Year 3March Relationships) Final Edited by BI3 - Locked

8/8/2019 Year 3March Relationships) Final Edited by BI3 - Locked

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Year 3 Scheme of Work - March - Relationships

Year 3 Scheme of Work

MarchRelationships:

Friend's - name, age, appearance, features, hobbies, favourite food, drink, colour,fruit, toys/games

Birthdays - Months of the year: Birthday Chart activities

Vocabulary for revision

Nouns Nouns Nouns Verbs Adjectives

Adjectives

Adjectives

Adjectives

mum house months baking heavy thin older fatmother flat oclock cooking heavier short oldest tallgrandfather stilts children moving heaviest long taller small

grandmother

garden bed watching

light big tallest little

dad tree chair looking lighter old bigger youngfather flower porridge put lightest high biggest coloursbaby uncle longhouse stand pretty cold smaller hottwins uncles flat sleep prettier numbers smallest weakfamily auntie/s bungalow staying prettiest gold fast toosister cousin/s keeping fish tasted beautiful silver faster curlybrother neighbour reading slept younger happy fastest straightchild grandpare

ntsdrawing chased youngest angry hungry spiky

hiking wolf fishing fun nice sad thirsty longergardening bear hopscotch interesting

lovely strong sharp longest

skateboarding

videogames

camping

Colourful stronger sharper

playing thepiano

doublestoreyhouse

surfingtheinternet

collectingstamps/stickers/coins/seashells

PlayingComputerGames

playingfootball/netball/futsal

New vocabulary

Nouns Hobbies Reasons forhobbies

Adjectives Misc Misc

Village Playing Badminton Scoring goals Jealous often One nightWishes Going Shopping Keeping Fit Greedy At the

weekendSacks ofrice

Palace Riding a bicycle Staying healthy Surprised In theevening

Goodharvest

Necklace Watching TV Singing along Kind After school Tonight

Ring Listening to music Enjoyable Generous During theholiday

Kindlyoffered

Earrings Exciting

English and Other Languages Unit, Curriculum Development Department, 2011 Page 1


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Watch educational

Structures

Content Type of statements Type of questions/instructions

Descriptions]Make a short description

of people (family andfriends) personalinformation, emotionsand places.

My friends name is

Hanif. My mother has

long, curly, blackhair.

My friendiswearing a schooluniform.

My friendhas agold necklace.

My motherfeelshappy when she is

shopping.

What is your friends name?

What does your motherlook like? What is he/she wearing?

How does he/she feel today?

When is his/herbirthday?

Where doyou live?

the conjunction and,or, but, so &because.

His/her hobbyisplaying computergames or playingfootball afterschool.

She likes listeningto music becausehe/she likes to

sing. His/her favourite

foodis chicken riceand noodles.

He/She likes milobut she/he doesntlike milk.

His/her favouritecolours are blueand red.

My friend likes

football so hepractices everyday.

What is his/herhobby?

What does he/she like to doduring his/her free time?

What is his/herfavourite colour?

Why does he/she like listening tomusic?

Why does your friend practiceevery day?



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Respond to questionsabout their friends andfamily.

Does?

Does your friendlike reading?

What does?

What does your mother like tocook?

Can?

Can your friend run fast?

Can your friend run faster thanyou?

Who?

Who is the youngestin yourclass/family?

Who can swim in yourclass/family?

Who has a bike in yourclass/family?

Activity to practisecomparative.Review er, -est forshorter form ofadjectives.

Use more, most foradjectives of more thanone syllable.

I am older than myfriend buthe istallerthan me.

Amin is the fastestrunner in the team.

The pencil case isexpensive.

Who is taller that you?

Who is the fastest runner in theclass?

Which shoes are the mostexpensive?


The school bag ismore expensivethan the pencilcase.

The sports shoesare the mostexpensive of all.

Draw pictures offriend/family and wherethey live and answerquestions about them.

My best friend livesin a double-storeyhouse in KampungBeribi.

Where does your best friend live?

Where do you live?



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We live in a flatnear the mosque.

DialogueSharing information about

a friend/family with theclass.

Understand and respondusing positive andnegative statements andquestion forms.

My friend has

three sisters andfive brothers

His/her littlebrothers name isAli.

