LESSON PLAN (8608)

Name: Roll No: BT611116

Programme: ma

LESSON PLAN 01
SUBJECT: English GRADE: 6
TOPIC: Nouns
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
By the end of this lesson, students will be able to:
Define and provide examples of nouns
Identify various objects (e.g., door, ceiling, and desk)
Use correct pronunciation when defining nouns
Use listening skills and subtle clues to solve answers
Use nouns (words) in sentences while upholding grammatical integrity
Write about nouns its definition and its examples.
Student should know about types/kinds of noun like proper noun and common noun.

SPECIFIC OBJECTIVES
Ask students to define a noun. After taking a few students' ideas, explain that a noun is a person,
place, or thing. Tell students that nouns found in sentences can explain who or what the sentence
is about, where an event took place, and many other things relevant to the sentence.
Upon completion of this lesson, students will be able to:

Explain what nouns are

Identify the different types of nouns

Effectively use nouns in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.

AV AID
Cards (provided by the teacher)
Tape
Computer
YouTube
Classroom
Preparation: Before the class, the teacher will have written all of the nouns he wishes to use on
index cards.
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different characters are doing in that picture.

PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.

ANNOUNCEMENT OF TOPIC
Dear students today we are going to discuss about noun. Nouns are basic to sentence structure
because they, along with pronouns, provide the subject of the sentence. In addition, a noun
functions as a direct object of a verb, an indirect object of a verb, object of a preposition, or a
complement. The subject (in bold) can be a person, place, thing or idea.
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and examples yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of kinds of nouns too.
PRESENTATION
Share with the students the purpose of learning grammar: so that we can become better speakers
and writers.
Tell students that today they will be learning about what a noun is and how to find them in a
sentence.
Ask students to look around the room and look for objects. Call on a few students to share their
item.
Explain that all of those objects are nouns, which are the words we use for people, places, and
things.
Play a song about nouns to your students to solidify this idea, if necessary. You could have
students raise a hand when they hear nouns mentioned to make the activity more interactive.
Related
EVALUTION
Encourage the students to visit their school library.
Select a grammer book from a English grammer books and note down the keywords of the
nouns.
Write your own examples of nouns
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test
 LESSON PLAN 02

SUBJECT: English GRADE: 8

TOPIC: Introduction to Types/kinds of Nouns
DURATION: 40 Minutes
GENERAL OBJECTIVES
Student will be able to:
Write about types of nouns and their definitions and their examples.
Student should know about types of nouns.
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what nouns are with examples.

Identify the different types of nouns and their examples

Effectively use nouns and its types in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.

AV AID
Cards (provided by the teacher)
Tape
Computer
YouTube
Classroom
Show a picture to students and ask them what they are looking in that picture and ask them
to observe what the different characters are doing in that picture.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech especially about our topic of the day or day wise
topic.
ANNOUNCEMENT OF TOPIC
A noun is a word for a person, place, or thing. (It might be helpful to think of a noun as a
"naming word.") There are different types of noun, but all nouns can be classified as either a
proper noun or a common noun.

Once we've discussed proper nouns, we will cover common nouns and the nine types of common
noun.
Types of noun
Got it? Take a quick test.
Proper Nouns
A proper noun is the specific name given to a person, place, or thing (e.g., a personal name or a
title). For example:
Michael
Africa
Peking
Dayton Peace Accord
United Nations
The Tower of London
Uncle George
("Uncle" is written with a capital letter because it is part of his name.)
Auntie Sally
The Red Lion
Note: A proper noun always starts with a capital letter.

Read more about proper nouns.

Read more about using capital letters for proper nouns.
Common Nouns
A common noun is the word used for something. In other words, it is the word that appears in a
dictionary. For example:
Car
Man
Bridge
Town
Water
Metal
Ammonia
The difference between common nouns and proper nouns becomes clearer when they're side by
side.
PRESENTATION
Ask students to answer the following question:
What is nouns and its examples?
What are the types of nouns?

Assess students" written work to know about their understanding and learning, Give marks to
each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to nouns and types/kinds of nouns its
Examples given in the exercise of textbook

EVALUTION
Encourage the students to visit their school library.
Select a grammer book from a English grammer books and note down the keywords of the
nouns.
Write your own examples of nouns
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test
 LESSON PLAN O3
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Detailled lesson on types/kinds of nouns
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about types of noun and their definitions and their examples with full details and
explanation.
Student should know about types of nouns completely and their using skills.
Also know about
What Is a Noun?
Plural Forms of Nouns
Common Noun
Proper Noun
Abstract Noun
Concrete Noun
Countable Noun
Uncountable Noun
Compound Noun
Collective Noun
Singular Noun
Plural Noun
Noun

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what nouns are with examples and making basic sentences.

Identify the different types of nouns with examples.

Effectively use nouns and its types in sentence composition.

A noun is the part of speech that names a person, place, thing, or idea. Nouns can be common or
proper, and they can act in a sentence as subject, object of the verb, and object of the preposition,
among other things.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
Teachers -- tell the students: a fun activity might be to have the students look around their
classroom, and write down everything they see. Have each student read one or more of their
items out loud - most of these will be nouns. Next, have the students organize these nouns into
categories of "people, places, or things."
(Ex. desk, chair, teacher, Sam, pencil, book, chalkboard, floor...)
Help your students understand nouns. An inviting and straightforward Study.com video lesson
delivers the basics while you lead students through guided activities. To broaden instruction,
utilize our suggestions for extra activities and related lessons.

AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different characters are doing in that picture.
INTRODUCTION
A noun is a word that refers to a person, place, thing or idea. It is one of the basic building block
for how we refer to things in world around us. The other building block is verb.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech specially about our topic of the day or day wise
topic.

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make
Sentences and also with more examples
Instruct them to give a examples and definitions of types of noun too and examples and main
keywords.
PRESENTATION
Ask students to answer the following question:
What are nouns and its examples?
What are the types/kinds of nouns with examples?

Assess students" written work to know about their understanding and learning, Givemarks to
each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related types of noun and its examples and some
main keywords given in the exerciseof textbook.
EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
grammer books andnote down the keywords of the nouns.
Write your own examples of nouns and types/kinds too
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN O4
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Pronouns
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about pronouns its definition.
Student should know about examples of pronouns.

No matter what language you use, you need to ask the questions “Who?”, “Where?” And
“What?” In order to find the word group called noun in the sentence. Names can be used plurally
according to different rules. In this context, we will first examine how the plural forms of nouns
differ.

SPECIFIC OBJECTIVES
An objective pronoun acts as the object of a sentence? It receives the action of the verb. The
objective pronouns are her, him, it, me, them, us, and you.
Upon completion of this lesson, students will be able to:

Explain what pronouns are

Identify the different types of pronouns

Effectively use pronouns in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
Offer your pronouns with your name. ...
Treat pronouns like a name you forgot. ...
A little awkwardness is OK. ...
Use “they” until you know. ...
A note about gender-neutral pronouns
Don't press someone for their pronouns. ...
What to do if you mess up. ...
Why using correct pronouns is important.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different characters are doing in that picture.
INTRODUCTION
A pronoun is a word that is used instead of nouns. It is one of the basic building blocks of noun
for how we refer to things in world around us. The other building block is verb.
A pronoun (I, me, he, she, herself, you, it, that, they, each, few, many, who, whoever, whose,
someone, everybody, etc.) is a word that takes the place of a noun. In the sentence Joe saw Jill,
and he waved at her, the pronouns he and her take the place of Joe and Jill, respectively.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.

ANNOUNCEMENT OF TOPIC
Dear students today we are going to discuss about pronoun.
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of kinds/types of pronouns too.
PRESENTATION
Ask students to answer the following question:
What are pronouns and its examples?Assess students" written work to know about their
understanding and learning, Givemarks to each group's topics on the basis of all examples and
wording they used.
Involve the students in solving the problems related to pronouns and its examples given in the
exerciseof textbook.
EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
grammar books andnote down the keywords of the pronouns.
Write your own examples of pronouns
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.
 LESSON PLAN 05
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Intruduction to types/ kinds of pronouns
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Our Types of Pronouns lesson plan introduces students to the different kinds of pronouns such as
personal, possessive, indefinite, reflexive, and others. For all students, understanding the
antecedent and using the correct matching pronoun is important. Students are familiar with most
pronouns they use every day when they speak and write, but may not know there are many other
words that can be identified as pronouns. During this lesson, students are asked to play a “rapid
pronouns” game with a partner in which they compete to see who can create the highest number
of accurate sentences using different kinds of pronouns. Students are also asked to identify what
kind of pronoun a given pronoun is and use it in a sentence to demonstrate their understanding.
At the end of the lesson, students will be able to define pronoun, recognize the 8 types of
pronouns, use pronouns correctly.
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what pronouns are

Identify the different types of pronouns

Effectively use nouns and pronouns in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
A. PreparationGood morning everyone. How are you?
We are fine Ma’am.
First of all, allow me to introduce myself. My name is ___________________. And I am your
teacher in this subject.
Yes, Ma’am!
B. Motivation Okay class, I would like to ask you something,What do you call someone or
something when youdo not know his/her/its name?
Ma’am!
Something which isrelated to her/his/it.Alright! Thank you, Clarraise.Sometimes, we name
someone or something,Based on what we see, like for example whatdoes he/she/it look like.
Isn’t it, it’s
true class?
Yes, Ma’am.
But, class do you know that, there is one type

AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different characters are doing in that picture.
INTRODUCTION
A pronoun is a word that is used instead of nouns. It is one of the basic building blocks of noun
for how we refer to things in world around us. The other building block is verb.
Begin by explaining that the other words in place of the nouns they just listed off are called
pronouns.
Question the students to see if anyone knows what exactly a pronoun is. After they are through
with their explanations lead the students by asking and explaining to find their way of describing
what a pronoun truly is.
Go into more detail and thoroughly explain that pronouns are words that replace nouns.
For example: The teacher may want to write sentences like this on the board So the students
can fully understand what words can be replaced that mean the same. Sam, Sally, and Mary went
on a walk. My grandma bakes us cookies. My family and I are going camping. Ask the student’s
if they are able to replace the noun with a pronoun.
Make sure to positively encourage students to answer even if they are unsure.

