This English lesson plan is for Year 3 students based on the Common European Framework of Reference (CEFR). The lesson focuses on reading and introduces the topic of self, family, and friends. The language focuses include greetings, names, descriptions, and times. The objectives are for students to practice asking and answering questions about characters. Activities include reading about a character's family, describing family members, and asking each other questions. Assessment involves answering reading comprehension questions correctly.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 1 Class 3 Time
Day Wednesday Attendance
Date 01-Jan-20 Lesson 1 Focus Listening
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus His / Her name’s...
Main Content Standard 1.3 Use appropriate listeningstrategiesinavarietyof contexts
Com. Content Standard 2.1 Communicate Simple informationintelligibly
Main Learning Standard 1.3.1 Guess the meaning of unfamiliarwords by usingvisual clues
when a teacher or classmateis speaking
Com. Learning Standard 2.1.5 Describepeople and objects usingsuitablewords and phrases
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
askingand answeringquestionswithguidance.
Success Criteria : Pupils can
askingand answering3out of 5 questionscorrectly.
21st Century Activities & Skills Resources CCE / EE Assessment
Hot Seat Textbook Circle Map Language Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson 1. Teacher introduces and greets the pupils. Pupilsintroducethemselves.
Lesson Delivery Post Lesson
1.TeacherIntroduce/review adjectives tb(p5) usingflashcards.
Elicitsthe pupils.
2. Pupilsidentifythe charactersinthe textbook.Match
correctly.
3. Teacher sings/playsthe audio.Pupilslistenandsingtogether.
4. Pupilssingandpractice in group.Each group present.
5. Teacher displayssamplesentences.Inpairpupilspractice
together.
1. Use flashcardsina whole classgame to
go overthe adjectivesagain.
2. Choose at randomand ask the pupilsto
describe theirfriends.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
3.
4.
5. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 1 Class 3 Time
Day Thursday Attendance
Date 02-Jan-20 Lesson 2 Focus Speaking
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus What’s the time? It’s X o’clock / It’s half past X.
Main Content Standard 2.1 Communicate Simpleinformation intelligibly
Com. Content Standard 1.2 Understand meaning in a variety of familiarcontexts
Main Learning Standard 2.1.2 Find out about and describebasic everyday routines
Com. Learning Standard 1.2.5 Understand a wide range of shortsupported questions
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Listenandunderstandphrasesandsentenceswithguidance
Success Criteria : Pupils can
listenandanswering3out of 5 questionscorrectly.
21st Century Activities & Skills Resources CCE / EE Assessment
Think-Pair-Share Textbook Bubble Map Valuesand citizenship Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson 1. Teacher plays a circlegameto review numbers up to twelve.
Lesson Delivery Post Lesson
1. Teacher tellingthe time (on the hour and half past) usingthe
board or toy clocks if available..
2. Say out aloud Vocabulary and Grammar box. Teacher asks
pupils to play the game in Activity 1.
3. Monitor as pupils work on this activity.Depending on their
performance, ask pupils to repeat Activity 1 with new partners.
1. Play What’s the time, Mr. Wolf.For instructions,
see Optional 2 activity on Teacher’s Book p.25 or
https://www.youtube.com/watch?v=_63i8r_wW5Y
2. class discussion.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
6.
7. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 2 Class 3 Time
Day Sunday Attendance
Date 05-Jan-20 Lesson 3 Focus Reading
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus
Numbers up to 100 / Have you got..? Yes, I have. / No, I
haven’t
Main Content Standard 3.2 Understanda varietyof linear andnon-linear print anddigital texts by
using appropriate reading strategies
Com. Content Standard
3.2 Understanda varietyof linear andnon-linear print anddigital texts by
using appropriate reading strategies
Main Learning Standard 3.2.2 Understand specific informationanddetailsof short simple texts
Com. Learning Standard
3.2.3 Guess the meaningof unfamiliar words from cluesprovided by visuals
and the topic
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Readand spell numberswithguidance.
Success Criteria : Pupils can
Fill inthe crosswordpuzzle 8out of 10 correctly.
21st Century Activities & Skills Resources CCE / EE Assessment
Think-Pair-Share Textbook Bubble Map Language Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson 1. Teacher revises number 1 to 20 using flashcards.
Lesson Delivery Post Lesson
1. Teacher extendswithanumbersgame toconsolidate numbers1-100.
2. Refertb pg 6. Pupilsreadandcount aloud.Identifythe spelling.
3. Teacherwrite anddraws numbersonthe board andasks pupils to
identify andmatchcorrectly.
