examples on the board. Exercise K and
TIME ALLOCATED: Read the section on adjectival read out the
5 minutes phrase. Ask a student to write answers.
the
Ask students to look at the
difference in the sentences.
If time permits, ask students to
frame a sentence with an
adjective phrase and a sentence
with an adjectival phrase.
Students do Exercise I and read
out the answers. Correct, where
necessary.
Exercise J may be given as
homework.
Correct, where necessary.
Language Across the
Curriculum' may be given as
homework.
Class Test A. Add the suffixes en, ful, less, They Solve the
y, and ive to make adjectives. test
Make sentences using the
adjectives (5 x 1 = 5)
1. thank
2. gold
3. help
4. attract
5. taste
B. Rewrite the sentences using
the degrees of comparison.
(5 x 1 = 5)
1. Football is the most popular
sport in our school.
(comparative)
2. My grandfather is the fittest
person in the family. (positive)
3. The last house in this street
is the largest. (comparative)
4. No other country in the world
is as large as Russia.
(superlative)
5. Snehal is the tallest student
in the class. (comparative)
LESSON PLAN
Lesson name Verbs

Prior Knowledge: Students know what the subject and the object in a
sentence are. They know that the verb is an action
word and is related to the action done by the
subject.

a. Identify the main and the auxiliary verb in a
sentence
b. Understand the rules regarding subject-verb
agreement
c. Understand the difference between finite and non-
finite verbs
d. Understand what an infinitive is, and also the
difference between the to-infinitive and the bare
infinitive
e. Differentiate between the present and the past
participle
f. Identify the gerund in a sentence and understand
the position it occupies in a sentence

a. Explaining what a verb is, and the two types of
verbs with their examples
b. Underlining the verbs in a given passage
c. Replacing the underlined words with verbs given
in a box
d. Filling in the blanks with the correct forms of the
verbs given in the box
e. Explaining the rules of subject - verb agreement
f. Encircling the correct options to complete the
sentences
g. Ticking the correct ending to complete the
sentences
h. Correcting the errors in a sentence
i. Explaining the difference between the finite and
non-finite verbs with examples
j. Encircling the finite verb in a sentence
k. Explaining the difference between the bare
infinitive and the to-infinitive with examples
1. Explaining the difference between the present and
the past participle with examples
m. Explaining the role of the gerund
n. Filling in the blanks with the correct form of the
verbs
o. Underlining the gerunds and encircling the
participles
p. Choosing the correct words from the brackets to
complete a conversation
q. Completing sentences using infinitives
r. Completing a telephone conversation using
gerunds or infinitives
s. Rewriting the sentences correctly
t. Encircling the correct verbs to complete the
paragraph
Teaching the textbook, chits of paper and the board

material/aids used:
LESSON CONNECT Say: I am writing some They answer the

TIME ALLOCATED: sentences on the board: My questions
13 minutes father drives well.
He is a doctor.
He is always attending to
patients.
Can you tell me what the verbs
are? (drives, is, is attending)
Great!
LESSON CONDUCT Can you tell me whether there is They listen

any difference between the carefully and
second and the third sentence? answer the
Is there a difference in the questions
function of the verb is? attentively
Allow students to answer. Help
them, wherever necessary.
Read the definition about verbs.
Students read out the examples.
Read the definition of the main
and the auxiliary verb. Ask
Purpose: to reintroduce verbs
and to introduce the main and
auxiliary verbs in the form of
examples
students to give more examples
of the two kinds of verbs.
Purpose: defining Exercise B is to be given as Students do
the main and the homework. Exercise A and
auxiliary verb and Write the following on the read out the
doing the related board: answers.
exercises; talking My mother wants more rice. Correct, where
about subject-verb My brother play tennis. necessary.
agreement Ask:
TIME ALLOCATED: Are both sentences
17 minutes grammatically correct? Which
one is not correct? Why?
Give time for students to
explain. Talk about subject-verb
agreement.
Say:
We shall do more of this in the
next class.
Purpose: to assess Say: Students do

learning Have a great day! Exercise C.
TIME ALLOCATED: Correct, where
10 minutes necessary.