Next, Read aloud the story I and You and don’t forget who which a book about pronouns is.
Throughout the story have students identify and select the pronouns out of the story. When a
pronoun is heard have the students clap their hands,Ask them to explain what makes the words
pronouns. Have the students differentiate between regular nouns and the newly learned
pronouns.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.

To determine if students are learning the teacher must continuously ask questions to verify
understanding. When the students are placed in groups, the activities of replacing nouns with
pronouns can lead the teacher to understand if students comprehend the material. If the students
are not able to do this correctly it should be evident to the teacher that the students do not
understand. If the students are able to do this correctly, the material has been comprehended.
Also, at the end of this lesson the students are asked to individually journal about the given topic
replacing the nouns with pronouns.

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of types/kinds of pronouns too.

PRESENTATION
Ask students to answer the following question:
What is pronouns and its examples?
What are the types/kinds of pronouns and their examples?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to pronouns and its kinds/types and their
EVALUTION
Encourage the students to visit their school library. Select a grammer book from aEnglish
grammer books andnote down the keywords of the pronouns.
Write your own examples of pronouns
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

Y
LESSON PLAN 06
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Detailled lesson on Types/kinds of pronoun
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about pronouns its definition and its examples and main keywords.
Student should know about types/kinds of pronouns wirh examples.

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what pronouns are

Identify the different types of pronouns

Effectively use pronouns in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
Use gestues and charts in teaching method

AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different characters are doing in that picture.
INTRODUCTION
A pronoun is a word that is used instead of nouns. It is one of the basic building block of noun
for how we refer to things in world around us. The other building block is verb.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of types/kinds of pronouns with examples too.

PRESENTATION
Ask students to answer the following question:
What is pronouns and its examples?
What are the types/kinds of pronouns with examples?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to pronouns and its examples given in the
Exerciseof textbook.

EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
Grammer books andnote down the keywords of the pronouns and their examples.
Write your own examples of pronouns and types/kinds with examples too
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test .
LESSON PLAN 07
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Adjectives
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about Adjectives its definition and its examples.
Student should know about kinds/types of adjectives.

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
Here are some adjectives for lesson: permanent, memorable, gratis french, quick but loud,
imaginary clinical, last indoor, awful and instructive, simple, rock-ribbed, quick and very
humiliating, colder, uglier, bi-weekly french, unfriendly taxonomical, sad prosy, simple and
equally plain, greater and salutary, daily ...
TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
Write some sentences on the board and students will circle the Noun and underline the Adjective.
Example: Rohit is a smart boy. Rohit and boy are Nouns and smart is adjective. After this
students will be able to differentiate between Noun and Adjective and also will be able to
integrate the concept.

AV AID
Show a picture to students and ask them what they are looking in that picture and ask them
To observe what the different characters are doing in that picture.
INTRODUCTION
An Adjective is a word which describes or adds something to a noun or the meaning of pronoun.
It is basic building block of noun for how we refer to things in world around us. The other
building block is verbs and nouns.

PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.

And students also know about noun and pronouns and its kind
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give an examples and definitions of kinds of adjectives too.

PRESENTATION
Ask students to answer the following question:
What are ajectives and its examples?
Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to adjectives and its examples given in the
Exerciseof textbook.
EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
Grammer books andnote down the keywords of the adjectives.
Write your own examples of adjectives
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test .
 LESSON PLAN 08
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Intruduction to types/Kinds of Adjectives
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about adjectives its definition and its examples.
Student should know about kinds/types of adjectives.

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what adjectives are

Identify the different type’s ofadjectives

Effectively use adjectives in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used
AV AID
Show a picture to students and ask them what they are looking in that picture and ask them
To observe what the different characters are doing in that picture.

INTRODUCTION
An adjective is a word which describes or adds something to a noun or the meaning of pronoun.
It is basic building block of noun for how we refer to things in world around us. The other
building block is verbs and nouns.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student
in your class.
Also tells the student about the parts of speech.

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of kinds/types of adjectoves too.

PRESENTATION
Ask students to answer the following question:
What are adjectives and its examples?
What are the adjectivess of noun?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to adjectives and its examples given in the
Exerciseof textbook.

EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
Grammer books andnote down the keywords of adjectives and its types/kinds.
Write your own examples of adjectives
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 09
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Detailled lesson on types/kinds of adjectives
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about adjectives its definition and its examples.
Student should know about kinds/types of adjectives with examples and main keywords.
SPECIFIC OBJECTIVES

Students will learn about adjectives and how they are used to describe nouns. Students will also
learn how including adjectives into their sentences can improve their writing skills.

Explain what adjectives are

Identify the different types of adjectives and their examples

Effectively use adjectives in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask them
To observe what the different characters are doing in that picture.
INTRODUCTION
An adjective is a word which describes or adds something to a noun or the meaning of pronoun.
It is basic building block of noun for how we refer to things in world around us. The other
building block is verbs and nouns.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of kinds/types of adjectives with examples too.
PRESENTATION
Ask students to answer the following question:
What is adjectives and its examples?
What are the kinds of adjectives with examples?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to adjectives and its examples given in the
Exerciseof textbook.
EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
Grammer books andnote down the keywords of the adjectives and its types/kinds.
Write your own examples of adjectives and types/kinds with example too

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test. And
makes practices
LESSON PLAN 10
Teacher:
SUBJECT: English GRADE: 8th
TOPIC: Adjectives used as Nouns
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about definitions of the both adjectives and nouns with examples.
Student should know about relation between adjectives and nounswith examples.

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what is common between adjectives and nouns are

Identify the relation between nouns and adjectives

Effectively use of the both adjectives and nouns in sentence composition.

Some adjectives are used as nouns to describe groups of people. For example, when we refer to
sick people, we can simply say the sick. The adjective takes the place of the noun and the noun
that the adjective modifies is removed.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different characters are doing in that picture.
INTRODUCTION
An adjective is a word which describes or adds something to a noun or the meaning of pronoun.
It is basic building block of noun for how we refer to things in world around us. The other
building block is verbs and nouns.
You know that an adjective modifies, describing a quality of a noun. For example, you drink a
cup of hot tea. The adjective is hot and the noun is tea. ... Nouns that modify other nouns are
called adjectival nouns or noun modifiers. For our purposes, they are called attributive nouns.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about the parts of speech.
Also know about noun, pronoun, and adjectives
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of the
Topic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give a examples and definitions of both adjectives and nouns and their examples
too.

PRESENTATION
Ask students to answer the following question:
What are nouns and adjectives and their examples?
What are the kinds/types of nouns and adjectives?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to nouns and adjectives and their examples

EVALUTION
Encourage the students to visit their school library. Select a grammer book from a english
Grammer books andnote down the keywords of the noun and adjectiveswith examples.
Write your own examples of nouns and adjectives
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test .

LESSON PLAN 11
TOPIC: NOISE
Teacher Name:
Grade:8th
Subject: English
Students’ Learning Outcomes
Differentiate between noise and sounds.
Explore the effects of noise on human health.
Suggest ways to reduce noise pollution and plan an awareness campaign on any one.
Information for Teachers
Noise is an unpleasant sound.
Sources of noise pollution are road traffic, jet plans, construction machinery and
manufacturing machines etc.
Noise pollution affects human health very badly.
Not only hearing ability is affected but other body systems are also disturbed.
Fatigue, headache, hypertension, angry behavior, disorders in digestive and nervous
systems are caused by prolonged exposure to noise.
Material / Resources
Chair, table, plastic bottle, textbook
Worm up activity
Ask the students what kind of sounds they hear every day. Make a list of different
sounds on the board and then ask the students to different pleasant and unpleasant
sounds.
Ask a student to dreg a chair on the floor while ask another student to sing a song.
Now ask what kind of sounds they hear around them. Ask them which sounds are
pleasant and which are unpleasant. Conclude that the sounds which produce pleasant
sensation in our ears are pleasant sounds and unpleasant sounds are noise.
Development
Activity 1
Divide the class into groups and ask the students to discuss in each group: Why do we
like to go to quiet places?
After 5 minutes, ask one student from each group to state the main points of
discussion.
Write the answers of the students on the board such as:
We can sleep well in quiet places.
We can study
We can think better
We can talk with each other
Then ask the students to discuss again in groups: What do we feel in noisy places? You
may create a noisy place by playing a recorded cassette of busy road traffic.
After 5 minutes, ask one student from each group to state important points of
discussion.
Write the students’ comments on board such as:
We can’t sleep due to noise
We can’t study due to noise
We can’t hear each other well when there is noise.
It may cause headache.
It may damage ears.
Ask the students groups to comment one by one: should we avoid noise? How and
why?
Conclude the topic after their comments.
Activity 2
Step 1:
Open all the windows and doors of your classroom.
Ask a student to take your chair outside the classroom.
Give him/her an empty plastic bottle and ask him/her to go outside the classroom and
strike it against the chair repeatedly.
Ask the whole class, do you hear a low or a high sound?
Step 2:
Then ask the first student to take the chair further away from the classroom and make a
sound with the bottle again.
Then ask the class: Do you hear a low or high sound this time?
Step 3:
Ask the students; close all the windows and doors of classroom.
Ask the first student to carry the chair inside the classroom again and strike the bottle
against the chair.
Then ask the class students, do you hear a low or high sound now?
(Draw out the conclusion that: The greater the distance between the source of noise and
listener, the less is the noise. In a closed room the noise increases due to reflections from the
walls, ceiling and floor).
Activity 3
Draw the following table on the board and ask the students to tell about their noise
effects and ways to reduce them and write the correct answers in the boxes.
Noise Its Effects Ways to reduce it
Loud TV
volume
Horns
Loud
speaker
Traffic
sounds
Street
hawkers
Students’ response:
Noise Its Effects Ways to reduce
it
Loud TV Disturbing Keep volume low
volume
Horns Unpleasant Should be
 banned except in
emergency
Loud Hearing Should be
speaker problems banned or the use
should be
restricted
Traffic Mental Increasing green
sounds disorders, area/tree
fatigue, plantation
pains
Street Disturbing Close the door
hawkers
Sum up / Conclusion
Ask students: What you have learned from the lesson? And write their answers on the
board.
The voice which doesn’t feel good to our ears is a noise.
Noise may cause a headache.
We can’t study in noise.
The noise may damage our ears.
We can reduce noise.
By expanding green region ranch around wellsprings of commotion like manufacturing
plants, motorways, rail routes and air terminals
Building mechanical territory, rail route stations and air terminals from the towns
Keeping away from the utilizationof boisterous speakers
Keeping away from unnecessary utilization of vehicle horns.We can reduce noise
pollution in our community by awareness campaigns for the people.
Assessment
What are the sources of noise pollution?
How can we reduce noise pollution in our city?
Explain the effects of noise on human health?
Follow up
Different type of problems do you face due to the noise when you are in school, at
home and on the road?
Ask the students to make posters showing the noise sources and their effects.
Launch a campaign in your locality to make the people aware of noise pollutants, their
effects on our health and the ways to reduce noise pollution.

