english teacher's guide grade 3

8/18/2019 English Teacher's Guide Grade 3.

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A joint publication of National Institute of Education, Maldives

and Cambridge University Press, India

Exploring English Teacher’s Guide

3


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nd Floor, /, Ansari Road, Daryaganj, Delhi

Cambridge University Press is part of the University of Cambridge.

It furthers the University’s mission by disseminating knowledge in the pursuit ofeducation, learning and research at the highest international levels of excellence.

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The photocopy masters in this publication may be photocopied or distributed[electronically] free of charge for classroom use within the school or institution thatpurchased the publication. Worksheets and copies of them remain in the copyrightof Cambridge University Press, and such copies may not be distributed or used inany way outside the purchasing institution.

Every effort has been made to trace the owners of copyright material included in thisbook. The publishers would be grateful for any omissions brought to their notice foracknowledgement in future editions of the book.


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Preface

Exploring English Teacher’s Guide 3, is a full guide forteachers on how to use the Exploring English StudentBook 3. The book contains detailed activities and step-by-step explanations on how to carry out the activities in thestudent book.

The methodology used in the book reects the

communicative approach of language teaching andlearning. Therefore, the suggested activities in the bookgive ample opportunity for students to communicateand use the target language in real and authenticcontexts. Additionally, the book provides a balancedprogramme for developing the skills of language with afocus on developing students’ understanding and abilityto use different types of texts. This is done through an

interesting mix of fun-lled stimulating activities whichwill both engage and motivate the students. Anotherfeature of the teacher’s book is that each unit in the bookdenes the assessment focus of the particular unit andprovide suggestions to carry out assessment tasks in theclassrooms.

It is hoped that the book helps the teachers to create

well-balanced learning opportunities for the students andexperience the enjoyment of teaching English language.

Fathimath Shaheema

Curriculum Developer Co-ordinator


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1. Back to School 1

2. I am a Muslim 20

Table of Contents


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1 Unit 1: Back to School

Unit 1: Back to School

Unit Overview

This is a three week unit to present and practice vocabulary related to personalqualities, preferences, rules related to school and past time activities.

Learning Outcomes & Indicators:

Listening &Speaking

SL.CP.1

Use speaking and listening to interact with others for a variety ofpurposes.

a. Participates in shared language experiences (e.g., drama, puppetplays, role-plays)

d. Exchanges opinions on preferences and topics of interest

SL.CP.3

Present information, ideas and feelings clearly and coherently.

c. Asks and answers questions about personal information (e.g.,family, ambition, hobby)

d. Recounts a personal experience and report briey on personal

knowledge of a topic (e.g., describe schools sports day, favouritefood)

SL.CP.4

Engage in speaking and listening to explore texts and developthinking

Relates ‘cause and effect’ using because (The character in the story isnot selected for the school football team because…..)

SL.LSF.1

Use some basic features of familiar spoken texts to convey and derive

meaning

Reading &Viewing

RV.CP.4

View and demonstrate comprehension of visual texts (e.g., cartoons,illustrations, diagrams, posters, advertisements).

d. Interprets illustrations, photographs, diagrams, maps, graphs, andother visual texts

RV.CP.1

Read grade appropriate literary texts with sufcient accuracy anduency to support comprehension.

a. Reads grade-appropriate literary texts (e.g. narratives, rhymes,simple poems, fairy tales)with uency, accuracy comprehensionand condence


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Unit 1: Back to School 2

d. Demonstrates comprehension by capturing aspects of texts throughdifferent strategies (e.g., completing a cloze passage, completing atimeline of a story, or acting out the text)

Writing &

Representing

WR.CP.1

Create personal and imaginative writing and representations for avariety of purposes.

a. Creates writings and representations to express feelings, ideas,likes and dislikes (e.g., write a reading response, letter to afriend)

b. Recounts personal experiences and events (e.g. My birthdayparty)

WR.SS.1

Practise effective skills and strategies before writing and representing.

b. Uses different strategies to develop a plan for writing (e.g., usingmind maps, making simple notes)

Target vocabulary:

vacation holiday school study planner organised

helpful learning kind cheerful friends goal

timetable responsible friendly notebooks

Language structures:

• Writing classroom rules: using modal- have to, must, need to, should, can)

• Talk about personal preferences ( sports, food, colour)

• Personal pronouns

• Develop weekly planners using future tense

• Past tense- Talk about what they did during the holidays

Phonics & word study• Revise words with the letters ‘oo’

• Understand and pronounce words with short ‘u’

Activity 1: Introduction to the Unit (30 minutes)

Aim: To talk about going back to school

To complete the tasks in the Starter section

What you needStudent Book - unit on ‘Back to School’


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Procedure

1. Circle time – discussing going back to school after vacations (10 minutes)

• Ask the following questions from the pupils:

- How did you spend your vacation?

- Did you miss school? - How does it feel now that you returning to your school?

• Invite pupils to share their ideas and views.

• Ensure that everyone participates in the activity.

• Accept all ideas/views.

2. Starter section (15 minutes)

• Explain the tasks in the Starter section of the student’s book. • Tell the pupils to:

- look at the pictures attentively.

