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Grade: 3

Subject: English

Term: 1

Week: 9
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Date: Lesson 1
Lesson objectives:
 Read an adventure story and understand most specific information and detail.
 Revise Past Simple tense.
Materials needed:
 Learner’s Book pg.86-87, audio track 34, copybooks
Key vocabulary:
 Wicked tribe, captured, guardians, sword, ravine, flash of light, beasts.
Time: Stage of the Grouping: Key points / Comments / Differentiation
lesson:
5 min. Warm-up Whole class Tell learners they are going to read an adventure story called The Seekers. Have
them open their Learner’s Book on page 86 (or just show that page on the
screen). Ask them to look at the picture a. Focus on the three questions from
Activity 1 and encourage learners to give their suggestions.

Note: if learners find part b difficult, explain that the verb seek is similar to the
verb search, and that -er is added to make the noun, i.e. a person who seeks or
searches.
15 min. Main Whole class Read the introduction to the story to the learners and make sure they follow
teaching you along (or randomly choose some students to read for the class). While
reading, ask some questions from the text to check learners’ attention. Pre-
teach the words students may find difficult:
 Wicked – morally wrong and bad
 Capture – to take something into your possession, especially by force
 Guardian – someone who protects something

After reading the introduction part of the story, go back to the questions from
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Activity 1 and check learners’ answers.

Tell learners they will now listen to the story (track 34 – check in resources) to
have a chance to look at the details. Play the audio track one time and
encourage learners to listen attentively, as they will need to answer some
questions about the story afterward. Focus on the questions from Activity 3 and
have learners write the answers in their copybooks.

10 min. Grammar Whole class / Ask learners to identify which tense is used to describe the events in the story.
focus Individual Discuss why the past simple tense is used in this story. Remind that past simple
work/Pair is used to talk about actions that were completed in the past. Point out how the
work story describes events that have already happened, which is why the past
simple tense is used throughout the narrative.

Review regular and irregular verbs by writing examples like "captured," "chose,"
and "wanted" on the board. Ask the learners to identify whether each verb is
regular or irregular. Next, instruct the learners to work in their copybooks. They
will need to find 8 verbs in the simple past tense from the story and write them
in their copybooks. Beside each verb, they should indicate whether it is a
regular or irregular verb.
Once most students have completed the task, pair them up and have each pair
exchange their copybooks with each other. Each student will then check their
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partner's list of verbs, ensuring that the verbs are correctly identified as regular
or irregular. Walk around the classroom while the students are engaged in the
pair-check to monitor discussions and provide guidance if needed.
15 min. Story Groupwork Divide the story into small sections (find in resources). Divide the students into
retelling four groups, assigning each group one section of the story. Ask each group to
read their section carefully and discuss it together (it should take no more than
2 minutes). They should plan how they will retell their part of the story, deciding
what key points to highlight, and how they can make their retelling engaging
(e.g., using expressive voices or gestures).

Have the groups present their sections in order, creating a seamless retelling of
the entire story. Each group takes their turn, making sure to connect their part
to the previous one. While each group is retelling their part, the rest of the class
should listen carefully.

After all the groups have presented, hold a class discussion about the story. Ask
questions like "What was the most challenging part of the story for Kehan?" or
"What do you think will happen next in the story?". You can award groups with
some points for their work.
Homework Workbook pg.64 ex.1, 2
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Date: Lesson 2
Lesson objectives:
 Read an adventure story and understand most specific information and detail.
Materials needed:
 Learner’s Book pg.88-89, audio track 35, game link, copybooks, question prompts pdf
Key vocabulary:
 Wicked tribe, captured, guardians, sword, ravine, flash of light, beasts.
Time: Stage of the Grouping: Key points / Comments / Differentiation
lesson:
5 min. Warm-up Whole class To reinforce learners’ memory of key details from the first part of “The Seekers”
story, ask some questions like:
 What was the story about?
 What is the setting of the story?
 Why did people of Raban need to find the Magic Stones?
 Who is Kehan, and what was his mission?
 What happened when Kehan passed the test? What did the Guardians
give him?
5 min. Introduction Whole class Open the Learner’s Book on page 87 and ask students to look at the pictures b-g
(Activity 4) to understand new words and to predict the storyline. Explain that
looking at pictures is a useful strategy for understanding a story.
Find the four things in the pictures.
 Ravine – a deep narrow valley
 Beast – an animal, especially a large or wild one.
Use these words and other things the learners can see to make predictions
about what happens next.
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15 min. Main Whole class Tell learners they will now listen to the next part of the story. Play the audio
teaching (track 35 – check in resources) so learners can check their predictions and
answer the question.
Give feedback and replay the audio, but this time use the audioscript as well
(show it on the screen). Learners put the pictures in order and say which way
the children went. If necessary, pause the audio after each part that
corresponds to a picture and offer feedback.

