SOW - Unit 3 Programme - Year 3 english language

7/31/2019 SOW - Unit 3 Programme - Year 3 english language

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YEAR 3

UNIT 3

THEME:

Living

Healthy,


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Keeping

SafeYEAR 3

UNIT 3

THEME: Living healthy, keepingsafe

Overview

During Year 3, themes continue to be used to create opportunities for the children toread, write and discuss texts. At this stage of their learning, the children should havea firm foundation of the 44 phonemes in the English language, having consolidatedthem throughout the Year 2 English programme.

In Unit 3, the theme is Living healthy, keeping safe. The topics will cover differentoccupations involved in healthcare and safety, healthy and unhealthy foods, keepingfit and healthy through exercise, pedestrian and travel safety and safety both in thehome and outside of the home. Each week utilises the principles of integration acrossthe four language skills, uses concrete experiences and fosters independent readingand writing habits. A shared read is the focus of each area of health and safety from

which listening, speaking, reading and writing tasks are set. The stress is onenjoyment, communication and the needs of individual learners.

Overarching objectives:

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Although each activity undertaken within the reading programme hasits own specific objective, it is important to be aware of theoverarching objectives of the scheme and what we, as teachers, areaiming towards with the children.

The first overarching objective is to use the four skills listening,speaking, reading and writing to become familiar with informationabout celebrations and to respond to this.

The second overarching objective is to extend the childrensconfidence, ability and stamina in reading and writing. (This objectivecomes with the awareness that each childs individual starting pointin reading and writing in Year 3 will differ and so we are working toextend them at their own level, hence the necessity for differentiatedtasks).

The purpose/objective of each of the specific activities of the lesson isshown below within the explanation and description of each activity.

UNIT OVERVIEWTOPICS WEEK SUB-TOPICS

PEOPLE WHO HELPUS

1 People Who Keep Us Safe2 People Who Keep Us Healthy

FOOD AND BODYCARE

3 Healthy and Unhealthy Food4 Body Care

FIT AND HEALTHY5 Keeping Fit6 Keeping Healthy

ROAD SAFETY7 Pedestrian Safety8 Travel Safety

BE SAFE!9 Home Safety10 Public Safety

DAILY OVERVIEWDAY ACTIVITIES TIMING1 - 4 Speedy sounds and speedy words 5 mins

Listening and speaking (intro to shared read) 10 minsShared reading 15 minsSong 2-3 minsListening and speaking (response to sharedread)

10 mins

Writing task ( Day 1 modelled, Day 2 classdictated, Day 3 group writing, Day 4

15 mins

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independent writing)Song 2-3 mins

DAY ACTIVITIES TIMING

5

Listening and speaking (recapping &summarizing week)

10 mins

Reading/sharing childrens writing from the

week

10 mins

Independent Reading 15 minsSong 2-3 minsWriting task (comprehension, cloze passage) 20 minsSong 2-3 mins

RESOURCES NEEDEDNO RESOURCES1 Pictures & resources

2 SBA week resources3 Songs4 1 Small book for writing

Explanation and description of the

activitiesSpeed sounds/speedy words

In this unit the children continuously practise the sounds learnt In Pra-Year 2. No new

sounds are introduced. However, teachers should assess the children at the beginning of

the year and the focus in the speed sounds activity should be specifically on those sounds

that require development.

Speed sounds

Purpose: to practise letter-sound correspondences

Materials: Speed sound chart (see below)

Procedure:

1. Practise the speed sounds every day. In Year 3, this should take only 1-2 minutes of the

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lesson and the children should be very participant.2. Point to the top sound/(grapheme) in any speed sound box on the chart, e.g. c3. Expect the children to tell you that sound.4. Now point to the other graphemes in the same box, (e.g. k and ck) expecting the

children to say the same sound.5. Continue pointing to the sounds on the speed sound chart at random.6. If the children are unsure on some of the vowel sounds, remind them of the mnemonic,

e.g. Blow the snow, May I play?7. Keep up a good pace.

Speed sound consonant boxesb

b

b

c

k

c

k

d

d

d

f

f

f

g

g

g

h j

g

dg

e

l

ll

l

e

m

m

m

n

n

n

p

p

p

q

u

r

rr

w

r

s

s

s

c

t

t

t

v

v

e

w

w

h

x y z

z

z

ch

tc

h

s

h

t

h

n

g

Speed sound vowel boxesa e

ea

i o u ay

a-e

ai

ee

y

eae

igh

i-e

iy

ie

ow

o-e

oao

oo

u-e

ueew

ar or

oo

ror

e

ir

ur

er

aw

au

ou

ow

oy

oi

air

ar

eea

r

er

e

ear

ere

eer

Speedy words

Practise blending and finger spelling every day. The words used in this activity should be

well understood by the children as there isnt time in this activity to explain the meanings

of new words. Blend three words and Finger spell three words. This should be quick and

should take no more than approximately 3 minutes. Use of words which will come up in the

days reading would be good to choose.

Speedy word blending

Purpose: to practise blending

Materials: list of words to blend (these should come from the days shared reading text)

Procedure:

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1. Write a word on the board e.g. play2. Ask the children to get their lips ready to start blending the word. They should not make

the sound itself. Lips at the ready!3. Put your finger underneath the first letter of the word on the board and as you move

your finger under the word the children should blend it.4. Repeat 2 times with different words.

Speedy word finger spelling

Purpose: to practise segmentation

Materials: list of words to spell (these should come from the days shared reading text)

Procedure:

1. Say the word stay.2. Ask the children to say it.3. Say the word stay again.4. Hold up left fist.5. Segment sounds raising and touching the thumb and each finger for each sound.6. Say the word stay running index finger across the fingers (the word stay) left to right.7. Say the grapheme s and write it on the thumb.8. Say the next grapheme t and write it on the first finger.

9. Say the last grapheme ay and write them on the next finger and then say the wordstay.

10.Repeat 2 times with different words.

Shared reading

Shared Reading takes place on days 1-4. The text for the Shared Reading is included in the

programme.

Purpose: to read a text together as a class in order to discuss the content of the text and

to model and practise reading skills

Materials: a large copy of the Shared Reading text and smaller texts, where necessary, for

the children to look at independently or with a partner.

NB. Dependent on the average ability of your class, you may wish to differentiate the given

shared text so that it meets the needs of the majority of your readers.