- say what the boy is doing in each picture

- choose the correct option to answer the questions in each case.

• Get pupils to do the task.

• Have them share their answers with the class.

3. Ending (5 minutes)

•

Have a class discussion about pupils’ expectations for the year.

Answers

1. c; 2. b; 3. a; 4. b

Activity 2: Reading the text (1) (45 minutes)

Aim: To read a text.

To answer comprehension questions

What you need

Student Book - unit on ‘Back to School’

Procedure

1. Circle time – Sharing of thoughts (5 minutes)

• Allow space to pupils for any sharing of thoughts they would like to do.

2. Text from the Student’s Book (35 minutes)

• Read aloud the text titled Back to School.

Student’s book – Pages 1 and 2

Student’s book – Pages 2 to 4


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• Read with proper intonation, pauses and appropriate voice modulation.

• Tell the pupils to listen to you as they read from their books side by side.

• Post-reading, ask some comprehension questions to ascertain they haveunderstood the text.

-

What did Mariam want to do instead of going to school? - What did she do at school the last time?

- What rules is Mariam talking about?

- Do you think they are good rules to follow?

- Who are the new children?

- Where do they come from?

- What does Zaheer want to do?

• Ask the pupils to answer these questions.

• Ensure that everyone participates in the question/answer session.

• Accept all answers.


• Briey recap the text.

• Explain the homework task – Write a letter to a friend to tell about theirpersonal goal for the new year.

Values explored

Support children to:

• recognise that each individual is unique and has differing levels of ability anddistinct viewpoints.

Activity 3: Comprehension (1) (30 minutes)

Aim: To consolidate the understanding of the text

What you need


Procedure1. Circle time – review the homework (5 minutes)

• Review the homework of the previous day.

• Have some pupils share their goals with the class.

• Ensure that you pick out different pupils each time so that everyone gets achance to share their homework.

2. Comprehension exercises in the Student’s Book (20 minutes)

• Explain the exercises in the section Understanding the Story.

Student’s book – Page 4


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• Ask them to answer the questions verbally.


• Have them write the answers for exercises 1 and 3 in their student’s books.

• Allow them sufcient time to complete the tasks.


• Give out the answers and ask the pupils to check their own work.

• Explain the homework task – do the exercise 2 from the student’s book.

Answers

1. a.

2. Answers will vary since they are subjective and depend on the pupils.

3. a. e. d. c. b.

Activity 4: Speaking (1) (45 minutes)

Aim: To ask/answer questions

What you need


Procedure



2. Asking/ questions (35 minutes)

• Tell the pupils that they will pair up with their friends and ask them somequestions about their favourite things and complete the table in the student’sbook. The table that they need to ll is given below:

What’s your

favourite...?

Me Partner 1

………………

Partner 2

………………

sport

fruit

animal

ower

colour

• Encourage them to talk about their favourite things in class, too. • Monitor their discussion and offer scaffolding wherever you feel they need it.



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• Appreciate and applaud the pupils for their work.

Key Competencies

Support children to:• Demonstrate self-awareness

Values explored




Aim: To ask/answer questions

What you need


Procedure




• Read aloud the text that describes Sana’s qualities. The text is given below:

Hi! I am Sana. I am hard-working. I like to do my homework everyday. I am also friendly. I like to make many friends.

• Explain to them that they will:

-

use Sana’s description as an example to talk about themselves. - Start their introductions with ‘I am…’

- include the sentences given in the student’s book when they talk aboutthemselves.

• Cite the example from the book to show how they can be used to include intheir introductions.

I am helpful. I help my grandfather tidy his room.

• Write some examples of adjectives describing personal qualities on the board.

Example: cheerful, organized



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• Give the adjectives cards and the description cards to groups of pupils andask the to match the cards.

organised

Aisha is a very ___________. Shealways keeps a plan of what she hasto do. She keeps her books and other

things where they should be kept.Aisha manages her time well.

Zayan is ___________. He understandsothers feelings. He is happy when he can

do something for others.kind

• Have them introduce themselves in the class in a similar manner.


• Ask the pupils to identify a personal quality that makes them feel good aboutthemselves.

• Highlight the importance of valuing one’s personal qualities and workingtowards improving. Also explain that each individual is unique.

Key Competencies


• Demonstrate self-awareness, personal qualities and attributes. (e.g., talk abouttheir abilities, physical features, demonstrates a special skill/ talent they haveetc.).

Values explored




Aim: To use information and discuss a given topic

What you need


Procedure


• Ask the class about various jobs in the classroom. Let the pupils to say the

roles and responsibilities of the jobs. Example: Line leader and group leader.


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• Tell the pupils that they will:

- read a list of jobs, their responsibilities and qualications required to dothem.

- discuss with each other.

- Ask the pupils to read the classroom jobs poster and to decide a job theywould like based on their personal qualities.

Job Responsibilities Qualication

Imaam (1) Lead the prayer when in school.

Encourage other to pray.

Must known how to pray

Line Leader Lead the class line through theschool at an appropriate pace.

• Must know around the school.

• Must be capable of staying quietand wating at an appropriate pace.

• Post-reading, have them discuss the poster and the job application form witheach other.

• Allow them sufcient time for this task.