4. Teacher dividespupilstopairanddistributesworksheet.
5. Pupilslistenandrepeatnumberswithteacher.Fill inthe crossword
puzzle.
1. Pupils discussandpresent
theirwork.
2. Teachersings/playsthe song
again.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
8.
9.
10. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 2 Class 3 Time
Day Monday Attendance
Date 06-Jan-20 Lesson 4 Focus Reading
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus He/She can +verb
Main Content Standard
3.2 Understand a variety of linear and non-linear printand digital
texts by usingappropriatereadingstrategies
Com. Content Standard
3.2 Understand a variety of linear and non-linear printand digital
texts by usingappropriatereadingstrategies
Main Learning Standard 3.2.1 Understand the main idea of shortsimpletexts
Com. Learning Standard
3.2.3 Guess the meaning of unfamiliarwords fromclues provided by
visualsand the topic
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
Listenandunderstandphrasesandsentenceswithguidance
Success Criteria : Pupils can
listenandanswering3out of 5 questionscorrectly.
21st Century Activities & Skills Resources CCE / EE Assessment
Think-Pair-Share Textbook Bubble Map Valuesand citizenship Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson
1. Teacher plays an action or miminggame to review key sports vocabulary and elicits
the pupils.
Lesson Delivery Post Lesson
1.Teacher displays verbs flashcardsand pupils to do the action.
2.Pupilsidentifythe wordsandsaysimple sentences.
3.Divides pupilsintogroup.Hand out the setsof cut up
picturestoeach group.Pupilstalkanddiscussthe pictures.
4.Hand out the cut up texts(one setpergroup).Askpupils
to readthemand match to the correct pictures(whichthey
alreadyhave).
5. Referto grammar box.Teacherreadsand pupilsrepeat.
1. Ask pupils to put up their hands if they can
paint/do karate etc.
2. Monitor as pupils work on the activities in the
lesson to assess their understandingof can..
3. class discussion.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
14. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 2 Class 3 Time
Day Tuesday Attendance
Date 07-Jan-20 Lesson 5 Focus Writing
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus Can he/she + verb? Yes, he/she can. // No, he/she can’t.
Main Content Standard
4.3 Communicate withappropriate language formandstyle for a range of
purposes in print anddigital media
Com. Content Standard 1.2 Understandmeaning ina varietyof familiar contexts
Main Learning Standard
4.3.2 Spell anincreasedrange of familiar high frequencywords accuratelyin
guidedwriting
Com. Learning Standard 1.2.1 Understand withsupport the mainideaof short simple texts
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
write inneatlegible printwithcorrectspellingwithguidance
Success Criteria : Pupils can
write 4 out of 7 sentencesinneatlegible printwithcorrectspelling:
21st Century Activities & Skills Resources CCE / EE Assessment
Think-Pair-Share Textbook Bubble Map Language Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson 1. Teacher elicits flashcardsand elicits pupils.
Lesson Delivery Post Lesson
1. Teacher playsa miming/TPRgame toreview andpractice
can and can’t.
2. FollowonwithActivity3tb pg 9. Listenandtickthe
correct box.Elicitssportsor hobbiespupilsknow.
3. Playa letter/wordscramblegame tocheckthe written
formof Yes/Noanswer(mix upthe letters/wordsandask
pupilstorearrange correctly).FollowonwithActivity4
1.Playa spellinggame withsportswordsand
pictures.
2. Learningdiaries: Askpupilstothinkbackon
theirlearning.
3. class discussion.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
15. New words I remember
Activities I enjoyedActivities I enjoyed
A skill I did well in
A skill I need to do
better in
16.
17.
18. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 2 Class 3 Time
Day Wednesday Attendance
Date 15-Jan-20 Lesson 6 Focus Reading
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus Review of Unit 1 language
Main Content Standard
3.2 Understanda varietyof linear andnon-linear print anddigital texts by
using appropriate reading strategies
Com. Content Standard 2.1 Communicate simple information intelligibly
Main Learning Standard 3.2.2 Understand specific informationanddetailsof short simple texts
Com. Learning Standard 2.1.5 Describe people andobjects usingsuitable words andphrases
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
readand understandphrasesandsentencesfrom lineartextswithguidance
Success Criteria : Pupils can
readand describe peopleandobjects3out of 5 phrasesand sentencesfromlineartextscorrectly
21st Century Activities & Skills Resources CCE / EE Assessment
Think-Pair-Share Textbook Bubble Map Language Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson 1. Teacher asks pupilsto displayspictureof family members and elicits pupils.