LESSON PLAN 12
Topic: Chinese New Year
Teacher Name:
Grade:5
Subject: English
This highly engaging Social Studies lesson on Chinese New Year is integrated with elements of
performing arts (drama). This lesson is appropriate for students in K-3, as it can be easily
modified.
Objectives & Outcomes
After a lesson on Chinese New Year, the learner will act out (role play) a 30 second scene from a
traditional family visitation tradition using oranges, tangerines, and sweets. The learner will use
at least three details that we discussed.
Materials Needed
American New Year paraphernalia (e.g., glitter glasses, beaded necklace, horns)
“Chinese New Year: Festival of New Beginnings” by Terri Sievert
8 tangerines
8 oranges
Various wrapped fruit candies.
Procedure
Opening to Lesson
Without much explanation, teacher will begin by acting out the countdown segment of a typical
American New Year celebration. Teacher will turn the lights off in the classroom and wear
typical American New Year party paraphernalia (glasses, beaded necklaces, horns) in order to
create the setting. Teacher will excitedly count backwards from 10-1, and then finally
proclaim HAPPY NEW YEAR!
Teacher will invite students to partake in discourse regarding the scene that was just performed.
Have you experienced anything like that before? What was familiar about it? What did my
performance remind you of? What types of feelings were evoked when you watched my
performance? Teacher will dictate students' responses on to chart paper.
Body of Lesson
Instructional Activity/Development
Teacher will read “Chinese New Year: Festival of New Beginnings” by Terri Sievert.
Teacher and students will discuss the gifts of oranges, tangerines, and sweets that were present in
both the story.
Oranges represent money and wealth while tangerines are symbols of good luck
Students will be invited to discuss the similarities and differences between American New Year
and the Chinese New Year Celebrations.
Teacher will introduce the phrase gung hay fat choy, which is the traditional Chinese New Year
greeting that means “May you prosper”.
Guided Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New
Year's Day (oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that
was described in the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is
customary to take sweet treats to family members’ homes. This is to symbolize wealth and good
fortune in the new year.
Independent Practice
Teacher will bring out the traditional gifts that families give to one another on Chinese New
Year's Day (oranges, tangerines, and sweets).
With a student volunteer, teacher will act out (role play) the visitation and gifting process that
was described in the book.
The tradition is to visit family members within three days of the new year. At the visitation, it is
customary to take sweet treats to family members’ homes. This is to symbolize wealth and good
fortune in the new year.
Closing
At this time, we will gather back on the rug to discuss new concepts that were learned in the
lesson. Teacher will dictate student responses onto chart paper.
Assessment & Evaluation
Performance Assessment
The role play section will be used as a performance assessment. This provides students an
opportunity to convey their understanding through gestures, sounds, and physical movement.
This provides students with a deeper connection to the material.
Informal/Anecdotal Assessment
Informal teacher observation of student participation as they create their scene (record will be
kept in teacher log)

LESSON PLAN 13
Topic: First Aid
Teacher Name:
Grade:8
Subject: English
Do your students know the basics of first aid? A video lesson gives key facts about injuries and
first aid while a role-playing activity gives students a chance to show what they've learned.
Optional extensions and related lessons are included for ongoing instruction.
Learning Objectives
Upon completion of this lesson, students will be able to:
Define 'first aid'
Identify different types of injuries
Outline the appropriate first aid measures for several different types of injuries
Role-play first aid scenarios
Length
45 minutes to 1 hour
Materials
A first aid kit
Assorted slips of paper (enough for each student to have one) with the following words written
on them: Injury: Bleeding; Injury: Puncture wound; Injury: Fracture; First aid responder (about
half of the papers should be 'first aid responder' slips)
A bowl or container
Curriculum Standards
CCSS.ELA-LITERACY.RST.9-10.2
Determine the central ideas or conclusions of a text; trace the text's explanation or depiction of a
complex process, phenomenon, or concept; provide an accurate summary of the text.
CCSS.ELA-LITERACY.RST.9-10.3
Follow precisely a complex multi-step procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in
the text.
NGSS Engineering Design Standard: HS-ETS1-3
Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs
that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as
possible social, cultural, and environmental impacts.
Key Vocabulary
First aid
Severe bleeding
Puncture wound
Fracture
Instructions
Begin by asking the class if any of them have had an injury that required first aid.
Have the students share their experiences with the class for discussion.
Now ask the class what should be done if they come across someone who is bleeding, again
having them share their ideas during a brief class discussion.
Now play the video lesson Bleeding, Puncture Wounds & Fractures: First Aid, pausing it at 2:39.
Were the students on target with their ideas on how to deal with someone who is bleeding? Fill
in any missing information now by reviewing what was stated in the video lesson.
Now ask the class what a puncture wound is and how they might treat one. Discuss this as a
class.
Next play the video lesson, this time pausing it at 3:50.
Review the class discussion on puncture wounds and fill in missing information by reviewing the
tips presented in the video lesson.
Now ask the students to imagine that they encountered someone with a fracture. What would
they do? Discuss their ideas a class.
Now play the remainder of the video lesson.
Were the students correct in their ideas of how to treat a fracture?
Discussion Questions
What are the most important things to remember when providing first aid?
What should we do if we have no idea what to do with an injured person?
Activity
Place the slips of paper in the bowl or container.
Have each student draw a slip of paper from the bowl or container.
Next, have the students who drew an injury pair up with another student who drew first aid
responder.
Now have the responders use the first aid kit to role-play the correct response to the specific
injury.
Extensions
Give students different injury scenarios and have them create a list of key first aid steps for each.
Ask a paramedic, nurse, or other health care provider speak to the class about first aid.

LESSON PLAN 14
Topic: Rain
Teacher Name:
Grade:8th
Subject: English
Learning Objectives
Students will be able to understand why rain falls from clouds.
Students will be able to follow multi-step directions.
Students will be able to make predictions.
Introduction
(10 minutes)

Tell students that today they will be learning about the weather.
Invite students to step outside and observe the weather. Great guiding questions include: Is it
sunny or cloudy today? What do the clouds look like?
Have students make predictions about whether or not it will rain today. Ask them to identify
what the sky looks like on a rainy day.
Then, tell students that they will have the chance to observe a rainy day in class today.
Explicit Instruction/Teacher modeling
(15 minutes)
Read The Rainy Day by Anna Milbourne and Sarah Gill.
Model the experiment for the class.
First, fill your jar almost to the top with water. You can place a heavy figurine inside the jar to
create the illusion that the person will get rained on.
Then, ask students what they think clouds are. Explain that clouds are tiny water droplets that
come together in the sky. Tell your students that there are various types of clouds such as
cumulus, stratus, and cirrus.
Show your students the Types of Clouds worksheet to give examples of what these clouds look
like. Read the descriptions to your students.
After this discussion, fill the top of your jar with shaving cream. Explain that these represent
clouds.
Then, tell the students that when the water is too heavy for the clouds to hold, it begins to rain.
Drop about 5 droplets of blue food coloring on top of the clouds, and watch what happens!
Guided Practice
(5 minutes)
Tell your students that they will now have a chance to create their own rainy day.
Give each student the materials that they need to complete the experiment on their own.
Independent working time
(10 minutes)
Give your students time to complete the experiment.
Have students work with a partner to discuss what happened.
Tell each group to discuss things they can do on a rainy day.
Differentiation
Enrichment:
Have students make predictions about what causes thunder and lightning. Observe their
predictions to plan for future lessons.
Support:
Have students work with a partner if they are unable to complete this activity independently.
Have them draw pictures of what they saw outside. Label their pictures for them.
Assessment
(10 minutes)
Observe students as they complete this activity to see if they understand the process of how
clouds and rain form.
Then, give them the Rain Count worksheet to complete in class.
Review and closing
(5 minutes)
To summarize the lesson, invite students to share the process of the experiment with you.
Ask them questions about what each step represented. For example: What was the shaving
cream? What did the blue food coloring represent?
LESSON PLANSSOCIAL STUDIES

LESSON PLAN 16
Teacher:
SUBJECT: social studies GRADE: 8th
TOPIC: Geography
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about geography of Pakistan in world.
Student should know about neighbours of

Pakistan like India, china, Iran and Afghanistan

SPECIFIC OBJECTIVES
Upon completion of this lesson,
Students will be able to:
Explain what geography is

Identify the different geographic facts of pakistan

Effectively use geographic facts of in sentence composition.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different geographics pictures of Pakistan.
INTRODUCTION
Pakistan studies is one of the few heritage subjects for O level and IGCSE qualifications
Governed by Cambridge International Examinitions, The syllabus covers Pakistan’s history,
cultural heritage, national identity, geography economy, and evironment, as well as the
challenges and pak study.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class. Also tells the student about geography and location of Pakistan and about neighbour’s
counties.
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling someelements and exampls
yourselfwrite those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make asentence
Instruct them to give an oral test of geography of Pakistan too.

PRESENTATION
Ask students to answer the following question:
What is geography?
What is geography of Pakistan?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to geography and its examples given in the
Exerciseof textbook.

EVALUTION
Encourage the students to visit their school library. Select a geography book from a social
Studies books andnote down the keywords of the geography and its types/kinds.
Write your own assignments of geography of pakisan with examples by drawing maps

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test .