Note: Refer to the job application forms and identify pupils for differentclassroom jobs. Tell the class that pupils who are not selected in the rst roundwill get a chance the next time when the teacher selects pupils for the different

jobs. This is the best time to inform the class about teacher’s policy on selectingand changing jobs.



Values explored

The pursuit of

personal excellence:

demonstrate thedetermination to

strive for excellence

and take pride in

work both within and

outside school.

Key competencies in action

Understanding and managing self

Understanding & Managing self

•

Identify and talk about the importance of following a dailyroutine.

• Identify simple goals for academic success and classroombehaviour.

• Demonstrate self-awareness, personal qualities andattributes. (e.g., talk about their abilities, physical features,demonstrates a special skill/ talent they have etc.).

• Set achievable short-term goals in relation to specic tasks(with support)

Task : Students decide a goal for their current school year and

make a monthly planner to describe how they will achieve it.



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Aim: To discuss a given topic

What you need


Procedure


• Allow space to pupils for any sharing of thoughts.


•

Divide the class in 4 groups. • Assign one situation to each group.

• Have them discuss the rules for the assigned situation.

• Encourage them to refer to the poster of classroom jobs they read in theprevious activity as they discuss.

• Allow them enough time to discuss and chart out the rules.

• Have them share the rules they have written for their situation with the restof the class.


• Generate a class discussion about why we should have rules and what if webreak the rules in each of the situation given in the pupil’s book.

Activity 8: Listening (45 minutes)

Aim: To listen for specic information

What you need


CD

Procedure



2. Listening task from the Student Book (15 minutes)

• Ask the pupils to tell the class about what they did during the holidays tell

them that they are going to listen to some c hildren talking about what theywere doing the holidays.




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• Get the pupils to read the questions before they listen to the audio.

• Replay the CD for a better understanding of the audio clip by the pupils.

Activity – group discussion (20 minutes)

• Divide the class into groups of ve pupils each.

• Tell them to ask the following questions from each other:

- What were you doing in the holidays?

- Did you learn anything in the holidays?

- Did you go anywhere in the holidays?

• Tell them that they need to write the answers of their group members in thetable given in the student’s book.

Name What they did

• Give them sufcient time for the task.

• Ask each group to share their ndings with the rest of the class.


• Appreciate and applaud their efforts.

Values explored

Individual

differences:

recognising thateach individual is

unique and hasdiffering levels ofability and distinctviewpoints.

Key competencies in action

Making meaning

Actively listen to spoken texts such as stories, poems andrhymes using appropriate listening behaviour (e.g., askingquestions, looking at the person who is speaking) Use a variety

of forms (gestures, expression…) to organize and give meaningto familiar experiences, ideas, and information.

Activity 9: Reading the text (2) and Comprehension (2) (45 minutes)




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What you need


Procedure

1. Circle time – Sharing of thoughts (5 minutes) • Allow space to pupils for any sharing of thoughts about the unit or any other

related topic.

2. Reading from the student’s book (20 minutes)

• Initiate a class discussion on why people visit other places.

• Ask the pupils to focus on the following points:

- for work

- for vacation/holidays

• Ensure that everyone participates in the question/answer session.

• Accept all answers.

3. Comprehension (15 minutes)

• Have the pupils do the comprehension tasks in class.


• Give out the answers and ask the pupils to check their own work.

Answers

1. b

2. c

3. to 5. Answers will vary since they are subjective and depend on the pupils.

Activity 10: Writing (1) (30 minutes)

Aim: To write details about self

What you need




2. Writing a about self (20 minutes)

• Tell the pupils to attempt the writing task given in the student’s book.

• They can use Kevin’s recount as an example to write about theirs. • Allow them sufcient time to complete the task.




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Extension activity

• Have them read their recounts to the class, if time permits.



• Explain the homework task – write a recount of how and where you would liketo spend your next holidays.

Activity 11: Grammar – Past tense (45 minutes)

Aim: To understand and use past tense in a sentence

What you need


Procedure

1. Circle time – review the homework of the previous day (10 minutes)


• Invite a few pupils to share their recounts with the rest of the class.

2. Grammar exercise from the Student’s Book (30 minutes)

• Explain that normally the letters ‘d’ or ‘ed’ are added to most verbs to obtaintheir form in the past tense.

• Cite the examples from the student’s book.

dance + d = danced cook + ed = cooked

share + d = shared reach + ed = reached

• Tell them further that some verbs do not follow the above rule. Their form inthe past tense changes completely.

•

Give examples to sustain the explanation.

Present Tense Past Tense

keep kept

weep wept

sleep slept



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Present Tense Past Tense

run ran

swim swam

buy bought

• Conclude the explanation by telling that there is another set of verbs thatdoes not change their forms for the past tense.

Word Past Tense

cut cut

put put

read read

• Read aloud the task from the student’s book once.

• Ask the pupils to read it once more and ll the gaps in the exercise given inthis section.


• Give out the answers and have them check their partner’s work.

• Explain the homework to them – use the past tense to write about four thingsthat you did during the weekend.

Answers

1. loved; played; stayed;walked

Activity 12: Spellings (45 minutes)

Aim: To use words that have the letters ‘oo’ in their spellings.