To assess understanding of the second part of the story, the learners are going
to play a short “True or False” game.
Use the link – https://wordwall.net/resource/76957047
Read each statement out loud. If learners think the statement is true, they
should raise their thumbs up. If they think the statement is false, they should
make their thumbs go down. After reading each statement, you can briefly
pause to allow the children to show their thumbs, then reveal the correct
answer and discuss it if necessary.
5 min. Writing Individual Learner’s Book: page 88, Activity 6
practice work Now students are going to work on a matching activity. First, have them read
each sentence half on the left side carefully. Then, ask them to look at the
options on the right side and decide which one completes the sentence
correctly. Once they’ve matched them all, they should copy the full sentences
into their copybooks.

10 min. Speaking Groupwork Learner’s Book: page 88, Activity 8. Students will work together to think about
practice what might have happened next in the story.
Divide the students into small groups of 3-4. In their groups, students should
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take turns sharing their ideas about what happened to the children and the
beasts after the story ended. Encourage them to listen carefully to each other’s
ideas and try to build on them by adding different details. Walk around the
classroom, listen to their discussion, offer your help if needed. Make sure
everyone in the group gets a chance to share their thoughts.

Differentiation ideas: if learners need support with this task, use question
prompts (check in resources) to encourage more predictions.
5 min. Speaking Whole class Learner’s Book: page 89, Activity 10.
practice 2 Build up a list of jobs on the board where people do brave things. Encourage
learners to talk about people they know who do one of these jobs.
Elicit reasons for this, e.g. A police officer is brave because he stops dangerous
people.
Suggested list of jobs: firefighter, soldier, sailor, pilot, police officer, and
learners’ own answers.
Homework Workbook pg.65 ex.3,4

Date: Lesson 3
Lesson objectives:
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 Write the ending to “The Seekers” story.
Materials needed:
 Learner’s Book pg.91, writing template, question prompts pdf, example of writing
Key vocabulary:
 Wicked tribe, captured, guardians, sword, ravine, flash of light, beasts.
Time: Stage of the Grouping: Key points / Comments / Differentiation
lesson:
5 min. Warm-up Whole class Tell learners they are going to write an ending to “The Seekers” story.
As a class, briefly discuss the story. You can use the following questions:
 Who are the main characters of the story?
 Why was Kehan chosen to go on the journey?
 What challenges did Kehan and his friends face during their journey?
 How did the magic swords help children in their adventure?
 Why were the three magic stones important to the Kingdom of Raban?
5-7 Brainstorming Groupwork Divide learners into small groups of 3. Support them by eliciting suggestions to
min. ideas questions about the ending (use questions prompts pdf – check in resources).
In groups, learners share thoughts with others to decide on an ending to the
story. Walk around and offer guidance about how to plan and what to include.
20 min. Writing the Groupwork Share the writing template with the learners (should be printed beforehand). In
story their groups, learners write their story endings. Circulate and give advice about
using the past simple, adjectives, time expressions, dialogue and punctuation.
Encourage learners to write neatly. Allow learners to decorate their stories after
they’ve finished writing.
Note: There is an example writing uploaded to the folder. You can show it to the
learners for them to know how their writing should look like. Moreover, it can
be read to the students as an example.