Procedure:1. The shared reading time is usually preceded by a speaking and listening task to

introduce it or to enable the children to reflect on the previous days shared reading.2. Display the large shared reading text. If you have a very large class, you may want to

give the children the text in front of them so that they can see it clearly.3. Give the children time to read either all of the shared text in their heads or an element

of it (e.g. 2-3 sentences).4. Support less able readers in this task by having them close to you and working with

them to read a small element of the text.

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5. Next ask the children to read while you point to the words.6. Expect the children to read the very common words without blending.7. Encourage children to blend swiftly where necessary.8. For multi-syllabic words it may be necessary to help the children to break the word into

syllables before reading.9. The children will need extra help with some words. Encourage the children to use

phonics as much as possible. Tell the children parts of the words that they are not ableto work out for themselves.

10.In Year 3 really encourage the children to lead the reading rather than the teacher voice

being dominant.11.When youve read the text through once, ask the children to read the text again. You

might ask half of the children to read and then swap over.12.The speaking and listening task which follows the shared reading will enable the

children to reflect on what they have read.Independent readingIndependent reading takes place during days 1-4 when the children are preparing to read

the shared text as a whole class. It also takes place on day 5. Additional independent

reading should take place within homework tasks. The enrichment text (differentiated as

necessary) can be used for homework.

Purpose: to read a text (differentiated to meet the childs level of reading ability)

independently to practise blending, recognition of sight words and comprehension of a text

Materials: differentiated texts

Create an atmosphere of quiet in order to allow the children to read independently without

distraction.

Writing tasks

Five different types writing tasks are suggested:

Modelled writing

Class dictated writing

Group writing

Independent writing

As the week progresses, the children work from best practice writing modelled by theirteacher towards independent writing tasks.Modelled writing

Purpose: to demonstrate to the children the way in which to construct sentences including

writing skills such as editing and correction.

Materials: Generally, the teacher will model the writing on a white board.

Procedure:

1. The speaking and listening task prior to the modelled writing task often acts as anintroduction to the writing.2. The teacher can write alone or with the use of a puppet. Where a puppet is used, theteacher and puppet can share the roles of writer and critique.

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3. Introduce the purpose of your writing to the children e.g. I am going to write a diaryas though I were at the Papat Jambul ceremony.4. Speak aloud your thought process as you write, modelling to the class the way inwhich you are structuring the text as a whole and also at the sentence level.E.g. So, I need to start with the date for the diary. Lets say, Thursday 4th March. Now,because Im writing a diary I need to write about things which have already happened.Shall I say Today I swim or Today I swam?

5. Ask the class for help in this way as you write in order to maintain their fullengagement.

6. Spelling or punctuation errors could be made and the children in the class can help tocorrect these.7. When the modelled task is complete, read through it encouraging the children to listen.Perhaps stop at

times and ask the children to help you to make the writing better e.g. Big is quite agood word but is there

a better word I could use? Maybe I could say enormous instead.Class dictated writing

Purpose: to involve the children in a shared and guided writing experience, demonstratingvalue for the ideas they have and supporting them in constructing sentences accuratelyMaterials: Generally, the teacher will write the class dictated writing onto a white board.

1. The speaking and listening task prior to the class dictated writing task often acts as anintroduction to the writing.2. Ask children to contribute their ideas for the writing asking prompting questions to

encourage their ideas e.g. Were going to work together to write ideas of what it mightbe like to be at a National Day parade what might we hear? What might we see?

3. If the ideas are not contributed in a grammatical sentence, suggest a suitable wordingfor the sentence.

4. Encourage the children to be involved in recognising where punctuation is needed.5. Ask the children to help spell only one word in each sentence. (The object of this

activity is creating a written composition, not learning to spell.)Group writingPurpose: to enable the children to work alongside peers to construct sentences

Materials: The children in each group will need a piece of paper (sometimes with a

picture/pictures on it) to write their ideas onto.

1. The speaking and listening task prior to the group writing task often acts as anintroduction to the writing.

2. Put children into groups of 3 or 4 children and ask one child.3. Children should take turns to write ideas down on the paper.4. Encourage collaborative thinking, support for the writer in terms of spelling and

participation from all children.5. Praise good group work and use good groups as a model to rest of the class.

Independent writing

Purpose: to enable the children to demonstrate their independent writing ability and to

think for themselves about the content of their writing and the structures and vocabulary

they wish to incorporate

Materials: The children should generally write in their exercise book although some

independent tasks might require the use of paper in different formats e.g. a leaflet.

1. The speaking and listening task prior to the independent writing task often acts as

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an introduction to the writing.2. Children should sit comfortably at their desks for independent writing and an

atmosphere of quiet working should be encouraged to allow the children to thinkindependently.

3. Independent writing tasks should be differentiated so that each child can experiencesuccess.

Differentiation might take the form of: Differentiation by outcome in some tasks the content and amount of writing

achieved by the children will be the differentiating factor Differentiation by support some children may work independently whilst others are

supported by the teacher

Differentiation by resource some children may need cue cards, sentence starters tocomplete or pictures to prompt their ideas

PROGRAMME

Week 1 People Who Help Keep Us Safe

People Who Keep Us Safe and Healthy

Tune: John Jacob Jingleheimer Schmidt

I want to be a fireman

When I grow up

Ill work really hard

Ill put out all the fires

I will even catch big crocodiles!

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Or, I could be a doctor

Thats what Ill do

Ill treat the hurts and aches

Ill learn to operate

My stitches will be really straight

Mom says Id make a good dentist

They fix your teeth

They fill the cavities

And keep your gums healthy

Stay away from all those fizzy drinks!

Or, I could be a soldier

And keep the peace

Ill train day and night

Ill be prepared to fight

Ill be really fit from exercise

I have so many choices

What should I do?

I want to have a job

That makes my country proud

And keeps people safe and healthy

keeps people safe and healthy


too!

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Day

Elements Content

1 Speedysoundsandspeedywords

Listening

Quickly rehearse the childrens recognition of sounds. Choose5 words to show the children for speedy reading practice.

Using mind-mapping, write the word Occupation. Ask theclass what is another word for occupation. Ask them what arethe occupations that the children can think of. Write theiranswers on the board. Introduce the first occupation i.e. Police

and talk a bit about it

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andspeaking(intro tosharedread)

Sharedreading

Song

Listeningandspeaking(responseto sharedread)

Writingtask Day 1modelled

Song

Job Description FormJob Title Police

Reportingto

Ministry of Home Affairs

Salary $800.00 per month

WorkingHours

7 hours a day

Location Bandar Police Headquarters

Responsibilities and Duties

1. To make sure people are safe.

2. To help people in response to theft, burglary and violence.

3. To work with traffic police in road accidents.

4. To help lawyers to solve criminal cases and interview suspects.

5.To give talks to schools telling students to behave well and not to get

involved in crime.