What you need


Procedure



2. Spelling (35 minutes)

•

Read the following words aloud to the pupils

foot cook stood food



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• Have the pupils repeat them after you.

• Ask them to listen to each other repeat the words aloud one more time andpay attention to the sound of short ‘oo ’ in them.

• Ask them to write more words that have the short ‘oo’ sound in them.

• Now, read the words with the long ‘oo’ sound and ask the pupils to repeatthem after you.

school tool pool wool

• Ask them to listen to each other repeat the words aloud one more time andpay attention to the sound of long ‘oo ’ in them.

• Ask them to write more words that have the long ‘oo’ sound in them.

• Tell them that words with the letter ‘u’ have the same sound as the short ‘oo’.

•

Read aloud these words.

full pull put pulley push

• Tell them to write the names of the given pictures.

• Read aloud the following words.

bush foot push nook puss wool bull took

• Ask them to take a dictation and write these words in their notebooks as theylisten to you read them out.



Answers

full, bull, cook

Activity 13: Time for fun (30 minutes)

Aim: To make a poster of classroom rules

What you need

Student Book - unit on ‘I am a Muslim’

Stationery items like pencil, sharpener, eraser etc.

Chart paper or A3 sheets, one for each pupil

Procedure


• Allow space to pupils for any sharing of thoughts about this unit.


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2. Instructions for a poster (10 minutes)

• Tell the pupils that they will make a poster of their classroom rules.

• Distribute the chart paper/A3 sheet to them. • Ask them to listen to you attentively as you read aloud the rules from the

student’s book.

1. You need to come to class on time.

2. You must listen to the teacher.

3. You can raise your hand to talk.

4. You should talk softly in the classroom.

5. You have to keep the classroom clean.

• Tell them that they should:

- think of some rules to apply in their classrooms. - write them neatly on the paper provided to them.

- make drawings and colour them and decorate them.

- share with the class.

• Start them on the activity.



• Explain the homework task – prepare the lesson for the assessment task the

next day.

Activity 14: Assessment task (45 minutes)

Aim: To assess the comprehension and language skills of pupils

What you need

Teacher Resource 1

Procedure1. Circle time – Revision (10 minutes)

• Revise the lesson by asking questions about family members and relatives.

• Remind the pupils that they will complete an assessment task in the next partof this session.

2. Assessment task (30 minutes)

• Photocopy the Teacher Resource 1 and distribute among the pupils.

• Explain the different tasks to them.

• Tell them to they would be marked for the exercise so they should complete

the worksheet carefully.



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• Tell them to nish their task within the stipulated time.

• Remind them to complete the work when 5 minutes are left for the stipulatedtime to be over.


• Ask them to stop writing.

• Collect the worksheet from them.

Answers to Teacher Resource 1

1. 1. For carrying books and notebooks to the school.

2. For writing answers.

3. For sharpening pencils.

4. For erasing mistakes.

2. a) T; b) T; c) F; d) T; e) T

3. frowns; invite; great; favourite; smiles; claps

4. a. You did your work twice!

b. She was hungry because she hadn’t eaten for two days.

c. I went to see a doctor this morning as I had fever.

d. He gave the book to Arif, my brother.

5. Answers will vary since they are subjective and depend on the pupils

Differentiation

Differentiate teaching and learning to support the learning needs of individualstudents by increasing the:

• frequency of exposure for some students

• intensity of teaching by:

o adjusting the group size

o making pupils work with partners, too

• duration of time needed to complete tasks and assessments


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Values explored

• Individualdifferences:recognising that each

individual is uniqueand has differinglevels of ability anddistinct viewpoints.

Students make acollage/paintingdepicting how studentsfrom differentbackgrounds studyunder the same roof.

Students decide agoal for their currentschool year and makea monthly planner todescribe how they willachieve it.

Key competencies

Making meaning

Actively listen to spoken texts such as stories, poemsand rhymes using appropriate listening behaviour (e.g.,

asking questions, looking at the person who is speaking)Use a variety of forms (gestures, expression…) to organizeand give meaning to familiar experiences, ideas, andinformation.

Procedure

• Discuss with the pupils and develop a success criterionfor the collage/painting and planner they start workingon it.

Required material for each student

• Chart paper, 1 for each student.• Some A4 sheets

• Stationary items like pen, pencil, colours etc.

Before sharing the collage/painting and planner

• Explain the task to the pupils

• Tell them they will:

- Use the chart paper to make a collage/painting to showhow students from different backgrounds study underthe same roof.

-

Write their goal for their school year and make amonthly planner to describe how they will achieve it

During presenting/sharing the collage/painting and planner

• Have them speak loud enough for the audience to hearthem.

• Tell them to describe their project

• Ask them to maintain eye contact with the audience.

After presenting/sharing the collage/painting and planner

• Have them say what they liked about their project.

Reection:

• After the presentations, get the pupils to talk aboutwhat went well and what they could improve the nexttime.

Reection on the unit

• Activities that worked well

• Activities that could be improved and how

• Monitoring and assessment strategies that worked well and that could beimproved

• Common errors or learner needs that should be addressed in future lessons(e.g., spelling, grammar)


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Assessment focus

Collect information to check pupils’ ability to:

• Comprehend the written text.