LESSON CONNECT Recall the previous concepts and They listen
say: We talked about subject-verb carefully
agreement yesterday.
I am going to write some sentences
on the board, and you tell me
how the subject and the verb are
connected.
Nikhil hates capsicum.
What's the verb? (hates)
What's the connection? (third
person singular noun and third
person singular verb)
Purpose: to have The cricket team is on its way to They take an

students Chennai. active part in the
understand the The cricket teams are on their way conversation
rules of subject - to Chennai.
verb agreement What are the verbs here? (is, are)
through examples What kind of noun is it? (collective
TIME ALLOCATED: noun)
12 minutes What is the rule? (collective noun
singular takes singular verb;
collective noun plural takes the
plural verb)
Wonderful!
Let's go ahead and read these
rules, some of which you have
already figured out!
LESSON CONDUCT Read the definition of subject-verb Students do

TIME ALLOCATED: agreement. Ask students to Exercise D and
30 minutes read out the examples. read out the
Read the rule of collective noun in answers.
the singular. Ask a student to read Correct, where
the examples necessary, and
Purpose: explaining the subject- explain.
verb agreement rules, followed by
exercises
write the examples on the board.
Explain.
Read the rule of collective nouns in
the plural. Ask a student to
write the examples on the board.
Explain the difference between the
singular and the plural collective
noun examples.
Explain the difference where the
collective noun can be treated as
singular or plural.
Read the last rule of the subject-
verb agreement and ask students
to read the examples.
Exercises E and F may be done as

homework.
Purpose: to assess To better their understanding, ask Students do

learning students to go through the subject- Exercise G. Ask
TIME ALLOCATED: verb agreement rules as them to give
10 minutes homework. reasons for the
changes made.

Revise the previous concepts and
say:
Let's do an activity. Divide yourself

into two groups, A and B. Both
groups will use these chits of paper
to write just a subject on it.
Group A will write any of the
following as subjects: first person
singular/ plural; second person
singular/plural; third person
singular and plural. Remember
you can use nouns or pronouns.
Group B will write any of the
following as subjects: collective
noun in the singular and plural;
words like everyone, someone, etc.
Let's make this quick. Give me the
chits now. I will shuffle them. Each
of you will pick one up quickly.
Now read out the subject and any
verb that will collocate with it
grammatically. Example: Hari:
sings, the flock of birds: flies
Once the game is played, ask: Are
the rules more clear now?
Read out the definition of the finite

verb. Ask a student to write the
examples on the board. Explain.
Purpose: Read the definition of the non- students to do

explanation of the finite verb. Ask a student to write Exercise H and
finite and non-finite the examples on the board. Explain read out the
verb that non-finite verbs are of three answers.
TIME ALLOCATED: kinds: infinitives,
20 minutes Participles and gerunds.
Purpose: to assess students to do

learning Exercise H and
TIME ALLOCATED: read out the
5 minutes answers.

Purpose: to revise Revise the concepts taught today They perform the
the rules of finite with the class. groups and take
and non-finite Are you ready! an active part in
verbs This is Group A and this is Group the activity and
TIME ALLOCATED: B. Members of group A line up one make the concept
10 minutes behind the other in front of the concrete
board. Members of group B line up
one behind the other in front of the
board. Group A will write only
finite verbs and group B will write
only non-finite verbs. Just so
none of the verbs are repeated,
each of you will choose a letter
of the alphabet and write a verb
using it.
The team that finishes first and
has the most correct number of
answers is the winner.
Once students complete the
task, correct and explain.
Declare a winner!
LESSON CONDUCT Say: Have a great day! They note down

Purpose: Revise the previous concepts the notes and
explanation of and say: answer the
infinitives and the Read the definition of the questions
two kinds of infinitive and why it is used.
infinitives Students read the example.
TIME ALLOCATED: Read the explanation of the to-
20 minutes infinitive.
Ask students to read out the
examples.
Read out the rules of when it is
used. Ask a student to write the
examples on the board. Explain.
Read out the explanation for the
bare infinitive. Ask students to
read the example.
Read out the rules for when the
bare infinitive is used.
Write the examples on the board
to explain.
Read out the definition of a
participle. Explain that most
participles end in -ing or -ed.
Ask a student to write the
examples on the board.
Explain the difference between
the present and the past
participle.
Ask a student to write the
example sentences on the
board.
Purpose: to assess Say: They give answers

learning (revision of I will call out certain accordingly
all grammatical grammatical terms. Give me an
terms learned in example:
the unit so far) Allow students to give as many
bare infinitive examples as time permits.
(speak); to-infinitive Ask students to do Exercises M
(to sing); present and O as homework.
participle (singing);
past participle
(scented); finite
verb (were); non-
finite (sang)
time allotted 10
Minutes
LESSON CONNECT Revise the previous concepts Students do
Purpose: to revise and say: Exercise S and
the rules related to read out the
infinitives answers.
TIME ALLOCATED: Correct, where
7 minutes necessary.
LESSON CONDUCT Read out the definition of the Students do

