ACADEMIA

Syllabus and Lesson Plan Half-Yearly

Session: 2024-25
Class: IV
Subject: English Literature

ENGLISH LITERATURE: (Time: 2:00 hrs.) Full marks: 40+60=100

Oxford Reading Circle Book-4 (Page: 9 to 91)

1. A Legend of Rubezahl- Adapted (German folktale) 8. Dreams-Langston Hughes

2. The Mountain and the Squirrel-Ralph Waldo Emerson 9. The Thrush Girl-Godfried Bomans
5. Paper Boats-Rabindranath Tagore 10. The Adjutant Bird - Amabel Williams-Ellis
6. The Complaint (Nichokrs Horsburgh ) 11. The Watchmaker’s Shop-Elizabeth Fleming
7. Baba Yaga-Russian (Folktale retold)

Black Beauty (page: 1 to 45)

Chapters: 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15

Word Perfect Spelling Book Four: Page (1 to 33)

Special Observation
Teachers are to cover each chapter chronologically for ORC
Since the textbook, chronicle of Narnia has no questions and interpretation to guide students, a
summarized version has been provided for each chapter from 1-9 together with pertinent questions
and other elements so that students can follow up and comprehend the text themselves. Teachers
should dictate the summarized version as provided for each chapter first. This will serve as guide
how to follow up the text with clarity and overcome any confusion that may face for students.
Teachers should ensure that all major questions are covered in writing and short questions orally.
Any form of figurative language used should be identified and explained to them

Note:
ORC: covers for 32 working days.
BB covers for 26 working days.
WPS: covers for 18 working days.
Total: 75 working days.
The above days have been accounted for depending on what task can be performed per working day
by a teacher. Note:Half- yearly and Final Exam each covers for 87-88 workdays. Teachers are free
to fine tune their lesson according to their convenience.
Day Book Page Work Forecast Classwork Homewor
k

1-2 ORC 9-16 A Legend of Rubezahl” Discuss the entire topic in Section A 1-7 To
class and ensure that students can comprehend the Page 15 complete
story. While progressing through the text .Students to
attempt answering all 7 questions

3 ORC 16 Discuss Reference to the context : who said the Section B 1-6
following , to whom and when? Section C
Discuss Homonyms and their applications 1-3

4 ORC 16 Discuss and write out the four meaning Section D

Creative writing : Have you ever been astonished , Question 2
cruel, mischievous or compassionate/ Pick one and
write about it.

5 ORC 17-20 The Mountain and the Squirrel: Discuss the entire Do Section A
story and get class to participate and interact 1-5

6 ORC 18 Discuss the rhyming words of the poem and write Do Section B
1-2 Do
19 Reference to the context section 1-2

7 ORC 20 Discuss punctuation marks and what they are for: Do Section D
1-3 (all
Find the hiding animals in the crossword puzzle 16)

8. ORC 20 Look up the word “quarrel’ in the dictionary and use Do Section E
the thesaurus and write out as many synonyms for 1-2
them.(i.arrogant, row,fight, disagreement altercation
dissension, dispute,disposition,contention,squabble,
clash,argue, differ, bicker)
mM
Creative writing :When do you quarrel/ Who doM
you quarrel with? Discuss this, The tell students to
write about the times they have quarrelled and what
the consequences have been.

9 ORC 41-44 Paper Boats by Rabindranath Tagore. Discuss the Do Section A

poem at length. Ask Them to memorise the poem as 1-6
well

10 ORC 43 Reference to the context Do Section B

 Do Section C
43-44 Finding the difference between the words in each list 1-3
-finding the flower from jumbled up letters of the
alphabet-, finding odd-one -out

11 ORC 44 Leone teachers demonstrate how to make a paper boat. Replace &
Then ask them to write a list of instruction how one disregard
can make it methodically Section D

12 ORC 45-53 The Complaint: Teachers should cover all the six Do Section A
letters of complaint on “Shastri’s Shower Shields 1-6

13 ORC 52 Reference to the context Do section B

1-4
R. Shashtri has made many spelling and grammatical Do section C
errors. Rewrite the letters correctly + abbreviations 1-2

