Prepared by Ms. Asra Isar

Subject: English Class: III Topic: Ice-Maker Ice-breaker Day: Date: 30th Mar 3rd Apr 2015

ObjectivePlan (Methodology)TimeResourcesAssessment

By the end of the lesson pupils should be able to:

A4* Including relevant detail (facts, ideas, vocabulary) B 27* Following written instructionsD 17* Understanding words associated with exclamations, instructions, questions, etc. Introduction:

Divide the board into two columns and write the following headings in each column:

Why do we write instructions?

Special features of writing instructions

Elicit from students: Why do we write instructions? (instructions are written to tell the procedure of something) What is a procedure? (a procedure tells the way of doing something step by step) Development:

Ask students to focus on the instructions for How to make an Iceberg, Floating your Iceberg and Soft Water, Hard Ice and elicit the special features of writing instructions. Ask groups to skim read the chapters focusing on the features of instructions. Ask students about the procedure of making a milk shake. Write a procedure of making a milkshake on newsprint. Ask different students to read the instructions aloud to the class so that they understand the structure of writing. Write the criteria on the board.Written work:

Students will write instructions for How to make an Ice lolly individually in their exercise books. 80 min

10 min

30 min

30 min

10 minNewsprintReadersStudents will be assessed on their ability to:

A4* Including relevant detail (facts, ideas, vocabulary) B 27* Following written instructionsD 17* Understanding words associated with exclamations, instructions, questions, etc.

Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day: Date: 30th Mar 3rd Apr 2015

ObjectivePlan (Methodology)TimeResourcesAssessment

By the end of the lesson pupils should be able to:

A 17 Making relevant contributions C 11 Understanding the range and use of prepositions

Reinforcement plan

Introduction:

Group students and allocate two pages from the reader Ice-Maker Ice-Breaker to each group. Students pick out prepositions from the pages allocated to them and use them in sentences of their own. Students write the sentences in their drafting pads. Each group presents its work.Development:

Ask students to focus on the worksheet Where is it? in pairs and assign one picture to each pair from the worksheet.

Allocate time for the pairs to take turns and ask about the location of the black box in the picture. Written work:

Students will complete the worksheet Can you help? individually.Homework:

Do the given worksheet. Take test on 3rd April Friday.80 min

15 min

50 min

15 min

Readers

Students will be assessed on their ability to:

A 17 Making relevant contributions C 11 Understanding the range and use of prepositions

Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day: Date: 30th Mar 3rd Apr 2015

ObjectivePlan (Methodology)TimeResourcesAssessment

By the end of the lesson pupils should be able to:

A 12* Listening with concentration

D 22 Using wordbooks.Reinforcement plan

Introduction:

Stick the flashcard with use of adhesive tape on the white board for the students. Arrange them in alphabetical order.

Ask students to identify and repeat the words. Development:

Teach syllabification and correct pronunciation.

Explain their meanings to students and ask them to try to use them in sentences, orally. Model the use of some of these words e.g.

The boy turned and opened the window. Where do you live?

Ask students to use two or more words in a sentence.Written work:

Ask students to locate each of the fifteen sight words in their wordbooks and mark them.

Pair students and ask them to solve the worksheet Word Grid (9) Students will complete the worksheet In Search of Words (9)

80 min

15 min

50 min

15 min

WordbooksWorkbook

Students will be assessed on their ability to:

A 12* Listening with concentration

D 22 Using wordbooks.

Subject: English Class: III Topic: Ice-Maker Ice-Breaker Day: Date: 30th Mar 3rd Apr 2015

ObjectivePlan (Methodology)TimeResourcesAssessment

By the end of the lesson pupils should be able to:

A 12* Listening with concentration

Reinforcement plan

Introduction:

Distribute test worksheets covering Prepositions to students.

Written work:

Students will do the test. Diary: Give diary for dictation covering vocabulary in Ice-Maker and Ice-Breaker for Monday.80 min

15 min

50 min

15 min

Students will be assessed on their ability to:

A 12* Listening with concentration

Evaluation of Student Learning

What did the children learn in this lesson?

What did they actually do? What were they not able to do?

Evaluation of Teaching

If you were to teach the lesson again, what would you do differently?

Evaluation of Student Learning

What did the children learn in this lesson?

What did they actually do? What were they not able to do?

Evaluation of Teaching

If you were to teach the lesson again, what would you do differently?

Evaluation of Teaching

If you were to teach the lesson again, what would you do differently?

Evaluation of Student Learning

What did the children learn in this lesson?

What did they actually do? What were they not able to do?

Evaluation of Teaching

If you were to teach the lesson again, what would you do differently?

Evaluation of Student Learning

What did the children learn in this lesson?

What did they actually do? What were they not able to do?