Purpose: gerund. Exercise N and
explanation of the Ask a student to write the read out the
gerund example sentences on the board answers.
TIME ALLOCATED: and explain. Correct, where
20 minutes Students do Exercise I and read necessary.
out the answers. Correct, where Students do
necessary. Exercise R and
Ask students to do Exercise J as read out the
homework. answers.
Divide the class into two teams. Correct, where
Each team works on three necessary
sentences of Exercise K. Allow
students to read out at least two
sentences for each. Correct,
where necessary.
Ask students to do Exercise L as
homework
Read the section on 'In My

Language. Discuss or ask
students to come prepared with
the answers the next day.
Purpose: to assess 'Language Across the Students do

Curriculum' may be given as Exercises P and
homework. Q, and read out
the answers.
Correct, where
necessary.
Class Test A. TICK (✔) the correct They solve the

sentences. test
1. Neither you nor my brother
eats junk food.
2. Neither the card nor the birds
drinks water from the bowl.
3. Both the book and the film on
Mahatma Gandhi's life were
interesting.
4. Either the umbrella or the
raincoats needs to be returned
to the shop.
5. Either Rajesh or his parents
have to attend the meeting.
B. Fill in the blanks with the
correct participles.
1. The toast was __________still
on the table.
a. burning b. Burnt
c. burns
2. The thief abandoned the car
near the hospital.
a. stealing b. Stolen
c. steals
3. I never wash the car myself; I
always have it
a. washed b. Washing
c. wash
4. The monkey could see many
people. down from the tree,
a. Looked a. Heard b.
Looking
5____________ scream the child
ran as fast as he could.
c. Looks b. Hears
c. Hearing
LESSON PLAN
Lesson name Modals

Prior Knowledge: Students
a. know what the main verb is.
b. already have a little knowledge of some common
modals such as can, may, should, etc.
a. Identify the modals in a sentence
b. Understand when to use a particular modal
c. Understand where the modal is placed in a sentence
d. Understand how to use the negative form of modals
e. Understand how to construct sentences using
modals
a. Ticking the correct modals to complete a passage
b. Filling in the blanks with the correct modals from the
brackets
c. Filling in the blanks with the negative form of modals
d. Using modals to make sentences
e. Rewriting sentences using modals
f. Correcting the errors in a sentence and rewriting
them
g. Writing a poster using modals

material/aids used:
LESSON CONNECT Say:
Purpose: to introduce I will say a few sentences. I would
modals and help like a volunteer to write these
students identify them sentences on the board. Thank
TIME ALLOCATED: 10 you.
minutes Shall we begin?
Will/would you all pay attention?
You must remember to do your
homework.
By the end of this class, you
should be able to understand
what modals are.
You need to pay more attention in
class.
I could go on and on, but I will
stop here.
Now, let's look at these sentences.
What do all these sentences
contain, other than the noun and
the verb? (modals)
Yes, very good.
Could you point out the modals
in the sentences?
Purpose: defining a Read the definition of modals

modal, the rules and how they do not change
irrespective of tense or person.
Read the section on 'will.
examples.
Ask students to construct two
sentences using 'will.
relating to modals and when
specific modals can be used
with example sentences
Read the section on 'shall. Ask
students to construct two
sentences using 'shall.
Read the section on 'can.
examples.
sentences using 'can.
Read the section on 'could.
examples.
TIME ALLOCATED: Ask students to construct two

