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Lesson 2: My Lovely Familyسبق 2:

Daily Lesson Planروزانہ سبق منصوبہ

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Daily Lesson Plan — Unit 2

My Lovely Family

Subject: English | Class: 3 | Series: Leeds (SNC 2020)

Overview

This unit is about family. Students read a passage narrated by Ayesha, an eight-year-old Pakistani girl who introduces her family — her parents (Shama and Arshad), her brother Ali (3 years old), her baby sister Nimra (8 months), her aunt Farzana, her maternal uncles Ilyas and Mahmood, and her pet cat Luna. Language skills include silent letters (w and k), singular and plural nouns (regular and irregular), multiple syllable words, and greetings/dialogue practice.

Learning Objectives

After completing this unit, students will be able to:

  • Use pre-reading strategies to predict words that might occur in a text by looking at a picture/title
  • Apply critical thinking to interact with text using intensive reading strategies
  • Read/scan specific factual information to answer short questions based on the text
  • Use critical thinking to respond to the text by applying world knowledge and own opinion
  • Understand that family gives support and a lot of love and care
  • Pronounce and spell simple words with silent letters such as "w" in write and "k" in know
  • Identify and change the number of simple naming words by adding or removing "s" and "es"
  • Change the number of irregular nouns
  • Provide the missing letter in simple two/three syllable words
  • Use appropriate expressions in conversation to articulate, recognize and use formulaic expressions to express and respond to greetings

Day 1: Pre-Reading and Reading (40 minutes)

Materials

  • Textbook pages 9-10
  • Family photo or drawing (teacher's own or from a magazine)
  • Board and markers

Warm-Up (10 minutes)

  1. Write "My Lovely Family" on the board.
  2. Ask students: "What words come to mind when you hear 'family'?"
  3. Pre-reading questions: "Do you love your family?" "Who is in your family?"
  4. Show a family photo and name the family members (mother, father, brother, sister, etc.).

Reading Activity (20 minutes)

  1. Read the passage aloud with expression. Students follow in their textbooks.
  2. While-reading questions: "What is your name?" "In which province do you live?"
  3. Key details from the passage:
    • Ayesha is 8 years old, from Pakistan, lives in Punjab
    • Mother: Shama (housewife, kind)
    • Father: Arshad (shopkeeper, tall, slim, funny, kind)
    • Brother: Ali (3 years old, sweet, loves playing with toys)
    • Baby sister: Nimra (8 months old, likes being on mother's lap)
    • Aunt: Farzana (father's sister)
    • Maternal uncles: Ilyas and Mahmood
    • Pet cat: Luna
  4. Students read the passage silently, then take turns reading aloud paragraph by paragraph.

Wrap-Up (10 minutes)

  1. Post-reading questions: "How many siblings do you have?" "What qualities do you find in your parents?"
  2. Students share one thing about their own family with a partner.

Differentiation

  • Support: Use family member flashcards (mother, father, brother, sister, aunt, uncle) for vocabulary support.
  • Extension: Students draw their family and write one sentence about each member.

Day 2: Comprehension and Vocabulary (40 minutes)

Materials

  • Textbook pages 10-11
  • Notebooks

Warm-Up (5 minutes)

  1. Quick recall: "What is Ayesha's father's name? What does he do?"
  2. Ask 2-3 students to name their family members.

Words Treasure (10 minutes)

  1. Teach the vocabulary words:
    • funny — humorous
    • tall — high in stature
    • like — to find somebody good
  2. Students use each word in a sentence about their family.

Comprehension (15 minutes)

  1. Work through the reading comprehension questions:
    • How old is Ayesha?
    • In which country does Ayesha live?
    • How old is Nimra?
    • What is your favourite hobby?
    • In which city do you live?
  2. Students answer orally first, then write in notebooks.

Introduction to Silent Letters (10 minutes)

  1. Remind students what silent letters are (from Unit 1).
  2. Focus on two specific silent letters:
    • Silent "w": wrinkle, wrist, write, wrong
    • Silent "k": knife, knock, know, knee
  3. Students write three words with silent "w" and three with silent "k" in their notebooks.

