Daily Lesson Plan — Unit 10

Go Green

Subject: English | Class: 4 | Series: Leeds (SNC 2020)

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Lesson Duration

3 periods (40 minutes each)

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Period 1: Reading and Comprehension

Objectives:

• Use pre-reading strategies to predict content from the title and pictures
• Read and understand the dialogue between Asim (father) and Abdullah (son) about global warming
• Locate specific factual information to answer questions
• Apply critical thinking about global warming and environmental protection

Materials:

• Textbook (pages 56–63)
• Whiteboard and markers
• Pictures of pollution, factories, trees

Warm-Up (5 minutes):

• Write "Go Green" on the board.
• Ask: "Look at the title and discuss what the text can be about."
• Ask: "Do you know why global warming occurs?"

Pre-Reading (5 minutes):

• Show pictures of polluted cities, factories emitting smoke, and melting ice.
• Ask: "What do you think is happening to our planet?"
• Introduce key terms: global warming, fossil fuels, pollution, ozone layer.

While-Reading (20 minutes):

• Read the dialogue aloud with students taking roles of Father (Asim) and Abdullah.

• Key topics covered:

  1. What is global warming? The warming up of the earth.
  2. What causes it? Water vapour from air conditioners, carbon dioxide and methane from vehicles and factories.
  3. How does it affect us? Destroys the ozone cover, heat and harmful rays rise the earth's temperature, sea levels rise, summer streams reduce, species become extinct, eradicated diseases return.
  4. How can we reduce it?
     • Minimise use of fossil fuels (coal, gas, petrol) and home energy.
     • Use eco-friendly vehicles: bicycles, tricycles, cycle rickshaws, two wheelers instead of cars.
     • Use public transport. Walk short distances.
     • Plant more trees — they absorb carbon dioxide and replace it with oxygen.
     • Reduce use of plastic. Carry cloth and jute bags for shopping.
     • Recycle plastic.
  5. Time Taken to Decay: Cotton rags (1–5 months), Paper (2–5 months), Plastic bags (10–20 years), Artificial fibre clothes (30–40 years), Leather shoes (25–50 years).
  6. Abdullah's plan: Form an Eco club, plan a plastic-free zone, plant saplings along streets, each house takes care of two saplings.

• Pause at while-reading: "How is global warming the largest threat to humanity?"

Post-Reading (10 minutes):

• Ask: "What has been the impact of global warming on Pakistan?"
• Ask: "Do you like the text? If yes, why?"
• Discuss what students can do at home and school to help the environment.

Differentiation:

• Struggling learners: Provide a cause-and-effect chart for global warming. Use pictures to support understanding.
• Advanced learners: Write a plan for an Eco club in their school — what activities would they do?

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Period 2: Vocabulary, Phonics, and Grammar

Objectives:

• Learn meanings of key vocabulary words (attention, global, extinct)
• Pronounce and classify long and short vowel sounds
• Make anagrams from simple words
• Identify and use homophones correctly

Materials:

• Textbook (pages 59–61)
• Long/short vowel chart
• Homophone picture cards

Vocabulary Activity (5 minutes):

• Teach the three vocabulary words:
  • attention — the act of listening
  • global — relating to the whole world, worldwide
  • extinct — dead, lost
• Students use each word in a sentence related to the environment.

Long and Short Vowel Sounds (10 minutes):

• Explain: When a vowel sounds like its name, it is a long vowel sound. When it does not, it is a short vowel sound.
• Examples:

Vowel	Short	Long
a	apple, sack	grapes, rain
e	net, hell	eagle, feel
i	igloo, insect	island, lime
o	dog, ostrich	potato, boat
u	sun, cub	music, cute

• Sorting activity: Classify words as short or long vowel:
  • ant (short), leaf (long), bell (short), frog (short), acorn (long), iron (long), ape (long), duck (short), fish (short), rose (long)

Anagrams (10 minutes):

• Explain: An anagram is a word formed by rearranging the letters of another word.
• Examples: bread → beard, begin → being, chin → inch
• Activity: Rearrange letters to fit the sentence:
  1. I saw a (tar) _____ scurry across the road. (rat)
  2. Please (grin) _____ the door bell. (ring)
  3. I (dear) _____ lots of books. (read)
  4. My tap has a (lake) _____. (leak)
  5. I have a pet (act) _____. (cat)

Homophones (15 minutes):

• Explain: Homophones are words that sound the same but have different spellings and different meanings.
• Examples: cell/sell, lead/led, hole/whole, mail/male, hair/hare, red/read, ate/eight, son/sun, aunt/ant
• Activity: Circle the correct spelling for each image:
  • Letters → mail (not male)
  • Rabbit → hare (not hair)
  • Boy reading → read (not red)
  • Number 8 → eight (not ate)
  • The star in the sky → sun (not son)
  • Small insect → ant (not aunt)

Differentiation:

• Struggling learners: Provide picture cues for homophones. Give a word bank for anagrams.
• Advanced learners: Write five sentences, each using a pair of homophones correctly.

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Period 3: Past Continuous Tense, Creative Writing, and Oral Communication

Objectives:

• Recognise and use the past continuous tense for actions in progress in the past
• Write a dialogue about an environmental topic
• Use appropriate tone and non-verbal cues (facial expressions) for communication

Materials:

• Textbook (pages 61–63)
• Past continuous tense chart
• Facial expression pictures

Past Continuous Tense (15 minutes):

• Explain: Past Continuous Tense is used for a temporary activity in the past. It began and finished in the past.
• Positive: Subject + was/were + Verb-ing + Object
  • "She was reading a book."
  • "They were playing cricket."
• Negative: Subject + was/were + not + Verb-ing + Object
  • "She was not reading a book."
  • "They were not playing cricket."
• Interrogative: Was/Were + Subject + Verb-ing + Object?
  • "Was she reading a book?"
  • "Were they playing cricket?"
• Use "was" with: I, he, she, it (singular)
• Use "were" with: we, you, they (plural)
• Exercise: Choose the correct option:
  1. The shopkeeper (was not / were not) closing his shop. → was not
  2. We (was / were) riding bicycles the whole day yesterday. → were
  3. (Was / Were) the birds flying over the lake? → Were
  4. The jackals (was not / were not) howling in the evening. → were not
  5. Rashid (was / were) playing cricket at 8 o'clock on Monday. → was

Creative Writing — Dialogue (15 minutes):

• Students write a dialogue between two friends about COVID-19 or an environmental topic.
• Include speech bubbles format as shown in the textbook.
• Topics: COVID-19 safety, saving water, reducing pollution, recycling.
• Remind students to use appropriate vocabulary, tone, and style.

Oral Communication — Tone and Non-Verbal Cues (10 minutes):

• Look at facial expressions from the textbook: sadness, anger, joy, surprise.
• Discuss: How does your face show how you feel? Your tone of voice changes too.
• Activity: Students practise saying "I can't believe it!" with different emotions — sadness, anger, joy, surprise.
• Discuss appropriate tone for different situations: asking politely, expressing concern about the environment, showing enthusiasm.

Wrap-Up:

• Key message: Global warming is a man-made catastrophe. We can all help by reducing fossil fuel use, planting trees, reducing plastic, and recycling.

Differentiation:

• Struggling learners: Provide a past continuous tense formula card. Give a dialogue template with blanks.
• Advanced learners: Write a short paragraph about what they were doing yesterday using past continuous tense (5 sentences).