20 minutes sentences using 'could
Write the following sentences
on the board:
I can drive. (here: ability;
suggestion, meaning I can
drive instead of you)
Purpose: to assess Shall I drive? (offer)
learning I will drive. (intention)
TIME ALLOCATED: I could name all the states of
5 minutes the country when I was five.
Now I am not so sure! (past
ability)
Ask: Do all these sentences
TIME ALLOCATED: mean the same? Elicit answers
20 minutes from students.
Ask students to go through the
modals done so far as
homework and understand the
situations in which they are
used.
modals may, might, must and
should
sentences using 'might.
Read the section on 'must.
Students read the examples.
sentences using 'must.
Read the section on 'should.
Students read the examples.
sentences using 'should.
Purpose: to assess Write the following modals on
learning the board: may, might, must
and should.
Say:
I am going to give you some
clues. You tell me which modal
I am referring to. The modals
are on the board.
TIME ALLOCATED: a formal way of asking for Students do

8 minutes permission (may) Exercise H. Divide
a possibility, but less of a the class into two
possibility than may (might) groups. Each group
TIME ALLOCATED: giving advice (should) writes six sentences
7 minutes something is absolutely necessary on the board. Other
(must) group corrects,
predict something that you think where necessary.
is going to happen (should)
possibilities (must, may)
Have a nice day!
Class Test A. Correct the errors in these They Solve the test
sentences and rewrite them. (5
x 1 = 5)
1. Mintu can be able to speak
French.
2. You might always be in time
for the class.
3. You would to go to sleep
now.
4. To be a good doctor, one will
be more patient.
5. The teacher need to be late
tomorrow.
B. Fill in the blanks with the
correct modals from the
brackets. (5 x 1 = 5)
1. you be on time for the
appointment? (Should/Will)
2. You try the dress before
buying it. (would/should)
3. you like to have a cup of
coffee? (Would/Shall)
4. The traffic police told my
father that he the car changed.
(ought to/might) get the
number plates of
5. It rain tonight. I can see
dark clouds in the sky.
(must/might)

LESSON PLAN
Lesson name Tenses
Prior Knowledge: Students know what a verb is. They also know the
three main tenses are present, past and future.
a. Identify the different kinds of tenses and also use
them appropriately when speaking and writing
b. Understand in what context to use the various
perfect tenses and how to form them
c. Revise the rules related to for and since
d. Understand how to construct the various forms of
the future tense, and how to use them appropriately
e. Revise what a main and subordinate clause is; how
the tense sequence changes when clauses are
combined
a. Revising the main tenses: present, future
and past.
b. Explaining the perfect tenses with rules and
examples.
c. Matching the columns to make sentences in the
present perfect tense.
d. Rewriting sentences in the present perfect tense.
e. Identifying the tense of a sentence.
f. Filling in the blanks with the present continuous or
the present perfect continuous tense.
g. Completing the sentences using the correct forms of
the verbs given in the brackets.
h. Ticking the action that took place first.
i. Filling in the blanks with the past perfect tense or the
simple past tense.
j. Choosing the correct words to complete the
paragraph.
k. Matching the questions to their answers.
1. Rewriting sentences using the correct forms of the
verbs.
m. Revising the use of for and since.
n. Filling in the blanks using for or since.
o. Explaining the rules of the future tense, the different
kinds of future tense and how to use them.