Success criteria:
 The group works together to decide on a preferred ending, considering
everyone's ideas and contributions.
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 The events in the ending are well-organized and follow the rest of the
story.
 The story is written using the past simple tense, with correct use of
adjectives, time expressions, dialogue, and punctuation.
 Each group member participates in presenting the story ending to the
class.
15 min. Presentation Groupwork Invite each group to the front of the class to present their story endings.
Learners can even vote for the most exciting ending.
Homework Workbook pg.66 ex.3,4

Date: Lesson 4
Lesson objectives:
 Compare ways of getting to school.
 Learn about the uses of get.
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Materials needed:
 Video link, Learner’s book pg.94-95, audio track 36, worksheet, sticky notes, copybooks
Key vocabulary:
 Ferry, tuk-tuk, tram, hike, zipwire, canyon, cable, harness.
Time: Stage of the Grouping: Key points / Comments / Differentiation
lesson:
5 min. Warm-up Whole class Ask the class to talk about different ways to travel. For example, how does
everyone get to school? Then show children going to extremes to reach school,
for example by watching this video: https://www.youtube.com/watch?
v=eIsQ0B43Q9Y
Discuss which ways of travelling are safe and which might be unsafe.
5 min. Introduction Pair work / Learner’s Book: page 94
Whole class Activity 2. Learners will ask and answer questions about the different methods
of transport in their pairs. Don’t worry if learners don’t know some of the
names of the types of transport, they will find out in the next activity. Allow 2
minutes for pair discussion. Encourage learners to ask extra questions. For
example: How long did the journey take? How many times have you travelled by
ferry?

Activity 3. Find the types of transport in the photos in Activity 2. If learners find
tuk-tuk challenging, encourage them to match the names they know and guess
using the process of elimination.
10 min. Listening Pair work / Learners will hear five children talk about the way they get to school every day.
Whole class Share the matching worksheet with the learners (should be printed
beforehand). In pairs, they will match each speaker to the photo of the method
of transport they use.
Play the audio (check in resources) and have learners match the first speaker to
a picture. Ask learners to talk briefly about good and bad points of the type of
transport used by the speaker. Repeat for the other speakers.
15 min. Reading Whole class Learner’s Book: page 95, Activity 7
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practice Read the article about Daisy to the learners (or randomly choose some learners
to read for the class, while others follow him/her along). There might be some
words learners are unfamiliar with. If necessary, remind that they don’t need to
understand every word and tell them they will have the chance to ask about
new words later.

Useful strategy to use: Give each student a green sticky note before the class
starts to read. Instruct the students to write down any words they come across
that are unfamiliar to them on the sticky note as they read. Once they’ve
finished reading, ask students to share the words they wrote down. Write the
most common new words on the board for further discussion.

Work out the meaning of the words in blue. Focus on the first two blue words,
hike and zipwire. Read the whole sentence and ask questions that help learners
guess the meaning. For example: Which takes longer: the hike or the zipwire
ride? Is there a big difference? So what could a hike be? Work out the meaning
of the other blue words as well.
 Hike – a long walk, usually in the countryside.
 Zipwire – a long thick wire between two points. You can travel along it by
hanging onto a small wheel on the wire.
 Canyon – a large valley with very steep sides.
 Harness – something you wear with straps and belts that stops you
falling.
 Cable – a thick strong wire.

Learners read the questions from Activity 9 and write answers to them into
Writing their copybooks.
practice
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10 min. Language Whole class Learners are going to explore the uses of get. Begin by explaining that the word
focus get has many different uses. It can be used to mean “arrive at a place”, “receive
something”, “become”, and more. Draw a circle on the board and write the
word “get” inside it. Draw two lines extending from the circle. On one line, write
“get to school”, and on the other – “get nervous”. Ask students to think about
and share the meaning of get in these two phrases.
 Get to school – here, get means to “arrive at a place”. It describes the
action of arriving at the school.
 Get nervous – here, get is used to describe a change of feeling or
situation, meaning “become”.
Then, ask students to quickly scan the text (from Activity 7) and find other
phrases that use get. Add them to your circle on the board and discuss each
example:
 Get to the other side – to reach a destination.
 Get easier – become less difficult or more manageable over time.
Ask students if they know any more examples (get bored, get worried, get
something (a present, for example), get better).