14 ORC 8-953 Unit 4 You have bought a toy that is faulty. Write a Replace &
letter of complaint to the maker. Follow the example disregard
on page 45-46. Teachers should develop an address for Section D
them. Students should address them filing the
complaint of defect in the manner but also praise their
worldwide demand as Mr. Reza did. Ask for a
replacement or refund
15 ORC 54-64 Baba Yaga - Discuss the story in full length with Do Section A
interpretation about Karen and how her stepmother 1-6
deals with her and bid her to to fetch a needle and
thread from her sister who lives in the forest. But first
she went to see her aunt who advises her to be a very
dreadful place and provides her some oil, a loaf of
bread and ham and to use them if she felt in
danger.She wrapped them up in a scarf. Her step
mother’s sister was a wicked witch feared in Russia.
She made arrangements to have her as her supper that
night in the form of stew.(Narrate what happened after
the front door was slammed shut and how Karen used
the three items her aunt gave her in order to survive
from the old lady who hobbled away. Explain how she
saved herself from the (a) maid (b) cat and by the
towel and comb she gave her for being kind. (c)three
large dogs. Explain why the witch’s cat, dog and the
maid revolted against the wiches’s unkindness.
16 ORC 63 Reference to the Context Do Section B

17 ORC 64 Matching the words to make well-known pairs and Do Section C

providing full explanation who did what to whom and
Why?

18 ORC 64 You have been asked to do something that you did not Do Section
like to do or wish to do? Discuss some of the things D1
that you have to do, but don’t like doing.
19 ORC 66 Dreams: by Langston Hughes : Summarise the poem Do Section A
on behalf of the students to comprehend.

20 ORC 66-67 Reference to context. Explain metaphors Do section B

21 ORC 67 Discuss synonyms : Select Synonyms for “dream’ Do Section C

22 ORC 67-68 We can have dreams when we are asleep as well as Do Section D
dreams about our future lives. Dreams we have while
sleeping can be strange and impossible. Can you
remember a funny or scary dream that you had in your
sleep? If you have not then imagine one & write.
(Note you may wish to use the idea from the picture
being suddenly an invalid in a wheelchair after a
car/rickshaw/CNG accident and thinking about your
class etc.)

23 ORC 69-77 The Thrush Girl: Discuss the story of a little girl who Do Section A
longed to be able to understand the language of
animals from her mother, like the thrushes,
moles,bees. Explain how (a) the thrush helped her
save the hay of her father’s farm from the rain.(b) the
moles helped to save the potatoes from damage(c) the
bees helped save the fruit trees in the orchard.Explain
how the country people took her for , that she was
bewitched and that she should be burned down as a
witch and how the thrushes saved her from burning
her down. Next she was able to free herself from the
captivity and clutches of the king’ soldiers and (a) how
the bees set her free (b) how the moles set her free
from being a prisoner in the tower. What did the little
girl finally decide to do when the prince proposed to
her for marrying her..
Do section B
24 ORC 76 Reference to context &C
Usage of word and use of antonyms

25 ORC 78-87 The Adjutant Bird: Discuss the story who lived with Do Section A
his wife on the island of Borneo. And how the Q 1-6
monkeys treated him, How Bobog, the tortoise who
was also a victim of theirs. Explain how Bobog Do Section
planned to take their revenge by finding a boat with a B-C
hole in it.

26 ORC 86-87 Do reference to the Context & Word meanings Do Section

B&C
27 ORC 86-87 What bird do you admire most? Write a short Do Section D
description of the bird and say what you admire about
it.
28 ORC 88-89 The Watchmaker’s Shop by Elizabeth Fleming: Creative
Describe the Watchmaker”s Shop and the ongoing Writing only
activities of his shop together with his queer Based on the
behaviour poem

29 ORC Open
30 ORC Open
31 ORC Open
32 ORC Open

BLACK BEAUTY by ANNA SEWELL

Introduction:
It is an autobiography of a horse where Anna Sewell
wrote as a novel and the first animal story in
children;s literature.. She wrote it to induce kindness,
sympathy and understanding treatment of horses
which was published in 1877 shortly before Sewell’s
death.