Activities
Day 1 Say: They listen
LESSON CONNECT I will speak out a few sentences. You identify attentively.
Purpose: to revise the tenses.
the tenses learnt so Ready?
far We won the game yesterday. (simple past)
TIME ALLOCATED: We win the game all the time. (simple present) They take
10 minutes We will win the game. (simple future) active part in
We are going to win the game. (present answering the
continuous) responses
The team was always winning the game until
last year. (past continuous)
I am sure we will be winning the game this
year too. (future continuous)
Good job!
I'm going to write a sentence on the board:
It rains here all the time. What tense is it?
(simple present)
I am now going to call out a tense and you
change the sentence accordingly.
Simple past (It rained here all the time.) Simple
future (It will rain here all the time.)
Past continuous (It was raining here all the
time.)
I'm going to write a sentence on the board:
It rains here all the time. What tense is it?
(simple present)
I am now going to call out a tense and you
change the sentence accordingly.
Simple past (It rained here all the time.)
Activities
Simple future (It will rain here all the time.)
Past continuous (It was raining here all the
time.)
Future continuous (It will be raining here all
the time.)
LESSON Read the definition of tenses. They listen
CONDUCT Ask each student to read an example of the attentively.
Purpose: defining various tenses from
the various tenses simple present to future perfect continuous.
with examples and Read the explanation of the perfect tenses.
doing a correlated Write the rule on the board. They take
activity Read the rules of when the present perfect active part in
tense is used. answering the
Students read the example sentences. responsesThey
TIME ALLOCATED: Read the rules of when the past perfect tense is listen
20 minutes used. attentively.
Students read the example sentences.
Read the rules of the present perfect
continuous tense.
Students read the example sentences. They take
Read the rules of the past perfect continuous active part in
tense. answering the
Students read the example sentences. responses
Activity:
I will describe situations. You construct the
sentences using the correct perfect tense.
It started raining some time ago. It is still
raining. (It has been raining for some time
now.)
You may leave early today. If you complete the
report. (You may leave early today if you have
completed the report.) I waited for more than
an hour for the bus. It started to rain.
(I had been waiting for more than an hour for
the bus when it
started to rain.)
The child is still sleeping. The child went to
sleep at 4:00. (The child
has been sleeping since 4:00.)
LESSON END Say: They listen
I am writing a sentence on the board. Please attentively.
look at it. Hafiza writes. What tense is this?
(simple present)
TIME ALLOCATED: Purpose: to assess learning
5 minutes Now use this as the base sentence to construct They take
sentences in the following perfect tenses: active part in
past perfect continuous (Hafiza had been answering the
writing with such focus that she hadn't the responses
Activities
time to look up.)
present perfect continuous (Hafiza has been
writing.)
past perfect (Hafiza had written the letter
before mother even asked her to.)
present perfect (Hafiza has written the letter.)
Day 2 Purpose: to quiz students on the use of the They listen
LESSON CONNECT perfect tenses learned so far attentively.
Purpose: doing
exercises related to the tenses learned
TIME ALLOCATED: Recall the previous concepts and say: They take
12 minutes I am dividing the class into four groups active part in
LESSON representing the present perfect, the past answering the
CONDUCT perfect, past perfect continuous and the responses
present perfect continuous. Close your books
now. Each group has to write two sentences
TIME ALLOCATED: using the tense given to them on the board.
18 minutes The other teams will decide whether the
sentences are correct or not. Students do the
activity. Correct, where necessary.
Students do Exercise A and read out the
answers. Correct, where necessary.
Ask students to do Exercises B and C as
homework.
Students do Exercise D and the role-play.
Ask students to do Exercise E as homework.
Students do Exercise F and read out the
LESSON END Students do Exercise G. Correct, where They listen
TIME ALLOCATED: necessary. attentively.
5 minutes Purpose: to assess learning
They take
active part in
answering the
responses
Day 3 Purpose: revision of tenses done so far They listen
LESSON CONNECT Revise the previous concepts and say: attentively.
TIME ALLOCATED: Let's do Exercise H to see how much we have
8 minutes understood so far. Correct, where necessary. They take
Students explain why they have chosen that active part in
particular answer. answering the
responses
LESSON Purpose: doing further exercises for practice They listen
CONDUCTTIME and the use of for and since attentively.
ALLOCATED: 20 Purpose: to assess learning
minutes Ask students to do Exercise I as homework.
LESSON END Students do Exercise J. Correct, where They take
Activities
necessary. active part in
TIME ALLOCATED: Explain the difference between for and since. answering the
7 minutes Read the rules on page 80. responses
Students do Exercise K. Correct, where
necessary.
Students do Exercise L and read out the
Day 4 Recall the previous concepts and say: They listen

LESSON CONNECT Purpose: revision of for and since attentively.
I am going to speak out some sentences. Tell
me if they are correct or not; if they are not
TIME ALLOCATED: correct, then correct them. It has to do with
10 minutes tense and the use of for and since. They take
I am studying since five hours. (I have been active part in
studying for five hours.) answering the
We didn't meet since five years. (We haven't responses
met for five years.)
We have been waiting for him this morning

since one hour. (We waited for him this
morning for one hour.)
Ask students to explain the reason for their
corrections.
LESSON Read the rules about how the future is They listen
CONDUCT expressed in different ways. Students read the attentively.
examples.
TIME ALLOCATED: Purpose: talking about the future tense

20 minutes They take
Students do Exercise M and read out the active part in
answers. Correct, where necessary. answering the
LESSON END Students do Exercise N as homework. responses
Read the section on sequence of tenses. Read

the explanation and
write the sentences on the board, explaining
the clauses in the sentences.
Students do Exercise O and read out the
Day 5 A. Rewrite these sentences correctly.(5x = 5) They listen

