Compass_English_G3_Lesson sample

COMPASS LESSON PLAN ENGLISH

ʹ sŝƐŝŽŶͲƚŽͲĐƚŝŽŶWůĂŶ͗ϭDĂƌŝŽ͛ƐĂƚ WĞƌŝŽĚĂŶĚ dWĂŐĞ >ĞĂƌŶŝŶŐ KƵƚĐŽŵĞ;ƐͿ dĞĂĐŚŝŶŐ ZĞƐŽƵƌĐĞƐ WƌĂĐƚŝĐĞ ƌĞĂƐƚŽ&ŽĐƵƐ WůĂŶŶĞĚ EŽ͘ĂŶĚ <ĞLJ ^ƚƌĂƚĞŐŝĞƐ ĂƚĞ ŽŵƉĞƚĞŶĐLJ ϭ ϭ ‡ ŝƐĐƵƐƐ ƋƵĞƐƚŝŽŶƐ ‡ /ŶƚĞƌĂĐƚŝǀĞ ʹ t ,t ͬDDͬzzzz tĂƌŵhƉ ůĞĂĚŝŶŐƚŽƚŚĞůĞƐƐŽŶ ŝƐĐƵƐƐŝŽŶ ʹ ʹʹ ϭƚŽϮ ‡ ZĞĂĚĂŶĚĚŝƐĐƵƐƐ ƚŚĞ ‡ ZĞĂĚŝŶŐ /ZĞĂĚ ʹʹ ůĞƐƐŽŶ ůŽƵĚ ϮƚŽϯ ‡ ŝƐĐƵƐƐŵĞĂŶŝŶŐƐ ŽĨ ‡ WĞĞƌ>ĞĂƌŶŝŶŐ ʹ EĞǁtŽƌĚƐ͕ ʹ EĞǁtŽƌĚƐ ŶĞǁǁŽƌĚƐĂŶĚŵĂŬĞ ʹ 'ƌŽƵƉ ʹ WŐƐ͘Ϯ͕ϯ ƐĞŶƚĞŶĐĞƐǁŝƚŚƚŚĞŵ ʹ Ϯ ‡ WĞĞƌ>ĞĂƌŶŝŶŐ ʹ ‡ ŝƐĐƵƐƐĂŶĚǁƌŝƚĞ ʹ WĂŝƌ ʹ ͬDDͬzzzz ϯƚŽϰ ĂŶƐǁĞƌƐ ƚŽ dž͕͘WŐ͘ϯ dž͕͘WŐ͘ϯ ĐŽŵƉƌĞŚĞŶƐŝŽŶ dž͘ ͕ dž͘ ͕ >ŝƚĞƌĂƚƵƌĞ ƋƵĞƐƚŝŽŶƐ WŐƐ͘ϯ͕ϰ WŐƐ͘ϯ͕ϰ dž͘ ͕WŐ͘ ϰ dž͘ ͕WŐ͘ ϰ ŽŵƉƌĞŚĞŶƐŝŽŶ ϰƚŽϱ ‡ ZĞǀŝƐĞƚŚĞĐŽŶĐĞƉƚŽĨ ‡ ŝƌĞĐƚ dž͘ϳ͕ ʹ sŽĐĂďƵůĂƌLJ ŚŽŵŽƉŚŽŶĞƐĂŶĚ /ŶƐƚƌƵĐƚŝŽŶ WŐ͘ϱ ĐŽŵƉůĞƚĞĂŶĞdžĞƌĐŝƐĞ ŽŶŝƚ ϯ ϱ ‡ ŝƐĐƵƐƐĂŶĚǁƌŝƚĞ džƐ͘ϴ Θ ϵ͕ ͬDDͬzzzz /&ĞĞů WŐ͘ϱ ƌĞƐƉŽŶƐĞƐƚŽǀĂůƵĞͲ ʹ ďĂƐĞĚƋƵĞƐƚŝŽŶƐ ‡ /ŶƚĞƌĂĐƚŝǀĞ ϲ ‡ WƌĂĐƚŝƐĞ ƚŚĞ ŝƐĐƵƐƐŝŽŶ >ŝƐƚĞŶĂŶĚ^ĂLJ ƉƌŽŶƵŶĐŝĂƚŝŽŶŽĨǁŽƌĚƐ ʹʹ ůŽƵĚ ǁŝƚŚƐŽĨƚĂŶĚŚĂƌĚ ƐŽƵŶĚƐĨŽƌƚŚĞůĞƚƚĞƌ͚Đ͛ Page 2