Recap the different meanings of get. Then, have children make up 2 sentences
each using get in one of the different ways discussed and write them into their
copybooks.
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Homework Workbook pg.68 ex.1,3; pg.69 ex.5

Date: Lesson 5
Lesson objectives:
 Find out about road safety.
Materials needed:
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 Learner’s Book pg.96, sticky notes, ppt, video link, copybooks
Key vocabulary:
 Lorries, helmet, reflective (armbands), reverse, pedestrian crossing, seatbelt.
Time: Stage of the Grouping: Key points / Comments / Differentiation
lesson:
5 min. Warm-up Pair work / Elicit common ways of travelling. Focus on some of them and elicit
whole class products/ways of keeping safe. Divide the learners into pairs, provide each pair
with a sticky note. Allow pairs 60 seconds (you can use timer on the screen) to
write down as many ways/products as they can. At the end of the minute, make
a list of these on the board.
Possible answers: seatbelts, airbags, child car seats (car safety); seatbelts,
oxygen mask, life vests/jackets, emergency exits (air travel safety); handrails
and straps (train safety); helmets, reflective/armband, bell or horn (bicycle
safety); lifeboats, life jackets (boat/ferry safety); pedestrian crossing, reflective
clothing (walking).
10 min. Vocabulary Whole class Use ppt (Vocabulary and Transport) for this stage.
presentation
5 min. Eliciting/pre- Whole class Learner’s Book: page 96, Activity 1
teaching The aim of this activity is to elicit/pre-teach vocabulary for Activity 2 and to
target make predictions about what learners might read. Look at the pictures.
vocabulary Elicit/pre-teach lorries, helmet, reflective (armbands), to reverse, pedestrian
crossing, seatbelt and other useful words. Build up a list on the board. If
learners walk, ride or similar to school, ask them to talk about objects they use
to stay safe or mime what they do, e.g. putting on a helmet/seatbelt/high-
visibility clothing/armbands.
15 min. Listening Whole class / Tell students they will listen to a series of safety tips related to traveling by
practice groupwork different means of transport. Play the audio recording of the text (track 37 –
check in resources). Ask students to follow along as they listen to the text using
their books.
To reinforce understanding of road safety tips and practice communication
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skills, students will have a role-play after listening. Divide students into small
groups of 3-4. Assign a situation discussed in the text to each group:
1. Group 1. Riding a bike on a busy road.
2. Group 2. Walking home in the dark.
3. Group 3. Walking near big lorries.
4. Group 4. Crossing a road without pedestrian crossing.
5. Group 5. Wearing a seatbelt in the car.
Each group will present a short role-play based on their assigned situation (2
minutes for each group). They should show the potential dangers and how to
stay safe by using advice from the text (e.g. wearing a helmet, using reflective
armbands, avoiding lorries, using pedestrian crossings, and always wearing a
seatbelt). After all the groups have performed, hold a class discussion about the
different safety measures and why they are important. Encourage students to
share their thoughts on how they can apply these safety tips in their own lives.
10 min. Grammar Whole class Ask students to find sentences in the text that contain should and mustn’t.
focus Reveal those sentences on the screen using ppt. Hold up a class discussion by
asking students to share their thoughts on what they think should and mustn’t
mean and why they are used in these sentences. Ask questions to guide the
discussion:
 What is the difference between should and mustn’t?
 When do we use should?
 When do we use mustn’t? What does it tell us?
Summarize their ideas, clarifying that should is used for giving advice, while
mustn’t is used to express a strong rule, order or prohibition.

Ask students to write one sentence using should and one using mustn’t into
their copybooks. Have a few students share their sentences with the class.

Quickly review the difference between should and mustn’t by asking students to
summarize when to use each word.
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Homework