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Lesson 8: Seasonsسبق 8:

Daily Lesson Planروزانہ سبق منصوبہ

روزانہ سبق منصوبہ

Daily Lesson Plan — Unit 8

Seasons

Subject: English | Class: 3 | Series: Leeds (SNC 2020)

Overview

This unit teaches students about the four seasons in Pakistan: winter, summer, spring, and autumn. Students learn the characteristics of each season, what people wear and do, and how nature changes. Language skills include vocabulary (fireplace, sweltering, delight), weak forms of "do" and "have" in contractions, articles (a, an, the), action verbs, usage of be/do/have as main verbs, creative writing with a picture and word bank (Ramzan/Iftar theme), and a dialogue about inviting someone to a Defence Day party.

Learning Objectives

After completing this unit, students will be able to:

  • Use pre-reading strategies to predict words that might occur in a text
  • Apply critical thinking to interact with text using intensive reading strategies
  • Read/scan specific factual information to answer short questions
  • Name four seasons in Pakistan: winter, summer, spring, and autumn
  • Recognize and pronounce weak forms of "do" and "have" in contractions
  • Recall and apply the rules for the use of "a," "an," and "the"
  • Identify "a" or "an" as articles; identify and use the definite article "the"
  • Recall that plural nouns do not take the articles "a" or "an"
  • Recognise doing words as verbs; use action verbs in speech and writing
  • Illustrate use of different forms of the verb be, do, and have with their negative forms
  • Identify and make simple sentences with be, done, do, and have as main verbs
  • Read information in a picture graph
  • Demonstrate conventions and dynamics of oral interactions to express joy, sadness, and anger
  • Revise written work for layout, legibility, and punctuation

Day 1: Pre-Reading and Reading — Four Seasons (40 minutes)

Materials

  • Textbook pages 45-46
  • Pictures of four seasons
  • Board and markers

Warm-Up (10 minutes)

  1. Pre-reading: "Read the title and guess four words related to it." "What is your favourite season?"
  2. Show pictures of the four seasons. Ask students to describe what they see.

Reading Activity (25 minutes)

  1. Read the passage aloud:

    Introduction: Pakistan is a land of four different seasons: winter, spring, summer, and autumn. When seasons change, weather also changes.

    Winter: Coldest season. It snows in mountain areas. We wear warm clothes like sweaters and jackets, gloves, scarves, and long shoes. We can stay inside and read books, use heaters, fireplaces. Family members sit around and talk in the evenings.

    Summer: Hottest season. Sun shines bright, we sweat greatly. May, June, and July are summer months. Summer nights are sweltering. Days get longer, nights get shorter. We wear light clothes and open shoes.

    Spring: Called the "King of All Seasons." One of the most beautiful seasons. Neither too hot nor too cold. A time of joy and delight. Nature looks cheerful. Birds fly from tree to tree singing sweetly. Different kinds of flowers bloom.

    Autumn: Late in autumn, days get shorter and nights get longer. It goes dark earlier in the evening. Air gets colder. Leaves fall from trees. Plants turn brown.

  2. While-reading: "What do we wear in winter?"

  3. Students read silently, then take turns reading paragraphs aloud.

Wrap-Up (5 minutes)

  1. Post-reading: "What do you like to drink in summer?" "What is the difference between weather and climate?"
  2. Students name their favourite season and explain why.

Differentiation

  • Support: Create a four-column chart on the board with season names and key features.
  • Extension: Students draw their favourite season and write 3 sentences about it.

Day 2: Comprehension, Vocabulary, and Contractions (40 minutes)

Materials

  • Textbook pages 47-48
  • Notebooks

Warm-Up (5 minutes)

  1. Quick quiz: "Which is the hottest season?" "Which season is the King of All Seasons?"

Words Treasure (5 minutes)

  1. Teach vocabulary:
    • fireplace — hearth for burning wood
    • sweltering — very hot
    • delight — happiness

Comprehension (10 minutes)

  1. Answer questions:
    • What happens when season changes? (Weather also changes)
    • What is the hottest season of the year? (Summer)
    • What is the coldest season of the year? (Winter)
    • Which season is the King of All Seasons? (Spring)
    • Which season do you enjoy most and why?
  2. Students write answers in complete sentences.

Weak Forms of "Do" and "Have" in Contractions (15 minutes)

  1. Explain: A contraction is a word shortened by dropping letters and adding an apostrophe.
  2. "Have" contractions:
    • "The children are happy." → "The children're happy."
    • "I have new shoes." → "I've new shoes."
    • I've, we've, you've = weak forms of "I have, we have, you have"
  3. "Do" contractions:
    • Who'd, doesn't, how'd = weak forms of "who did, does not, how did"
  4. Students write sentences using weak forms in their notebooks.