• Read simple text and answer questions based on them.

• Talk about the importance of attending school, making new friends, learningnew things

• Write letters.

• Make planners

• Understand and use new words.

• Listen for details and complete comprehension tasks.

• Speak on a given topic.


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Resource 1

1. What are the following things used for?

1. School bag __________________________________________________

2. Notebooks __________________________________________________

3. Sharpener __________________________________________________

4. Eraser __________________________________________________

2. Mark the sentence true (T) or false (F).

a. All children should go to school after the vacations.

b. You meet old and new friends at school.

c. One does not study at school. One only plays.

d. Teachers teach in the school e. School is fun.

3. Fill the gaps to complete the following paragraph from the story.

Everyone _________ when the teacher says, ‘Let’s start with today’s lesson.

‘I want to _________ everyone for a party?’ Zaheer says.

‘Oh! That’s _________,’ says Mariam.

‘I will have all my _________ sweets,’ Zaheer says.

Everyone _________ and _________

4. Choose the correct words from the box to complete the following sentences.

did went was had gave

a. You _________ your work twice!

b. She _________ hungry because she hadn’t eaten for two days.

c. I _________ to see a doctor this morning as I _________ fever.

d. He _________ the book to Arif, my brother.

5. Imagine you are Zaheer. Write a letter to one of your friends thanking him/her for

the birthday gift he/she gave you. Dear _________

I was very _________ that you came for my birthday party. We had lots of ________.When you all left, I opened my birthday ________. Of all the things I got, I liked yoursthe best.

It is such a nice ________. I have always wanted something like ________. How did you know that that was I wanted?

I am glad to come to your ________ to study. And, I am even more glad to have youas a ________.

Thank ________ for the ________ gift.

Your friend, Zaheer

Assessment worksheet


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Unit 2: I am a Muslim 20

Unit 2: I am a Muslim

Unit Overview

This is a 3-week unit in which students will understand the importance of being aMuslim through descriptive texts and recounts.

Learning Outcomes & Indicators:

Listening &Speaking

SL.CP.3

Present information, ideas and feelings clearly and coherently.b. Give informal spoken presentations to small and large groups (e.g.,performing action songs and rhymes, telling simple stories andreporting on a known topic

e. Uses talk to explain a product, representation, and actions (e.g.model, drawing, )

Reading &Viewing

RV.CP.2

Read and demonstrate comprehension of grade-appropriateinformation texts (non ction).

b. Uses basic ‘text features’ to understand and locate content in

information texts (e.g., steps in a procedure, headings, subheadings,illustration, captions, bold words)

c. Organises information from texts logically using differentrepresentations (e.g., write information under categories providedby teacher- size, food)

RV.CP.1

Read grade appropriate literary texts with sufcient accuracy anduency to support comprehension.

a. Reads grade-appropriate literary texts (e.g. narratives, rhymes,simple poems, fairy tales)with uency, accuracy comprehension

and condence

Writing &Representing

WR.CP.1

Create personal and imaginative writing and representations for avariety of purposes.

a. Creates writings and representations to express feelings, ideas,likes and dislikes (e.g., write a reading response, letter to a friend)

b. Recounts personal experiences and events (e.g., My birthday party)

WR.SS.1

Practise effective skills and strategies before writing and representing.b. Uses different strategies to develop a plan for writing (e.g., usingmind maps, making simple notes)


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21 Unit 2: I am a Muslim

Target vocabulary:

mosque religion Islam Allah unique Muslim

Language structures:• objective pronouns

• adverbs of frequency

• simple present tense

Phonics & word study

• Revise words with the short/long sounds of ‘ea’-

Activity 1: Setting the context (30 minutes)

Aim: To talk about the need to pray

To complete the tasks in the Starter section

What you need


Procedure

1. Circle time – talking about prayer and praying (10 minutes)

• Start a class discussion on the need to pray.

• Invite pupils to share their ideas and views.



2. Starter section (15 minutes)

• Explain the tasks in the Starter section of the student’s book.

• Tell the pupils to: - look at the pictures attentively.

- say what the boy is doing in each picture

- write three differences between the two pictures.

• Start them on the task.

• Have them share their answers with the class.


• Explain the homework task – write a short paragraph on why should one

pray.



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Answers:

1. The boy is praying.

2. a. in the rst picture the boy is praying alone, while in the second he is prayingwith an adult.

b. in the rst picture the boy is praying in a room, while in the other, he ispraying outdoors.

c. a mosque can be seen in the second picture.

Activity 2: Reading the text (1) (45 minutes)


What you need


Procedure


• Review the homework of the previous day by asking a few pupils to sharetheir writings.



• Read aloud the text titled Mosques in the Maldives.


• Tell the pupil to listen to you as they read from their books.

• Post-reading, discuss about the different professions mentioned in the text.

Activity – class discussion (10 minutes)

• Start a class discussion on the different mosques the pupils have seen.

• Ask them to share their experiences with the rest of the class.

• Ensure that everyone participates in the discussion.• Accept all answers.


