Term: II

Unit 3. Lesson 1.

Unit 3. People I love.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Family and friends.

Learning objectives(s)

that this lesson is contributing to

3.1.2.1 recognise familiar words with visual support

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.3.2.2 deduce the meaning of a word in a picture or icon on a limited range of topics

3.3.5.1 read short, illustrated fiction and non-fiction stories written in very simple language using a dictionary

Lesson objectives

By the end of the lesson, the students will be able to:

name and describe family members in English.

Stages of the lesson

Teacher’s Activity

Student’s Activity

Assessment

Resources/Materials

Warm-up

Review: Briefly revisit characters from a previous story (Rosy, Billy, Tim, Miss Jones). Establish that all except Miss Jones are family (Rosy & Billy are siblings, Tim is their cousin).

Introduce New Vocabulary: Show flashcards with family member images (mum, dad, sister, brother, grandma, grandpa) and pronounce the words clearly. Encourage repetition.

Recall names from the story and identify family relationships.

Listen and repeat family member names attentively.

Observe participation and clarity in pronunciation.

Flashcards (family members)

Main Part

1 Listen, point and repeat.

Play a recording with descriptions of family members. Students listen and point to the corresponding picture on flashcards. Play the recording again for students to repeat the words.

2 Listen and chant.

Play a recording of a family member chant ("Mum, mum, mum..." etc.). Students listen and repeat, pointing to the relevant flashcards as they hear each word. Encourage them to add simple actions to the chant (e.g., waving for "mum").

3 Look, listen and point.

Introduce Story Poster 3. Point to characters and elicit names. Ask "Who's this?" Encourage students to identify as many objects in the picture as possible (teddy, umbrella, ice cream). Briefly explain unfamiliar words. Discuss each picture frame, asking questions to prompt predictions about the story (e.g., "What do they find?"). Play the recording while pointing to pictures on the poster. Ask comprehension questions after each section (e.g., location, discoveries, items).

Ask students to open their Pupil's Books and follow the story with the pictures. Play the recording again. Invite volunteers to share their grandparents' names. Discuss if these names are common for babies in their country and explore how name popularity might change over time. Briefly brainstorm reasons (e.g., naming babies after popular celebrities).

4 Talk about your family.

Read the speech bubble from the story ("This is my grandpa and my baby brother"). Draw stick figures representing a family on the board, labeling each one (mum, grandma, etc.). Ask students to draw their families in their notebooks using colored pencils. Divide the class into pairs to discuss their families using the speech bubble as a model.

Listen attentively and match descriptions to pictures. Repeat family member words in the recording.

Listen, repeat the chant, and add actions for each family member.

Engage with the story poster, identifying characters, objects, and making predictions. Listen to the recording, follow along in their books, and answer comprehension questions. Share their grandparents' names and participate in the discussion about name popularity.

Draw their families creatively and participate in pair discussions using the speech bubble as a guide.

Observe comprehension of family member vocabulary through listening and matching activities.

Assess pronunciation and participation during the chant.

Evaluate comprehension of the story through participation in discussions and answering questions.

Observe drawing skills and assess participation and communication during pair discussions.

Story Poster 3

Pupil’s Books

Colored pencils

Reflection

Briefly revisit the family member vocabulary learned in class. Ask students to repeat the words together.

Conclude by asking students what they learned about families today. Encourage them to share their thoughts and understanding.

Repeat family member words chorally.

Share key takeaways about families from the lesson.

Observe participation and assess overall understanding of the lesson content.

Homework

Suggest students bring a picture of their family to share in the next class. This can be a printed photo or a drawing they create at home. In the next lesson, students will describe their family pictures to the class.

Bring a family picture to share with the class.

Observe understanding of the assignment.

Term: II

Unit 3. Lesson 2.

Unit 3. People I love.

Teacher’s name:

Date:

Grade: 3

Number present:

Number absent:

Theme of the lesson:

Who’s this? has got.