Academic Qualifications & Physical Requirements

1. Should have four O Levels

2. Should pass fitness test

3.

Should be at least 5 feet 4 inch tall ( male )

Should be at least 5 feet tall ( female )

4.Should not be less than 55 kg and not more than 70 kg ( male )Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities

1. Must be helpful and dedicated

2. Must be honest and trustworthy

3. Must be brave

4. Must be ready to work at any place and at any time

ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTIONI have received a copy of the Job Description and have read and understand its

contents.

Employee Name :_____________________________________________________________________

Employee Signature : _____________________________________ Date:________________

Chief Inspector Signature: _________________________________ Date: ________________

Sing: People Who Keep Us Safe and HealthyListening and Speaking ActivityHaving read together the shared read a couple of times, selectone student to be a policeman. Let that student stand in frontof the class wearing a cut-out policemans hat. Let him/her askthe other children questions for example :-

- How much is my salary?- What are my duties as a policeman?

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- What are my academic qualifications?- What are the personal qualities I should have?

Writing ActivityStick a cut out policemans helmet on the board (or draw anoutline). Model to the class a list of facts about the role of apoliceman, remembering these from the shared reading e.g.Thinking - What can I remember about the job of a policeman?Writing

He or she must:1) Be fit enough to pass a fitness test2) Make sure people are safe3) Not weigh more than 65 kg ...and so on

Sing: People Who Keep Us Safe and Healthy

2 Speedysoundsand

speedywords

Listeningandspeaking(intro toshared


Ask them to talk about the occupation discussed yesterday.

What can they remember about a policemans duties? Thentake out a firemans cut-out helmet or the teacher can wear aplastic fireman helmet. Ask the children what they know aboutthe job of a fireman? In what ways is the job the same as the

job of a policeman?

Job Description Form

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read)

Sharedreading

Song

Listeningandspeaking(response

to sharedread)

Writingtask Day 2 Classdictated

Song

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Job Title Fireman

Reporting to Ministry of Home Affairs


Working Hours 7 hours a day

Location Limau Manis Fire station


1.

To put out fires.

2.

To respond to emergency calls from people in need of help.

3.

To help people in fires, accidents, flooded areas or trapped in brokenlifts.

4.

To help catch wild animals, for example snakes and crocodiles.

5.

To give talks and demonstrate how to put out fires.

6.

To make sure all fire fighting equipment is clean, in good conditionand ready to use.


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ACKNOWLEDGMENT FOR RECEIPT OF JOB DESCRIPTION

I have received a copy of the Job Description and have read and understand its

contents.

Employee Name :_____________________________________________________________________

Employee Signature : _____________________________________ Date:________________

Chief Inspector Signature: __________________________________ Date: ________________


Listening and Speaking ActivityChoose a few children to be the fireman (a firemans helmetwould be nice to put on the childs head) and let him/herexplain the duties of a fireman. Choose another child toexplain the academic qualifications and physical requirementsneeded to be a fireman/firewoman. Then choose another childto explain the personal qualities that a fireman/firewomanshould have. Use the whole class to ask questions to promptthe answers from the children wearing the hat e.g. What areyour duties? How heavy must you be? How many o-levelsmust you have? And so on.

Writing ActivityStick a cut out firemans helmet on the board or draw anoutline of one. In this class dictated writing task ask thestudents to tell you facts they remember (take the sharedread away) about the role of a fireman.E.g. He must be:1) fit and healthy.Sing: People Who Keep Us Safe and Healthy

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1. Should have four O Levels

2. Should pass fitness test

3. Should be fit and healthy.

5.Should be at least 5 feet 4 inch tall ( male )Should be at least 5 feet tall ( female )

6.Should not be less than 55 kg and not more than 70 kg ( male )Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities

1. Must be brave and quick thinking.

2. Must be able to work in a team.

3. Must be ready to work at any place and at any time.


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Listeningandspeaking(intro tosharedread)

Sharedreading

Song

Listeningand

speaking(responseto sharedread)

Writingtask Day 3groupwriting

Song


Ask the students about the two occupations they have learnt.Recap the duties or responsibilities of each occupation.Review any academic and physical qualities that the children

might think are most important for these roles. Next introduceanother occupation army officer.Job Description Form

Job Title Army Officer

Reporting to Ministry of Defence



Location Berakas Garrison


1. To ensure the safety of the people and the country.

2.To represent Brunei in countries in need of help.

3.To go for tactical exercises with soldiers from other countries.

4.To aid in community services, for example restore damaged houses

and broken bridges.

5. To be ready to go to war


1. Should be a degree holder.

2. Should undergo military training.

3. Should be fit and healthy.3. Should be at least 5 feet 4 inch tall ( male )

Should be at least 5 feet tall ( female )

4. Should not be less than 55 kg and not more than 70 kg ( male )Should not be less than 45 kg and not more than 65 kg ( female )


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Personal Qualities

1. Must have good discipline.

2. Must be brave.

3. Must be able to lead a team.


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contents.

Officer Name : ______________________________________________________________________

Officer Signature : _____________________________________ Date: ________________

Commanding Officer Signature : ____________________________ Date:________________

Sing: Sing: People Who Keep Us Safe and Healthy

Listening and Speaking ActivityGroup the children. Give cut-out sub-headings and sentencesto each group and ask the children to discuss where to put thesentences under the correct sub-headings in order that theyare in the right sections.Cut-out sub-headings:-~Responsibilities and Duties~Academic Qualifications & Physical Requirements~Personal QualitiesExample of cut-out sentences:-~ To help in community services for example restore

damaged houses andbroken bridges.

~ four O Levels.~ ready to serve the country.

Writing ActivityIn this group writing task, give each group a piece of A4paper with a three columned table. Label the columns Apoliceman must..., A fireman must..., An army officer must... .In groups the children should write facts they remember fromthe job descriptions discussed over the last three days.Sing: People Who Keep Us Safe and Healthy

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4 Speedysoundsand

speedywords


Sharedreading

Song Listening

andspeaking(responseto sharedread)

Writingtask Day 4independe

nt writing Song


Ask the children what other occupations can help people otherthan policemen, firemen and army officers. Write down theword Security Guard on the board and ask the children whatthey might know about the duties, the academic and physicalcriterion and the personal qualities.