WĞƌŝŽĚĂŶĚ dWĂŐĞ dĞĂĐŚŝŶŐ ^ƚƌĂƚĞŐŝĞƐ WůĂŶŶĞĚ EŽ͘ ĂŶĚ<ĞLJ >ĞĂƌŶŝŶŐ KƵƚĐŽŵĞ;ƐͿ ZĞƐŽƵƌĐĞƐ WƌĂĐƚŝĐĞ ƌĞĂƐƚŽ&ŽĐƵƐ ĂƚĞ ŽŵƉĞƚĞŶĐLJ ʹ ʹ ϲ ‡ ŝƐĐƵƐƐĂŶĚ ƐŚĂƌĞ ‡ ĐƚŝǀŝƚLJ ʹ t ,t /^ƉĞĂŬ ŽƉŝŶŝŽŶƐŽŶĂƉƌŽǀĞƌď DĞƚŚŽĚ ʹ ŽŶĨƌŝĞŶĚƐŚŝƉ ‡ >ŝƐƚĞŶŝŶŐ ʹʹ ƵĚŝŽ ϰ ϲ ‡ ^ƉĞĂŬĂďŽƵƚǁŚĂƚ ĨůŝƉŬͬ ʹʹ ͬDDͬzzzz /^ƉĞĂŬ ŽŶĞŝƐƚŚĂŶŬĨƵůĨŽƌ ƉĞŶĚƌŝǀĞ ‡ WƌĂĐƚŝĐĞ ʹ ‡ >ŝƐƚĞŶƚŽĂŶĚǁƌŝƚĞ ϲ ƐƉĞůůŝŶŐƐŽĨǁŽƌĚƐ dž͘ϭϬ͕WŐ͘ϲ ʹ tŽƌĚŝĐƚĂƚŝŽŶ ĚŝĐƚĂƚĞĚ ʹ >ĂŶŐƵĂŐĞ ʹ ϳ ‡ hŶƐĐƌĂŵďůĞ ǁŽƌĚƐ 'ĂŵĞ͕WŐ͘ ϳ >ĂŶŐƵĂŐĞ'ĂŵĞ ĨƌŽŵƚŚĞƐƚŽƌLJ >ŝƐƚĞŶŝŶŐ ϳƚŽϴ ‡ ĐƚŝǀŝƚLJ ƵĚŝŽ͕WŐƐ͘ ϱ >ŝƐƚĞŶŝŶŐƵĚŝŽ ‡ >ŝƐƚĞŶƚŽĂŶĂƵĚŝŽĂŶĚ DĞƚŚŽĚ ϳ͕ϴ ͬDDͬzzzz ƚŝĐŬ ƚŚĞĐŽƌƌĞĐƚ ŽƉƚŝŽŶƐ ϴ ‡ /ŶƚĞŐƌĂƚĞƚŚĞƚŚĞŵĞ ‡ YƵĞƐƚŝŽŶŝŶŐ ʹʹ ŽŶŶĞĐƚƚŚĞŽƚƐ ŽĨƚŚĞůĞƐƐŽŶǁŝƚŚ ŽƚŚĞƌƐƵďũĞĐƚƐ ‡ ĐƚŝǀŝƚLJ DĞƚŚŽĚ Page 3

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ϭŵŝŶ 1/68 1/5 ________________ 1 ‡ Today: magic show, tricks, magician, fluffy, disappear dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϳ ŵŝŶ /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ͗ ‡ Discuss the ‘Warm Up’ questions with the learners. ‡ Discuss the elements of a magic show. ‡ Ask learners if they have seen a magic show. Ask them which magic tricks they liked and so on. ‡ Introduce the lesson to the learners by reading out the lead-in sentence at the end of the ‘Warm Up’ section. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 4

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ 1/68 1/5 ________________ 1, 2 ‡ Today: mongoose, parrot, wise dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϬŵŝŶ ZĞĂĚŝŶŐůŽƵĚ͗ ‡ Read the story aloud once. Then, ask learners to read aloud the story one more time taking turns. ‡ Encourage learners to look at the pictures given with the story and try to explain the meanings of the difficult words as they read. ‡ Discuss how Mario realises at the end that kindness and friendship are the real magic in life. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ ϮŵŝŶ 1) How old was Mario? (Pg. 1, Q. 1) 2) What was Percy doing when he saw the sad cat? (Pg. 2, Q. 2) Page 5