• Briey recap the lesson by talking about the mosques in the Maldives, howthey are constructed and why they are unique.

Activity 3: Comprehension (1) (30 minutes)

Aim: To consolidate the understanding of the text



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What you need


Procedure

1. Circle time – Sharing of thoughts (5 minutes) • Allow space to pupils for any sharing of thoughts they would like to do.

2. Comprehension exercises in the Student’s Book (20 minutes)

• Explain the exercises in the section Understanding the Story.

• Ask them to answer the questions verbally.


• Have them write the answers for exercises 4 - 6 in the class.

• Allow them sufcient time to complete the tasks.


• Give them the answers and ask them to correct their own work.

• Explain the homework task – do the exercises 1 – 3.

Answers:

1. a. T; b. F; c. T; d. T; e. F; g. T

b. Size of the mosques

c. Use of coral2. Answer will vary since it depends on the pupils.

3.

4.

Activity 4: Grammar (1) – Objective Pronouns (30 minutes)

Aim: To understand and use the objective pronouns in a sentence

What you need Student Book - unit on ‘I am a Muslim’

Procedure



• Give out the answers and have the pupils check their own work.

2. Objective pronouns (5 minutes)




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• Have two pupils read the dialogues in the callouts.

• Use the information from the student’s book to talk about objective pronouns.The information is given below:

A pronoun is a word that is used instead of a noun.For example: I, you, he, she, it, they

Sometimes this word may change. Let us look at some examples.

I went to the market. My friend came with me.

She asked me for my book. I gave it to her.

• Clarify further that the pronouns undergo some change when they are usedas objective pronouns.

• Use the following information to substantiate the clarication.

I becomes me

he becomes him

she becomes her

they becomes them

I becomes me

he becomes him

she becomes her

they becomes them

The words ‘me, him, her and them’ are called objective pronouns.

The pronouns ‘you’ and ‘it’ do not change. They remain ‘you’ and ‘it’.

Exercise from the student’s book (15 minutes)

• Have the pupils complete the task given in the Grammar section from thestudent’s book.

• They follow the example and complete the task by themselves.


• Give out the answers for the exercises. • Appreciate and applaud the pupils for their efforts.

Answers:

Eid is celebrated by giving an Eid gift. A child loves to receive it. My brother receiveda toy car for Eid. He held the car close to him. He pushed it up and down. He playedwith it for hours. He showed it to his mother. He showed her how the doors openedand closed. He showed it to his father. He showed him how fast it could go. Heasked them if they had ever seen such a lovely gift. Last of all, he came to me. Heshowed the bus to me. And he told me I could play with it too.


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Activity 5: Reading the text (2) and Comprehension (30 minutes)

Aim: To read a letter


What you need


Procedure

1. Circle time – review the homework (5 minutes)


• Have some pupils share their sentences with the class.


• Read aloud the letter given on page 24.


• Post-reading, discuss the content of the letter.

• Focus on the following points:

- having faith in Allah – the letter starts with a salute to Allah.

- visiting relatives – the feeling of family and its importance.

- praying – the need to pray and understand the importance of prayer.

- study and recreation – importance of studying and playing outdoor/indoorgames, reading and so on.

- sense of belonging – thinking of parents and friends back home.

- communication – the act of writing a letter.

• Talk about all these aspects and how they are presented in the letter.

• Have the pupils share their ideas/views.


Comprehension exercises in the Student’s Book (15 minutes)

• Explain the exercises in the section Understanding the Story. The pupilsshould understand that they will:

- choose the correct answers for the questions in the exercises 1 and 2.

- list two things done by Hashim as explained in the exercise 3.

- comment on the sports Hashim and his cousins play to answer the questionin the exercise 4.

- express personal views about the sport.

• Have them write the answers in their notebooks.

• Allow them sufcient time to complete the task.


• Briey recap the lesson to establish the importance of sleep in our lives.



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Answers:

1. a; 2. b; 3. Answer will vary since it depends on the pupils; 4. Hashim and hiscousins to play football. (Rest of the answer will vary)


Aim: To explain a poster

What you need


Procedure


•

Allow space to pupils for any sharing of thoughts they would like to do.2. Explaining a poster (20 minutes)

• Tell the pupils that they have to:

- look at the poster carefully. This poster is given in the student’s book.

- say two things that they can understand by looking at the poster.

• Allow them some time to complete this task.

• Now, divide the class in groups of 4 pupils.

• Have them discuss the things they should/shouldn’t do at school.

• Tell them to use the words given in the box for the task.

• Post-discussion, they can complete the table given in the student’s book.

• Monitor and scaffold them in their efforts to speak in a group andindividually.

Note: this task may take more than 2 class periods.

Conversing in pairs

• Have the pupils use the examples on page 27 and converse with each other.

• Following the conversation have them complete the table on page 28.



Activity 7: Writing (1) (45 minutes)

Aim: To make notes

What you need




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2. Paragraph writing (35 minutes)

• Explain the exercise 1 given in the Let’s Write section of the student’s book.

• Tell them that they will:

- choose a place to visit.

- make notes using the headings given in the student’s book.

- write a paragraph.


• Monitor their progress and scaffold them wherever necessary.

