16.Recount

20.Recount

17.Poem

21.Procedure -Recipe

18.Map

22.Advertisement

19.Narrative

23.Interview

Name ____________________________________

Class _____________ Year ______________

Centre ___________________________________

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P3 Booklet 3 English ~ fun & easy ~ © Teachers’ Production (2)

Primary 3 - Lesson Framework

Section Time Allocated Suggested Activities

Welcome 5 – 10 minGreetingsAttendence takingOther adminstrative tasks

Tune-In 15 min

Oral – Rhymes / Phonics / Riddles / Maze /Picture Talk / Game / Sharing Information

Aural – Listening

Lesson Focus 60 min

Read AloudTalk AboutVocabularyCloze Passages

GrammarComprehensionWriting

Round Up /Goodbye 10 min

RecapulationTasks settingDismissal

English ~ fun and easy ~

As a teacher, your influence is most critical in your students’ learning process.Always be positive and encouraging, and be generous with praise. Sinceyou are likely to be dealing with slow learners, patience, gentleness andkindness are a must.

Create a conducive environment by making the learning process interestingand fun. Make sure that the tasks set are easy to complete and that theobjectives are achievable. Allow the children to make intelligent guessesand to learn from their mistakes. Recognise frustration levels in every childand give hints to guide him along when necessary. On the same note, feelfree to cater to each child’s ability by choosing particular questions for him toanswer at your discretion.

Break up the monotony of the lesson and allow for greater interaction bygiving the pupils opportunities to work in pairs or in small groups. You mayinclude your own games, riddles, songs, rhymes, stories and so on, served upwith heaps of humour. In short, make your lessons FUN. Learning will be EASYwhen the children enjoy it.

So let’s make learning English a Fun and Easy experience forevery child who comes to CDAC!

P3 Booklet 3 English ~ fun & easy ~ © Teachers’ Production (3)

Suggestions on Reading Comprehension

Before the children study the text in detail, they should read through it quicklyto get a general idea of what it is about, without having to understand everyword right away.

Next, it would be a good idea to spend ample time on the text byconducting activities such as reading aloud, oral discussion, drawingsemantic maps or role-playing. Such activities should precede writtencomprehension work. The questions in the exercises are graded and skill-based; allowing children to work at their own level and acquire the variouscomprehension skills. It is recommended that students answer in completesentences unless directed otherwise.

The reading comprehension passages in this book include a variety of text-types so that the children are exposed to a variety of situations. Differentcomprehension skills can be developed from the same piece of text. Theteacher should exercise the flexibility to select the appropriate questions foreach child or group and also to decide how many questions should beanswered. This helps to make the lesson differentiated for children ofdifferent learning abilities.

Suggestions on Cloze

In cloze exercises, children are taught to select suitable words to fill in theblanks. A good way for them to begin is by reading the title, then the wholepassage and also to look at any illustrations. When guiding children to lookfor clues, always verbalise your thinking process to them so that theyunderstand how to arrive at the best option. Remind them that when theyhave completed the exercise, they should read it through again from thebeginning to ensure it makes sense.

When all the students have finished the worksheet, you may wish to ask themto share their answers with the class. Accept a variety of plausible answersand praise those who show creativity and a large vocabulary. For thosewhose answers do not quite fit, patiently explain why it is wrong and suggesta better alternative.

The cloze passages in this book also include a variety of text-types andformats so as to familiarise the children with a wide range of cloze situations.Some exercises are based on the understanding of grammar, while others arefocussed on helping the children with vocabulary building andcomprehension skills.

P3 Booklet 3 English ~ fun & easy ~ © Teachers’ Production (4)

Suggestions on Grammar

A good grasp of grammar rules and structures will give the children thefoundation they need to eventually master English. As such, take care toemphasise its importance to the class. When working on the grammarexercises, take some time before the pupils start on the worksheet to explicitlyteach them how and when that particular part of grammar should be used.When possible, provide some oral drills to help them see the sentencestructures and patterns. After they complete the exercise, check again ifthey understand by coming up with your own examples and asking them togive you the answer.

Suggestions on Picture Talk and Talk About

Try to give every child an opportunity to speak up. Encourage them tocontribute ideas, make comments and give suggestions. Do praise all thecontributors however insignificant their attempts may seem, and help thosewho have problem voicing out to do so by providing gentle hints to nudgethem in the right direction. Help children to focus by directing them to aparticular part of the picture before asking them for detailed descriptions.Encourage the use of suitable adjectives and adverbs in describing objects,people and events.

