Rebuild the raw material first: vocabulary, the seven word-skills/grammar formats, and all three units' prose/poetry/supplementary — then a short diagnostic to find out exactly where Week 2 needs to focus.
📋Format prototype — for review, not linked from the site. Two weeks before the quarterly, this is Week 1 of 2 — see Week 2 for the application/mock half. Together the pair covers all 60 marks of the real First Term SA paper: Week 1 targets Vocabulary (6) + Grammar/Word-Skills (17) + Prose (13) + Poetry (11) + Supplementary (8) = 55 marks; Week 2 targets the remaining Literary Writing (5) plus the full mock rehearsal.
Class / Domain
7 · English
Title
Quarterly Revision — Week 1: Foundations & Recall
Date
____ . ____ . 20____
Week
Revision Week 1 of 2 · 5 periods
Theme
Rebuild the raw material
Sub-theme
Low-stakes recall, formative — find the gaps, don't grade them yet
Continuum
Units 1–3 already taught → this week: vocabulary + word-skills/grammar formats + all-unit recall → Week 2: targeted remedial + literary writing + full mock → First Term Summative Assessment
Paper basis
Class 7 First Term Summative Assessment 2025–26, English (60 marks, 2 hrs). This week targets: Section I Vocabulary (6) · Section II Grammar/Word-Skills (17) · Section III Prose (13) · Section III Poetry (11) · Section IV Supplementary (8) — 55 of the 60 marks.
Teaching Aids
GWord-building & measure-word flashcards (reference) · answer-choice cards for MCQ drillsBSlip-test sheets for each recall dayATimed written slips throughout, self- and peer-checked
Learning Outcomes
LO 709 identifies details, main idea, sequence · LO 713 infers word meaning from context · LO 716 uses grammatical forms accurately · LO 702 recites with pause & intonation · LO 703 participates in discussion/activities · LO 710 compares/contrasts ideas, relates to life
Set the two-week shape; this week is about rebuilding material, not yet performing under exam pressure.
TeacherThe teacher explains: with two weeks left, this week rebuilds everything — vocabulary, the seven word-skills/grammar formats, and all three units' texts — ending in a short diagnostic slip test. Next week fixes the weak spots, covers the literary-writing marks this week never touched, and ends in a full timed 60-mark mock paper. The teacher asks:
1. Why might it help to find out our weak areas THIS week, before the mock paper next week? (Expected: so remedial time next week is spent on the right things, not wasted.)
Keep this brief — the diagnostic at the end of the week does the real work of finding gaps.
2
Vocabulary Drill
LO 71315′
Section I is only 6 marks — synonym and antonym of underlined words, nothing else. Keep this drill short and proportional; fresh words, not the paper's own, so the skill transfers.
1. Synonym — The old man walked with a feeble step.
a) strong b) weak c) quick d) steady
2. Synonym — The children were delighted with the gift.
a) angry b) bored c) pleased d) tired
3. Synonym — It was a huge crowd at the fair.
a) tiny b) large c) quiet d) empty
4. Antonym — The room was spacious.
a) wide b) cramped c) bright d) airy
5. Antonym — She gave a genuine smile.
a) real b) fake c) warm d) shy
6. Antonym — The path through the field was smooth.
a) even b) flat c) rough d) wide
GuidedItems 1–3 only, done together with answer choices read aloud.
BalancedAll 6 as a timed written slip, self-checked against the board.
AdvancedAll 6, then students write one original synonym/antonym pair of their own for a partner to solve.
Rotate the actual words every week — the point is the skill, not this list.
3
Word-Skills & Grammar Pattern Drill
LO 716 · 71350′
Section II is the paper's single largest section (17 marks) and its most varied — seven distinct sub-formats. Drill each once, in fresh items, so students recognise the FORMAT on exam day rather than needing to have seen these exact words before.
1–2. Prefix & Suffix (2 marks)
PrefixAdd a suitable prefix to “agree”. — disagree.
SuffixAdd a suitable suffix to “help”. — helpful.
3–4. Relationship Terms (2 marks)
ClueGive a relationship term for: “the children of your uncle or aunt.” — cousins.
ClueGive a relationship term for: “two people who look and behave exactly alike.” — “two peas in a pod” / twins.
