Year 3 Lesson Plan_Fruits

7/29/2019 Year 3 Lesson Plan_Fruits

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* Ranis version

Subject : English Language

Class : Year 3

Date :

Time : 0820 - 0920 (2 X 30 mins)

No. of pupils : 40 pupils (13Above average / 17 Intermediate / 10 Below average )

* Focus : Listening and Speaking

Theme : World of Knowledge

Topic : Fruits

Learning Outcomes :Skills specification : 1.2.1 Listen to and repeat the pronunciation of two-syllable words.

2.1.2 Pronounce two-syllable words correctly.

3.4.1 Read aloud words and phrases.

4.1.1 Write words, phrases and sentences in clear legible print.

Learning objectives : By the end of the lesson, pupils will be able to: (to many)

Suggestion . **(Stick to achievable learning objectivesthe rest are integrated)

1) pronounce at least 8 out of 10 two-syllable words correctly.

2) below average pupils rearrange 3/5 sentences correctly

intermediate pupils construct 3/5 sentences correctly with word and picture cues

above average construct 3/5 sentences correctly with only picture cues


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CCTS : Generating ideas, identifying.

Moral value (s) : Teamwork.

AVA : Realia (fruits), picture cards, word cards.

Vocabulary : 1. apple (ap ple, \a-pl\ ) 2. orange (or ange, \r-inj )

3. starfruit (star fruit, /st-frut/) 4. lemon (lem on, /le-mn/ )5. cherry (cher ry,/t-ri/ ) 6. jackfruit (jack fruit, /dak-frut/)

7. guava (gua va, /gwv/) 8. lychee (ly chee, /l-ch/ )

9. mango (man go, /ma-g/ ) 10. soursop (sour sop, /sa-sp/)


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Teaching-learning steps Content Methods / Theories Rationale

Set induction (5 minutes)

1. Teacher shows an interactivePowerPoint presentation to

pupils.

2. Explain the first activity to the

pupils.

3. 10 volunteers are to take turn to

match each syllable in column

A to the syllables in column B

to make correct names of 10

fruits of two syllables.

4. Pupils click the syllable in

column A first and follow by

the second syllable in

column B.

5. Pupils will continue the

matching activity until all 10

fruits are revealed.

[Refer to Appendix 1]Syllable-matching game Behaviourism Theory.


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3. Teacher uses pupils answers to

introduce the lesson of the day.

Activity 1 (10 mins)

1. Explain Activity 1 to the pupils.

2. Continue with the PowerPoint

presentation (slide number 2-

11).

3. Show ten individual slides of

the fruits and their syllables

partition one by one ( 1 fruit per

slide)

4. Model the correct

pronunciation and stress of

each word.

5. Pupils repeat after the teacher.

6. Observe the correct stress and


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pronunciation.

7. Pupils say aloud the two-

syllable words as a whole

class, groups and individuals.

Magic Box:

(The size of the A4 paper

box available in school).

Content:

1. Realia (fake or real fruits)

- apple

- orange

- starfruit- mango

- lemon

2. Picture cards

- cherry

- jackfruit


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- kiwi

- guava

- lychee

Slices of fruit:

- apple

- orange

- starfruit- mango

Example of praises:

- Well done!

- Clever boy/girl!

- Very good!

Step 2 (15 minutes)

1. Return to the slide of fruit

number one (slide 2) . Word cards:

Behaviourism Theory.

Audio-lingual Method.

(Phonetic

transcr ipt ions)

ap ple


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2. Explain Activity 2 to the pupils.

3. Teacher says aloud the name

of the fruit and at the same

time claps her hands twice

according to the number of

syllable in the word.

4. Pupils say aloud the name of

the fruits and clap their hands

according to the number of

syllable in fruit number 2 until

10.

5. Pupils are drilled into clapping

hands two times as they say

the two-syllable words as a

whole class, groups and

individuals.Example:

ap ple

(Tap! Tap!)

/a-p()l/

/r-n(d)/

/st-frut/

/le-mn/

/t-ri/

/dak-frut/

/gwv/

/l-ch/

/ma-g/

/sa-sp/

or ange

lem on

star fruit

cher ry

jack fruit

gua va

ly chee

man go

sour sop


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Step 3 (20 minutes)

1. Pupils sit in their own groups

of 4 to 5 pupils (8 - 9 groups)

2. Each group gets Writing

Chart A (Refer to Apendix )

3. Explain Activity 3 to the

pupils.

4. Show slide number 2

again(apple).

5. Encourage the pupils to talk

about the pictures.

6. Teacher do shared writing

with pupils.

7. Guide pupils to construct

sentences by posing some

questions to the pupils

e.g.

a) What fruit is this?

Example:

1. This is an apple.

2. The apple is red.

3. It is sweet and juicy.

4. I like to eat apples.

5. We can buy apples at

the market.

Humanism Theory.


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This is an apple.

b) What is the colour its skin?

It is red.

c) How does it taste?

It is sweet and juicy

8. Procedures are repeated

(step 6 7) for another fruit.

9. Each group is to construct

their own sentences guided

by the 5 questions.

(They may use the sentence

patterns provided (in step 7)

as guidelines.)

10. Facilitates pupils discussion

Each group is given 7

minutes to construct the

sentences.

Example:

Instructions:

Answer the questions in fullsentence.


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11. Each group presents their

work to the class. Any

mistake should be corrected

after the presentation.

12. Each group edit its own work

based on the discussion with

its teacher.

13. Praise every group for their

effort.

Step 3 (15 minutes)

1. Pupils return to their own

seat.

2. Teacher distributes the

worksheet to the pupils

according to their proficiency

level.

Worksheets:

(refer to Appendix 3)

1. Low proficiency

level pupils

rearrange jumbled


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3. Explain activity 3 to the pupils

starting with the low ,

intermediate and high

proficiency level pupils

(Provide examples if

necessary).

4. Facilitate pupils work.

words to form

correct sentences.

2. Intermediate level

pupils make

sentences based on

the pictures and

word cues (guided

writing).

3. High proficiency

level pupils make

sentences based on

the pictures

(independent

writing).

Closure (5 minutes)

Documents

Year 3 Lesson Plan_Fruits