3. Ending (5 minutes) • Appreciate and applaud their efforts.

• Explain the homework task – make notes on what you will plan to do the nextweekend. Follow the procedure given in the student’s book for this task.

Activity 8: Grammar (2) – Simple present tense and Adverbs ofFrequency (45 minutes)

Aim: To understand and use simple present tense and adverbs of frequency in a

sentence

What you need


Procedure

1. Circle time – review the homework (5 minutes)


• Have some pupils share their notes with the class.

• Ensure that you pick out different pupils each time so that everyone gets achance to share their homework.

2. Verbs (10 minutes)

• Revise the simple present tense of a verb by using the example given in thestudent’s book. The example is:

I always get up early in the morning so I am awake before my cousins.

I wash and dress. Often I am ready when they wake up. Usually, mycousins rush to get dressed. I wait for them. I sit still and bow my headand wait for the call to prayer. Then I go to the mosque with them.




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• Play the CD once and have them listen to it attentively. The transcript of theaudio is given below:

Have you had a kindness shown?Pass it on;

” Twas not given for thee alone,Pass it on;

Let it travel down the years,Let it wipe another’s tears,

Till in heaven the deed appears—-Pass it on.

Did you hear a loving word?Pass it on;

Like the singing of a bird?Pass it on;

Let its music live and grow,Let it cheer another’s woe,

You have reaped what others sow -Pass it on

• Replay the CD for a better understanding of the poem by the pupils.

Activity – discuss the poem (10 minutes)

• Divide the class in groups.

• Ask each group to discuss the message of the poem.

• Ensure that everyone participates in the activity. • Give them sufcient time for the task.

• Have them share their version of the message from the poem.

• Accept all views.

Comprehension exercises in the Student’s Book (15 minutes)

• Explain the exercises in the section Understanding the Poem.

• The pupils should understand that they will:

- tick the correct option for the questions in the exercises 1 and 2.

- list three things to pass on in the exercise 3. - answer the question in the exercise 4.

• Have them write the answers in their notebooks.



• Briey recap the meaning of the poem.

Answers:

1. a; 2. a; 3 and 4. Answers will vary since they depend on the pupils


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Activity 11: Pronunciation (30 minutes)

Aim: To understand and pronounce words ending with ‘ea’

What you need


Procedure



2. Pronunciation exercise from the Student’s Book (10 minutes)

•

Write the following sentence on the board:The cook spreads the cream on the bread.

• Read the sentence aloud, then say the words spread, cream and bread clearlyand distinctly.

• Make them note the difference between the two pronunciations of the endingletters ‘ea’ – the short and the long sounds.

• Read the following words and have the pupils repeat them after you.

dead spread threat

Short ‘ee’ sound Long ‘ee’ sound

deaf teach

dead reach

meant peach

sweat feast

health wheat

wealth please

• Tell the pupils to:

- read the passage given in the student’s book.

- underline the words that have the:

o short ‘ea’ sound with red.

o long ‘ea’ sound with green.

• They complete the task by themselves.

3. Ending (5 minutes) • Give out the answers to them.



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• Explain the homework to them – choose three words with the long and short‘ea’ sounds and use them in sentences.


Aim: To speak on a given topic

To make a presentation

What you need


A4 sheets

Procedure



2. Explanation for making a presentation (10 minutes)

• Instruct the pupils to observe you carefully as you go about demonstratingthe different steps in the preparation of the presentation.

- take an A4 sheet of paper.

- divide the sheet in 7 parts by marking it or folding it.

- write the names of the days of the week on each part. - write one thing that a good Muslim should do in each section. For example,

work hard, be patient, be kind, be condent and so on.

Making a presentation (25 minutes)

• Distribute the A4 sheets among the pupils.

• Have them divide the sheet as per the instructions given in the student’s bookand the demonstration you just gave.

• Allow them sufcient time for the preparation.

• Call them one at a time and have them talk about each part of their sheet.

Note: this task may take more than 2 class periods.



Activity 13: Time for fun (30 minutes)

Aim: To make a wall hanging

What you need Teacher resource 1



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Stationery items like pencil, sharpener, eraser etc.

Cardboard

Strings

Yellow paperScissors and glue

Procedure



2. Instructions for making a wall hanging (10 minutes)

• Tell the pupils that they will make a wall hanging.

•

Distribute the cardboard, strings, yellow paper and glue stick to them. • Ask them to listen to you attentively as you read the instructions aloud.

• Read aloud the instructions given in the teacher resource 1 to the students.

• Explain the steps again in case you feel the pupils haven’t completelyunderstood the task.

• Start them on the activity.

• Assist them wherever you feel they need help.



• Explain the homework task – prepare the lesson for the assessment task thenext day.

Activity 14: Assessment task (45 minutes)

Aim: To assess the comprehension and language skills of pupils

What you need

Teacher Resource 2

Procedure

1. Circle time – Revision (10 minutes)

• Revise the lesson by asking questions about family members and relatives.

• Remind the pupils that they will complete an assessment task in the next partof this session.

2. Assessment task (30 minutes)

• Photocopy the Teacher Resource 2 and distribute among the pupils.

•

Explain the different tasks to them. • Tell them to they would be marked for the exercise so they should complete

the worksheet carefully.