5–8. Match the Following (4 marks)
Matcha handful of — ? · a mouthful of — ? · a spoonful of — ? · a pocketful of — ? — handful of grains, mouthful of cake, spoonful of soup, pocketful of chocolates.
9–10. Any / Many / Some / Few (2 marks)
FillThere isn't ___ water left in the glass. — any.
FillI can't carry the luggage any more. I need ___ help. — some.
11–13. Prepositions (3 marks)
FillJulian placed her lunchbox ___ her bag. — inside.
FillVinothini left the house ___ sunrise. — before.
FillBen saw Daisy playing ___ the road. — across.
14–15. Perfect Tense (2 marks)
FillWhen Usha looked out of the window, dark clouds ___ (gather) over the mountains. — had gathered.
FillAll was dark again. Night ___ (fall). — had fallen.
16–17. Correct Option (2 marks)
ChooseThere are ___ (many/much) apples in the basket. — many.
ChooseShe invited ___ (some/a few) close friends to her birthday. — a few.
GuidedFormats 1, 3, 5 and 6 only (prefix/suffix, match-the-following, prepositions), worked on the board first.
BalancedAll seven formats as a written slip, self-checked against the answers above.
AdvancedAll seven, then swap one format's answers with a partner and mark each other's work.
Source concepts: /lesson-plans/class-7/term-1/unit-1 (word-building, measure words, determiners), /unit-2 (Perfect Tenses), /unit-3/grammar (prepositions). Formats: Section II of the real paper.
4
Prose Recall — Cumulative (Units 1–3)
LO 709 · 71040′
All three prose texts taught this term — the paper asks for any FOUR short (2-mark) answers plus one detailed (5-mark) answer from any text, so all three need a turn, not just the most recent.
Eidgah (Munshi Premchand) — Unit 1
LOTWho was the happiest boy going to the Eidgah? — Hamid.
MOTWhy did Hamid buy tongs instead of toys? — so his granny would not burn her fingers while cooking chappatis.
Detailed (5-mark)Whose love did the story celebrate, and what makes it selfless? — Hamid's love for his grandmother; he spent his only money on her need, not his own want, and defended the tongs to his friends as “a tiger among toys.”
The Wind on Haunted Hill (Ruskin Bond) — Unit 2
LOTWhere is the story set? — the Himalayan foothills, near Haunted Hill.
MOTWhy did Usha shelter in the ruins? — the storm broke before she could get home, and it was not safe to continue in the dark and heavy rain.
Detailed (5-mark)Was Usha's fear of the “ghosts” justified? What made the fear disappear? — her fear felt real in the dark and storm; it vanished the instant she recognised Suresh and Binya's voices — friendship replaced fear.
A Prayer to the Teacher (Subroto Bagchi) — Unit 3
LOTWho gave this speech? — Subroto Bagchi, founder of Mindtree.
MOTWhy does the speaker say inclusion is important? — without it, we only care for our own narrow circle.
Detailed (5-mark)Why does the speaker say blind obedience leads to “enslavement”? Do you agree? — because questioning brings answers, accountability and truth; open agreement with reasons.
GuidedOne LOT per text only, oral, posters visible.
BalancedLOT + MOT per text, written slip.
AdvancedAttempt one Detailed (5-mark) answer in full, exam-style, notes closed.
If any one text is clearly weaker for your class, give it extra time here — don't split evenly by default.
5
Poetry Recall — Cumulative (Units 1–3)
LO 702 · 70940′
All three poems, plus the two skills the paper tests beyond plain Q&A: rhyme/alliteration identification on a stanza, and the compulsory memoriter quote.
The Computer Swallowed Grandma — Unit 1 (internally flagged Memoriter in its own lesson)
LOTWho wrote the poem? — Anonymous.
Rhyming wordsIdentify the rhyming pair in Stanza 2. — squirm — worm.
HOTWhich poetic device runs through the whole poem? — the extended metaphor, treating Grandma entirely as a computer file.
The Listeners (Walter de la Mare) — Unit 2 ★ fully memoriter
LOTWho wrote “The Listeners”? — Walter de la Mare.
LOTWhat was the Traveller's horse doing while he knocked? — champing the grasses of the forest's ferny floor.
AlliterationIdentify the alliteration in “champing the grasses of the forest's ferny floor.” — “forest's ferny floor” — repeated “f” sound.
Rhyming wordsGive one rhyming pair used in the poem. — door/floor, or head/said, or sill/still.