His/her brother istwelve years old.

His/hergrandparents are old.

He is the shortestboy in his/her

family. He/She can run

fasterthan me.

He/She doesnt likedurians.

His/her birthday isinJanuary.

He/she sleeps withhis/her teddybear.

Ali is shorterthanme but Siti is

tallerthan me.

How many brothers and sisters

does your friend have? What is your friends name?

Routines/reportsUnderstand statementsdescribingFriends/family routinesand habitual actions withtime phrases.

My friend/brotherplays badmintonafter school.

My friend goesshopping at theweekend.

My father and I goto the mosque to

pray every Friday.

How often do you playbadminton?

When do you play badminton?

What does your friend do at theend of the weekend?

Answering WH questionsabout hobbies / routines.

My hobby is playingfootball.I play football becauseI like to score goals.I play football at theweekend.I sometimes playfootball with myfriends.

I always play football inthe park.

Whats your hobby?

Why do you like it?

When do you do it?

Who do you do it with?

Where do you do it?



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Instructions

Follow and respond tosequenced instructions

Kick the ball in the goal.

Throw the ball in the basket.

Draw a face. Draw three big eyes,a small mouth, a long nose, fourpointed ears with spiky hair.

Draw a football on the 5th day ofMarch.

Point to a shorter pupil.

Recounts/narrative

Pupils can converse,understand and answerquestions in the pasttense.

Talk about actions,events and situations inthe past using the simplepast tense in positive andnegative statements,using yes/no shortanswers, wh questionswith long answers

Story 1 Story of Two Brothers.

There were two brothers Amin and Hassan. They werefarmers. They lived next to each other. One year, theolder brother, Amin had a very good harvest. Hassan had

a poor harvest because he was lazy. Hassan was reallyjealous of his brother. One day, Amin offered Hassan twosacks of rice. But Amir was greedy and asked him formore so he could sell them in the market. Generously,Amir gave him four extra sacks. Hassan realized how kindhis brother was and wanted to change to a better person.Hassan asked his brother to help him improve his farm.So, Amin gave him advice and helped him. Next year,Hassan had a good harvest, so he gave some sacks ofrice to the poor.

What were the brothers names?Why was Hassans harvest poor?How did Hassan feel when his

brother, Amin, had a good harvest?Why did Hassan ask for more

sacks of rice?How did Amin help his brother

improve his farm?

Story 2: The Magic Fish

Once there was a poor fisherman. He lived with his wifein a small hut. One day, the fisherman caught a magicfish. Please let me go, said the fish, and I will makeyour wishes come true. The fisherman let the fish go.

The fisherman told his wife about the fish. Tell the fishyou wish for a big house, said the wife.Magic fish, magic fish, I wish for a big house, said thefisherman.You shall have a big house, said the magic fish.When the fisherman got home, there was a big house!

His wife was greedy. Tell the fish you wish for a palace,



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she said.Magic fish, magic fish, I wish for a palace, said thefisherman.You shall have a palace, said the magic fish.When the fisherman got home, there was really a

beautiful palace.

His wife was very greedy. Tell the fish I want to be aqueen, she said.Magic fish, magic fish, my wife wants to be a queen,said the fisherman.No, that is not your wish, said the magic fish, so it willnot come true.When the fisherman got home, there was only the old hutleft.

1. What did the fisherman catch?2. What did the fish promise to give the fisherman?3. What did the fisherman ask first?4. What was the second wish?5. What was the third wish?6. Why didnt the third wish come true?

Use a range of regularadverbs of manner byadding ly to knownadjectives.

Share and retell storiesand predict the outcomesin own simple wordsdescribing a character, ascene or events

Story 3: The tortoise and the hare

Once upon a time a hare and a tortoise lived in a forest.They were friends. The hare lived at the top of a hill. Thehare liked to run quickly up and down the hill. He wasvery fast. The tortoise lived at the bottom of the hill. Thetortoise was very slow. He walked slowly up and downthe hill.

One day they were talking and the hare said I can runfaster than you. Lets have a race.You are very fast, said the Tortoise. I know I am slow butI think I can win a race.Ha, ha, ha said the Hare. You cant win a race. You cant

run. You are too slow. I can win because I am the fastestrunner in the world.The tortoise said Lets race to Mr. Foxs house. Then wewill see who can win the race.

