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Overview of Lesson Plans

Lesson Plans are ready-made reference maps for each lesson, facilitating clear progression of the lesson in the classroom. They provide guidelines to enable the teacher to adapt to unique teaching situations and are useful aids to lead the class in the right developmental path.

In combination with the Language Syllabus for each level, the Lesson Plans promote systematic coverage of materials and opportunities. They bring together all that is available in the books on the same point (example, Reading, Grammar, Vocabulary etc) and provide a structured programme which is, nevertheless, flexible and open to varied interpretations.

Lesson Plans are based on the total number of periods available for English in an academic year. The table below indicates the timelines which form the basis of Lesson Planning.
Gul Mohar
No of days in an academic year


220 days

Exams, sports, other activities 


60 days

No of days available for teaching


180 days

Time allotted for English per week


6 periods

Total no of periods per year


about 180

Each unit in the Reader/ Companion


about 5 periods

Total (24 units)


120 periods

Each poem


about 2 periods

Total (6-8) poems


about 16 periods



136 periods

Remainder (projects, library /literary activity)


44 periods

The Lesson Plans include recommendations on Objectives, Warm up, Procedure and Follow up. The number of Lesson Plans varies for different units.

Objectives: state the broad aims of the lesson, for clarity of purpose.

Warm up: provides ideas to lead into a lesson effectively.

Procedure: describes the stages in a lesson.

Follow up: enables immediate and relevant extension of understanding by reinforcing ideas

Classroom Organisation
Different activities require different arrangements and students need clear guidelines to work efficiently.

Working in groups may be difficult for young learners as they may not be accustomed to taking responsibility, and it would be better to begin with pair work and carefully supervised individual work before moving on to freer classroom arrangements. All activities should be demonstrated before the class to ensure complete understanding of the activity.

Suggestions for classroom work:

Individual: reading and vocabulary

Pair work: role play, information gap.

Groups: Groups larger than five are not recommended as this does not encourage complete participation by all students.

Whole class: presentation, game, review

The furniture in a classroom should ideally provide scope for rearrangement and movement, ensuring open space for songs and games.

Display Board
Provision for the display of student work should be included in classroom planning.

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