Job Title Security Guard

Reporting to TIARA Security Services


WorkingHours

7 hours a day

Location International Bank of Brunei

Responsibilities and Duties1.

To protect premises, money or people.

2.

To operate detecting devices to scan individualsand prevent illegal articles into restricted areas.

3

.

To drive motor vehicles to escort individuals tospecified locations and to provide personal

protection.

4.

To write reports about the daily activities andproblems such as equipment or propertydamage, theft, presence of unauthorized personsor unusual occurrences

5.

To call the police or fire departments in cases ofemergency.

Academic Qualifications & PhysicalRequirements

1.

Should have passed Year 11

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2.

Should be fit and healthy

3.

Should know the basic skill in self-defense

Personal Qualities

1.

Must be honest and trustworthy.

2.

Must be alert and able to act quickly.

3.

Must be brave and responsible.


I have received a copy of the Job Description andhave read and understand its contents.

Employee Name:________________________________________________________

______________

Employee Signature :_____________________________________ Date:

________________

Supervisor Signature : _____________________________________Date: ________________

Sing: People Who Keep Us Safe and HealthyListening and Speaking ActivityPair the children. Discuss together questions to ask theirpartner about a family members occupation e.g. What is hisoccupation? What does your dad have to do? Ask about theirduties and important qualities they must have for that role.Writing Activity Independent WritingBefore the children start to write about their parents orsiblings occupation, let the children discuss with the teacherany vocabulary that they may need support in writing. Giveeach child the A4 size Job Description Template and let them

fill in the template.Sing: People Who Keep Us Safe and Healthy

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5 Listeningandspeaking(recapping&summarizing week)

Reading/sharingchildrenswriting

Use the information from Day 1 and ask the class to recap thefour occupations and their duties.

Give the children time to read written work created this week group writing and independent writing. Ask a number ofpupils to read aloud to the rest of the class. Use this as anopportunity to praise the achievements of the pupils and totalk about writing development ideas e.g. word choices,

complexity of sentences etc.Read the shared texts from the week independently using thebooklets. These differentiated texts should be given to thechildren according to their ability.Sing: People Who Keep Us Safe and Healthy

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from theweek

Independent Reading

Song

Writingtask(comprehe

nsion,clozepassage)

Song

Writing Activity Independent WritingGive each child a Job Description Template. Ask them to fill ininformation about the occupation they would like to havewhen they grow up. They can present their work once theyhave filled in the necessary details. The low ability studentsmight only be able to think of one point for each sub-heading.


Job Title

ReportingtoSalary

WorkingHoursLocation


1.

2.

3.

4.Academic Qualifications & Physical Requirements

1.

2.

3.

4.

Personal Qualities

1.

2.

3.

4.



contents.

Employee Name :_____________________________________________________________________

Employee Signature : _____________________________________ Date:

________________

Supervisor Signature : _____________________________________ Date:________________


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Enrichment text Unit 3 Week 1

Job Description FormJob Title Prison Warder

Reporting to Ministry of Home AffairsSalary $ 800.00 per month


Location Jerudong Prison


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1. To watch prisoners in their prison cells2. To take prisoners to hospitals and court hearing3. To give counselling4. To carry out punishment5. To give shelter6. To take prisoners outside for exercise7. To give prisoners meals each day

Academic Qualifications & Physical Requirements1. Should have at least two O levels2. Should pass Fitness Test3. Should be fit and healthy4. Should be at least 5 feet 4 inch tall ( male and female )

Personal Qualities


2. Must uphold the law

3. Must be alert and able to act quickly

4. Must be firm and fair

5. Must be responsible



contents.

Warder Name : ____________________________________________________________

Warder Signature : _____________________________________ Date:________________

Superintendent Signature: ____________________________________ Date:________________


Job Title PoliceReporting to Ministry of Home Affairs

Salary $ 800.00 per month


Location Bandar Police Headquarters

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1. To make sure people are safe.2. To help people in response to theft, burglary and violence.

3. To work with traffic police in road accidents.

4. To help lawyers to solve criminal cases and interview suspects.

5.To give talks to schools telling students to behave well and not to

get involved in crime.

Academic Qualifications & Physical Requirements1. Should have four O Levels2. Should pass a fitness test3. Should be at least 5 feet 4 inch tall ( male )

Should be at least 5 feet tall ( female )4. Should not be less than 55 kg and not more than 70 kg ( male )

Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities1. Must be helpful and dedicated


3. Must be brave

4. Must be ready to work at any place and at any time


contents.

Warder Name : _________________________________________________________

Warder Signature : ________________________________ Date: _________________

Superintendent Signature : ________________________________ Date:__________________


Job Title Fireman

Reporting to Ministry of Home AffairsSalary $ 900.00 per month


Location Limau Manis Fire station


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2. To represent Brunei in countries in need of help.

3. To go for tactical exercises with soldiers from other countries.

4.To aid in community services, for example restore damaged

houses and broken bridges.

5. To be ready to go to war


1. Should be a degree holder.2. Should undergo military training.3. Should be fit and healthy4. Should be at least 5 feet 4 inch tall ( male )

Should be at least 5 feet tall ( female )5. Should not be less than 55 kg and not more than 70 kg ( male )

Should not be less than 45 kg and not more than 65 kg ( female )

Personal Qualities

1. Must have good discipline

2. Must be brave

3. Must be able to lead a team



contents.

Warder Name : _____________________________________________________________

Warder Signature : _____________________________________ Date:

________________

Superintendent Signature: ____________________________________ Date:________________


Job Title Security Guard

Reporting toTIARA Security Services



Location International Bank of Brunei


1. To protect premises, money or people.

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2.To operate detecting devices to scan individuals and prevent

illegal articles into restricted areas.

3.To drive motor vehicles to escort people to specified places and to

provide personal protection.

4.

To write reports about the daily activities and problems such asequipment or property damage, theft, presence of unauthorizedpersons or unusual occurrences

5. To call the police or fire departments in cases of emergency.

Academic Qualifications & Physical Requirements1. Should have passed Year 112. Should be fit and healthy3. Should know the basic skill in self-defense

Personal Qualities

1. Must be honest and trustworthy.

2. Must be alert and able to act quickly.

3. Must be brave and responsible.



contents.