Suggestions on Writing

Always get the children to talk about the topic in general before narrowingthe discussion down to what is shown in the picture or what is required in thequestion. Write some keywords on the board and explain their meanings.Ensure that the children know how to use them aptly and correctly in theirwriting. Teach the children some simple editing techniques like checking thetenses, spelling and punctuation. Reading through and sharing what theyhave written are essential parts of the learning process.

Teaching Notes

Snippets of teaching points are provided in the notes. Before each lesson,teachers should look through the exercises and plan the teachinginstructions. Blank spaces in this Teacher’s Guide are provided for teachers tomake their own notes - jot down ideas and methodology for use in class. Dopersonalise the lesson to suit your cohort or to match your own teaching style.

P3 Booklet 1 English ~ fun & easy ~ © Teachers’ Production (2)

Primary 3 ~ Booklet 3 – Lesson Overview

Lesson: 16Text Type: RecountArea of language use: Language for literacy response and expressive

Section Topic Page

16.1 Tune In Label parts of a bicycleDiscuss the use of each part 2

16.2 Reading Aloud and Comprehension Many Bicycles, No Rider! 2 - 316.3 Grammar Asking Information using ‘How’ 416.4 Comprehension Cloze Flyovers and Tunnels 5

Lesson: 17Text type: PoemArea of language use: Language for literacy response and expressive

Section Topic Page17.1 Tune In Poem – Be Thankful 617.2 Reading Aloud and Comprehension Be Thankful 6 - 717.3 Reading Aloud and Cloze Butterflies and Moths 817.4 Listening Comprehension Butterflies and Moths 9

17.5 Vocabulary ColoursThat’s Nice! 9 - 10

Lesson: 18Text type: MapArea of language use: Language for information

Section Topic Page18.1 Tune In Picture Talk – A Visit to the Aquarium 1118.2 Map and Comprehension A Visit to the Zoo 12 - 1318.3 Map and Comprehension Directions to Pearl Primary School 1418.4 Writing Directions to your House 15

Lesson: 19Text type: NarrativeArea of language use: Language for literacy response and expressive

Section Topic Page19.1 Tune In Talk About – Heroes and Superheroes 1619.2 Reading Aloud and Comprehension David and Goliath 16 - 1719.3 Grammar Similes 1819.4 Grammar Cloze Elvin, the Elf 19

P3 Booklet 1 English ~ fun & easy ~ © Teachers’ Production (3)

Lesson: 20Text type: Personal RecountArea of language use: Language for literacy response and expressive

Section Topic Page20.1 Tune In Game – Follow the Leader 2020.2 Comprehension Cloze A School Bully 2020.3 Grammar Cloze What a Day! 2120.4 Writing An Unpleasant Incident 22 - 24

Lesson: 21Text type: Procedure - RecipeArea of language use: Language for information

Section Topic Page21.1 Tune In Talk About – Your Dinning Experience 2521.2 Reading Aloud and Comprehension Time for a Cool Dessert 26 - 2721.3 Grammar 1 Plural Nouns 2821.4 Grammar 2 Collective Nouns 29

Lesson: 22Text type: AdvertisementArea of language use: Language for information

Section Topic Page22.1 Tune In Game – The Dog and the Bone 3022.2 Reading Aloud and Comprehension Doggy Delights 30 - 3122.3 Grammar Comparison of Adjectives 3222.4 Vocabulary Synonyms 33 - 34

Lesson: 23Text type: InterviewArea of language use: Language for social interaction

Section Topic Page23.1 Tune In Maze 3523.2 Reading Aloud and Comprehension An Interview with the Champion 36 - 3723.3 Grammar 1 & 2 going to 38 - 39

Teaching Notes

P3 Booklet 3 English ~ fun & easy ~ © Teachers’ Production (4)

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You may ask the children to colour thepicture when they have completed alesson.

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Teacher’s Script1. Which can fly?

Both moths and butterflies

2. Which are usually found in darkplaces?Moths

3. Which start out as caterpillars?Both moths and butterflies

4. Which their wings while resting?Butterflies

5. Which has feathery feelers?Moths

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See Appendix B: The Dog and BoneGame

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