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ϭŵŝŶ 2/68 2/5 ________________ 2, 3, 4 ‡ Last class: magic show, tricks, magician , fluffy, disappear, mongoose, parrot, wise dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϵŵŝŶ WĞĞƌ>ĞĂƌŶŝŶŐʹ 'ƌŽƵƉ;ϵŵŝŶͿ͗ ‡ Divide the class into four groups and set up a quiz on the ‘New Words’ table. ‡ Ask the class to discuss the meanings of the words in their groups and write them down along with example sentences. ‡ Instruct the groups to be as detailed and accurate as they can. ‡ Then, ask the groups to share the meanings and sentences. Provide your feedback on the meanings that learners have shared. WĞĞƌ>ĞĂƌŶŝŶŐʹ WĂŝƌ;ϮϬŵŝŶͿ͗ ‡ Ask learners to form pairs and give them some time to discuss the answers to Exs. A, B and C. ‡ Read out the questions and ask them to give you the answers after their discussion. ‡ Learners can then start writing the answers in class and complete them as homework. ‡ Instruct learners to use the questions to frame their answers. Encourage learners to write the answers in their own words. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 6

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ 2/68 2/5 ________________ – – dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ – ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 7

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ϭŵŝŶ 3/68 3/5 ________________ 4, 5, 6 ‡ Today: vocabulary, homophones dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϵŵŝŶ ŝƌĞĐƚ/ŶƐƚƌƵĐƚŝŽŶ;ϭϬŵŝŶͿ͗ ‡ Write examples of homophones on the board (viz. buy/by, eye/I, one/won, tail/tale) and ask learners to compare the words in each pair. Point out that the words sound the same but have different spellings and meanings. ‡ Ask learners to share what such pairs are called. Then, ask learners to share more examples of homophones. ‡ Ask learners to complete Ex. 7 in their books independently. ‡ Ask learners to exchange their books and check each other’s work. /ŶƚĞƌĂĐƚŝǀĞŝƐĐƵƐƐŝŽŶ;ϭϵŵŝŶͿ͗ ‡ Read the questions from Exs. 8 and 9. Conduct a discussion on the value-based questions, involving as many learners as possible. Focus especially on Ex. 9. ‡ Emphasise the importance of being a good friend as well as appreciating good friends. Ask learners to write the answers in their books based on the discussion. ‡ Write words with the letter ‘c’ that make the ‘s’ and ‘k’ sounds, such as 'case', 'circle', 'circus', 'cunning' and 'cage', on the blackboard. ‡ Make two columns with the headings ‘s sound’ and ‘k sound’ on the blackboard. Ask learners to sort the words based on the sounds. Then, ask learners to read aloud the words in the ‘Listen and Say Aloud’ table. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 8

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ϭŵŝŶ 4/68 4/5 ________________ 6 ‡ Last class: vocabulary, homophones ‡ Today: thankful, receive dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϵŵŝŶ ĐƚŝǀŝƚLJDĞƚŚŽĚ;ϭϬŵŝŶͿ͗ ‡ Divide the class into pairs for the pair discussion activity under ‘I Speak’. Allow time to the pairs to discuss the proverb. ‡ They can then share their opinions with the class turn by turn. Provide feedback wherever required. WƌĂĐƚŝĐĞ;ϭϵŵŝŶͿ͗ ‡ Read out the topic for the public speaking activity under ‘I Speak’. ‡ Ask learners to come forward turn by turn to speak on the topic. ‡ Provide feedback on body language, voice modulation and content in a structured manner and on a one-on- one basis. You can also use the Speaking Rubric provided at the end of this Teacher Companion Book. ‡ Read out the words for dictation from the Teacher Reference section. Repeat the words if required. Ask learners to exchange their books to check each other’s work. You can nominate learners to come to the board and write the spellings as part of this process. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 9

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ϭŵŝŶ 5/68 5/5 ________________ 7, 8 ‡ Last class: thankful, receive ‡ Today: unscramble, confused, driveway dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϮϮŵŝŶ ĐƚŝǀŝƚLJDĞƚŚŽĚ͗ ‡ Ask learners to scramble the names of their classmates and challenge their partners to unscramble them. Then, ask them to complete the ‘Language Game’ independently. Do a quick check of the answers. ‡ Play the ‘Listening Audio’ clip once and allow learners to just listen. Replay the audio and ask learners to mark the correct options. Discuss the answers with the class as a whole. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 10

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ 5/68 5/5 ________________ 8 – dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ ϳ ŵŝŶ YƵĞƐƚŝŽŶŝŶŐ;ϮŵŝŶͿ͗Ask learners to answer the question given under Maths Fun. Encourage learners to do this very quickly. Check how many of them can do this by the time you count till twelve. ĐƚŝǀŝƚLJDĞƚŚŽĚ;ϱŵŝŶͿ͗ ‡ Read the Science Fun on Pg. 8 aloud and ask learners to look at the pictures. ‡ As an energiser to get learners moving and active, you can ask them to imitate the gestures depicted. While one learner imitates a gesture, the other learners can guess which gesture the learner is imitating. ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 11