LESSON PLAN 17
Teacher:
SUBJECT: social studies GRADE: 8th
TOPIC: Map
Durations:40 mint

GENERAL OBJECTIVES
Student will be able to:
Write about map of Pakistan.
Student should know about neighbours of Pakistan like India, china, Iran and Afghanistan

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what is meaning of map is

Identify the different maps of Pakistan (industries, plitical, etc)

Effectively use map of Pakistan in studies.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different map pictures (industries, political etc) of Pakistan.
INTRODUCTION
Pakistan is located in southern Asia. Pakistan is bordered by the Arabian Sea to the south, Iran
and Afghanistan to the west, India to the east, and China to the north. Pakistan is located in
southern Asia.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about map and location of Pakistan and about neighbour’s counties.

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling someelements and exampls
yourself,write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make asentence
Instruct them to give an oral test of map of Pakistan too.

PRESENTATION
Ask students to answer the following question:
What is map?
What is map of Pakistan?
The map shows Pakistan, a country located in the northwest of the Indian subcontinent in South
Asia. The Muslim nation's official name is the Islamic Republic of Pakistan. The Arabian Sea
bounds the state in the south; it borders Afghanistan, China, India, and Iran.
Pakistan occupies an area of 796,095 km², compared it is slightly larger than Turkey (783,562
km²) or somewhat less than twice the size of the U.S. state of California.

Pakistan is the world’s sixth-most populous country with a population of 208 million people
(data from PBoS, 2018). The federal capital is Islamabad. Main port, largest city and economic
hub is Karachi; the second largest city is Lahore. Other major Pakistani cities are Faisalabad,
Rawalpindi, Multan, Gujranwala, Hyderabad, Peshawar, and Quetta.
Spoken languages are Urdu, English (both official), Punjabi, Sindhi, and Pashto.
EVALUTION
Encourage the students to visit their school library. Select a map book from a social studies
books andnote down the keywords of the map and its types/kinds.
Write your own assignments of map of pakisan with examples by drawing maps

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.
LESSON PLAN 18
Teacher:
SUBJECT: social studies GRADE: 8th
TOPIC: Physical Regions of Pakistan
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about physical regions of Pakistan.
Student should know about physicsal region of Pakistan tourist’s attractions.
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
1. explain what physical regions is
2. identify the physical regionsof pakistan (tourists attactions)
3. Effectivelyuse map of physical regions of Pakistan in studies.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different map pictures of physical regions (tourits attractions) of Pakistan.
INTRODUCTION
The land can be divided into five major regions: the Himalayan and Karakoram ranges and their
subranges; the Hindu Kush and western mountains; the Balochistan plateau; the submontane
plateau (Potwar Plateau, Salt Range, trans-Indus plain, and Sialkot area); and the Indus River
plain.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the studentIn
your class.
Also tells the student about map of physical regions of Pakistan.

ANNOUNCEMENT OF TOPIC
Having a predominately Indo-Iranian speaking population, Pakistan has historically and
culturally been associated with its neighbours Iran, Afghanistan, and India. Since Pakistan and
India achieved independence in 1947, Pakistan has been distinguished from its larger
southeastern neighbour by its overwhelmingly Muslim population (as opposed to the
predominance of Hindus in India). Pakistan has struggled throughout its existence to attain
political stability and sustained social development. Its capital is Islamabad, in the foothills of the
Himalayas in the northern part of the country, and its largest city is Karachi, in the south on the
coast of the Arabian Sea.
PRESENTATION
Pakistan was brought into being at the time of the partition of British India, in response to the
demands of Islamic nationalists: as articulated by the All India Muslim League under the
leadership of Mohammed Ali Jinnah, India’s Muslims would receive just representation only in
their own country. From independence until 1971, Pakistan (both de facto and in law) consisted
of two regions—West Pakistan, in the Indus River basin in the northwestern portion of the Indian
subcontinent, and East Pakistan, located more than 1,000 miles (1,600 km) to the east in the vast
delta of the Ganges-Brahmaputra river system. In response to grave internal political problems
that erupted in civil war in 1971, East Pakistan was proclaimed the independent country of
Bangladesh.
Ask students to answer the following question:
What is physical region?
What are physical regions of Pakistan?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems of physical regions of Pakistan and its examples
given in the exerciseof textbook.
EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books
andnote down the main physical regions of Pakistan.
Write your own assignments of physical regions of pakisan with examples by drawing maps

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.
LESSON PLAN 19
Teacher:
SUBJECT: Social Studies Grade: 8
TOPIC: Mountain Ranges
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about mountain ranges of Pakistan.
Student should know about mountain ranges of Pakistan (koh i kirthar, koh i suleman,
karakoram).
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what mountain range

Identify the different mountain ranges of Pakistan (koh i kirthar, koh i suleman, karakoram).

Effectively use map of mountain ranges of Pakistan in studies.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different map pictures of mountain ranges (koh i kirthar, koh i suleman,
karakoram)..
INTRODUCTION
Pakistan is home to many high altitude peaks and mountain ranges. Five of the fourteen eight-
thousanders (peaks above 8,000m) are in Pakistan, four of which are in Karakoram near
Concordia. Most of the high peaks in Pakistan are in Karakoram Range, the highest of which is
K2 (8,611m), the second highest peak on Earth.

PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student
your class.
Also tells the student about map mountain ranges of Pakistan (koh i kirthar, koh i suleman,
karakoram).

ANNOUNCEMENT OF TOPIC
The mountain's great masses stand high against the sky, and take up a quarter of all the land. The
three world famous mountain ranges, The Himalayas (means the “Home of Snow”), The
Karakoram and The Hindu Kush (means the “Killer of Hindus”) meet just at the northern region
of Pakistan.
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling someelements and exampls
yourself

PRESENTATION
Ask students to answer the following question:
What is mountain range?
What aremountain ranges in Pakistan?

Assess students"written work to know about their understanding and learning. Givemarks to each
group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related tomountain ranges (koh i kirthar, koh i

suleman, karakoram) and its examples given in the exerciseof textbooK

EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books
andnote down the main points of the map and mountain ranges (koh i kirthar, koh i suleman,
karakoram).
Write your own assignments of mountain ranges of Pakistan (koh i kirthar, koh i suleman,
karakoram) with examples by drawing maps
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 20
Teacher:
SUBJECT: Social Studies GRADE: 8
TOPIC: Pothwar and Balochistan Platea
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about Pothwar and Balochistan Platea
Student should know about Pothwar and Balochistan Platea

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:

Explain what Pothwar

Explain what Balochistan Platea
Identify the about Pothwar and Balochistan Platea
Effectively use map of about Pothwar and Balochistan Plateain studies.

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different map pictures of about Pothwar and Balochistan Platea
INTRODUCTION
Balochistan plateau is consisted next to plains and mountains where as the Potwar plateau has
many broken grounds where on earth there are many ups and downs on the ground, so potwar
plateau has the size to drain the water easily.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the student about Pothwar and Balochistan Platea

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling someelements and exampls
yourself,write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make asentence
Instruct them to give test of Pothwar and Balochistan Platea
PRESENTATION
Ask students to answer the following question:
What isPothwar and Balochistan Platea?

Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related toabout Pothwar and Balochistan Platea
And its examples given in the exerciseof textbook

EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books
andnote down the main points of the map and about Pothwar and Balochistan Platea
Write your own assignments of about Pothwar and Balochistan Platea with examples by drawing
maps

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 21
Teacher:
SUBJECT: Social Studies Grade: 8TH
TOPIC: Indus Palm
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about Indus Palm
Student should know about Indus Palm (upper Indus palm, lower Indus palm)
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
Explain what is indus Palm
Explain whatare upper Indus palm, lower Indus palm
Identify the about Indus Palm (upper Indus palm, lower Indus palm)
Effectively use map of about Indus Palm (upper Indus palm, lower indus palm)

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask them
to observe what the different information about Indus Palm (upper indus palm, lower indus
palm)
INTRODUCTION
A Pakistan study is one of the few heritage subjects for O level and IGCSE qualifications
governed by Cambridge International Examinitions. The syllabus covers Pakistan’s history,
cultural heritage, national identity, geography economy, and evironment, as well as the
challenges and pak study.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the about Indus Palm (upper Indus palm, lower Indus palm)

ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling some
Elements and exampls yourself
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a
Sentence
Instruct them to give test of Indus Palm (upper indus palm, lower indus palm)

PRESENTATION
Ask students to answer the following question:
What is Pothwar about Indus Palm (upper indus palm, lower indus palm)?
Assess students"written work to know about their understanding and learning. Give
marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related to about Indus Palm (upper indus palm,
lower indus palm)and its examples given in the exercise of textbook

EVALUTION
Encourage the students to visit their school library. Select a book from social studies books and
note down the main points of the map and about Indus Palm (upper indus palm, lower indus
palm)
Write your own assignments of about Indus Palm (upper indus palm, lower indus palm)
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 22
Teacher:
SUBJECT: Social Studies GRADE: 8TH
TOPIC: Deserts
DURATION: 40 Minutes
GENERAL OBJECTIVES
Student will be able to:
Write about Deserts
Student should know about Deserts (thar,Cholistan)
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
1. Explain what Deserts is
2. Explain whatare thar,Cholistan
3. Identify the about Deserts (thar,cholistan)
4. Effectively use map of about Deserts (thar,cholistan)

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different information about Deserts (thar,cholistan) from maps and pictures
INTRODUCTION
A desert is a barren area of landscape where little precipitation occurs and, consequently, living
conditions are hostile for plant and animal life. The lack of vegetation exposes the unprotected
surface of the ground to the processes of denudation. About one-third of the land surface of the
world is arid or semi-arid. This includes much of the Polar Regions, where little precipitation
occurs, and which are sometimes called polar deserts or "cold deserts". Deserts can be classified
by the amount of precipitation that falls, by the temperature that prevails, by the causes of
desertification or by their geographical location.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the about Indus Palm (upper indus palm, lower indus palm)