Who do you think will win the race?

The hare and the tortoise went to the top of the hill.Are you ready? said the hare.Yes I am, said the tortoise.One, two, three, go said the hare.

The hare ran down the hill. He had very, very long legs.He ran quickly. Soon he was in front. The tortoise had



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short legs. He walked slowly. The hare stopped at thebottom of the hill and looked behind. The tortoise wasstill at the top.It is hot today. I think I will have a rest under this tree,said the hare.

The hare fell asleep. The tortoise walked slowly by. Thetortoise walked slowly to Mr. Foxs house. When thetortoise was just three steps away from the house, thehare woke up.Oh no! Where is the tortoise? asked the hareHe ran quickly all the way to Mr. Foxs house. Mr. Foxand the tortoise were drinking a cup of tea.The tortoise has won the race, said Mr. Fox. He cant runfast but he doesnt give up.

1. Where did the hare live?

2. Where did the tortoise live?3. Why did the hare want to race?4. Where did the race start?5. Where did the race finish?6. Where did the hare rest?7. Why did the hare rest?8. Who won the race?

What can you learn from this story?

Prediction/future

eventsUse going to for futureplans in positive andnegative sentences andin question form.

I am going to playfootball after school.

They are going to awedding partytomorrow.Sarah is going to herfriends house in theevening.

Are you going to watch a movietonight?

When are you going to watch thenew movie?

What are you going to do afterschool?



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March Relationships (People Around Us): Week by weekoverview

CONTENT AREAS:

WEEK 1(General

Information)

WEEK 2( Comparison)

WEEK 3(Hobbies)

Descriptions

Activity:Guess who?

Activity: Findsomebody who?

Song: No Two FamiliesAre The Same

Activity: Tic Tac Toe*

Activity: Compareclassroom and personalobjects.

Games: Throw a ball.Hot potato

Activity: Class hobbiesgraph.

Activity: The HobbiesQuiz

Dialogue Activity: Interview a

friend.

Activity: Window

Shopping

Activity: Walk and talk

(WH Questions).*

Routines/reports

Activity: Using photosof classmates/teachers.

Activity:Line-upGame

Games: How often?*

Instructi

ons

Activity: Draw a

picture of a monster.

Activity: Bring me. Activity:Total Physical

Response (TPR)*

Activity: Fill in acalendar.

Recounts/narrative

Activity: Show and tell1: A picture of yourbest friend.

Activity:Story: Storyof The Two Brothers.

Song: You are my bestfriend.

Activity: Show and tell2: A picture of yourbest friend.

Activity:Story: TheTortoise and The Hare.

Activity: My last twoweeks.

Activity:Story: TheMagic Fish.

Prediction/Futureevents

Activity: HolidayActivities. (NB: this activitymust be done BEFORE theMarch holiday)



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Games and activities

Games and activities: Descriptions

Week 1: Guess who?

Purpose: Make a short description of people (family and friends) personalinformation, emotions and places.Materials: Six pictures of familiar people.Procedure:

Teacher displays six pictures of familiar people. Eg: teachers or famouspeople.

Day 1: The teacher elicits prior knowledge to describe each person orteacher assists the pupils to make sentences.

Day 2: The teacher makes the sentences and the pupils will guess who isbeing talked about.

Day 3: The pupils work in small groups. One of the pupils will describe oneof the pictures and the rest of the group members will guess.This could beextended to describing and guessing the identities of their classmates.

Writing: Using the language practised earlier, pupils write a description ofsomeone in their class. The person described is named at the end of thedescription. Descriptions are collected and placed in a box. (Teacher will need toquickly check that descriptions are positive and that nothing hurtful has beenwritten). Pupils are chosen to take a description from the box and read it out loudto the class. Class has to guess who has been written about.

Week 1: Find somebody who?

Purpose: To practice question forms, and finding out information about anotherpersonMaterials: A list of questions based on information given by pupils earlier.Procedure:

Make a list of questions using the information you have collected about thepupils, friends and their family. Write the questions on the whiteboard.Number the questions. Class practises reading the questions.

Question examples.

Find someone who has 4 sisters.

Find someone who is the youngest in their family.