Black Beauty is a handsome well-born, well- bred

horse of the era before automobiles, narrates the story.
He is initially owned by a king master but he is sold
successively to crueller owners. Eventually he
1 collapses from overwork and ill treatment, but in the
2 end is sold to another kind owner and recovers. Beauty
is an ideal horse- obedient,willing,intelligent and
courageous
Sewells careful observation, extensive description of
equine behaviour lens verisimilitude to the novel.
Black Beauty makes us discover that animals have a
family of their own. In case of horses Beauty explains
her childhood in three stages 2yrs + 3.5 yr + 3yrs )as
if she is human and is able to talk within his kind
from Unit 1 -15 and the grim reality that she is faced
with and her life and her reflection of how human
beings behave with animals. She tells how her mother
has trained her to behave and to be polite having
come from a family of well-mannered horses.
( Teachers should stress: What if animals could talk!)
Note: The 28 chapters have been divided into two part
The First 15 chapters upto the ‘The Parting’ is
For the Half-Yearly while the remaining for the
for the Final. Each chapter to be covered with
The questions from the text Page 82-86. Those
Which are mandatory must be answered in the
Students class copy

3 BB 1-2 Chapter 1 My Early Home

4 Page 82
5 BB 3-6 Chapter 2 The Hunt Q: 1,2.3
 Page 82
Q: 1,2.4
6 BB 7-8 Chapter 3 The Breaking in

Page
7 BB 9-12 Chapter 4 Birtwick Park Q: 1,2,3

Page 82
8 BB 13-16 Chapter 5 .A Fair Start Q1,2,3
9
Page 83
10 BB 17-19 Chapter 6 Ginger Q: 2,3,6

Page 83
Q: 3,4,5,6
11 BB 20-21 Chapter 7 Merrylegs
12
Page 83
13 BB 22-24 Chapter 8 A Talk in the Orchard Q:1.3,4
14
Page 84
15 BB 25-26 Chapter 9 A Stormy Day Q: 2,4,5,6

Page 84
16 BB 27-28 Chapter 10 The Devil’s Trademark Q: 1,2,3,4

Page 84
17 BB 29-30 Chapter 11 James Howard Q: 2,4,5
18
Page 85
19 BB 31-33 Chapter 12 The Fire Q; 1,2
20
Page 85
21 BB 34-36 Chapter 13 Going to the Doctor Q:1,2,3.4.5
22
Page 85
23 BB 37-38 Chapter 14 Only Ignorance Q:1.2.3,4

Page 85
24 BB 39-40 Chapter 15 The Parting Q: 1.2,3,4
25
26 Page 86
Q: 1,2,3

NELSON SPELLINGS: DEVELOPING SKILLS

 Note: In order to develop skills in English , Nelson
English offers scope by applying three methods. i.e
Focus, Extra and Extension.It is expectedthatTeachers
should discuss each Unit and make sure that Focus is
completed in the textbook where applicable OR in
their copies meant for their /Homework(preferably
same copy) .
It is mandatory that ‘Extra’ and ‘Extension’ are done
and recorded in their copies while in class , the same
day , with the teacher’s guidance & assistance.
(Teachers may find this to be exhaustive but by proper
preparation this is achievable otherwise two/three
additional lessons could be chalked out for them to
work on in order to complete.)

SDS 4-5 Focus/Extra/Extension”

1 Discuss Focus A 1-8 and let students interact and
write them up. Assist if necessary.Then rhyming
words B 1-4 Do Focus
Students write the word below the numbers on the A,B,C
text. Then writing lists in alphabetical order and
writing and identifying them chronologically like:
1,2,3.4……..
Above them

Discuss Extra: A-E (Students to adopt similar

methods while attempting doing their tasks as done for
Focus wherever applicable but in the form of writing Do Extra A-E
them out. Otherwise they bust use thor copy ( It is
advisable that students maintain their copy for both
classwork and
homework to keep copies properly linked)

