Grade 3 English lesson,
Topic: Clothes
Our premise for this lesson was twofold: to introduce teachers to the concept of a three-part lesson design, i.e. model/guided practice/independent practice, and incorporation of receptive and expressive language skills. We also wanted to make the lesson interactive and culturally relevant. I asked the English teacher to bring in some items of clothing typical to Sri Lanka – these included a sari, a salwar kameez, a kurta and a sarong.
Resources: a poster with cutouts from magazines, real clothes, paper cutouts of various items of clothing (skirt, shirt, kurta, sari, trousers), paper cutouts of male/female dolls.
Model: Teach vocabulary words for items of clothing, using the poster, real items of clothing and paper cutouts of clothing. In this section, I basically pointed to the item, enunciated the words to students, and had them repeat the words after me.
Receptive language:
Guided practice: Distribute paper cutouts of clothing to each student. Say to students, “If you have a _________, stand up.” Repeated this for each item of clothing.
Expressive language:
Model: I asked Aerian “What is Alex wearing?”
Aerian answers, “She is wearing a skirt and a blouse”
I write on the board “She is wearing a skirt and a blouse”
I also write on the board “ She is wearing ______ _______ _____ ____”
I ask Aerian, “What is Mr. Ansar wearing?”
Aerian answers, “He is wearing trousers and a shirt.”
I write on the board, “He is wearing trousers and a shirt”
I also write on the board “ He is wearing ______ _______ _____ ____”
Guided practice: I read the question and point to the answer on the board, so that the students can repeat the sentences – “He is wearing” and “She is wearing.” Then together, we practice some novel sentences, using paper dolls and paper clothes. We show students how to use the clothes with the dolls. And then to say “She is wearing…”
Independent practice: In their groups, students take turns dressing the paper dolls and saying the sentences “He is wearing”, “She is wearing” and various vocabulary items.
Culminating activity: Students take turns coming out to the front of the class to tell each other what their dolls are wearing.
Reflection
I think on the whole, the lesson went well. Students loved the paper dolls and paper clothes and being able to dress the dolls up. It would have been great if we had had more dolls (one per student), and more items of clothing, so there could have been variation.
These students are very shy to speak in front of the class – it’s not something they are used to at all. Therefore, when they share, their voices are inaudible. Is sharing in front of a class a cultural thing?
Our premise for this lesson was twofold: to introduce teachers to the concept of a three-part lesson design, i.e. model/guided practice/independent practice, and incorporation of receptive and expressive language skills. We also wanted to make the lesson interactive and culturally relevant. I asked the English teacher to bring in some items of clothing typical to Sri Lanka – these included a sari, a salwar kameez, a kurta and a sarong.
Resources: a poster with cutouts from magazines, real clothes, paper cutouts of various items of clothing (skirt, shirt, kurta, sari, trousers), paper cutouts of male/female dolls.
Model: Teach vocabulary words for items of clothing, using the poster, real items of clothing and paper cutouts of clothing. In this section, I basically pointed to the item, enunciated the words to students, and had them repeat the words after me.
Receptive language:
Guided practice: Distribute paper cutouts of clothing to each student. Say to students, “If you have a _________, stand up.” Repeated this for each item of clothing.
Expressive language:
Model: I asked Aerian “What is Alex wearing?”
Aerian answers, “She is wearing a skirt and a blouse”
I write on the board “She is wearing a skirt and a blouse”
I also write on the board “ She is wearing ______ _______ _____ ____”
I ask Aerian, “What is Mr. Ansar wearing?”
Aerian answers, “He is wearing trousers and a shirt.”
I write on the board, “He is wearing trousers and a shirt”
I also write on the board “ He is wearing ______ _______ _____ ____”
Guided practice: I read the question and point to the answer on the board, so that the students can repeat the sentences – “He is wearing” and “She is wearing.” Then together, we practice some novel sentences, using paper dolls and paper clothes. We show students how to use the clothes with the dolls. And then to say “She is wearing…”
Independent practice: In their groups, students take turns dressing the paper dolls and saying the sentences “He is wearing”, “She is wearing” and various vocabulary items.
Culminating activity: Students take turns coming out to the front of the class to tell each other what their dolls are wearing.
Reflection
I think on the whole, the lesson went well. Students loved the paper dolls and paper clothes and being able to dress the dolls up. It would have been great if we had had more dolls (one per student), and more items of clothing, so there could have been variation.
These students are very shy to speak in front of the class – it’s not something they are used to at all. Therefore, when they share, their voices are inaudible. Is sharing in front of a class a cultural thing?
Thanks for coming our school and posted the activities here. Really we today checked this blog. nice
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