Explain that pupils will move around the classroom asking different pupils



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questions until they find a person who can answer yes to the question.

They only need to write one pupils name next to the question number.

Then move on to another question.

Week 2: Tic Tac Toe

Purpose: To practice descriptions of a person using comparisonsMaterials: white board, three different white board markers, 2 puppets (Secondtime of playing pre-made grid with desired words for one between two players)Procedure:

Make a grid on the board of 4 by 4 with 16 squares in all.

Inside each square write a description word (include comparison wordsthat you want the children to practice in sentences).

Thinner older fatter more Jealousshorter higher taller Greedierlonger faster smaller kinder

bigger more beautiful more interesting more generous

Puppet 1 represented on the grid as (red) or (zero) chooses one of thesquares.

They should use the word in a complete sentence to win the square.

If they manage to make a sentence without a mistake their colour or zerois marked on the square and play passes to the next puppet/person.

Puppet 2 represented as (blue) or (X) chooses a different square andmakes a sentence with the word in that square, if correct they place theirmark or colour.

If incorrect play passes to puppet 1 and no mark is made. That word can be

used again in a different sentence. The aim is to get 4 correct in a row (across, length ways or diagonally) to

win the game.

This game can be played in pairs on a pre-made grid of paper.

One grid between two children once it has been modelled.

The game can be re used many times for different structures, questionwords or vocabulary items.

It can be given to children who finish before the others so is very usefulonce they understand how to play.

Example sentences: My dress is more beautiful than your dress. Thispencil is longer than Sitis pencil. Foot ball is more interesting than netball.

Week 2: Compare classroom and/or personal objects.

Purpose: To practice comparison.Materials: Realia objects.Procedure:

Pupils take out their personal items such as their stationery, lunchbox and books.

Teacher asks the pupils questions to compare the items such as:

Which one is smaller? A ruler or a rubber?

Which one is lighter? A book or a bottle?

In groups, the pupils repeat the activity with their peers.



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Writing: Pupils write a report about what they have discovered regardingthe classroom or personal objects. Eg: My ruler is longer than Sitis ruler. Alunch box is lighter than an exercise book. My blue pencil is longer thanmy red pencil.

Week 3: Throw a ball / Hot potato

Purpose: Make simple statements to describe their hobby.Materials: A ballProcedure:Throw a ball:

Teacher divides the class into groups.

Teacher and one of the groups make a circle to demonstrate theactivity.

Teacher throws the ball to one of the pupils and asks him/herWhat is your hobby? the pupil responds My hobby is playingfootball and then throws the ball to another pupil asking thesame question. Continue until everybody has answered thequestion.

The second time the ball goes round, the question can beWhat is Amins hobby? the pupils should remember theanswer from the previous round and respond His hobbyis........

Hot potato:

Teacher divides the class into groups. Pupils make a circle within the group.

They throw the ball to each other naming a different hobbyeach time they catch the ball.

They should not repeat the same hobby that has already beenmentioned. If they do, they sit down but remain in the circle.

Play continues until only one child is standing.

NB: This game can be used to practise any vocabulary.

Week 3: Class hobbies graph.

Purpose:To discuss pupils hobbies.Materials: Small squares of blank paper (one per pupil), blue tack, glue,manila cardboardProcedure:

Distribute one small square piece of paper to each pupil.

Ask the pupils to draw a picture symbolising their hobby andwrite the name of the hobby.

Pupils can ask and answer to find people who have the samehobby as themselves and form a group.

The teacher directs the pupils to stick their paper onto the



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manila cardboard to form a bar graph.

Class discusses to determine which is the most/least popularhobby in the class.

Writing: Pupils write a short report based on the information presented in

the graph. Eg: The most popular hobby in our class is football. The leastpopular hobby is stamp collecting. Five pupils in our class like to gofishing.

Week 3: Hobbies Quiz

Purpose:To practise the reasons for hobbiesMaterials: Folder quiz cards with a hobby on one side and the reason onthe other.

I like scoringgoalsWhat is myhobby?

Playingfootball

I like buying newclothes.

What is myhobby?

Shopping

Procedure:

Give out the quiz cards to individual pupils.

Each of these pupils has to read what is on the card for theclass to guess the hobby.

