Lesson Plan Template

Student-Teacher: shamma majid

Date:11-11-2018

Grade Level: 3
Subject:English
Strand:

Learning Outcome:

 use can and can’t to talk about abilities

 recognise and understand determiners: all, most, some
 Primary
use pronouns
Lesson it andTemplate
Plan they.

Resources (what materials/equipment will you Preparation (what do you need to make or check
and the students use? Be specific) before class?)
Check the computer is working.
Learner’s Book page 50- Activity Book page 43 -
Audio Track 38 -Flash card of animls -White Check if I have all the materials that I need.
board -Work sheets
Key vocabulary

amazing, lay eggs, feathers, humming bird, fingernail,

ostrich, nest, penguin, swan, kiwi, goose, falcon, parrot,
crane, balance

Opening (warmer activity + teacher introduction/demonstration of small group activities)

1- Play a game in which learners say which animals can do certain movements. Call out an
animal ask learners to move like that animal. Then ask them to tell you movement and
action words to describe how the animal can move.
Whole Group

2- Pre-teach the determiners all, most, some by relating these words to the animals and
movements you have been discussing in the game. Ask: Can all the animals clap their
hands? Can all the animals walk?
Time:

Guided Experience (group working with the teacher)

Group
Small

Time:

1- Tell learners that they are going to listen to the audio and follow in their books. Play the
audio a few times.
 2- Write the words all, most and some on the board. You could draw a symbol for birds,
such as an arrow, and by the word all draw lots of birds, by most draw less birds and by
some draw even fewer birds. Ask learners to locate these words in the text.

Independent Experience (small group activity )

Activity Book: Activity 1

1. Tell learners to look at the Language tip box and point to the words all, most and some that you
wrote on the board earlier in the lesson.

2. Focus on the activity and ask them to match the sentence halves.

3. Model the first sentence for the learners. Read number 1 ‘All birds’ then read all the possible
second halves to the sentence. Ask learners to help you by telling you the answer. Elicit answers
then check by reading back through the bird information in the Learner’s Book on page 50. Draw
a line from ‘All birds’ to ‘have feathers’.

4. When they have finished, ask individual learners to read the complete sentences.

Closing
Whole Group

1- Direct learners’ attention to the self-evaluation question at the bottom of page 43 in the
Time:

Activity Book.
2- Ask them to think and answer.
3- Ask critical question to check the learner understanding.

Assessment
1- Give each learner a work sheet ( the work has a name of one animal the student need to
draw it and write down on fact about the animal).