Differentiation

  • Support: Provide word cards with silent letters highlighted in colour.
  • Extension: Students find more words with silent "w" and "k" from a dictionary.

Day 3: Singular and Plural Nouns (40 minutes)

Materials

  • Textbook page 12
  • Noun flashcards
  • Notebooks

Warm-Up (5 minutes)

  1. Hold up one pencil: "This is a pencil." Hold up two: "These are pencils."
  2. Ask: "What changed?" Introduce the concept of singular and plural.

Grammar Lesson (20 minutes)

  1. Teach the four rules for making plurals:
    • Rule 1: Add "s" — boat/boats, lion/lions
    • Rule 2: Add "es" for words ending in s, x, z, ch, sh — dish/dishes, fox/foxes
    • Rule 3: Words ending in consonant + "y" — change "y" to "ies" — city/cities, country/countries
    • Rule 4: Irregular nouns — child/children, woman/women
  2. Write examples on the board for each rule.
  3. Students identify which rule applies to different words.

Practice Exercise (10 minutes)

  1. Complete the textbook exercise — write plurals of:
    • peach → peaches
    • story → stories
    • bird → birds
    • foot → feet
    • brush → brushes
    • man → men

Wrap-Up (5 minutes)

  1. Quick quiz: teacher says singular, students say plural (and vice versa).

Differentiation

  • Support: Colour-code the four rules (e.g., Rule 1 in blue, Rule 2 in green).
  • Extension: Students write 5 more nouns and their plurals, stating which rule they used.

Day 4: Multiple Syllable Words (40 minutes)

Materials

  • Textbook pages 12-13
  • Clapping hands for syllable counting
  • Notebooks

Warm-Up (5 minutes)

  1. Clap the word "family": fam-i-ly (3 claps).
  2. Clap the word "cat": cat (1 clap).
  3. Explain that syllables are the beats in a word.

Syllable Lesson (20 minutes)

  1. Explain that words with more than two syllables are called multiple syllable words.
  2. Work through the textbook examples:
    • respect → re-spect (2 syllables)
    • tennis → ten-nis (2 syllables)
    • family → fam-i-ly (3 syllables)
    • luminous → lu-mi-nous (3 syllables)
    • basketball → bas-ket-ball (3 syllables)
  3. Students clap along as each word is broken into syllables.
  4. Practice with additional words from the unit.

Practice Exercise (10 minutes)

  1. Students find two or three syllable words and write them in their notebooks.
  2. For each word, write the syllable division and number of syllables.

Wrap-Up (5 minutes)

  1. Play a game: teacher says a word, students clap the syllables and say how many.

Differentiation

  • Support: Start with two-syllable words before moving to three-syllable words.
  • Extension: Students find words with four syllables.

Day 5: Oral Communication — Greetings Dialogue (40 minutes)

Materials

  • Textbook page 13
  • Role-play props (optional)

Warm-Up (5 minutes)

  1. Greet several students: "Good morning! How are you?"
  2. Students practise responding: "I am fine. How are you?"

Dialogue Practice (20 minutes)

  1. Read the dialogue from the textbook aloud:
    • Eagle: Good Morning! How are you?
    • Pelican: I am fine. How are you?
    • Eagle: I am fine.
    • Pelican: Glad to know. Where are you going early in the morning?
    • Eagle: I am going to catch fish.
    • Pelican: I am also going to catch some fish. Let us go together.
  2. Students read in pairs, taking turns as Eagle and Pelican.
  3. Discuss greeting expressions: "Good morning," "How are you?", "I am fine," "Glad to know."

Role-Play Activity (10 minutes)

  1. Students create their own short greeting dialogues with a partner.
  2. They must include: a greeting, asking how someone is, and suggesting an activity to do together.
  3. Selected pairs perform for the class.

Unit Wrap-Up (5 minutes)

  1. Review key concepts: family vocabulary, silent letters (w, k), singular and plural nouns, syllable division, greetings.
  2. Teaching tip discussion: "A family is a group of people related to each other. They also live in the same house."

Differentiation

  • Support: Provide a dialogue template with blanks to fill in.
  • Extension: Students write a 5-line dialogue using new vocabulary.
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