Class test 1. Umesh had gone to school every day. attentively.
2. We have heard this the day before yesterday.
3. Sneha is having two brothers.
4. The teachers have came back from their
meeting. They take
Activities
5. Smita's mother love to has her morning tea active part in
in bed. answering the
B. Rewrite these sentences as directed.(5x1 =5) responses
1. Vipin is going to Thanjavur with his family.
(future continuous)
2. I woke up several times at night. (simple
present)
3. By tomorrow, Anand will reach his uncle's
place in Meerut. (future perfect)
4. Brijesh will take his brother to the science
fair. (past perfect)
5. Murali invited Virender to the party. (future
continuous)
LESSON PLAN
Lesson No 84534545 13
Lesson name Prepositions

Prior Knowledge: Students know what a noun, pronoun and noun phrase
are.

a. Identify prepositions
b. Use prepositions correctly
c. Understand that there are prepositions that look
similar but have different meanings

a. Explanation of the function of a preposition
b. Ticking the sentences with the correct prepositions
c. Filling in the blanks with the correct prepositions
from the brackets
d. Pointing out common errors (beside x besides)
e. Circling the correct prepositions in the context
f. Looking at prepositions that also act as adverbs and
how to differentiate between the two
g. Determining whether a given word is a preposition
h. Correcting the preposition errors
i. Answering questions using prepositions
j. Defining a prepositional phrase
k. Forming phrases from prepositions
1. Using the phrases formed to complete sentences
m. Underlining prepositional phrases in a sentence
n. Choosing the correct prepositional phrase to
complete the sentences
o. Matching the columns to form sentences
p. Rewriting sentences and placing the prepositional
phrases in the correct position

material/aids used:
Lesson Extension: Teacher's activities Students Activities
Day 1
LESSON CONNECT Say:
Let's draw something today! Open
your notebooks, listen to me and
draw. Do not look at what your
partner is doing.
Purpose: to Draw a large circle. Draw a They do the

reintroduce small circle to the right of the drawing
prepositions large circle. Draw a triangle on
TIME ALLOCATED: top of the small circle in a
11 minutes manner that it does not touch
the large circle. Draw a square
inside the large circle. On the
right hand top corner of the
page, write your name. Write
your roll number on the left
hand bottom of the page.
Ask students to hold up their
drawing. A few would have
made mistakes because they
had misunderstood the
prepositions. Talk to them about
this.
Purpose: to make Read the definition of Students do

students remember prepositions. Students read the Exercise A and
definition of examples. Ask a student to read out the
preposition with write the examples on the board answers.
examples; exercises and show the connection Correct, where
between the preposition and the necessary.
rest of the sentence. Students do
Exercise B as
homework.
Read the caution box and Exercises C, D

explain the difference between and E may also
these two prepositions that be done as
often cause confusion. homework.
related to prepositions;
explanation of prepositions that
act as adverbs
TIME ALLOCATED: Read the section on prepositions Students do

20 minutes that act as adverbs. Exercise F and
Write the examples on the board read out the
and explain. answers. They
justify their
answers.
Purpose: to assess Students do
learning Exercise G and
TIME ALLOCATED: read out the
4 minutes answers.
Correct, where
necessary
Day 2 Recall the previous concepts Students do
Purpose: to revise and say: Exercise H and
prepositions I will call out some nouns or role-play.
verbs and you tell me the Correct, where
TIME ALLOCATED: preposition that can be used: necessary.
10 minutes 1. noon (at)
2. midnight (at)
3. laugh (at, with, over)
4. foot (on)
5. bike (by, on)
6. July (in, during, since, for)
7. table (on, under, above,
below, beside, next to, in front
of, behind)
Say: The preposition, as you can
see, depends on the meaning
you want to convey.
Great job!
Purpose: Read out the definition of the Students read
introduction to prepositional phrase. out the
prepositional examples.
phrases; exercises
related to
prepositional
phrases
TIME ALLOCATED: Read out the rules of how they Students do

20 minutes are formed. Write the two ways Exercise I and
in which they are formed on the read out the
board. Explain to students. answers.
Correct, where
necessary.
Students do Exercises J, K, L Students do

and M as homework. Exercise N and
Correct, where necessary. read out the
answers.
Purpose: to assess Divide the class into 11 pairs. They carry on

learning Each group does one sentence the activity
TIME ALLOCATED: of Exercise O and reads out the
5 minutes answers. Correct, where
necessary. Students discuss 'In
My Language' at home and write
the answers. Say: Have a great
day!
Class Test A. Circle the correct options. They Solve the