Then the pupil folds down the answer for the class folds downthe answer for the class to check that they have been correct.

Games and activities: Dialogue

Week 1: Interview a friend.

Purpose: To get personal information from a friend.Materials: A form prepared by the teacher consisting of questions aboutpersonal information such as name, age, hobbies, favourite colour , food, musicand so on.

Procedure: Teacher divides the class into pairs.

Teacher explains the instructions before giving the form to each pupil.



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Once they have the form, they take turns to do the interview.

When it is done, each pupil will find a new partner to report theinformation.

Writing: Ask the pupils to write a paragraph about their friend in their exercise

book. This can be done during the writing session or as homework. Pupils can usethe information form to refer to when writing about their friend. After descriptionsof friends have been corrected by the teacher they can be rewritten neatly ontopaper and illustrated and then displayed in the classroom.

Week 2: Window Shopping

Purpose: To practice comparison using pictures of things with price tags.Materials: Pictures, flashcards (or any other suitable resources such ascomputer, projector).Procedure:

Show two pictures of the same object with different sizes/prices.

Teacher asks a question such as

Which of the objects is bigger/ smaller/more expensive?

Pupils respond with A is bigger/smaller/more expensive than B.

Teacher shows a third picture of the same object to illustrate thebiggest/smallest/most expensive.

Then, the teacher will ask another question

Which of the objects is the biggest/smallest/most expensive?

The pupils are expected to answer :

C is the biggest/smallest/most expensive of all.

Teacher can repeat the activity using another set of pictures or divide the

pupils in groups for a free practice with minimum supervision.

Writing:Teacher gives a set of pictures to each group to compare thesizes/prices. Pupils are asked to write sentences in their exercise books usingcomparative and superlative structures. Eg: The blue car is more expensive thanthe read car. The red car is smaller than the green car. The black car is thebiggest. The yellow car is the cheapest of all.

Week 3: Walk and talk

Purpose: To practice the questions and answers used to talk about a personshobbyMaterials: flashcardsProcedure:

Give each pupil a flashcard with a name of a hobby written on it.

Elicit the different questions that you can ask about a persons hobby andwrite them on the board. Practise reading the questions as a sharedreading activity.

Now elicit the kind of answers they might give and write the mainstructures on the board. Again, practise reading answers as a sharedreading activity.

Whats your hobby? My hobby is football

Why do you like it? I like it because I like to score goals

When do you do it? I play football at the weekend/in my free time/on Sundays



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Who do you do it with? I play football with my family/friends

Where do you do it? I play football in the park/at home/ in the garden

Let the pupils practice the five questions and answers with the personsitting next to them.

Next allow the pupils to walk around the room whilst you chant and clapwalk, walk, walk then shout stop.

They stop and move to form a new pair with a person near them in theroom. They ask and answer the questions with the new person.Swap/change cards with that person. Then begin the chant again to movethe pupils on to the next pairing. Repeat.

They will have chance to work with different people and each time theychange cards they will have to think of the answers for a different hobby.

NB: This game can be used with a variety of vocabulary and sentence structures.

Games and activities: Routines and Reports

Week 1: Using photos of classmates/teachers.

Purpose: For pupils to describe the routines of friends or teachersMaterials: Photos of pupils and teachersProcedure:

Teacher shows the class a photograph of one of the teachers.

Teacher models the language. Eg.Cikgu Ismail goes swimming everyMonday. He plays football every Saturday.

A pupil is chosen to come to the front and show their photo. Teacher elicits target language from the pupil, prompting them as

necessary.

Sample sentences:

Amin goes to the mosque every Friday.

Cikgu Masnah cooks the dinner every Saturday.

Writing: Ask pupils to attach the photo of the person to a piece of paper andthen write a description of the persons routines. Display the work around theclassroom.

Week 2: Line-up Game

Purpose: Pupils use comparison to line up according to their birthdays/heightsMaterials: -Procedure:

Divide the class into two groups; boys and girls (if there are many pupils in theclass).

Ask pupils to form a line from the youngest to the oldest by asking each otherwhen their birthdays are.

On other days of the week, the teacher can also ask pupils to line up

according to their heights/find out who ate the most for dinner last night/bestholidays/ who has the largest family (some of these topics are more subjectivebut will make the children discuss more).