SDS 4-5 Discuss Extra :Section A root words 1-3, Section B

the plural form 1-5, Section C homonyms 1-3 to show
they can have more than one meaning. Section D Do Extra A-E
Finding homophones 1-8 Section E Circling
unstressed syllables Do Extension
A-D
SDS 4-5 Discuss Extension: Section A Discuss finding two
2 similar prefixes as in 1-3. Section B Finding singular
for each verb 1-5, Section C Forming syllables Section Do Extension
D Using syllables to form correct spelling A-E

SDS 6-7 Discuss Focus/Extra/Extension

3 Unit 1 : Focus on ‘ sure/ture’ Discuss : Teachers
should acquaint students the 14 key words ending
with’ sure’ and’ ture ‘ as well as for Extra & Extension Do Focus
Students can use a word from the box to fill each gap.
 SDS 6-7 Extra: Section A-B : Match each of the “ure words in
the list with the root word from which it has been
made. B Also write sentences using three of the ‘ure’ Do Extra A-B
words.
Do
SDS 6-7 Extension:Section A : Write the words in the box and ExtensionA-B
next to each and write the related ‘ure’ word i.e
futuristic - future. Section B Use four of the ‘ure’ Do Extension
words in sentences to show their meaning A-B

Do Focus
SDS 8-9 Discuss Focus/Extra/Extension A-B
4 Unit 2 Focus Discuss ‘Ph” factor for words all the 13
key words and help them solve the crossword. They
should find 10 of them. (The first one is”Phantom “ in Do Focus
first line across)Assist them to find one or two and ask A-B
them to write a sentence by using two of the ‘ph’
words’

SDS 8-9 Extra:In most words ‘ph’ sounds like ‘f. In the list 12
words every ‘ph’ has been written as an ‘f’ Student
should be advised that they should be careful as Do Extra 1-12
sometimes ‘f’ should be there! Students can write all
12 words correctly in the book. Do Extension
A & C while
SDS 8-9 Extension:Discuss Prefixes dealing with Greek B is optional
language with their roots for (phones, graph,sphere,
Photo. phobia.) Then Do Section A” Sorting the words Do Extension
in the box into the list according to their Greek roots A&C
as shown in the column The do Section C 1-4.Teachers
to assist students to do C and help them find words
beginning with ‘ph’ based on the clues suggested

SDS 10-11 Discuss Focus/Extra/Extension

5 Unit 3 “roots”Roots are words or parts of words to
which prefixes and suffixes can be added to make
words from the same family.
Do Focus
Focus : Discuss all 12 key words and get students to 1-12
write a key word which has the same root, prefix or
suffix as per example 1 (biped- bicycle) Do Focus
Do Extra 1-12
SDS 10-11 Extra : Latin and Greek derivatives Section A 1-9
6 like(aqua=water,scribere=to write, , deka=ten.,
fluere=to flow, duo=two, logos=word/speech, Do Extra
ge=earth,metron=measure, pedis=foot Section A 1-9
*Match each of these pairs of words with a root word
from the above
*To try another word which has the same root to each
pair of words in Section A

SDS 10-11 Extension:Underline the root of each word.

Write a word which uses each of these Latin
Or Greek roots. Do Extension
 A-B

SDS 12-13 Unit 4 : Discuss Focus, Extra, Extension : Discuss

7 Focus of all 12 key words by matching a keyword
to each of the pictures and write a sentence for each Do Focus
Section A 1-6 Section A
1-6
Extra: Hidden in the puzzle box are answers to 8
riddlesHelp them to find them (Example 3rd column
downwards: N Do Extra 1-8
C
( A)
( P}
*P
*E
*A
*R
Z

SDS 12-13 Extension:Explain A syllable is a.part of a word that

can be said by itself. Each syllable has its own vowel
sound. Ex: ‘attention’ is pronounced at/ten/tion, so it Do Extension
has three syllables A 1-10
breaking
syllables into
one/two/three
SDS 14-15 Unit 5-Connectives: Discuss Focus, Extra, Extension As per format
8 Discuss in class.the 12 keywords in Focus . Students
should be able to identify twelve connectives. Cite one Do Focus
example i.e Second line across (eMEANWHILEle)