1. Did you paint that picture test
hanging the desk?
a. over b. On c. besides
2. The dog quickly wriggled the
gap in the fence.
a. above b. Beside
c. through
3. Playing and reading big part
of our childhood. the shady
branches of that banyan tree
was a
a. below b. Beneath
c. above
4. I hope you are wearing a vest
your shirt.
a. above b. Under
c. between
5. The family that lives in the
apartment ours is very noisy.
a. beside b. Besides
c. between
B. Underline the prepositional
phrases.
1. I want to go skating instead
of cycling.
2. In spite of repeated warnings,
the student continued to
misbehave.
3. On behalf of the committee, I
thank you all for your
contribution.
4. It was, on the whole, a boring
play.
5. Sheela's performance will be
held in the evening.
LESSON PLAN
Lesson No 84534545 14
Lesson name Conjunctions

Prior Knowledge: Students understand what a phrase is, and also have
prior knowledge of the main conjunctions.
a. Identify conjunctions
b. Use the correct conjunction to join sentences
c. Understand more about coordinate and subordinate
conjunctions
d. Understand which conjunctions are used to join
sentences to form a coordinate clause
e. Understand which conjunctions are used to join
sentences to form a subordinate clause
f. Understand that subordinate clauses are of various
types
g. Understand that there are some words that are
used as both conjunctions and prepositions, and to
learn to differentiate between the two

a. Explanation of the function of conjunctions
b. Ticking the correct conjunction to complete the
sentences
c. Filling in the blanks with suitable conjunctions
from the box
d. Circling the correct conjunctionsPrior Knowledge:
Students understand what a phrase is, and also have
prior knowledge of the main conjunctions.
Learning Outcome: Lesson Objectives: Outcomes of LP 14 will be achieved
by:
a. Explanation of the function of conjunctions
b. Ticking the correct conjunction to complete the
sentences
c. Filling in the blanks with suitable conjunctions
from the box
d. Circling the correct conjunctions
e. Joining a pair of sentences using the provided
conjunction
f. Underlining the incorrect conjunction and rewriting
each sentence using the correct conjunction
g. Filling in the blanks with conjunctions to role-play
a situation
h. Understanding the difference between the
subordinate and coordinate conjunction by doing the
relevant exercises
i. Matching the columns to form sentences
j. Identifying the main clause and the dependent
clause in a sentence
k. Completing the sentence with suitable clauses
1. Rewriting sentences by placing conjunctions in the
correct position
Lesson Extension:
material/aids used:
Day 1 Write the following on the board: They listen
LESSON CONNECT I am tired. I couldn't sleep all night. carefully and
Purpose: to Ask: answer the
reintroduce How do we put this sentence questions
conjunctions together? (I am tired because I
TIME ALLOCATED: couldn't sleep all night.)
10 minutes Great!
What did you do? (Put the two
sentences together using 'because')
And what part of speech is
because? (conjunction)
Can you name other conjunctions?
(and, but, if)
Good! We use conjunctions to
string together two or more ideas in
a single sentence.
LESSON CONDUCT Read the definition of Students

Purpose: definition conjunctions.. read the
of the conjunction Correct, where necessary. example
with examples; Correct, where necessary. sentences
exercises related to Students do
conjunctions Exercise A
TIME ALLOCATED: and read out
20 minutes the answers.
Students do
Exercise B
and read out
the answers.
Students do
Exercise C as
homework.
Students do
Exercise D
and read out
the answers.
Correct,
where
necessary
LESSON CONDUCT .
Purpose: Students do
introduction of the Exercise G
coordinate and and call out
subordinate the answers.
clauses; exercises Correct,
related to these where
clauses necessary.
TIME ALLOCATED:
20 minutes
Read the definition of the Students

coordinate clause and its function. read out the
example
sentences
and the
examples of
the
coordinating
conjunctions
in blue.
Read the definition of the Students

subordinate clause. read out the
examples of
the
subordinating
conjunctions
in blue.
Read out the three types of Students

subordinate clauses. read out the
example
sentences.
Correct, where Students do

necessary. Exercise H
and read out
the answers.
Tell students to justify their Students do

