Teaching On Good Neighbourliness Oral and Written Comprehension English Grammar Primary 3 Third Term Week 4
Subject: English Grammar
Class : Primary 3
Term : Third Term
Week : Week 4
Topic : Teaching On Good Neighbourliness Oral and Written Comprehension English Grammar Primary 3 Third Term Week 4
Previous Lesson
Content
Teaching On Good Neighbourliness Oral and Written Comprehension English Grammar Primary 3 Third Term Week 4
Title: A Friendly Neighborhood
Once upon a time, in a vibrant neighborhood called Sunshine Gardens, there lived a group of families who were always there for one another. They believed in the importance of good neighborliness and worked together to make their community a pleasant place to live.
In Sunshine Gardens, Mr. and Mrs. Johnson were known for their beautiful garden. Every morning, they would water the flowers and prune the bushes. Their neighbors often admired the colorful blooms that added charm to the surroundings. One day, Mrs. Johnson fell ill and couldn’t tend to the garden. Understanding the situation, the neighbors, Mr. and Mrs. Brown, stepped in to help. They watered the plants and even brought some new flowers to brighten the garden. The Johnsons were grateful for their kindness.
Next door, the Smith family had a talented young artist named Lily. She loved to paint and often displayed her artwork in their front yard. One sunny day, a sudden gust of wind blew away some of Lily’s paintings. Mr. and Mrs. Lee, who lived across the street, saw what happened and quickly gathered the scattered paintings. They returned them to Lily, who was relieved and thanked the Lees for their thoughtfulness.
In Sunshine Gardens, people didn’t only help each other, but they also respected one another’s privacy. Mr. and Mrs. Roberts, who lived next to the Parkers, always made sure to keep their music volume low in the evenings. They knew that the Parkers had a baby who needed a peaceful sleep. The Parkers appreciated their considerate behavior and thanked them for being understanding neighbors.
Another remarkable feature of Sunshine Gardens was the sense of unity during festivals and celebrations. Whenever a family organized a special event, everyone contributed to make it a grand success. When it was Mrs. Thompson’s birthday, the neighbors surprised her with a party. They brought delicious food, played games, and shared laughter. Mrs. Thompson felt loved and cherished by her caring neighbors.
The good neighborliness in Sunshine Gardens was not limited to humans. Even the furry friends were part of this close-knit community. Whenever a pet was missing, the whole neighborhood would come together to search for it. Mr. and Mrs. Davis once found a lost dog wandering around. They posted pictures and descriptions in the neighborhood chat group. Thanks to their efforts, the dog was reunited with its owner, and everyone celebrated the happy ending.
Living in Sunshine Gardens taught everyone the value of being a good neighbor. The families cherished their bond and the sense of belonging. They knew that by supporting and caring for each other, they could create a beautiful and harmonious community.
Comprehension Questions:
1. What is the name of the neighborhood in the story?
2. What did Mr. and Mrs. Johnson do every morning?
3. How did the Brown family help the Johnsons?
4. What was Lily’s talent?
5. Who helped gather Lily’s paintings?
6. How did Mr. and Mrs. Roberts show respect for their neighbors?
7. How did the neighbors celebrate Mrs. Thompson’s birthday?
8. What did the Davis family do when they found a lost dog?
9. Why did the families in Sunshine Gardens value good neighborliness?
10. What can you learn from the story about being a good neighbor?
Remember to encourage the students to read the passage carefully before attempting to answer the comprehension questions.
1. A discussion is a ____________ where people share their ideas and opinions.
2. When we discuss, we should ____________ and listen to others.
3. It is important to ____________ before sharing our thoughts during a discussion.
4. During a discussion, we can raise our ____________ to speak.
5. We should use polite ____________ when we participate in a discussion.
6. To have a good discussion, we should ____________ and respect different viewpoints.
7. When we discuss, we can ask ____________ to learn more about a topic.
8. To show that we are paying attention, we can ____________ and nod during a discussion.
9. We should not ____________ others or make fun of their ideas during a discussion.
10. After a discussion, we can ____________ the main points and summarize what we have learned.
Lesson Plan Presentation: Teaching on Good Neighborliness
Grade: Primary 3
Subject: English Grammar
Topic: Good Neighborliness – Oral and Written Comprehension
Term: Third Term
Week: 4
Objective:
By the end of this lesson, students will be able to:
1. Define the concept of good neighborliness.
2. Identify the qualities and behaviors of a good neighbor.
3. Understand the importance of good neighborliness in their community.
4. Demonstrate comprehension through oral discussions and written responses.
Materials:
– Whiteboard/Chart paper
– Markers
– Visual aids (pictures representing different neighborly behaviors)
– Comprehension passage handouts (previously prepared)
Procedure:
Introduction (5 minutes):
1. Greet the students and ensure everyone is attentive.
2. Begin by asking the students, “What does it mean to be a good neighbor?”
3. Allow a few students to share their thoughts and ideas.
4. Explain that today’s lesson is about good neighborliness and how it contributes to a harmonious community.
Vocabulary and Discussion (10 minutes):
1. Introduce and explain the vocabulary term: “Good Neighborliness.”
2. Write the term on the board and have the students repeat it together.
3. Engage the students in a class discussion about the qualities and behaviors of a good neighbor.
4. Write their responses on the board or chart paper.
5. Use visual aids or real-life examples to illustrate different neighborly behaviors (e.g., helping with groceries, sharing, being respectful, etc.).
6. Encourage students to share personal experiences or observations of good neighborly behavior.
Comprehension Passage (15 minutes):
1. Distribute the comprehension passage handouts to each student.
2. Instruct the students to read the passage silently to themselves.
3. Explain that after reading, they will answer a set of questions related to the passage.
4. Allow sufficient time for the students to read the passage and comprehend its content.
5. Remind students to underline or take notes as they read to aid in answering the questions.
6. Once they have finished reading, collect the handouts.
Oral Comprehension Discussion (10 minutes):
1. Facilitate an oral comprehension discussion based on the passage.
2. Pose questions related to the passage and encourage students to participate actively.
3. Allow students to share their answers and thoughts, promoting critical thinking and discussion among peers.
4. Provide feedback and guide the discussion to ensure a deeper understanding of the passage.
Written Comprehension Exercise (15 minutes):
1. Instruct the students to complete a written comprehension exercise individually.
2. Provide clear instructions on how to answer the questions using complete sentences.
3. Remind students to refer back to the passage for relevant information.
4. Circulate around the classroom, offering support and assistance as needed.
5. Collect the completed exercises at the end of the allocated time.
Summary and Conclusion (5 minutes):
1. Recap the main points discussed during the lesson, emphasizing the importance of good neighborliness.
2. Ask students to reflect on what they have learned and share one new thing they discovered.
3. Provide positive reinforcement and praise for their participation and understanding.
4. Assign any additional homework or reading related to the topic if necessary.
Assessment:
– The comprehension passage handout and written exercise will serve as the primary assessment tools to evaluate students’ understanding of the topic.
Note:
– Adapt the lesson duration and pace according to the needs and abilities of the students.
– Encourage active participation and create a supportive learning environment that promotes respect and appreciation for diverse perspectives.