ANNOUNCEMENT OF TOPIC
Deserts are formed by weathering processes as large variations in temperature between day and
night put strains on the rocks, which consequently break in pieces. Although rain seldom occurs
in deserts, there are occasional downpours that can result in flash floods. Rain falling on hot
rocks can cause them to shatter, and the resulting fragments and rubble strewn over the desert
floor are further eroded by the wind. This picks up particles of sand and dust and wafts them
aloft in sand or dust storms. Wind-blown sand grains striking any solid object in their path can
abrade the surface. Rocks are smoothed down, and the wind sorts sand into uniform deposits.
The grains end up as level sheets of sand or are piled high in billowing sand dunes. Other deserts
are flat, stony plains where all the fine material has been blown away and the surface consists of
a mosaic of smooth stones. These areas are known as desert pavements, and little further erosion
takes place. Other desert features include rock outcrops, exposed bedrock and clays once
deposited by flowing water. Temporary lakes may form and salt pans may be left when waters
evaporate. There may be underground sources of water, in the form of springs and seepages from
aquifers. Where these are found, oases can occur.
PRESENTATION
To leave empty or alone; abandon
To withdraw from, especially in spite of a responsibility or duty; forsake
Deserted her friend in a time of need
To forsake one's duty or post, especially to be absent without leave from the armed forces with
no intention of returning
To forsake (someone or something that one ought not to leave); abandon
Verb Deserved reward or punishment.To get one's just desert
Ask students to answer the following question:
What is Deserts (thar,cholistan)?
Givemarks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related about Deserts (thar,cholistan)and its
examples given in the exercise of textbook

EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books and
note down the main points of the map and about Deserts (thar,cholistan)
Write your own assignments of about Deserts (thar,cholistan)

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 23
Teacher:
SUBJECT: Social Studies GRADE: 8
TOPIC: Climate of Pakistan
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about Climate of Pakistan
Student should know about Climate of Pakistan

SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
1. Explain what is Climate of Pakistan
2. Explain whatare Climate changes in Pakistan
3. Identify the about Climate of Pakistan
4. Effectively use map of about Climate changes in Pakistan
TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask them
to observe what the different information about Climate changes in pakistanfrom maps and
pictures
INTRODUCTION
Pakistan lies in the temperate zone. The climate is generally arid, characterized by hot summers
and cool or cold winters, and wide variations between extremes of temperature at given
locations. There is little rainfall. These generalizations should not, however, obscure the distinct
differences existing among particular locations. For example, the coastal area along the Arabian
Sea is usually warm, whereas the frozen snow-covered ridges of the Karakoram Range and of
other mountains of the far north are so cold year round that they are only accessible by world-
class climbers for a few weeks in May and June of each year.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.and also give detail how
Also tells the about climate of Pakistan and climate changes in Pakistan
ANNOUNCEMENT OF TOPIC
Pakistan has are four seasons: a cool, dry winter from December through February; a hot, dry
spring from March through May; the summer rainy season, or southwest monsoon period, from
June through September; and the retreating monsoon period of October and November. The
onset and duration of these seasons vary somewhat according to location.
The climate in the capital city of Islamabad varies from an average daily low of 2° C in January
to an average daily high of 40° C in June. Half of the annual rainfall occurs in July and August,
averaging about 255 millimeters in each of those two months. The remainder of the year has
significantly less rain, amounting to about fifty millimeters per month. Hailstorms are common
in the spring.
PRESENTATION
Ask students to answer the following question:
What is climate of Pakistan and climate changes in Pakistan?
Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related about climate of Pakistan and climate
Changes in Pakistan and its examples given in the exercise of textbook
EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books and
note down the main points of the map about climate of Pakistan and climate changes inPakistan
Write your own assignments of about climate of Pakistan and climatechanges in Pakistan

HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 24
Teacher:
SUBJECT: Social Studies GRADE: 8
TOPIC: Coastel Areas
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about Coastel Areas
Student should know about Coastel Area
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
1. explain what is Coastel Areas
2. explain whatare ports
3. identify the about Coastel Areas and ports
4. effectively use map of about Coastel Areas and ports

TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.

AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different information about Coastel Areas and ports from maps and pictures
INTRODUCTION
Coastal areas are local administrative units (LAUs) that are bordering or close to a coastline. A
coastline is defined as the line where land and water surfaces meet (border each other). Due to
the existence of several measures (for example, the mean or median tides, high- or low-tides), the
European Commission has adopted the harmonised use of the mean high tide (EC, 1999) in order
to delineate EU coastlines. All other municipalities are non-coastal.
Coastal areas are a classification based on the following two categories: coastal areas: LAUs that
border the coastline or LAUs that have at least 50 % of their surface area within a distance of 10
km from the coastline;
non-coastal areas: LAUs that are not ‘coastal areas’; in other words, LAUs that do not border the
coastline and have less than 50 % of their surface area within a distance of 10 km from the
coastline.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the about Coastel Areas and ports
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling someelements and exampls
yourself
Strategically, the location of Pakistan's marine belt is very important for trade and oil supply
routes from the Persian Gulf. It is also close to the Red Sea. This geographical advantage
provides an opportunity for Pakistan to dominate the crucial stretch of the coastal belt and vital
routes across the Arabian Sea. PRESENTATION
Ask students to answer the following question:
What are Coastel Areas and ports?
Assess students"written work to know about their understanding and learning. Give
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related about Coastel Areas and ports
And its examples given in the exercise of textbook
EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books
and note down the main points of the map and about Coastel Areas and ports
Write your own assignments of about Coastel Areas and ports
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 25
Teacher:
SUBJECT: Social Studies GRADE: 8
TOPIC: History
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Understand about History and history of Pakistan and Islam
Student should know about History or Historyof Pakistan
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
Explain aboutHistory
Explain what Historyof Pakistan
Identify the aboutHistory or Historyof Pakistan
Effectively use pictures of about History or Historyof Pakistan and also show map
TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different information about History or Historyof Pakistan
INTRODUCTION
The history of the Islamic Republic of Pakistan began on 14 August 1947 when the country
became an independent nation in the form of Dominion of Pakistan within the British
Commonwealth as the result of Pakistan Movement and the partition of India. ... The constitution
of 1956 made Pakistan an Islamic democratic country.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the about History or Historyof Pakistan
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recentlyask the students about the
elements of thetopic/lesson narrated Help them out by telling someelements and exampls
yourself
write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a sentence
Instruct them to give test of about History or Historyof Pakistan
PRESENTATION
Ask students to answer the following question:
What is History or Historyof Pakistan?
Assess students"written work to know about their understanding and learning. Givemarks to each
group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related about History or Historyof Pakistanand its
examples given in the exercise of textbook
EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books
and note down the main points about History or Historyof Pakistan
Write your own assignments of History or Historyof Pakistan
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 26
Teacher:
SUBJECT: Social Studies GRADE: 8TH
TOPIC: Federal System of Government
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Understand about Federal System of Government
Student should know about Federal System of Government and difference b/w senate and
national assembly
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
Explain what Federal system is Government
Explain about Federal System of Government in Pakistan
Tell about Federal System of Government in Pakistan use pictures of about Federal System of
Government in Pakistan
TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask themto
observe what the different information about Federal System of Government in Pakistan
INTRODUCTION
Since 1947, Pakistan has an asymmetric federal government, with elected officials at the national
(federal), provincial, tribal, and local levels. ... All members of the federal legislature, the
Parliament, are directly elected. Elections in Pakistan take place every five years by universal
adult suffrage.
A Pakistan study is one of the few heritage subjects for O level and IGCSE qualifications
governed by Cambridge International Examinitions. The syllabus covers Pakistan’s history,
cultural heritage, national identity, geography economy, and evironment, as well as the
Challenges and pak study.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student in
your class.
Also tells the about Federal System of Government in Pakistan
ANNOUNCEMENT OF TOPIC
The Federal or Commonwealth Government is responsible for the conduct of national affairs. ...
The Federal Government is also involved, mainly through funding, in many things largely
carried out by the States, such as health, education, environmental issues, industrial relations, etc.
PRESENTATION
Ask students to answer the following question:
What is Federal System is Government
What is federal system and tells the students about senete
Marks to each group's topics on the basis of all examples and wording they used.
Involve the students in solving the problems related about Federal System of Government in
Pakistan and its examples given in the exercise of textbook

EVALUTION
Encourage the students to visit their school library. Select a book from social studies books and
note down the main points about Federal System of Government in Pakistan
Write your own assignments of Federal System of Government in Pakistan
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

LESSON PLAN 27
Teacher:
SUBJECT: Social Studies GRADE: 8th
TOPIC: Means of Communication
DURATION: 40 Minutes

GENERAL OBJECTIVES
Student will be able to:
Write about Means of Communication
Student should know about Means of Communication
SPECIFIC OBJECTIVES
Upon completion of this lesson, students will be able to:
1. explain what is Means of Communication
2. explain about Means of Communication in Pakistan
3. identify the different types/kinds about Means of Communication in Pakistan
4. effectively use pictures of about Means of Communication in Pakistan
TEACHING METHOD
Activity based teaching method will be followed.
Colored markers will be used.
AV AID
Show a picture to students and ask them what they are looking in that picture and ask them
to observe what the different information about Means of Communication in Pakistan
INTRODUCTION
Communication is simply the act of transferring information from one place, person or group to
another. Every communication involves (at least) one sender, a message and a recipient. ...
These include our emotions, the cultural situation, the medium used to communicate, and even
our location.
PREVIOUS KNOWLEDGE
A teacher can take proper care by considering the level and previous knowledge of the student
and tell about the communication purpose and deals and loss
Also tells the about Means of Communication in Pakistan
ANNOUNCEMENT OF TOPIC
Activity 1: Ask a student to tell a topic/lesson he/she has read recently
Ask the students about the elements of thetopic/lesson narrated Help them out by telling
elements about this topic
Write those elements on the board
Activity 2: Make small groups of students and give each group a beginning to make a sentence
Instruct them to give test of about Means of Communication in Pakistan
PRESENTATION
Ask students to answer the following question:
What is Means of Communication?
Communication is the act of giving, receiving, and sharing information -- in other words, talking
or writing, and listening or reading. Good communicators listen carefully, speak or write clearly,
and respect different opinions.

EVALUTION
Encourage the students to visit their school library. Select a book from a social studies books and
note down the main points about Means of Communication in Pakistan
Write your own assignments of Means of Communication in Pakistan
HOME WORK
Write this topic on notebook for one time and prepare complete topic for next day test.