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• Tell them to nish their task within the stipulated time.

• Remind them to complete the work when 5 minutes are left for the stipulatedtime to be over.


• Ask them to stop writing. • Collect the worksheet from them.

Differentiation

Differentiate teaching and learning to support the learning needs of individualstudents by increasing the:

• frequency of exposure for some students

• intensity of teaching by:

o

adjusting the group size o making pupils work with partners, too

• duration of time needed to complete tasks and assessments

Values explored


• Sense of spirituality :build a strong senseof connection withAllah (SWT) and the

teachings of ProphetMuhammad (SAW).

Students make a mini-book of 7 pages in whichthey write the tenetsof being a good Muslimand make appropriatedrawings.

Making meaning

Actively listen to spoken texts such as stories, poemsand rhymes using appropriate listening behaviour (e.g.,asking questions, looking at the person who is speaking)Use a variety of forms (gestures, expression…) to organizeand give meaning to familiar experiences, ideas, andinformation.

Procedure

• Discuss with the pupils and develop a success criterionfor the mini-book before they start working on it.

Required material for each student

• 9 sheets of A4 size paper for each student.

• Stationary items like pen, pencil, colours etc.

• stapler

Before sharing the mini-book

• Explain the task to the pupils

• Tell them they will:

– Identify at least seven ways of being a good Muslim.

– Write about these on the sheets of paper – one oneach paper.

– Illustrate these sheets with appropriate drawings.

– Dedicate each sheet to a day from the week.

– Make a front/back cover design for the mini-book.

–

Put the seven sheets in between the front/back coversand staple them together.


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During presenting/sharing the mini-book

• Have them speak loud enough for the audience to hearthem.

• Tell them to describe their project

• Ask them to maintain eye contact with the audience.

After presenting/sharing the mini-book

• Have them say what they liked about their project.

Reection:

• After the presentations, get the pupils to talk aboutwhat went well and what they could improve the nexttime.

Reection on the unit• Activities that worked well

• Activities that could be improved and how

• Monitoring and assessment strategies that worked well and that could beimproved

• Common errors or learner needs that should be addressed in future lessons(e.g., spelling, grammar)

Assessment focusCollect information to check pupils’ ability to:

• Comprehend the written text.

• Read simple text and answer questions based on them.

• Talk about what is means to be a good Muslim

• Write paragraphs

• Understand and use new words.

• Listen for details and complete comprehension tasks.

•

Speak on a given topic.


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Resource 1

Materials required for the wall hanging

Cardboard

Strings

Yellow paper

Scissors and glue

Step by step procedure for making the wall hanging

Step 1: Cut the cardboard into a square.

Step 2: Cut three stars. Stick yellow paper on the stars. Make a hole and thread them.

Step 3: On the cardboard stick white paper. Write ‘Allah loves the doers of Good’ using

coloured pens.Step 4: Make three holes at the bottom of this cardboard about an inch apart.

Step 5: Put the thread of the stars through this and tie.

Step 6: At the top of the cardboard make a hole. Run a thread through this.

Making a wall hanging


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Resource 2

1. Write the meaning of the following words.

1. pray __________________________________________________

2. unique __________________________________________________

3. impressive __________________________________________________

4. woe __________________________________________________

5. reap __________________________________________________

2. Mark the sentence true (T) or false (F).

a. Every island in the Maldives has a mosque.

b. Hukuru Miskiiy is the largest mosque in the Maldives.

c. All mosques in the Maldives have a graveyard next to them.

d. It is important to pray and seek the blessings of Allah.

e. The use of coral to build the mosques make them unique.

3. Fill the gaps to complete the following paragraph from Hashim’s letter to his friend.

Dear Ali,

By the grace of __________, I hope you are well. I miss you but it is good to be with

my cousins this __________.

Their house is right next to a __________. It takes less than a minute to reach it. I

walk there each time to say my __________. I always get up early in the morning so I

am awake before my cousins. Usually, my __________ rush to get dressed. I wait for

them. I sit still and __________ my head and wait for the call to prayer.

After we return from the mosque, we have __________ and then we __________

for an hour. After that we go out to play __________. When it gets warm, we come

inside. Usually we read or play __________games. Then it is time for our __________

prayer. Somehow, it feels nice to have so many __________ around me when I pray.

My cousins want me to stay with them this __________ and go to their school. But I

think of my __________ and you and my __________ friends and I know I cannot do

it.

I will see you soon.

Your friend,

Hashim

Assessment worksheet


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4. Choose the correct words/expressions from the box to complete the followingsentences.

must shouldn’t it sit me rarely pray sometimes

a. ___________ I go to the library, too. b. It is very important to ___________.

c. I must ___________ on my heels and then kneel down.

d. A blue moon is ___________ seen.

e. My father gave ___________ a beautiful gift. I just love ___________.

f. As a Muslim I ___________ lead a good life.

g. One ___________ be lazy.

5. Imagine you are Hashim. Write a letter to your cousins, thanking them for having you.Express your thankfulness to your uncles and grandparents also. You may use the

following words in your letter.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

nice kind home family prayer rest


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english teacher's guide grade 3

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