MemoriterAll 5 stanzas must be word-perfect — this is the compulsory quote-from-memory item (5 marks).
Speak Gently (David Bates) — Unit 3
LOTWho wrote “Speak Gently”? — David Bates.
LOTName two groups the poem asks us to speak gently to. — any two: children, the young, the aged, the poor, the erring.
MOTWhy does the poet say to let the aged “depart in peace”? — their life is nearly over; they deserve calm, not distress.
GuidedRecite Stanza 1 of “The Listeners” together; one LOT per poem.
BalancedLOT + one rhyme/alliteration item per poem, plus a partial recitation check.
AdvancedFull recitation check of “The Listeners” + both rhyme/alliteration items, exam-style.
Two poems (Unit 1 and Unit 2) each carry an internal Memoriter flag in their own lesson plans — confirm with your syllabus which single poem your school's paper actually quotes from; this plan treats “The Listeners” as the primary target since all 5 stanzas are explicitly marked there.
6
Supplementary Recall — Cumulative (Units 1–3)
LO 709 · 71030′
The paper tests supplementary three ways: plot-fact MCQ, True/False, and a passage-based Q&A extract. Drill all three formats, not just recall Q&A.
On Monday Morning (adapted from Mark Twain) — Unit 1
LOTWhy was Tom miserable on Monday mornings? — because each Monday meant the start of another week's suffering in school.
The Red-Headed League — Unit 2
LOTWho is the famous detective in this story? — Sherlock Holmes.
MOTWhat clue told Holmes that Spaulding had been digging? — the dirty legs of his trousers.
Taking the Bully by the Horns — Unit 3
LOTWho mocks Anu's height in the story? — Ajay.
MOTWhy does Meena sometimes laugh along with Ajay? — peer pressure — she doesn't want to stand out or upset Ajay.
Format practice
MCQWhat clue told Holmes that Spaulding had been digging a tunnel? a) muddy shoes b) dirty trouser-legs c) a torn coat d) a broken watch
True/False1. Tom Sawyer's first fake symptom was a sore toe. — False (it was a stomach ache first). 2. Meena felt sorry for Anu even though she laughed along with Ajay. — True.
Passage“Name the Speaker” practice (real textbook item, On Monday Morning): (1) “No, never mind. It'll be over by and by. Don't call anybody.” (2) “It makes my flesh crawl to hear you. What is the matter?” (3) “Your tooth, indeed! What's the matter with your tooth?” — (1) Tom Sawyer (2) Sid (3) Aunt Polly.
GuidedOne LOT per text only, oral.
BalancedLOT per text, plus the MCQ and True/False items.
AdvancedAll three format-practice items, timed, notes closed.
The real paper's Section IV passage is drawn from the taught supplementary text itself, not an unseen extract — so this drilling directly prepares students for it.
7
Diagnostic Check
LO 70925′
A short combined slip test covering everything this week touched, scored by SECTION not by student. The tally below decides where Week 2's remedial time goes.
Vocab1. Synonym of “huge” — a) tiny b) large c) quiet. 2. Antonym of “genuine” — a) real b) fake c) warm.
Word-Skills3. Add a suitable suffix to “help”. 4. Fill in: I can't carry the luggage any more. I need ___ (some/any) help.
Prose5. Who was the happiest boy going to the Eidgah? 6. Why did Usha shelter in the ruins?
Poetry7. Who wrote “The Listeners”? 8. Give the rhyming pair from Stanza 2 of “The Computer Swallowed Grandma”.
Suppl.9. Who mocks Anu's height in “Taking the Bully by the Horns”? 10. What clue told Holmes that Spaulding had been digging?
Teacher tally sheet
For each section (Vocab / Word-Skills & Grammar / Prose / Poetry / Suppl.), count how many students missed more than half the items in that section. Any section with a large miss-count becomes the FIRST thing revisited in Week 2, Step 2 (Targeted Remedial) — before any new content.
GuidedRead every item aloud once before students answer.
BalancedSilent, written, 15′, self-checked against the board.
AdvancedTimed to 12′, notes closed, peer-marked.
This is formative, not graded for report cards — say so, so students answer honestly rather than guessing to look good.
tEtheenglish.inLesson plans · Study Player · posters — theenglish.in/lesson-plans/class-7/term-1/unit-3/revision