Warder Name : _________________________________________________________

Warder Signature : ________________________________ Date: ______________

Superintendent Signature : ________________________________ Date: ______________

Week 2 People Who Keep Us Healthy

People Who Keep Us Safe and Healthy

Tune: John Jacob Jingleheimer Schmidt

(song as in Week 1)

I want to be a fireman

When I grow up

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Ill work really hard

Ill put out all the fires

I will even catch big crocodiles!

Or, I could be a doctor

Thats what Ill do

Ill treat the hurts and aches

Ill learn to operate

My stitches will be really straight

Mom says Id make a good dentist

They fix your teeth

They fill the cavities

And keep your gums healthy

Stay away from all those fizzy drinks!

Or, I could be a soldier

And keep the peace

Ill train day and night

Ill be prepared to fight

Ill be really fit from exercise

I have so many choices

What should I do?

I want to have a job

That makes my country proud

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And keeps people safe and healthy



too!

Day

Elements Content

Speedysounds

andspeedywords


Sharedreading

Song



Groups brainstorming - In a small group of 4 or 5 (dependingon the size of the class), pupils are to brainstorm and jot downvocabulary related to people who work in the healthcare looking after different parts of our body.A representative from each group is then to present theirwork to the class.

Teacher : Hamid.what do you want to be when yougrow up?

Hamid : I want to be a doctor, teacher?Teacher : Why is that Hamid?

Hamid : I love to see their clean white coat

with astethoscope around their neck.

Teacher : Is that the only reason you want to be adoctor?

Hamid : Of course not teacher. I want to treatpeople who

are sick and hurt. I want to helpthem and comfort

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Song

them.Teacher : What else do you know about a doctors job,

Hamid?Hamid : Well..they also bring new babiesinto the world.

Teacher : How did you know that?Hamid : My aunt gave birth last week andthats how I

know about it.Teacher : You do know a lot of information on doctors,Hamid. I am really amazed. Tell me

more aboutdoctors jobs.

Hamid : Well.they give advice to patients tohelp keep

them from getting sick. Theybandage knees, give

medicine, sew up cuts and operateon bones.

Teacher : Yes you are right, Hamid.Hamid : Can I tell you a secret teacher?Teacher : What is that Hamid?

Hamid : My brother is a doctor and that is whyI know so

much about doctors jobs.Sing: People Who Keep Us Safe and Healthy

Listening and Speaking ActivityTeacher puppet modelling of conversation between Hamid

and his brother in preparation for writing taskWriting Activity modelled

A dialogue between Hamid and his brother, the doctor, askinghim what he did at work that day?Sing: People Who Keep Us Safe and Healthy



Sharedreading

Song

Listening


Pair work. Provide1. Pictures of different type of doctors / people who help

us in the hospital.2. Word cards (vocabulary) for each picture.3. Description of the job of each one of them.

In pairs, pupils are required to match the wordcard/vocabulary to the picture then the description cards.

This can be used as a first-hand information of what theygoing to learn this week.Dr Aishah : Hi! Everyone how are you today?Students : We are fine and alhamdulillah.Dr Aishah : Wellit is nice to see you all and Ihope you

are keeping your body

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andspeaking(responseto sharedread)

Writingtask Day 2class

dictated Song

healthy.Sofian : Are you a doctor?Dr Aishah : I am a dietician - a kind of a doctor.Hamidah : What is a dietician?Dr Aishah : WellI help prevent and treatillnesses by

making sure you eat foodthat is good for

your body.Sofian : What food is that doctor?Dr Aishah : Wellwhat do you think?Filzah : How about fruits like apples, bananasand

grapes doctor?Dr Aishah : Yes fruits are good for your body.What

other types of food canmake you healthy?Hamidah : Are vegetables good for us?

Dr Aishah : Yes because they contain VitaminC.Sofian : What about chicken and meat?Dr Aishah : If you like fried chicken then it is not

goodfor your body. But if it is

grilled or steamedthen it is healthy for you to

eat.Sofian : Oh! Now I understand. I must tell my

mother to cook me grilled

chicken afterthis.

Dr Aishah : Yes, you can ask your mother to cookhealthily for your family.

Filzah : My teacher always tells me not to eattoo

much sweet food anddrinks. Why is that

doctor?Dr Aishah : That is because sweet food contains alot of

sugar. Too much sugar inyour body can

make you overweight andeven obese. That

will make you unhealthyand it will be

difficult for you to movearound.

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Students : Oh! I will not eat sweet food toomuch.

Thank you Dr Aishah.Sing: People Who Keep Us Safe and HealthyListening and Speaking ActivityStudent-student dialogue practice taking the roles of Sofianand his mother discussing what to eat that evening inpreparation for class dictated writing. Model first briefly as

teacher-puppet to get the class started.Writing Activity class dictatedA dialogue between Sofian and his mother about what hewould like to eat for dinner that evening and why, sharing theinformation he learnt in the talk.Sing: People Who Keep Us Safe and Healthy



Sharedreading

Song



Song


Having read together Day 2 shared read a couple of time, askthe following questions:

a. Whom do the children speak to?

b. What kind of doctor is Dr. Aishah?c. What exactly does a dietician do?d. What kind of food is good for our health?e. Why do we have to eat healthy food?

Ask the pupils to define the following words: prevent, obese,overweight

Jot down pupils responses on the board to be used later.Mother : Hakam! Go and change your clothes. Weare going

to your Uncle Samads house.Hakam : Why are we going there mother?

Mother : They are inviting us to a Doa Selamat afterIsyak

prayer.Hakam : Why are they having Doa Selamat?Mother : They are having it because your cousinRahimah

has successfully become a dentist.Hakam : What is a dentist, mother?Mother : A dentist is a doctor who helps to take careof our

teeth and gum problems.

Hakam : A teeth doctor?Mother : Yes they remove bad or decayed teethand fix

your teeth so that you can have anice smile.Hakam : How do they take out bad teeth?Mother : First they need to inject your gum. Thenthey have

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special instruments to pull out yourteeth.Hakam : Why do they have to inject my gum? Youknow I

dont like injections.Mother : It is not that painful. The shots just makeyour jaw

a bit numb so that the dentist can

easily pull your teeth out.Hakam : But how do they make my teeth look nice?Mother : They also have special instruments to fixyour

teeth.Hakam : Are my teeth okay? I want to have a sweetsmile.Mother : Yes dear you do have a set of nice teeth.