SDS 14-15 Extra:Connectives: students should learn all the use of

connectives(all 32) while they form compound and
complex sentences. They should copy them for their Do Extra
retention. They should be able to write smaller words (1-32 words)
that make it i.e furthermore/more

SDS 14-15 Extension Discuss Extension and ask students to fill

up the blank spaces
Do Extension
Section
A(1-5)
SDS 16-17 Unit 6 Word Origin: Discuss Focus/Extra Extension
9 Origin: Discuss key words
(Words borrowed from languages in different parts of Do Focus
the world. Students should acquaint themselves with Section A
the country they pertain to . Stress to be given 11 Key
words as well as words pertaining to France, India,
America and Australasia by listing according to their
area of origin

SDS 16-17 Extra: Discuss Onomatopoeia(They are sound words)

Then ask them to the underline the four from the list
that are onomatopoeic . Do Extra
 Section A
SDS 16-17 Extension:With the list of 15 word in the box:
Write the words connected with food only :(pizza,
spaghetti,macaroni, pasta,ravioli). Get students to find Do Extension
words connected with music(optional) A.

SDS 18-19 Unit 7 Using the dictionary DiscusFocus/Extra/Exten-

10 sion. Discuss the 12 key words. Explain the words in
a dictionary are arranged in alphabetical order.

Focus :Students should write each of these lists of

words in alphabetical order.
Do
SDS 18-19 Extra:Write these words, spelling them correctly FocusA-C
(giggal = giggle, girarf= girrafe, glasier = glazie r
gigantick = gigantic , gladest =gladdest Do Extra
Section A
SDS 20-21 Unit 8 ‘er’, ‘or’, ‘ar’ endings Focus , Extra.Extension
11 Focus :discuss. All 14 Key words to be discussed
Do Focus
Section A
SDS 20-21 Extra: Copy the sentences in your copy. Choose a key 1-10
-word to fill each gap(all eight)
Do Extra
SDS 20-21 Extension: Arrange the six sets of group in
alphabetical order(30 words)
Do Extension

SDS 22-23 Unit 9 “ory,’ery’ ,’ory Discuss Focus, Extra,

12 Extension

Focus: Discuss the 14 Key words: Find in t puzzle

box nine words with each of these endings in ary, ery,
ory(i.e .,burglary , mystery,nursery., memory, Do Focus
crockery,library, history, factory, story) Section A

Extra: adding ory, ary, or ery

Students to answer the difference in meaning between Do Extra

‘stationary and ; stationery’ Section A-C

SDS 22-23 Extension:

Writing the plural form Section A(remember to change
the ‘y’ to ‘i’ before adding ‘es’ like factory to Do
factories Extension
Unit 10 . A-B
Plus using the plural forms Do Extra
Section A-B
SDS 24-25 Unstressed Vowels: Unit 10 Focus, Extra, Extension
13 discuss
Focus:Discuss all 12 key words , the Discuss section
A & B. Students should be able to match a keyword
 for each clue Teachers should cite one example
1.jewellery Do Focus
1-8
SDS 24-25 Extra : Unstressed vowels
: Use a dictionary to spot the unstressed vowels and
writing out syllables Do Extra A-B

SDS 24-25 Extension: Writing out the syllables for each

Do Extension
SDS 26-27 Check-Up 1 Focus, Extra, Extension Discuss in class 1-9
14 Focus:Students should be able identify pictures and
clues to identify key words Do Focus
1-10
SDS 26-27 Extra:Students to be able to work on Section A-E i.e
15 (B) small words that make connectives(C) naming
country of origin of foreign derivatives(D) identifying
persons by the doer (E) Identifying unstressed vowels Do Extra
which have been omitted. Section B-E
Framing two words each having the same Greek
roots, breaking in syllables of four given words,
Writing down three food words which English has
borrowed from Italian. D Extension
A-C
SDS 28-29 Unit 11 Tricky Words: Discuss Focus ,Extra,
16 Extension in class in order to familiarise students to
perform their tasks effectively
Focus Discuss the 12 key Words{Get them to write out
the spellings at home. Do Focus
SDS 28-29 Extra: Write the letter of the alphabet omitted Section A
ExtensionStudents should be able to spell correctly
from 10+8 misspelt words whereas their double
consonants have been taken out. Do Extra1-15
Do Extension
SDS 30-31 Unit 12 Maths and Science words : Teachers should Section A-B
17 discuss the 13 Keywords and ensure students are
familiar with them . Do Focus
Plus Extra & Extension 1-8