ŶŶƵĂůĂLJ͗ ĂLJ͗ ĐƚƵĂůĂƚĞ͗ WĂŐĞ;ƐͿ͗ /ŵƉŽƌƚĂŶƚtŽƌĚƐ ƵƌĂƚŝŽŶ͗ 5/68 5/5 ________________ – – dƌĂŶƐĂĐƚŝŽŶĂůdŝƉ;ƐͿ ƵƌĂƚŝŽŶ͗ – ůĂƐƐWƵůƐĞŚĞĐŬ ƵƌĂƚŝŽŶ͗ – Page 12

ʹ džŝƚƐƐĞƐƐŵĞŶƚ ^ƵŐŐĞƐƚĞĚƋƵĞƐƚŝŽŶƐƚŽƚĞƐƚƚŚĞŬĞLJĐŽŶĐĞƉƚ;ƐͿ <ĞLJĐŽŶĐĞƉƚ;ƐͿ EƵŵďĞƌŽĨůĞĂƌŶĞƌƐǁŚŽ ĂŶƐǁĞƌĞĚĐŽƌƌĞĐƚůLJ &ŝůůŝŶƚŚĞďůĂŶŬƐǁŝƚŚƚŚĞĐŽƌƌĞĐƚǁŽƌĚƐ͘ WĞƌŝŽĚϭʹ ĐŽŵƉƌĞŚĞŶƐŝŽŶƋƵĞƐƚŝŽŶƐďĂƐĞĚŽŶ DĂĐĂƌŽŶŝǁĂƐĂͺͺͺͺͺͺͺͺ;ƐŵĂůůͬůĂƌŐĞͿ͕ĨůƵĨĨLJ͕ ƚŚĞůĞƐƐŽŶ ϭ ͺͺͺͺͺͺͺͺ;ƌĞĚͬŽƌĂŶŐĞͿĐĂƚ͘ ;ŶƐ͘ůĂƌŐĞ͕ŽƌĂŶŐĞͿ WĞƌŝŽĚϭʹ ĐŽŵƉƌĞŚĞŶƐŝŽŶƋƵĞƐƚŝŽŶƐďĂƐĞĚŽŶ ƚŚĞůĞƐƐŽŶ ŽƌƌĞĐƚƚŚĞĨŽůůŽǁŝŶŐƐƚĂƚĞŵĞŶƚ͘ Ϯ DĂƌŝŽǁĂƐĂƚĞĂĐŚĞƌ͘ ;ŶƐ͘DĂƌŝŽǁĂƐĂŵĂŐŝĐŝĂŶ͘Ϳ ϯ ĐĐŽƌĚŝŶŐƚŽDĂƌŝŽ͕ǁŚĂƚĂƌĞƚŚĞƌĞĂůŵĂŐŝĐŝŶŽƵƌůŝǀĞƐ͍ WĞƌŝŽĚϭʹ ĐŽŵƉƌĞŚĞŶƐŝŽŶƋƵĞƐƚŝŽŶƐďĂƐĞĚŽŶ ;ŶƐ͘ĨƌŝĞŶĚƐŚŝƉĂŶĚŬŝŶĚŶĞƐƐͿ ƚŚĞůĞƐƐŽŶ WŽƐƚͲůĞƐƐŽŶʹ džŝƚƐƐĞƐƐŵĞŶƚ ,ĂŶĚŚŽůĚ>ĞĂƌŶĞƌƐ ŚĂůůĞŶŐĞ>ĞĂƌŶĞƌƐ d zĞƐ EŽ t zĞƐ EŽ WƌĂĐƚŝƐĞ ĐŽŵƉůĞƚĞĚ ĐŽŵƉůĞƚĞĚ ^ŝŐŶĂƚƵƌĞ EĂŵĞƐ ŶƚŚƵƐŝĂƐƚŝĐƉĂƌƚŝĐŝƉĂƚŝŽŶ ŽŶĐĞƉƚĐůĂƌŝƚLJŝŶƚŚĞ džĂŵZĞǀŝƐŝŽŶ ZĞƚĞĂĐŚ ZĞǀŝƐĞ ĐůĂƐƐƌŽŽŵ ^ƚƌĂƚĞŐLJ ŽŶĐĞƉƚĐůĂƌŝƚLJƚŚƌŽƵŐŚ ƉƉZĞƉŽƌƚ EƵŵďĞƌ ƚŚĞǁŽƌŬŬ Page 13