answers. Correct and explain, Exercise I
where necessary. and read out
the answers.
Students do
Exercise J as
homework.
Read the caution table. Ask a Students do

student to write the example Exercise K
sentences on the board and explain and read out
why the word after acts differently the answers.
in each sentence.
Purpose: to assess Say: Let's have a quick activity. They take an

learning This is group A and this is group B. active part in
TIME ALLOCATED: Group A begins a sentence and the
4 minutes group B completes it using a discussion
conjunction. and activity
Example: It was late... (so I decided
to take the bus). Play the game as
much as time allows.
Say:
That was nice and quick. Have a
wonderful day!
CLASS TEST A. Fill in the blanks with if or They solve

unless. (5 x 1 = 5) the test
1. _______I know the venue, I will
not be able to go.
2. ___________we start immediately,
we will be late for school.
3. ________we don't start
immediately, we will be late for
school.
4. We can take a walk in the
_________park the weather
continues to be fine.
5. The document will not be handed
over to you ______you pay the
money in full.
B. The conjunctions in these
sentences are missing. Rewrite the
sentences using suitable
conjunctions. (5 x 1 = 5)
1. I like to play chess with my
father mother.
2. She is good at math better at
physics.
3. I got wet in the rain I forgot to
take my raincoat.
4. I couldn't get tickets for the
match I watched it on television.
5. You can choose only one: the
chocolate cake the ice cream.

LP Grammar 8 To Be Change

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Contents

Lesson name Sentences

Learning Outcome: The students will be able to:

TIME What kind of sentence did I just say?

TIME Say: They

Day 3 Teachers activities Students

Purpose: to Let's round up the class by doing Exercise F.

Day 4 Teachers Activities Students

Purpose: to Say The two

Class test. A. Write True or False against each of these They

Lesson name Nouns

Learning Outcome: The students will be able to:

Lesson Objectives: Outcomes of LP 1 will be achieved by:

Skills in Focus: Listening, Reading, Speaking and Writing

Lesson Extension: Teaching material/aids used: the textbook, strips of

LESSON Students do Exercise A and They solve it and

TIME Students do Exercise B as

Day 2 Teachers Activities Student Activities

LESSON Look at my table. What do I They observe and

Read out the definition of

Purpose: to If there is time, you could call Students read out

LESSON Purpose: development of They solve the

LESSON On the board, write the three Students do Exercise

TIME Read out the definition of a They do the exercise

Purpose: to Ask them to do exercise I and J Students do the

Class test A. Underline the abstract They solve it

Lesson name Determiners

Lesson Objectives: Outcomes of LP 3 will be achieved by:

Lesson Extension: Teaching material/aids used: the textbook, alphabet

Read out the section on Students read out the

Purpose: to Ask students to do Exercise C Students do Exercise

Purpose: to Say: Let's have an activity. I They take an active

Day Teachers Activities Students Activities

LESSON Let's do an activity to round They do the teamwork

Purpose: to I am giving each one of you a They enjoy learning

Lesson name Pronouns

Lesson Objectives: Outcomes of LP 4 will be achieved by:

Skills in Focus: Listening, Reading, Speaking and Writing

Teaching the textbook, picture flash cards and the board

LESSON CONDUCT Read the section on pronouns and They take

Students do Exercises B, C and D as

Day 2 Recall the previous concepts and say: Students

Lesson name Adjectives

Lesson Objectives: Outcomes of LP 5 will be achieved by:

Skills in Focus: Listening, Reading, Speaking and Writing

Purpose: to assess Correct, where necessary Students do

Day 2 Teachers Activities Students Activities

Purpose: Read out the definition of simile Students do

Tell students to go through the

TIME ALLOCATED: Purpose: to revise the rules

Day 3 Teachers Activities Students Activity

Lesson name Verbs

Learning Outcome: The students will be able to:

Lesson Objectives: Outcomes of LP 6 will be achieved by:

Skills in Focus: Listening, Reading, Speaking and Writing

Teaching the textbook, chits of paper and the board

LESSON CONNECT Say: I am writing some They answer the

LESSON CONDUCT Can you tell me whether there is They listen

Purpose: to assess Say: Students do

Day 2 Teachers Activities Students Activities

Purpose: to have The cricket team is on its way to They take an

LESSON CONDUCT Read the definition of subject-verb Students do

Exercises E and F may be done as