Urdu lesson plan

01 ‫سبق پالن‬

‫ کسان‬:‫عنوان‬
:‫استاد کا نام‬
6 :‫کالس‬
 ‫مضمون‪ :‬اردو‬
‫کھیت‪WW‬وں ہیں اور وہ ہم‪WW‬اری روزم‪WW‬رہ کی زن‪WW‬دگی ک‪WW‬و کس ط‪WW‬رح مت‪WW‬اثر ک‪WW‬رتے ہیں؟ کس‪WW‬ی س‪WW‬رگرمی س‪WW‬ے طلب‪WW‬ا ک‪WW‬و مق‪WW‬امی‬
‫کاشتکاروں کا باضابطہ شکریہ ادا کرنے کا موقع ملنے سے قبل اس سبق ک‪WW‬ا منص‪WW‬وبہ کھیت‪WW‬وں س‪WW‬ے متعل‪WW‬ق اہم حق‪WW‬ائق ک‪WW‬و‬
‫اجاگر کرنے کے لئے متن کا سبق استعمال کرتا ہے۔‬
‫سیکھنے کے مقاصد‪:‬‬
‫اس سبق کی تکمیل پر ‪ ،‬طلباء‪:‬‬
‫فارم پر کیا ہوتا ہے اس کی وضاحت کریں‬
‫مختلف قسم کے کھیتوں میں تمیز کرنا‬
‫جدید معاشرے میں کھیتوں کی اہم بات کا خالصہ بنائیں‬
‫لمبائی‬
‫‪ 60‬سے ‪ 90‬منٹ‬
‫نصاب کے معیارات‪:‬‬
‫کسی متن کی تفہیم کا مظاہرہ کرنے کے لئے س‪W‬واالت پ‪W‬وچھیں اور جواب‪W‬ات دیں ‪ ،‬واض‪WW‬ح ط‪W‬ور پ‪W‬ر جواب‪W‬ات کی بنی‪W‬اد کے‬
‫طور پر متن کا حوالہ دیتے ہیں۔‬
‫کسی متن کے مرکزی خیال کا تعین کریں۔ اہم تفصیالت دوبارہ بی‪WW‬ان ک‪WW‬ریں اور بت‪WW‬ائیں کہ وہ کس ط‪WW‬رح مرک‪WW‬زی خی‪WW‬ال کی‬
‫حمایت کرتے ہیں۔‬
‫تاریخی واقعات ‪ ،‬سائنسی نظریات یا تصورات ‪ ،‬یا کسی متن میں تکنیکی طریقہ کار کے اق‪WW‬دامات کے درمی‪WW‬ان تعلق‪WW‬ات کی‬
‫وضاحت کریں ‪ ،‬جس کی زبان ‪ ،‬وقت ‪ ،‬ترتیب ‪ ،‬اور اسباب ‪ /‬اثر سے متعلق ہو۔‬
‫گریڈ ‪ 3‬کے عنوان یا مضمون کے عالقے سے متعلق کس‪W‬ی متن میں ع‪W‬ام تعلیمی اور ڈومین س‪WW‬ے متعل‪WW‬ق مخص‪W‬وص الف‪W‬اظ‬
‫اور جملے کے معنی بتائیں۔‬
‫عکاسی (جیسے نقشے ‪ ،‬تصاویر) سے حاصل کردہ معلومات اور متن کے الفاظ کو متن کی تفہیم کو ظاہر کرنے کے لئے‬
‫استعمال کریں (جیسے ‪ ،‬کہاں ‪ ،‬کب ‪ ،‬کیوں ‪ ،‬اور اہم واقعات کیسے واقع ہوتے ہیں)۔‬
‫مواد‪:‬‬
‫فارموں کی مختلف تصاویر‬
‫متن کے اسباق کی کاپیاں فارم کے حقائق‪ :‬بچوں کے لئے سبق‬
‫متعلقہ متن سبق سے کوئز کا استعمال کرتے ہوئے ایک ورک شیٹ بنائی گئی‬
‫مقامی طور پر اگائی جانے والی پیداوار ‪ ،‬جس میں سے ہر ایک کا نام فارم کے نام کے ساتھ ہے‬
‫مقامی طور پر تیار شدہ پیداوار (مثال کے طور پر نام ‪ ،‬مالکان ‪ ،‬مقام ‪ ،‬پتہ ‪ ،‬فارم کا س‪WW‬ائز ‪ ،‬بڑھ‪WW‬تی ہ‪WW‬وئی مص‪WW‬نوعات اور‬
‫اسی طرح) کے ذریعہ ہر ایک کھیت کے لئے ایک مختصر حقائق شیٹ۔‬
‫لکھے ہوئے کاغذ‬
‫لفافے‬
 ‫ڈاک ٹکٹ‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪128‬‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔ ‪ 2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء سے فارمنگ کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق شہری اور دیہی عالقوں میں لکھیں۔‬
‫کالس کا کام‪:‬‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کسان کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫لپیٹ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
‫سبق آموز منصوبہ ‪02‬‬
‫عنوان‪ :‬عالمہ اقبال‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫عالمہ اقبال کی تاریخ اور علیحدہ ریاست میں ان کے شراکت کے بارے میں جانیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬بک پیج نمبر ‪ 9‬پاکستان کے مختلف ہیروز کے فلیش کارڈز‬
‫‪ ‬پاکستان کا نقشہ‬
‫‪ .‬رنگ‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طالب علم کا پچھال علم اس بارے میں پوچھیں کہ وہ پاکستان کے بارے میں کیا جانتے ہیں ان سے یہ پ‪WW‬وچھیں کہ پاکس‪WW‬تان‬
‫کے پیدا ہونے پر ہمارے قائدین کون تھے؟ پاکستان کا قومی شاعر کون تھا؟ طلباء سے ان سواالت کے بارے میں پوچھیں‬
‫کیوں کہ وہ پہلے کی جماعتوں میں ہی اسے پڑھ چکے ہیں؟‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء سے ہمارے ہیرو کے بارے میں تبادلہ خیال کریں۔ آزادی حاصل کرنے میں کون اپنا تعاون کرتا ہے؟‬
‫عالمہ اقبال کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫انھیں بتائیں کہ عالمہ اقبال پہلے شخص تھے جنہوں نے پاکستان کا خواب دیکھا۔‬
‫عالمہ اقبال کے بارے میں طلباء کو بیان کریں اور بتائیں کہ وہ کہاں پیدا ہوا تھا اور وہ کب پیدا ہوا تھا؟‬
‫عالمہ اقبال کی ابتدائی تعلیم کے بارے میں ان سے تبادلہ خیال کریں اور یہ کہ انہوں نے علیحدہ ریاست کے حص‪WW‬ول میں‬
‫اپنی زندگی میں کیا کردار ادا کیا۔‬
‫کسی بے ترتیب طالب علم سے طلبہ کے کتاب صفحہ نمبر ‪ 9‬پر عالمہ اقبال کے بارے میں متن پڑھنے کو کہیں۔‬
‫کالس کا کام‪:‬‬
‫تحریری کتاب پر مندرجہ ذیل سواالت کریں‪:‬‬
‫‪ ‬پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟ پاکستان کا قومی شاعر کون تھا؟‬
‫گھر کا کام‪:‬‬
‫عالمہ اقبال کے بارے میں ‪ 10‬الئنیں‪ W‬لکھیں۔‬
‫لپیٹ‪:‬‬
‫طلباء کو مندرجہ ذیل سواالت کے بارے میں پوچھ کر سبق کا اختتام کریں‪:‬‬
‫‪ ‬پاکستان کا خواب کس نے دیکھا؟‬
‫عالمہ اقبال کی پیدائش کب ہوئی؟‬
‫‪ ‬وہ کب مر گیا؟‬
‫سبق آموز منصوبہ ‪03‬‬
‫عنوان‪ :‬قائداعظم ‪ ،‬حفیظ جالندھری‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫ہیروز آف پاکستان کے بارے میں جانیں‬
‫تاریخ قائداعظم اور حفیظ جالندھری کے بارے میں جانیں اور ال‪WW‬گ ریاس‪WW‬ت حاص‪WW‬ل ک‪WW‬رنے میں ان کے تع‪WW‬اون کے ب‪WW‬ارے‬
‫میں جانیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬بک پیج نمبر ‪ 9‬اور ‪ 10‬پاکستان کے مختلف ہیروز کے فلیش کارڈ ‪ ‬پاکستان کا نقشہ‬
‫‪ .‬رنگ‬
‫پچھال سبق کی تالوت‪:‬‬
‫پاکستان کے کچھ ہیروز کا نام طلبہ سے پوچھ کر سبق شروع کریں؟ طلباء سے پوچھیں کہ وہ عالمہ اقبال کے ب‪WW‬ارے میں‬
‫کیا جانتے ہیں ‪ ،‬ان سے قائد اعظم کے بارے میں پوچھیں ‪ ،‬وہ کب پیدا ہ‪WW‬وا؟ وہ قائ‪WW‬داعظم کے ب‪WW‬ارے میں کی‪WW‬ا ج‪WW‬انتے ہیں؟‬
‫بانی پاکستان کون تھا؟‬
‫اساتذہ کا اظہار‪:‬‬
‫قائداعظم کے بارے میں طلباء سے گفتگو کریں۔‬
‫ان کے ساتھ بات چیت کریں وہ بانی پاکستان تھے اور وہ ساری جدوجہد کی رہنمائی کرنے والے رہنما تھے‬
‫اس الگ ریاست کو انجام دینے کے لئے۔‬
‫قائداعظم کی کتابیات کے بارے میں طلباء سے گفتگو کریں؟ جب وہ پیدا ہوا؟ جہاں وہ تھا‬
‫پیدا ہونا؟‬
‫قائداعظم کی تعلیم کے بارے میں ان سے تبادلہ خیال کریں۔‬
‫قائداعظم نے علیحدہ ریاست کے حصول میں ادا کیا کردار کے بارے میں مختصر گفتگو کریں۔‬
‫حفیظ جالندھری کے بارے میں بھی تبادلہ خیال کریں اور طلبا کو بتائیں کہ وہ ہمارے قومی ہیرو تھے۔‬
‫طلبا کو بتائیں کہ حفیظ جالندھری نے پاکستان کا قومی ترانہ لکھا ہے جسے اب ہم گاتے ہیں‬
‫ایک دن‬
‫ایک بے ترتیب طالب علم سے طلبہ سے متعلق قائد اعظم اور حفیظ جالندھری کے متعلق متن پڑھنے کو کہیں‬
‫کتاب کا صفحہ نمبر ‪ 9‬اور ‪10‬۔‬
‫کالس کا کام‪:‬‬
‫نوٹ بک پر مندرجہ ذیل سوال کریں‪:‬‬
‫جب قائداعظم؟ پیدا ہوئے؟‬
‫پاکستان کے بانی والد کون تھے؟‬
‫قائد کی وضاحت کریں۔‬
‫قائداعظم؟ کو کہاں دفن کیا گیا؟‬
‫قائداعظم؟ کا کیا مطلب ہے؟‬
‫لپیٹ‪:‬‬
‫طلباء سے قائد کی وضاحت کے لئے سبق کو ختم کریں؟ وہ کہاں پیدا ہوا؟ اس کا انتقال کب ہوا؟ محم‪W‬د علی جن‪W‬اح ک‪W‬و قائ‪W‬د‬
‫اعظم کیوں کہا گیا؟ حفیظ جالندھری کون تھا؟‬
‫سبق آموز منصوبہ ‪04‬‬
‫عنوان‪ :‬شہری عالقہ بمقابلہ دیہی عالقہ‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫شہری عالقوں اور دیہی عالقوں کے مابین فرق کو سمجھیں۔‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪  15 ، 14‬رنگ‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلباء کو صفحہ نمبر پر ‪ Q2‬کو فوری حل کرنے کو کہہ کر ان تصورات کو سمجھنے کی جانچ کریں۔ ‪ 2‬طلباء کی کتاب۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء سے برادری کے بارے میں تبادلہ خیال کریں۔‬
‫شہری اور دیہی عالقوں میں فرق ‪ b / w‬کے ساتھ ان پر تبادلہ خیال کریں۔‬
‫ایک میز بنائیں اور اس میں فرق ‪ b / w‬شہری اور دیہی عالقوں میں لکھیں۔‬
