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Lesson 7: Seasonsسبق 7:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan -- Unit 7

Seasons

Subject: English | Class: 1 | Series: Leeds (SNC 2020)

Overview

This unit features a poem about the four seasons (winter, spring, summer, autumn). Students learn vocabulary (bud, warm), rhyming words, colours, shapes and sizes, the use of "that" and "those," naming and action words in writing, and manners about helping others.

Learning Objectives

  • Interact with the text and use reading strategies to guess what follows
  • Respond to the text to express likes/dislikes about the poem
  • Recite short poems or nursery rhymes with actions
  • Recognise formulaic expressions to express limited needs
  • Identify and articulate simple rhyming words in the text
  • Recognise different categories of colours, shapes, and sizes
  • Use words that point to something: that, those
  • Write appropriate naming and action words to identify objects or actions
  • Construct simple sentences using correct capitalisation, punctuation, and spelling

Day 1: Reading the Poem (40 minutes)

Materials

  • Textbook pages 39-40, season pictures (winter, spring, summer, autumn), chart paper

Warm-Up (10 minutes)

  • Show pictures of each season and ask: "What do you see in each picture?"
  • Ask: "How many seasons are there?" and "Which season do you like the most?"

Main Activity (20 minutes)

  • Read the poem aloud with actions:
    • "Here we go round the year again, To greet the different seasons."
    • "Wintertime is time for snow. It's too cold for plants to grow."
    • "In the springtime days get warm. On the plants, the new buds form."
    • "In the summertime, days are hot. Ice-cold drinks, I drink a lot."
    • "Autumn is here, the air is cool. Days are short, it's back to school."
  • Discuss each season:
    • Winter: cold, snow, plants do not grow
    • Spring: warm, new buds form on plants
    • Summer: hot, we drink cold drinks
    • Autumn: cool air, short days, back to school
  • Ask while-reading: "___ season is the time for snow." (Winter)
  • Ask post-reading: "Which season do you like the most?" and "Do you like the poem?"

Wrap-Up (10 minutes)

  • Recite the poem together with actions (shiver for winter, bloom for spring, fan for summer, fall for autumn)
  • Students say their favourite season and why

Differentiation

  • Support: Focus on two seasons first, then add the other two
  • Extension: Students draw their favourite season and label it

Day 2: Comprehension, Vocabulary & Colours (40 minutes)

Materials

  • Textbook pages 41-42, colour chart (rainbow), vocabulary cards

Warm-Up (5 minutes)

  • Recite the poem together

Main Activity -- Comprehension (10 minutes)

  • Answer comprehension questions:
    1. How many seasons are there in a year? (Four)
    2. In which season do new buds grow? (Spring)
    3. Which season is too cold? (Winter)
  • Complete sentences with the correct word: autumn, hot, summer
    1. Days are very ___ in the summer season.
    2. Air is cool in the ___ season.
    3. We use cold drinks in ___ season.

Main Activity -- Vocabulary (10 minutes)

  • Teach vocabulary:
    • bud = new growth
    • warm = hot
  • Fill in missing letters: s___ap, br___sh, clo___hes, tow___l
  • Practise the dialogue expressing needs:
    • "Mother! I want some biscuits." / "Yes, sure!"
    • "Thank you, mother!" / "You are welcome."

Main Activity -- Colours (10 minutes)

  • Teach colour names: yellow, blue, black, green, orange, red, white
  • Show a rainbow picture and identify each colour
  • Students name the colours of objects in the classroom

Wrap-Up (5 minutes)

  • Quick colour quiz: teacher points to objects, students name the colour

Day 3: Writing, Sizes, That/Those & Manners (40 minutes)

Materials

  • Textbook pages 43-46, size comparison cards, writing notebooks

Warm-Up (5 minutes)

  • Quick review of colours and seasons

Main Activity -- Writing: Naming and Action Words (10 minutes)

  • Show a picture (e.g., beach scene) and ask students to identify:
    • Naming words (nouns): children, beach, sand, ball
    • Action words (verbs): play, run, swim, eat
  • Students write four naming words and four action words in their notebooks

Main Activity -- Rhyming Words and Size (10 minutes)

  • Making new words by changing the first letter:
    • tap, cap, map / bun, fun, run / pen, ben, ten
  • Size vocabulary: big, small, long, short
  • Tick the small object; tick the long object
  • Write three lines on table manners

Main Activity -- That and Those (10 minutes)

  • "That" refers to singular nouns -- one thing which is far from us
    • That is our home. That is a mountain. That is a tree.
  • "Those" refers to plural nouns -- more than one thing which is far from us
    • Those are balloons. Those are bananas. Those are mangoes.
  • Compare with "this/these" from Unit 5 (near) vs. "that/those" (far)

Manners Time -- Helping Others (5 minutes)

  • Discuss: We should help people in need. We should help people to cross the road.
  • Students share examples of how they can help others

Wrap-Up (5 minutes)

  • Recap: seasons poem, colours, sizes, that/those, helping others

Teaching Tips (from textbook)

  • Model the poem by reading in front of students with correct pronunciation and intonation
  • Guide them to read the text on their own
  • Explain the concept of colour and size
  • Ask students to find and share things of different colours and sizes from their surroundings
  • Explain the concept of "That" and "Those"
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