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Week 3: How often?

Purpose:To talk about how often they do their hobbiesMaterials:The chart shown below, whiteboard, marker, a blank chart(without the hobbies & ticks)

My hobbies (Teachers)Mo

n

Tue We

d

Thu

r

Fri Sa

t

Su

nPlay football Always

Watchtelevision

Sometimes

Go fishing Sometimes

Go swimming never

Procedure:

Teacher shows the chart and introduces the hobbies and frequencyhe/she does them.

Example: I always play football after school.I sometimes watch television in the evening.I sometime go fishing during the holidays.I never go swimming.

Teacher can then erase the hobbies and ticks and elicit other hobbiesand ticks. [seven ticks = always; two or three ticks = sometimes; noticks = never]

Elicit sentences from the pupils (using always, sometimes andnever) and write the sentences on the whiteboard.

Class practises reading the sentences as a shared reading experience.

Hand out blank grids to individual pupils where they can create theirown chart and share with a partner.

Writing: Ask pupils to glue their grid in their exercise book and write areport based on their own grid. Eg: I always read a book in the evening.Sometimes I play football after school. I never watch television in themorning.Primary English Workbook 3 page 130.

Games and activities: Instructions



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Week 1 : Draw a picture of a monster

Purpose:To follow instructions of the teacher and peers, and to giveinstructions.Materials: paper, pencils, coloured pencilsProcedure: Give everyone a piece of paper. Teacher gives instructions to draw amonster such as

Draw a face.

Draw three big eyes,

Draw a small mouth,

Draw a long nose,

Draw four pointed ears with spiky hair.

Class is divided into pairs. One of the pair gives instructions to draw a differentmonster. Change roles

Week 2: Bring me

Purpose: To listen to instructions and respond by bringing the items requested.Materials: Pupils own classroom objects or objects that can be found easily inthe school.Procedure:

Teacher makes a list of things for pupils to bring them.

Put the pupils into small groups or pairs and give them the list.

Example bring me objects

two pencils - one is longer than the other

two rulers one is smaller than the other

two stones one is heavier than the other

two leaves one is more beautiful than the other

three crayons which one is the shortest

Three bags which one is the cleanest

Three note books which one is the newest?

Pupils move around the class/school in their groups or pairs looking for theobjects requested and return them to the teacher when they have them

all. As pupils hand the objects to the teacher they should explain what they

found and give a comparative sentence. Eg. This pencil is longer than thisone.

Writing: Ask the groups to write sentences in their exercise books about theitems they found. (We found two pencils. The red one is longer than the greenone)

Week 3: TPR Total Physical Response

Purpose: To give and respond to instructions in a physical way with commands

associated with sports.Materials: Optional - a goal/ basket/ ballProcedure:



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Stand in a space that is large enough to move around (outside theclassroom with sports equipment is optional).

Give the command kick a ball in the goal and give an action at the sametime. Encourage pupils to do the same action as you.

Move on to the next action hit a ball and again show an action.

Build up a number of commands and actions to match. On another dayyou can ask the pupils what actions they did and write the commands onthe board. Ask them to think of other ones they can do and add those tothe board. They can give the commands in pairs or small groups. Thisactivity is very good for the less able in the group who learn by doing.

Example commands

Kick the ball in the goal. cast a fishing rod

Throw the ball in the bucket shoot a ball in to the basket

jump over the box swim

hit a ball with a bat run

catch the Frisbee fly a kite

Writing: When back in the classroom, ask pupils to recall the commands givenearlier and teacher writes these on the whiteboard. Ask pupils if they can think ofany additional commands and add these to the list. Read the list together as aclass. Erase the list then ask pupils to write all the commands they can rememberinto their exercise books.

Week 3: Fill in a calendar

Purpose: To listen to instructions and complete a calendar displaying planned

activities. To practise using going to to describe future events.Materials: A blank calendar for April with the ordinal numbers shown, pencil optional coloured pencils.Procedure: Give each student a calendar for April. Elicit pupils ideas as to whatsymbol to use to denote different activities and draw them on the board.Eg a football= playing football, a racket= playing tennis, a fishing rod=goingfishing, paper and pencil=drawing, etc.Give instructions to the children

Draw a football on the 5th of April

Draw a fishing rod on all the Fridays.