Articles (5 minutes)

  1. Introduce articles: a, an, the.
  2. Rules:
    • Use "a" before a word that begins with a consonant sound (a cat, a lion)
    • Use "an" before a word that begins with a vowel sound (an apple, an axe)
    • Plural nouns do not take "a" or "an"

Differentiation

  • Support: Write contraction pairs on flashcards for matching practice.
  • Extension: Students find contractions in a paragraph and expand them to full form.

Day 3: Articles and Verbs (40 minutes)

Materials

  • Textbook pages 48-49
  • Notebooks

Warm-Up (5 minutes)

  1. Quick quiz: "Do we say 'a apple' or 'an apple'?" "Do we say 'a cat' or 'an cat'?"

Articles — Rules and Practice (15 minutes)

  1. Review rules for "a" and "an."
  2. Use of "the":
    • Before names of newspapers: The Jang
    • Before names of rivers: The Ravi
    • Before names of holy books: The Quran
  3. Practice — correct the sentences:
    • "A eagle is a bird." → "An eagle is a bird."
    • "A onion is a vegetable." → "An onion is a vegetable."
    • "There is an bird on the tree." → "There is a bird on the tree."
    • "River Indus is located in Pakistan." → "The River Indus is located in Pakistan."
    • "Muslims recite Holy Quran." → "Muslims recite the Holy Quran."

Action Verbs (10 minutes)

  1. Explain: Words that describe actions are called action verbs.
  2. Examples: eat, drink, run, play
  3. Students find at least five verbs from the reading text and write them.

Use of Be, Do, and Have (10 minutes)

  1. "Be" as a main verb (is, am, are, was, were):
    • Ayesha is a good girl.
    • The children were at home.
    • We are going to Karachi.
    • I am happy to see you.
  2. "Do" as a main verb:
    • We should do our homework daily.
    • Sadia did well in the final exams.
    • He did not write a letter.
    • Don't put off till tomorrow what you can do today.
  3. "Have" as a main verb:
    • I have a beautiful peacock.
    • She has a bicycle.
    • They have gone to school.
    • We have seen the drama.
  4. Students make sentences using be, do, and have.

Differentiation

  • Support: Provide a chart: a = consonant, an = vowel, the = specific.
  • Extension: Students write 3 sentences each using be, do, and have.

Day 4: Creative Writing and Picture Description (40 minutes)

Materials

  • Textbook pages 49-50
  • Notebooks
  • Coloured pencils

Warm-Up (5 minutes)

  1. Show the Iftar picture from the textbook.
  2. Ask: "What do you see in this picture?"

Creative Writing — Ramzan/Iftar Paragraph (20 minutes)

  1. Look at the picture showing a family at Iftar.
  2. Word bank provided: Allah, Ramzan, eat, delicious, Iftar
  3. Students write a paragraph about the picture using the word bank.
  4. Guide: describe who is in the picture, what they are doing, what food is on the table, why Iftar is special.
  5. Check for layout, legibility, and punctuation.

Oral Communication — Defence Day Dialogue (15 minutes)

  1. Read the dialogue:
    • Ali: Asslaam-o-Alaikum! What are you doing on 6th September?
    • Aden: Wa Alaikum Assalam! Ali, I don't have any special plan.
    • Ali: We are arranging a get-together party for Defence Day.
    • Aden: Wow! It is an excellent idea.
    • Ali: I invite you. We will have fun together.
    • Aden: Thanks a lot.
  2. Students read in pairs.
  3. Students create their own invitation dialogues about a seasonal event.

Differentiation

  • Support: Provide sentence starters for the paragraph.
  • Extension: Students write about their favourite Iftar memory.

Day 5: Review (40 minutes)

Materials

  • Review materials

Seasons Review (10 minutes)

  1. Quick quiz on all four seasons — characteristics, clothes, activities.

Articles and Verbs Review (10 minutes)

  1. Fill in blanks with a, an, or the.
  2. Identify verbs in sentences.

Contractions Review (10 minutes)

  1. Convert sentences to contraction form and back.

Unit Wrap-Up (10 minutes)

  1. Teaching tip: "Nature has endowed us with wonderful seasons, which are surprisingly different from each other."
  2. Students share their favourite thing about each season.

Differentiation

  • Support: Provide reference charts for review.
  • Extension: Students write a short poem about their favourite season.
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