Learning objectives(s)

that this lesson is contributing to

3.1.4.2 understand simple descriptions of people, actions, and objects with visual support

3.2.3.1 respond to basic questions with single words or short responses

3.3.2.1 identify some familiar words and signs on illustrations /pictures in common everyday situations

3.5.1.8 use personal subject and object pronouns on a limited range of familiar topics

3.5.1.11 use has got/ have got; there is/are in a limited range of familiar topics

Lesson objectives

By the end of the lesson, the students will be able to:

describe family members and identify their possessions using simple sentences.

Stages of the lesson

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Warm-up

Point to Story poster 3 and ask children to tell you what happened in the story.

Cover the poster and ask children which family members appeared in the story.

Listen and respond to questions about the story.

Teacher observes participation and checks prior knowledge of family members.

Story poster 3

Flashcards of family members

Main part

1. Listen to the story again and repeat. Act.

Play the recording, pausing for children to repeat.

Divide the class into groups of five to play the parts of Tim, Rosy, Mum, Grandma, and Billy. (If the class does not divide into groups of five, you could have some smaller groups, as Grandma and Billy do not speak.)

Ask children to decide on actions to use when acting out the story.

Ask some groups to come to the front to act out the story.

2. Look and say. Then answer for Billy.

Stick the flashcard of Rosy on the board and elicit her name. Then stick the flashcards of Mum and Billy on the board. Point to Mum and ask Who’s this? Hold up the flashcard of Rosy, point to Mum again and say She’s my mum, making it clear that you are speaking as Rosy. Repeat with the Billy flashcard, saying He’s my brother.

Ask children to look at the first Let’s learn! box. Read the sentences aloud for children to repeat.

Write Who’s = Who is on the board and check that children understand the meaning.

Tell children to look at the picture of Billy on the right and to ask and answer about the family members in the circles as if they were Billy (Who’s this? He’s my dad, Who’s this? She’s my mum. Who’s this? He’s my grandpa. Who’s this? She’s my sister.). First elicit the sentences from the class as a whole, and then have children take turns to ask and answer in pairs.

Draw children’s attention to the question and the four possible answers.

Ask children to circle the correct option in each answer as in the example.

3. Look and say.

Ask children to look at the pictures of Mum and Billy in the second Let’s learn! box. Say the sentences in the boxes for children to repeat.

Give flashcards to five different children and ask them to stand up. Point at the first child and say (Kamila) has got a (pen). Repeat this with the other children holding flashcards, making sentences with has got.

Focus attention on the sentences in the Pupil’s Book again. Place pairs of School things and My family flashcards on the board and elicit different sentences, e.g. Mum has got a book.

4. Follow and write. Then say.

Ask children to look at the pictures. Explain that they have to follow the lines to find out which object belongs to which person. Then read the example sentence aloud.

Draw children’s attention to the incomplete sentences. Ask them to write the missing words to complete them following the example.

Check answers by asking children to chorus the sentences.

Participate in the story retelling and acting.

Look at flashcards and answer questions about family members.

Repeat sentences after the teacher.

Ask and answer questions about the pictures using the target structures.

Circle the correct answers.

Repeat sentences after the teacher.

Participate in the flashcard activity.

Look at the pictures and flashcards, write sentences, and repeat them in chorus.

Observe participation, check comprehension, and collect written work for formative assessment.

Story recording

Flashcards of family members

Pupil’s Book (pages 19-20)

Flashcards (School things)

Flashcards (My family)

Reflection

Ask a few questions to revise the key vocabulary and grammar structures from the lesson (e.g., Who’s this? He’s my dad. Mum has got a book.)

Answer the teacher’s questions.

Oral participation indicates understanding of the lesson content.

Homework

Ask students to write a short paragraph describing their family members and one thing each family member has.

Example: "My dad has got a car. My mum has got a book. My sister has got a doll. My brother has got a ball."

Students complete the assignment at home.

Check completion of the assignment.