‫پیہوائی کام‪:‬‬
‫طلبہ کتاب کے پی جی نمبر ‪ 16 ،‬پر کیو ‪ 3‬کریں ‪ ،‬طلبا جوڑے میں بیٹھیں‪ W‬گے اور ایک دوس‪WW‬رے س‪WW‬ے ب‪WW‬ات چیت ک‪WW‬رکے‬
‫اس سوال کو حل کریں گے۔‬
‫کالس کا کام‪:‬‬
‫کاپیاں پر درج ذیل سواالت کریں‪:‬‬
‫ایک کمیونٹی کیا ہے؟‬
‫شہری عالقہ کیا ہے؟‬
‫دیہی عالقہ کیا ہے؟‬
‫پاکستان کے بڑے شہروں کا نام بتائیں؟‬
‫لپیٹ‪:‬‬
‫طلباء سے پوچھ کر سبق کا اختتام کریں‪:‬‬
 ‫شہری اور دیہی عالقوں میں کیا فرق ہے؟‬
‫شہری عالقوں میں کون سی سہولیات میسر ہیں لیکن دیہی عالقوں میں نہیں؟‬
‫دونوں شعبوں میں ماحول کیسے مختلف ہے؟‬
‫سبق آموز منصوبہ ‪05‬‬
‫نقل و حمل‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫مختلف قسم کی برادریوں ‪ ،‬شہر اور دیہی عالقوں کے بارے میں جانیں۔‬
‫نقشہ پڑھنے کا طریقہ سیکھیں۔‬
‫نقل و حمل کے مختلف طریقوں کے بارے میں جانیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬ورکشیٹ‬ ‫‪ .‬رنگ‬ ‫‪ ‬کتاب صفحہ نمبر ‪16‬‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلباء کو ورک شیٹ نمبر ‪ 6‬اور ان سے کہیں کہ ہم ان گاڑیوں سے میچ کریں جو ہم نقل و حم‪WW‬ل میں اس‪WW‬تعمال ک‪WW‬رتے ہیں۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء کو آمدورفت کے ب‪WW‬ارے میں پ‪WW‬وچھیں کی‪WW‬ونکہ انہ‪WW‬وں نے نق‪WW‬ل و حم‪WW‬ل کے ب‪WW‬ارے میں پہلے ہی س‪WW‬یکھا تھ‪WW‬ا کہ پچھلی‬
‫کالس ہیں۔‬
‫ان کی وضاحت کریں کہ نقل و حمل کا طریقہ وہ ہے جس سے لوگ ایک جگہ سے دوسری جگہ جاتے ہیں۔‬
‫مختلف گاڑیوں کے فلیش کارڈز استعمال کریں جو ہم سفر کے لئے استعمال کرتے ہیں۔‬
‫تیز چلتی گاڑیوں اور آہستہ چلتی گاڑیوں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو ان گاڑیوں کے بارے میں بتائیں جو شہروں میں استعمال ہوتی ہیں۔‬
‫شہروں میں ہم کون سی گاڑیاں استعمال کرتے ہیں یہ ظاہر کرنے کیلئے فلیش کارڈز کا استعمال کریں۔‬
‫طلبا کو ان گاڑیاں کے بارے میں بھی بیان کریں جو ہم دیہی عالقوں میں استعمال کرتے ہیں۔‬
‫ان کی وضاحت کریں کہ لوگ عام طور پر ایک جگہ سے دوسری جگہ جانے کے لئے چلتے ہیں۔‬
‫ان کی وضاحت کریں کہ دیہی عالقوں میں سب سے عام گاڑیاں یا نقل و حمل کا ذریعہ ہیں‬
‫گدھا گاڑی ‪ ،‬موٹرسائیکلیں اور سائیکل۔‬
‫ان کی وضاحت کریں کہ ہوائی جہاز کسی گاؤں میں نقل و حمل کے طور پر استعمال نہیں کرے گا۔‬
‫کالس کا کام‪:‬‬
 ‫پی جی نمبر پر کیو ‪ 4‬کریں۔ ‪ 17‬طلباء کی کتاب۔‬
‫لپیٹ‪:‬‬
‫طلبا کو مختلف ٹرانسپورٹیشن کے فلیش کارڈ دکھا کر سبق کو ختم کریں اور ان سے نق‪W‬ل و حم‪WW‬ل ک‪WW‬و بت‪WW‬انے ک‪WW‬و کہیں ج‪WW‬و‬
‫شہری عالقوں اور دیہی عالقوں میں استعمال ہوتی ہے۔‬
‫سبق آموز منصوبہ ‪06‬‬
‫عنوان‪ :‬ہمارے عالمتوں کا احترام کرنا‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫ہمارے جھنڈے کے بارے میں جانیں‬
‫طلبا کو ہمارے جھنڈے‪ W‬کی اہمیت کو سمجھنے یا پہچاننا‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪  12‬گرین اور وائٹ چیٹ پیپرز ‪ ‬پاکستانی پرچم ‪ ‬رنگ ‪ ‬گلو‬
‫شروعاتی سرگرمی‪:‬‬
‫طلباء کو گرین اور سفید رنگ کے کاغذات مہی ‪.‬ا کریں اور انھیں پاکستان کا جھنڈا بن‪WW‬انے کے ل‪WW‬ئے کل‪WW‬ر پی‪WW‬پر ک‪WW‬اٹنے ک‪WW‬و‬
‫کہیں۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلبہ سے گفتگو کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫ان کی وضاحت کریں کہ ہمارے جھنڈے کا احترام کرنا بہت ضروری ہے کیونکہ اس س‪WW‬ے ہم‪WW‬اری ق‪WW‬ومیت ی‪WW‬ا ش‪WW‬ناخت کی‬
‫شناخت ہوتی ہے۔‬
‫طلباء کے ساتھ قومی عالمتوں پر تبادلہ خیال کریں‬
‫ان کی وضاحت کریں کہ ہم کس طرح اپنی عالمتوں کا احترام کرسکتے ہیں۔‬
‫انہیں ہدایت دیں کہ وہ جھنڈا نہ پھاڑیں اور جھنڈا زمین پر نہ پھینکیں۔‬
‫گروپ کام‪:‬‬
‫طلبا کو چارٹ پیپرز مہیا ک‪WW‬ریں اور ان س‪W‬ے یہ پ‪W‬وائنٹس لکھیں کہ ہم اپ‪W‬نی عالمت‪W‬وں ک‪W‬ا اح‪WW‬ترام کیس‪WW‬ے کرس‪W‬کتے ہیں۔ ہ‪W‬ر‬
‫گروپ کا ایک ایک فرد اپنے خیاالت کو کالس کے سامنے پیش کرے گا۔‬
‫لپیٹ‪:‬‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ عالمت کی‪WW‬ا ہے؟ ہمیں کی‪WW‬ا پہچانت‪WW‬ا ہے؟ ہم اپ‪WW‬نی عالمت‪WW‬وں ک‪WW‬ا اح‪WW‬ترام کیس‪WW‬ے‬
‫کرسکتے ہیں؟‬
 ‫سبق آموز منصوبہ ‪07‬‬
‫عنوان‪ :‬تہوار ‪1-‬‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪56‬‬
‫دماغی طوفان‪:‬‬
‫بورڈ پر "تہواروں" کا لفظ لکھیں اور طلبا سے ان کے ذہن میں آنے والے چپچپا ن‪WW‬وٹ پ‪WW‬ر لکھ‪WW‬نے ک‪WW‬و کہیں۔ ای‪WW‬ک ب‪WW‬ار ہ‪WW‬و‬
‫جانے کے بعد طلبہ سے بورڈ پر چپچپا نوٹ چسپاں کرنے کو کہیں۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلباء کے علم سے ان کے ساتھ تہواروں کے بارے میں تبادلہ خیال کریں۔‬
‫طلبا کو بتائیں کہ میلہ منایا جاتا ہے جب لوگ خوش ہوتے ہیں۔‬
‫ان کی وضاحت کریں کہ میلہ ہمیں لوگوں کے بارے میں بہت کچھ بتاتا ہے۔‬
‫ثقافت کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ ثقافت ہی لوگوں کے رہنے ‪ ،‬بولنے اور لباس پہننے کا طریقہ ہے۔‬
‫طلباء سے پاکستان کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫ان کی وضاحت کریں کہ پاکستان میں ہر صوبے کا کلچر مختلف ہے۔‬
‫ان سے پنجاب ‪ ،‬سندھ ‪ ،‬بلوچستان اور کے پی کے کی ثقافت کے بارے میں تبادلہ خیال کریں۔‬
‫صفحہ نمبر سے ‪ 56‬اور طلباء سے متن پڑھنے کو کہیں۔‬
‫لپیٹ‪:‬‬
‫طلبا کو یہ بتانے کے لئے کہ ثقافت کیا ہے کے ذریعہ اس سبق کو ختم کریں؟ پاکستان کی ثقافت کیا ہے؟ پنجاب کی ثقافت‬
‫کیا ہے؟‬
‫سبق آموز منصوبہ ‪08‬‬
‫عنوان‪ :‬تہوار‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
 ‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان اور دنیا میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫‪ ‬سمجھیں کہ ہم عید الفطر کیوں مناتے ہیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪56‬‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلبہ سے پوچھ کر سبق شروع کریں‪ :‬تہوار کیا ہوتا ہے؟ آپ ثقافت کے بارے میں کیا ج‪WW‬انتے ہیں؟ ثق‪WW‬افت کس‪WW‬ی معاش‪WW‬رے‬
‫کے بارے میں کیا ظاہر کرتی ہے؟‬
‫اساتذہ کا اظہار‪:‬‬
‫طلبا کو ان تہواروں کے بارے میں بیان کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو دو بڑے تہواروں کے بارے میں بیان کریں جو مسلمان مناتے ہیں۔‬
‫عیدالفطر کے بارے میں ان کی وضاحت کریں۔‬
‫ان کی وضاحت کریں کہ عید الفطر ماہ شوال میں منائی جاتی ہے۔‬
‫ان کی وضاحت کریں کہ یہ ہللا کا تحفہ ہے۔‬
‫ان کی وض‪W‬احت ک‪WW‬ریں کہ یہ م‪W‬ذہبی عی‪WW‬د (مس‪WW‬لم م‪WW‬ذہبی تہ‪W‬وار) مہی‪WW‬نے‪ W‬ک‪W‬ا پہال اور واح‪WW‬د دن ہےش‪W‬وال ک‪W‬ا جس کے دوران‬
‫مسلمانوں کو روزہ رکھنے کی اجازت نہیں ہے۔ چھٹی اختتام کا جشن مناتی ہے‬
‫رمضان کے پورے مہینے‪ W‬میں طلوع آفتاب سے غروب آفتاب کے ‪ 29‬یا ‪ 30‬دن میں سے‪.‬‬
‫‪‬عید الفطر کے بارے میں طلباء کی وضاحت کریں۔‬
‫‪‬گفتگو کریں کہ وہ اس عید کو کس طرح مناتے ہیں۔‬
‫کالس کا کام‪:‬‬
‫آپ عید الفطر کیسے مناتے ہیں اس کے بارے میں ‪ 10‬الئنیں لکھیں۔‬
‫لپیٹ‪:‬‬
‫طلباء کو عید الفطر کے بارے میں بتانے کے لئے سبق کا اختتام کریں۔ مسلمانوں نے یہ عید کب منائی؟ مس‪WW‬لمان اس ام‪WW‬داد‬
‫کو کیوں مناتے ہیں؟‬
‫سبق آموز منصوبہ‪9‬‬
‫اسالمی دن‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
 ‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫پاکستان میں خصوصی دن کے بارے میں جانیں‬
‫پاکستان میں منائے جانے والے خاص دنوں کے بارے میں جانیں‬
‫حوالہ جات‪:‬‬
‫‪ ‬کتاب صفحہ نمبر ‪57 ، 56‬‬
‫پچھلے سبق کی تالوت‪:‬‬
‫طلباء سے پوچھ کر سبق شروع کریں‪ :‬ہم کیا تہوار کرتے ہیں؟ ہم پاکستان میں کون سا تہوار مناتے ہیں؟ اساتذہ ک‪WW‬ا اظہ‪WW‬ار‪:‬‬