Do Extra 1-12
SDS 32-33 Unit 13 Homophones: Discuss Focus, Extra, Do Extension
18 Extension. Discuss all all 7 sets of 1-8
homophones.(Students should acquaint themselves
and write them out in their copies should be able to
match keyword based on the 6 pictures
.
SDS 32-33 Extra: (students to acquaint themselves Section A &
B)
Do Extra
SDS 32-33 Extension :Students should familiarise with confusing Section A-B
words like practise/practice, advise/advice, /device etc
Do Extension
Section A-B
N:B It is expected that teachers conduct their
 classes for each Spelling lesson per day, making it
possible to ensure that the Extra and Extension classes
can be completed while in class and allowing students
to complete their ‘Focus Section’ while at home. All
work must be completed in their copies and where
possible in their textbook . Teachers to ensure that
student’s work does not remain unchecked before any
form of written assessment.

OLIVER TWIST by CHARLES DICKENS is

reserved for Book Report purpose meant for the
Winter Vacation.

NB: The remaining working days are left or covering for the Syllabus / Lesson Plan Exams.
30.June, 2024

To All Teachers of English:

Prelude to English Language & Literature Teaching Activity Class I to VII (2024-2025)

A systematic combined Syllabus and Lesson Plan has been drawn up to cover and cater for the implementation
by all our campuses in order to maintain uniformity and upholding the standard required to meet the Edexcel
requirement. Our teachers are expected to conduct and facilitate their teaching delivery to their classes, in all
our campuses in Academia. This is to ensure that all campuses can conduct their classes both theoretically and
practically with the view that students can comprehend their lessons better and to boost up their concept and
standard as well, in an innovative manner. This is being done in order to improve both the teachers and their
students’ delivery rate as well. The entire lesson plan has been thoroughly worked out based on the time frame
required for each lesson/chapter. A summary has been chalked out so that teachers can each provide a briefing
with the view initially so that the students are able to catch up with the text themselves and be able to on work
on their own. All exercises have been worked out for them so that teachers are able to speed up their activity
without losing time, who are inclined to skip and avoid relevant matters which need to be addressed to the
students. Teachers can now confidently carry out their classes provided they are prepared the previous day and
plan, based on the guided plan and to conduct them with efficiency. (Teachers are no longer required to frame
their own trend of lesson plan but should regulate themselves by compromising abiding and devoting
themselves with the existing lesson plan provided). From now on they are to fine tune their lessons in order
to excel and deliver materials, while imparting Edexcel form of teaching requirement from the very base in the
form the text and the word meaning and sentence making exercises programmed. They should take care not to
go beyond what is expected out of them other than the exercises. The fundamentals need to be taught lightly
and one must not go too deep for Junior Section (Classes I -IV), however for Middle Section (Class V-VII), one
should go beyond to tackle and teach the basic fundamental as well, while they climb up the stairs to their next
classes and prepare themselves for being promoted to the Senior Section.

However, teachers might find it exhaustive to reconcile with the guided lesson plan. We believe our targets are
all achievable goals, where teachers are expected to teach with dedication and perseverance while overcoming
any shortcomings if they have any, on their part.

It is expected that all of teachers take up arms and meet the challenges of time and that they make themselves
competent enough to cope up with their job as assigned to them and that they all take prompt measure to take
care to check on their classwork and home tasks as well, without bias and discrimination. Should any one of
you face any difficulty you are free to let us know. We are there to help you sort out any difficulties you might
encounter.

Be informed that your work will be monitored and evaluated from time to time in order to determine progress
made on your teaching and whether you are keeping at par with your colleagues with all our campuses.