After you have modelled the activity for about 5 different things, you ask

some children to also give the class instructions or ask them to work in pairsto fill in some more squares. Not all the squares need to be filled.

Use the calendar to practise the going to structure. Eg: I am going to playfootball with my friend Ali on the 5th of April. I am going to visit mygrandmother on Saturday the 9th of April. I am going to pray at the mosqueevery Friday.

Writing: Pupils write about what they are going to do in April based on thecalendar they have produced. Eg: I am going to Sitis birthday party on the 10th ofApril. I am going to play football every Friday in April. I am going to Jerudong Parkon the Saturday the 15th of April.

Games and activities: Recounts and Narratives



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Week 1: Show and tell 1: A picture of your best friend.

Purpose:To share information about another person to the whole class.Materials: Pictures or a drawing.

Procedure: Teacher asks the pupils to bring in a photo or to draw a picture of their

friend. Choose two or three pupils to show their picture and to talk aboutthe person in it.

Eg:

This is my friend. Her name is Suzi. She is 9 years old.

My friend likes to eat fried rice and drink milo.

Her birthday is on the 25th of December.

Her favourite colour is pink.

Teacher will prompt and guide the pupil with questions to help them when

needed.

Week 2: Show and tell 2: A picture of your best friend.

Purpose:To share information about another person in groups.Materials: Pictures or a drawing.Procedure:Teacher divides the pupils into small groups (4-5 pupils in a group).

One pupilt in each group will share their photo or picture and tell the groupabout the person - extending the information from week 1 to includeinformation about family and comparison.

Teacher can monitor and assess this independent work (teacher should notbe sitting with any of the groups).Eg:

This is my friend. Her name is Suzi. She is 9 years old.

My friend likes to eat fried rice and drink milo.

Her birthday is on the 25th December.

Her favourite colour is pink.

Suzi has three brothers and five sisters.

She is the shortest girl in the family.

She can run faster than me.

Writing: Pupils write a composition about their best friend, incorporating thelanguage which has been practised orally. After the writing has been corrected bythe teacher, it can be published by rewriting very be neatly onto paper thenillustrated and either displayed around the classroom or bound together into abook and placed in the classroom reading corner.

Games and activities: Prediction/Future events

Week 3 : Holiday activities (NB: This activity must be done BEFORE theMarch school holidays).

Purpose: To talk about the holiday plans using the going to structure.Materials: Blank Calendar for MarchProcedure:



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Discuss the upcoming holiday with the pupils and ask them what they planto do during the holidays. Individual pupils chosen to share with the classwhat they plan to do. Eg: I am going to visit my grandmother in

Temburong. I am going to go swimming at the beach.

Teacher writes various pupils responses on the board. Class practises

reading the responses as a shared reading experience. Teacher gives pupils a blank calendar for March and ask them to write

notes on the calendar to show what they plan do.

Eg: March 2011Su Mo Tu We Th Fr Sa

1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 19 go to

Temburong

20Swim at thebeach

21 22play football

23 24visit Auntie

25 26

27Help mum toclean thehouse

28 29 30 31

Pupils are invited to come to the front of the class and give a detailed planfor their holiday based on their calendars, using the going to structure.Eg: I am going to play football on Tuesday the 22nd of March. I am goingto help my mother to clean the house on Sunday, the 27th of March, etc.

In pairs, pupils tell their holiday plans to their partner, using the going to

structure.

Writing: Pupils write a paragraph about their holiday plans using the languagethey have practised orally.Primary English Workbook 3 page 82.

Songs/Chants



20/20


No Two Families Are The Same(Tune: Twinkle Twinkle)

No two families are the same.They dont have the same last names.We all live with people who care.

Thats where we first learned to share.No two families are the same.

They dont have the same last names.

I Like to Share(Tune: Im A Little Teapot)

Im a happy person and I care.With all my friends I like to share.

You can always see me anywhere.Sharing with my friends because Icare.

You are my best friend(Tune: You are my sunshine)

You are my best friendMy only best friend

You make me happyWhen I see you

You never know dearHow much I need youCome with me, lets play every day.


Date post:	09-Apr-2018
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Year 3March Relationships) Final Edited by BI3 - Locked

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