‫طلباء سے ان تہواروں کے بارے میں تبادلہ خیال کریں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کی وضاحت کریں کہ مسلمان مسلمان میں اہم تہ‪WW‬واروں اور ت‪WW‬اریخوں کی ش‪WW‬ناخت کے ل‪WW‬ئے اس‪WW‬المی تق‪WW‬ویم ک‪WW‬ا اس‪WW‬تعمال‬
‫کرتے ہیں‬
‫تاریخ‪.‬‬
‫ان کی وضاحت کریں کہ جب اسالمی نبی اکرم صلی ہللا علیہ وسلم تشریف الئے تو اسالمی تقویم کا آغاز ہوتا ہے‬
‫مدینہ منورہ سے۔‬
‫ان کی وضاحت کریں کہ مسلمان اسالمی تقویم اور مغربی تقویم کے لئے پیروی کرتے ہیں۔‬
‫طلباء کو ان اسالمی تہواروں کے بارے میں بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫ان کو عید میالد النبی (ص) کے بارے میں بتائیں۔‬
‫ان تہواروں کے بارے میں ان کی تفصیل بتائیں جو ہم پاکستان میں مناتے ہیں۔‬
‫انہیں قومی تہواروں کے بارے میں بتائیں جس کو ہم مناتے ہیں۔‬
‫انہیں بتائیں کہ یوم پاکستان‪ 23( :‬مارچ) ‪ ،‬یوم آزادی‪ 14( :‬اگست) ‪ ،‬پاکستان کا دفاع‬
‫دن‪ 06( :‬ستمبر) ‪ ،‬عالمہ محمد اقبال کی سالگرہ‪ 09( :‬نومبر) ‪ ،‬قائداعظم کی یوم پیدائش *‪ 25( :‬دس‪WW‬مبر) ک‪WW‬و پاکس‪WW‬تان میں‬
‫تہواروں کی طرح منایا جاتا ہے۔‬
‫طلب‪WWWWWWW‬ا ک‪WWWWWWW‬و ان ثق‪WWWWWWW‬افتی تہ‪WWWWWWW‬واروں کے ب‪WWWWWWW‬ارے میں بت‪WWWWWWW‬ائیں ج‪WWWWWWW‬و ل‪WWWWWWW‬وگ پاکس‪WWWWWWW‬تان میں من‪WWWWWWW‬اتے ہیں۔‬
‫انہیں بتائیں کہ لوگ بسنت ‪ ،‬میلہ چراغان ‪ ،‬لوک میلہ مناتے ہیں۔‬
‫کالس کا کام‪:‬‬
‫صفحہ نمبر ‪ 1‬پر کیو ‪ 1‬کریں۔ ‪ 57‬طلباء کی کتاب۔‬
‫لپیٹ‪:‬‬
‫ہم پاکستان میں منائے جانے والے تہواروں کو بتانے کے لئے طلبہ سے سبق کا اختتام کریں۔‬
‫سبق پالن ‪10‬‬
 ‫عنوان‪ :‬ہمارا پاکستان‬
‫استاد کا نام‪:‬‬
‫کالس‪6 :‬‬
‫مضمون‪ :‬اردو‬
‫سیکھنے کے مقاصد‪:‬‬
‫عنوان کے اختتام پر ‪ ،‬طلبا کو اہل ہونا چاہئے‪:‬‬
‫پاکستان ‪ ،‬اس کی خصوصیات اور عالمتوں کے بارے میں جانیں جو پاکستان کو خصوصی بناتی ہیں۔‬
‫پاکستان کی عالمت عالمتوں کے بارے میں جانئے‬
‫حوالہ جات‪:‬‬
‫‪ .‬رنگ‬ ‫‪ ‬پاکستان کا نقشہ‬ ‫‪ ‬کتاب صفحہ نمبر ‪7‬‬
‫دماغی طوفان‪:‬‬
‫میں اس باب کو طلبہ کے سامنے پیش کریں اور ذہنی سرگرمی کے س‪WW‬اتھ ب‪WW‬ورڈ پ‪WW‬ر پاکس‪WW‬تان ک‪WW‬ا لف‪WW‬ظ لکھیں اور طلب‪WW‬اء س‪WW‬ے‬
‫پوچھیں کہ وہ اس کے بارے میں کیا جانتے ہیں؟ ان کے جواب کا استعمال کرتے ہوئے ایک لفظ بادل بنائیں اور ب‪WW‬ورڈ پ‪WW‬ر‬
‫ایک ایک کرکے پوائنٹس لکھیں۔‬
‫اساتذہ کا اظہار‪:‬‬
‫طلبہ کو اپنے سابقہ علم کو استعمال کرتے ہوئے اس موضوع کو متعارف کروائیں۔‬
‫انھیں پاکستان کے چاروں صوبوں کا نام بتائیں۔‬
‫ان سے آزاد اکائیوں کے بارے میں تبادلہ خیال کریں جو آزادکشمیر اور گلگت بلتستان ہیں۔‬
‫تحریری بورڈ پر پاکستان کا نقشہ چسپاں کریں اور پڑوسی ممالک کے بارے میں طلباء کی وضاحت کریں کہ‬
‫ایران ‪ ،‬افغانستان ‪ ،‬چین اور ہندوستان ہیں۔‬
‫طلباء کے ساتھ نقشوں کے اجزاء پر تبادلہ خیال کریں۔‬
‫طلبہ کو یہ بتائیں کہ پاکستان میں آبادی بہت زیادہ ہے۔‬
‫آبادی کی اصطالح ان سے یہ بتائیں کہ آبادی کل تعداد‪ W‬میں ہے‬
‫کسی عالقے میں رہ رہے ہیں۔‬
‫کالس کا کام‪:‬‬
‫تحریری نقل پر پاکستان کا نقشہ کھینچیں اور نقشہ کو لیبل کریں۔‬
‫گھر کا کام‪:‬‬
‫ایلطالب علمی کی کتاب کے صفحہ نمبر ‪ 8‬پر پاکستان کا نقشہ ایبل کریں۔‬
‫لپیٹ‪:‬‬
‫طلباء سے یہ پوچھ کر سبق کا اختتام کریں کہ پاکس‪WW‬تان کے چ‪W‬اروں ص‪WW‬وبے کی‪WW‬ا ہیں؟ پاکس‪WW‬تان کی دو آزاد اک‪W‬ائیوں ک‪WW‬ا ن‪W‬ام‬
‫بتائیں؟ آبادی کے لحاظ سے ان کا کیا مطلب ہے؟‬