Justremember to brush often especially

before you sleep.Hakam : But how do I keep my gums healthy?Mother : If you keep your teeth healthy then yourgums are

also healthy.Teachers Information : Doa Selamat is a thankful occasion.

Sing: People Who Keep Us Safe and HealthySpeaking and listening activityDialogue practice in pairs between Rahimah and Hakam -asking Rahimah why she likes being a dentist. Model first

briefly as teacher-puppet to get the class started.Writing Activity groupA dialogue between cousin Rahimah, the dentist and Hakam Hakam can be asking Rahimah about why she likes being adentistSing: People Who Keep Us Safe and Healthy



Sharedreading


Play a Youtube video on a surgeon. Ask the pupils tocontribute ideas of what does a surgeon do and jot down theiranswers on the board.

http://www.youtube.com/watch?v=sSgC9woMuyk&feature=relmfu( Please watch a short clip of this with the sound off and soconcentrate on the visual images of what being a surgeon islike. The language is much too hard to expect the children tolisten with understanding)OR:

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Song


Writing

task Day 4independent writing

Song

Show a picture of surgeons at work and ask the pupils to tellwhat they can see or know about surgeons.

Dr Zul : How are you children?Students : We are fine, doctorDr Zul : What do you want to know about me?Shafie : I want to know what kind of a doctorare you.Dr Zul : I am a general surgeon.

Hana : What do you do as a surgeon?Dr Zul : Oh! I operate on the different parts of the body.Amin : What is operate?Dr Zul : It is when you cut open someonesbody to make

them better.Khairul : Dont they feel pain?Dr Zul : No, because we put them to sleepuntil the

operation is done.

Farah : Dont you feel scared when you operate onthem?Dr Zul : I always do because their life is ourresponsibility

at that moment. Their familymembers are

depending on us to make them wellagain.Ahmad : What do you do when you get scared?Dr Zul : I always pray to God to make theoperation a

success. And I must ensure that myteam are ready

and know what they should do.Aiman : You have a team?Dr Zul : Of course each person has theirown job in the

operating room.Hana : You have an operating room?Dr Zul : Yes we have a number of operatingrooms and it

must be kept clean, hygienic and

safe. Theequipment we use must be

sterilised. We have towear special uniforms, head gear, gloves

andmasks before we enter the room.

Salmah : Wow! Your job sounds exciting andchallenging. Do

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you love your job?Dr Zul : I do. I feel happy to be able to makesomeone live

healthily again.

Sing: People Who Keep Us Safe and HealthyListening and Speaking ActivityDialogue practice between pairs taking the roles of Salmah

and her Mum as Salmah tells her Mum about the visit of DrZul at school. Start with What did you learn at school today?Model first briefly as teacher-puppet to get the class started.Writing Activity Independent WritingA dialogue between Salmah and her Mum as practised in thelistening and speaking activity.Sing: People Who Keep Us Safe and Healthy

5 Listeningandspeaking(recapping

&summarizing week)

Reading/sharingchildrenswritingfrom theweek

Independent Reading

Song Writing

task(comprehension,clozepassage)

Song

Which of the jobs that we have heard about this week wouldyou most like to do and why?

Give the children time to read written work created this week group writing and independent writing. Ask a number of

pupils to read aloud to the rest of the class. Use this as anopportunity to praise the achievements of the pupils and totalk about writing development ideas e.g. word choices,complexity of sentences etc.Read the shared texts from the week independently using thebooklets. These differentiated texts should be given to thechildren according to their ability.Sing: People Who Keep Us Safe and HealthyDialogue text:Write a dialogue between 3 friends discussing which job theywould like to do best out of dentist, surgeon and dietician


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Dr Hayati : Hello.please have a seat.

Rosmah : Thank you doctor. Are you the eye doctor?

Dr Hayati : Yes I am. But I am called an Ophthalmologist. How

may I help you?

Rosmah : My left eye is painful.

Dr Hayati : What happened to your eye?

Rosmah : I am not sure but I think it has got to do with the

contact lenses I

am wearing at the moment.

Dr Hayati : Let me have a look. Hmmm.. your contact lens

seems to be

sticking to your cornea.

Rosmah : What is a cornea?

Dr Hayati : It is the thin outer layer of the eye. There is no need for

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worry. I will put eye drops to prevent infection and dry

eye. Then I will need to patch your left eye.

Rosmah : Patch my eye? You mean cover my eye?

Dr Hayati : Oh Yes.so you eye can relax and heal quickly.

Rosmah : I will be a pirate then. I will look really cool.

Dr Hayati : Yes. You will look like a pirate for a few days. But you

need to

stop wearing contact lenses for the moment.

Rosmah : Okay doctor....what else do I need to do?

Dr Hayati : You must not scratch your eye and you need to avoid

watching

too much tv and reading until your eyes are okay.

Rosmah : I will follow your advice doctor. Thank you again for

your help.

Dr Hayati : Do you know I can detect other serious health problems

just by

looking at your eyes?

Rosmah : Really? I didnt know that.

Dr Hayati : Oh Yes! I can detect brain tumors, diabetes and other

illnesses

just by looking at your eyes.Rosmah : Your job sounds interesting.

Dr Hayati : It is and that is why I love my job.

Week 3 Healthy and Unhealthy Food

In the mood for healthy food

Song structure: Chorus, V1, Chorus, V2, Chorus, V3, Chorus.

Chorus: Our body needs healthy food

Im in the mood for healthy food

Healthy food gives us energy

To fight illness, grow, play and work,

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And make us healthy

And make us healthy!

Verse 1:

Mum, where are you?

Whats meant by nutrients in food?

Well, hmmm let me see.

Nutrients are a great way to stay healthy.

They are proteins, carbohydrates,

Vitamins, minerals, fat and water.

How do I know Im taking the right amount of nutrients?

Well, the best way is through a balanced diet.

Verse 2:

Dad, where are you?

What is a balanced diet?

Well, hmm let me see.

A balanced diet is a healthy diet.

A balanced diet includes

Healthy bits from all the food groups.

So to have a balanced diet

Eat a variety of food.

How do I know what the food groups are

So I can have a balanced diet?

The food pyramid can help you understand.

Verse 3:

Lina, where are you?

What is the food pyramid?


The food pyramid can keep you healthy.

It shows six food groups:

Grains, vegetables and fruit,

Oils, milk, meat and beans,And how much of them to eat.

How do I know how much to eat


It shows the number of servings recommended.

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Day 1 - Healthy and Unhealthy Food

Teachers information:Nutrients: Carbohydrates, proteins, vitamins, minerals, fat and sugar and waterand roughage.