Lesson Delivery Post Lesson
1. Pupilsrefertbpg 11 and readabout Fay’sfamily.
2. Hand out the questions(See Teacher’sBookp.26) cut into
strips,one foreach pupil,oron a worksheet).Askpupilsto
readtheirquestionanddiscussthe answers.
3. In pair work, pupilsdisplaypictureof theirfamily
membersandtake turnsto talk abouttheirfamilymembers.
4. In group work,pupilscandiscussif theyhave similar
familybackground.
1. Playa True/False game basedonthe
informationinthe text.Askpupilstoexplain
whysomethingisFalse.Repeatcorrect
answersincomplete shortsentences.
2. class discussion.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
19. This is my ________ .
Activities I enjoyedHe/She has got _____hair
and _____ eyes.
He/ She can _______ .
He/ She can’t _______ .
20. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 2 Class 3 Time
Day Thursday Attendance
Date 09-Jan-20 Lesson 7 Focus Language Art
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus Review: What’s your name? / Have got/have / time
Main Content Standard 5.2 Express personal responses to literarytexts
Com. Content Standard 2.3 Communicate appropriatelyto a small or large group
Main Learning Standard
5.2.1 Ask andanswer simple questions about characters, actions andevents
of interest ina text
Com. Learning Standard 2.3.1 Narrate veryshort basic storiesandevents
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
askingand answeringquestionswithguidance.
Success Criteria : Pupils can
askingand answering3out of 5 questionscorrectly.
21st Century Activities & Skills Resources CCE / EE Assessment
Hot Seat Textbook Circle Map Creativity &
Imagination
Questions
Communication worksheets . Valuesand citizenship Observation
Learning Outline
Pre-lesson
1. Teacher plays Who is it? game. Distributes a pieceof paper, pupils writetheir name.
teacher collects the paper and asks another pupil to come in front and describethe
person without revealingthe name. - exchange pupils.
Lesson Delivery Post Lesson
1.Introduce the characters of the family members in the story usingthe
puppets to the pupils.
2. Pupils refer tb pg 11 and read the story and answer the questions with
guidance.
3. Pupils talk abouttheir family members usingthe samplesentences.
4. Distributes handoutof finger family and pupils colour nicely.
5.Practiceaskingand answeringin pair or group work usingthe target
language.
1.In pair work,pupils presenttheir work
and tell story about their family.
2. class discussion.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
21.
22.
23. ENGLISH LESSON PLAN YEAR 3 CEFR
Week 3 Class 3 Time
Day Sunday Attendance
Date 12-Jan-20 Lesson
8
(Language Awareness1)
Focus Reading
Theme Topic
World of Self, Family and Friends WELCOME!
Language/ Grammar focus Review of Unit 1 language
Main Content Standard
3.2 Understanda varietyof linear andnon-linear print anddigital texts by
using appropriate reading strategies
Com. Content Standard
4.3 Communicate withappropriate language formandstyle for a range of
purposes in print anddigital media
Main Learning Standard 3.2.2 Understand specific informationanddetailsof short simple texts
Com. Learning Standard
4.3.1 Use capital letters, full stops andquestionmarks appropriatelyin
guidedwritingat sentence level
LEARNING OBJECTIVE(S): By the end of the lesson, pupils will be able to
readand understandphrasesandsentencesfrom lineartextswithguidance
Success Criteria : Pupils can
readand understand3 out of 5 phrasesandsentencesfromlineartextscorrectly.
21st Century Activities & Skills Resources CCE / EE Assessment
Think-Pair-Share Textbook Bubble Map Language Questions
Communication worksheets . Contextual Learning Observation
Learning Outline
Pre-lesson 1.Teacher plays a word game such as Word Ladder or a brainstormingactivity in groups
to review topic 1.
Lesson Delivery Post Lesson
1.Shows flashcards and elicitsentences about the characters
He/She has got... to the pupils.
2.Write the sentences on the board and put the pictures.
3. Distributes worksheet to each pupils and complete Sections A& B
4. Model and drill thequestion and answer Can you…? Yes, I
can/No, I can’tin a similar way and havepupils ask each other in
pairs abouttwo activities.
1. elicits pupils and recap the vocabulary they
learn in topic 1.
2. do class revision on topic.
3.class discussion.
REFLECTION
____/____ ofpupils able to achieve the LO and given enrichment exercise(s).
____/____ ofpupils able to achieve the LO and given remedial exercise(s).
*Today's lesson will be carried forward due to :Click and choose reason here >