Note Well: For Your Information:

The lesson plan covers not to exceed 75 working days whereas about 88 to 89 working days are earmarked for
the Half-yearly and the Final respectively for each academic year. The additional 13/14 dys should cover for
revision work and to serve for tests/examination!

This Syllabus and Lesson plan is posted on the Net and will serve the purpose to help students and guide
parents and provide them assistance. It will them to follow up what is being taught and take help from it so that
a Teacher/Student/Parent human relationship is formed and to discourage private assistance!!
So, Let us begin with success!!!
To: All In-charges of Academia
To: All English Language & Literature Teachers of Academia
From: Chairperson, Academia

PREFACE TO IMPLEMENTING LESSON PLAN FOR LANGUAGE & LITERATURE FOR CLASS
I-VII FOR ACADEMIC SESSION 2023-24 AS PER TEXT BOOK

This Lesson Plan for English Language & Literature has been prepared and designed for all Academia’s
teachers who are to implement and teach their students in an interactive manner and to facilitate teachers
of all our campuses to conduct their classes in a uniform and coordinated manner with the given day to
day activity set in the lesson plan. Therefore, we would like you to think of this as your teaching guide and
facilitate you to impart your daily classes you are programmed to teach.It will help prompt you and help
give pointers to improve their testing skills. It will help you overcome your own trouble spots if any and
show you how to work on them and would help you to test their strengths as well. You can rest assured,
you can expect to observe marked improvement in their performance.
You are free to go as quickly or as slowly as you like, repeating sections as often as you need, skipping
sections which you feel students already know. Like any good teacher, it will work closely with the
students, prompting them and giving them pointers to improve their testing skills. It will help you
pinpoint your trouble spots and show you how to work on them as well. It will point out your strengths as
well. After working on with your students, you can expect to observe marked improvement in their
performances.While adopting the lesson plan guidelines, you can go as quickly or as slowly as you like,
repeating sections as often as you need, skipping over sections you are convinced they already know very
well. The Lesson plan will give you explanations, not just correct answers, when you make mistakes, and
will enable you to be infinitely patient and adaptable.
Moreover , it offers you dozens of clear-cut Testing Tactics and shows you how to use them to
attack every question type one will find on the given text in the form of Check-up Units covering a number
of units or Tests at the end of the book, particularly for Nelson books (Class I -VII)., While Grammar
Builders (Class V-VII) at the end of the book.It will thus enable you to simulate actual testing conditions
for your students with step -by-step lessons on English grammar and essay analysis, informational graphics
drills, and sample essay prompts, accompanied by a range of worked out samples and illustrations.
They should also set questions pertaining to grammar from Oxford Reading Circle as well covering for
suffixes, prefixes , simile , homonyms, figurative languages etc) Care should be taken to ensure that , while
setting questions, one should undertake to cover test questions so that one can grasp their students’
understanding. Each unit must also cover at least one element from its sub-section and should also be
included to test and assess their total understanding skills.The Grammar portion should cover 50% of the
Exam. The remaining 50% will deal with Comprehension, Letter Writing and Creative Writing as per
designed Lesson Plan.Class 1-IV teachers are delegated to use both the Nelson Books meant for testing
students for their Grammar.
For Literature Question paper setting Class I - IV should set Questions pertaining to the book.(ORC).
Questions are to be set from all topics taught from both prose and poetry with particular reference to the
topic taught. A full summary of a poem should be given out to write.plus three references to the context
where they will have to choose any two. Other exercises as in the book will have to be included. It is
advisable that at least 60% is to be covered dealing with Poetry and Prose while the remaining 40%
comprises other sections of the book.
For Literature Class V-VII Care should be taken that Narnia, , Tom Sawyer ,Sherlock Holmes are well
covered for their examinations purpose. Both Poetry and Prose should cover as meant for Class I-IV.
Class VII teachers must ensure that the three plays from Shakespeare , meant for Half Yearly and Final
Examination are well covered with due weightage to the question in order to judge students’
comprehensive powers. Multiple choice questions are to be encouraged.
With the above in view, we believe you have the tools to implement the Lesson Plan with
confidence.allowing you teach your students with total confidence.
Wishing you all the best for the Academic Year 2024-25.