Balanced Diet: Is a diet that contains the right types and the right amount of foodfrom Healthy Food Pyramid.

Carbohydrates: Such as rice, pasta, bread & potatoes. It gives our body energywe need to do our daily activities.

Proteins: Such as meat, chicken, fish, beans, milk and milk products. Our bodyneeds protein for growth, to build strong muscles and to repair damage to ourbody.

Vitamins: Such as fruits and vegetables. E.g. Carrots, sweet potatoes are high inVitamin A that helps to keep our skin and eyes healthy. Oranges, tomatoes are highin Vitamin C that keep our gums, teeth and muscles healthy and heal when we are

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sick or injured.

Minerals: Such as milk products and eggs for calcium and shellfish and greenvegetables for iron. It helps our body grow, develop and stay healthy.

Fat and Sugar: Such as cooking oil, pancake, butter, chocolate. It provides ourbody with energy but eating too much can make us overweight and unhealthy.

Water and Roughage: Roughage comes from plants. Such as fruits, vegetables,breads and cereals. It helps to move food through the digestive system. Water

helps to remove waste from the body and replace the water our body loses when

we breathe and perspire.

Day

Elements Content



Shared


Show the children a number of empty food packets, artificialfruits / snacks or pictures of food. Ask them to identify whichdifferent types of food they think are healthy and unhealthy.Ask them to give reasons why the food is healthy orunhealthy. Praise them for the information given and recordtheir ideas on a whiteboard.Aaron: Our body needs food to live. The food we eat

contains substances called NUTRIENTS that providethe energy for our body to make new cells, heal,fight illness, grow, play and work.

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reading

Song



Song

Aaron: MUM!!! Where are you? What is meant byNUTRIENTS MUM?

Mom: Aaronyou dont have to shout. I am on the phone.Well, let me seethere are 6 kinds of NUTRIENTS:carbohydrates, proteins, vitamins, minerals, fat andsugar and water and roughage. Taking the rightamount of nutrients is a great way to stay healthy.

Aaron: So how do I know that Im taking the right amountof NUTRIENTS Mum?

Mom: Well, the best way is through a BALANCED DIET.Aaron: Huh?

Sing: In the mood for healthy food

Show the class the picture of healthy foods [A3 size]. Remindthe class about the 6 NUTRIENTS in food from the sharedreading. Ask them if they can remember them, for e.g. Whatdoes a healthy diet consist of? (ans: Nutrients) Then ask themif they can give examples of the names of foods in each group it would be good to display the poster of this information sothat the children can focus on constructing an answer withcorrect English rather than worrying about the information.Extend the discussion by asking them questions such as,Why should we eat healthy food? etc. Refer back to theirprevious responses to acknowledge if their answers are alike.Encourage the children to provide full sentence answers, fore.g. We should eat healthy food to grow. Make sure that thechildren engage in discussion with their partner beforeanswering the questions.By using the picture of healthy foods, model to the children

the way in which they should write a short dialogue about whythey should eat healthy food, for e.g.Mum : Come and eat your cereal.Waldan : But why?Mum : Well, cereal is a healthy food. Youshould eat healthy

food so that you can play.Sing: In the mood for healthy food

2 Speedysoundsandspeedy

words Listening



Show the class again the picture of healthy food groups [A3size]. Then ask the children to reread the modelled writing.

Remind the children again about why they should eat healthyfood, for e.g. I should eat carbohydrates because they giveme energy and so on. Have all the responses written on thewhiteboard. Then show the class pictures of unhealthy food.Discuss with them the names of these foods and ask if theylike to eat them. Lead a discussion on why we shouldnt eatunhealthy food for e.g. I shouldnt eat unhealthy foodbecause too much of it will make me sick. After the

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Sharedreading

Song

Listeningandspeaking(responseto shared

read) Writing

task Day 2classdictated

Song

discussion, tell the children that we will be learning moreabout healthy food.

Aaron: What is a BALANCED DIET?Aaron: DAD!!! Where are you? Mum said I should eat aBALANCED DIET.

Where can I buy it?Dad: Aaronyou really like to shout! Balanced dietmeans taking the

right types and the right amount of food fromthe FOOD GROUPS.So, to have a balanced diet, you must know

which food that youshould take every day!

Dad: The FOOD PYRAMID can help you understandthe 6 FOOD GROUPS.Aaron: Huh?

Teachers information:Balanced Diet: is a diet that contains the right types and the

right amount of food from Healthy Food Pyramid.Sing: In the mood for healthy foodProvide dialogue cue cards (1) for the children to role play.Ask a pair of children to act as a dad and a child who shop forgroceries in the supermarket. Sit the rest of the class to watchthe role play.E. g.Zurina : Dad, can I have a chocolate?Dad : No, you cant.Zurina : But why?Dad : Well, you shouldnt eat chocolate because it is

very sweet.Zurina : But why?Dad : Foods that are high in sugar can make youunhealthy.Zurina : But I like it.Dad : Why dont we go for Pasta?Zurina : Ok, I love Pasta too.

Having watched a pair demonstrating this, get the childreninto pairs to practise it themselves. As the children becomemore confident encourage the use of intonation and actions.

The most able children can also lengthen the dialogue.Take the dialogue cue cards (2) and paste them on the

blackboard. Omit a few words in the sentences that need to befilled in by the children.

E.g.Hazif : Dad, can I have an ___________?Dad : No, you ____________.

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Hazif : But _____________?Dad : Well, you _______________eat too many chips because

they have a lot of fat.Hazif : ___________why?Dad : Foods that have too much fat ___________ make youoverweight.Hazif : No, I dont want chips, I _____________ bananainstead.

Sing: In the mood for healthy food3 Speedysoundsandspeedywords

Listeningandspeaking(intro toshared

read) Shared

reading

Song



Song


Show the class the dialogue cue cards again. Ask the childrenif they can remember about the healthy and the unhealthyfood chosen by Zurina and Hazif. Next, show the class apicture of a food Pyramid. Ask the children if they have seenthe picture before [from their siblings books or maybe in ahospital brochure] Encourage the children to look at thepicture and to discuss the food groups.Aaron: What is the FOOD PYRAMID?

Aaron: LINA!!! Where are you? DAD said I shouldunderstand the FOOD PYRAMID. What is it?

Lina: Aaronyou shout a lot today! The FOODPYRAMID shows the 6 FOOD GROUPS and thenumber of servings recommended for a healthydiet.

Lina: The 6 FOOD GROUPS are: Grains, Vegetables,Fruit, Oils, Milk, Meat and Beans. So you musteat them to stay healthy!

Aaron: Huh?

Teachers information:Food Pyramid: It shows how much each type of food weshould eat.Food Groups: Grains, Vegetables, Fruit, Oils, Milk, Meat andBeans.Sing: In the mood for healthy foodDiscuss more about the food pyramid, answering the pupilsquestions about it. Provide dialogue cue cards for the childrento role play. Ask a pair of children to act as a waiter/waitressand a diner who wants to have his/her meal in the restaurant.Sit the rest of the class to watch the role play.

E. g.Waiter : Hello Madam/Sir welcome to our restaurant.Diner : Thank you. May I have the menu please?Waiter : Certainly. What would you like to order Madam/Sir?Diner : Hmmm...What do you recommend?Waiter : How about a cup of sweet coffee and a slice of

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cake?Diner : Well, I like coffee and cake but I dont like themsweet.Waiter : How about a cup of milk and fried chicken andchips?Diner : Lets see. I like milk but I dont want to eat fried

chicken and chips.Waiter : Hmmm, how about soft drink and pasta?

Diner : I think Ill take pasta but not soft drink.Waiter : Grrrr...Well madam/sir, I think Ill just serve youa glass of plain water then.

Diner : That would be nice. Thank you.

You may want to divide the class in half and have one halftake on the role

of waiter and the other half the role of diner so that they canall have the

chance to be a part of the role play, having seen it modelledto them.

In groups, give the children a picture of a healthy food [fromDay 1] and an unhealthy food [from Day 2]. Ask the childrento write a simple dialogue about what they like and dont likefrom the picture cues. Provide them with the first few lines.

E.g.Sham : What foods do you like and dont like?Fatin : I like oranges but I dont like chocolate.Zaim :Una :




Sharedreading

Song

Listeningandspeaking(response

Quickly rehearse the childrens recognition of sounds. Choose5 words to show the children for speedy reading practice.Show the class the picture of a food pyramid [from Day 3].

Talk about the food groups, the name of the foods and wherethey belong. Then, model the sentence statements to thechildren to emphasize the frequency of having the food, fore.g. I always eat apples, I sometimes drink milk, I never eatchocolate, I usually have bread for my breakfast and I oftenhave chicken for my dinner. Write down the sentencesamples. Ask the pupils to think about the sentences.Continue the lesson by reading the shared read.

Aaron: Grains, vegetables, fruit, oils, milk, meat andbeans? Oh mynone of them are my favouritesyuck!

Aaron: ARYAN!!! Where are you? LINA said I must eatgrains, vegetables, fruit, oils, milk, meat andbeans but I dont want to eat them?

Aryan: Aaronyoure surely just like me. You shout all

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to sharedread)

Writingtask Day 4independent writing

Song

the time! Well if you dont eat them, you willeasily get sick. Your favourite foods such as fastfood, crackers, chocolates, sweets and cannedfood are unhealthy food. So if you want to behealthy you must avoid them!

However, your other favourite foods such as,apples, cereals, chicken, tuna and even low fatice cream are healthy food. You can still eat

them!Aaron: Yeah! I like to eat cereals mixed with low fatmilk and fruits like raisins and banana. Yummy!

Sing: In the mood for healthy foodShow the class once again the picture of a food pyramid [fromDay 3]. Talk about the frequency of having different foods asshown on the pyramid. Explain to the children the distinctionbetween always, sometimes, never, usually and often.

Then ask the children to sit in a circle. Pass a box containingcut out, laminated pictures of foods. Ask each child to take

one picture out. Starting from the teacher, model thesentence again, for e.g. I never eat bananas. and then askeach child in turn to create a sentence by using otherfrequent adverbs. Every time a child takes their turn thewhole class should ask How often do you eat ...? Wherenecessary help the children with their sentences.In their writing books, ask the children to write downsentences about the frequency of eating different foods.Thiscan be differentiated by giving the middle ability childrenaccess to sentence openings or key words to use. The lowerability children could be given written statements with blanks.

E.g.Middle ability: I_____________ eat ____________.Lower ability : I ____________ eat bread.

Sing: In the mood for healthy food5 Listening

andspeaking(recapping

&summarizing week)

Reading/sharingchildrens

Use the pictures of the healthy food, unhealthy food and thefood pyramid to talk about healthy food. Ask the childrenquestions along the way to acknowledge their understanding.Higher ability children should be encouraged to create

questions of their own to ask about the food pictures.Give the children time to read written work created this week group writing and independent writing. Ask a number ofpupils to read work aloud to the rest of the class. Use this asan opportunity to praise the achievements of the pupils and totalk about writing development ideas e.g. word choices,complexity of sentences etc.

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writingfrom theweek

Independent Reading

Song

Writingtask

(comprehension,clozepassage)

Song

Read the shared texts from the week independently using thebooklets. These differentiated texts should be given to thechildren according to their ability.Sing: In the mood for healthy foodProvide a dialogue to the children and ask them to fill in theblanks with the correct words.Nabil : Hello Aqasha, how are _________________?Aqasha : I am ________________. Thank You.

Nabil : Where are you _________________?Aqasha : I am going to the shop to buy some food.Nabil : Can I go with you to the _________________?Aqasha : Yes, you ____________________ come with me to theshop.Nabil : What do you want to ____________________at theshop?Aqasha : I want to buy some ______________.Nabil : Sweets? Oh I think eating _______________is not

healthy.Aqasha : Really? But why?

Nabil : Sweets contain lots of Sugar. It is not healthy to eatlots of sugar because it will make you fat.

Aqasha : Oh my, what should I ________________then?Nabil : Well, you can buy cereal, bread or low fat ice

cream.Aqasha : Low fat _________________sounds yummy.Nabil : It is. Come on lets buy it for us.Aqasha : Thank you for suggesting it.Sing: In the mood for healthy food

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Hi Aina, do you know that besidestaking the right types and the rightamount of food from the FOODGROUPS we also need to know howto handle our food safely andproperly so that we dont get sick

from bad food.

How do we handleour food properlyMirza?


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Week 4 Body Care

In the mood for healthy foodSong structure: Chorus, V1, Chorus, V2, Chorus, V3, Chorus.

(song as in Week 3)

Chorus

:

Our body needs healthy food

Im in the mood for healthy food

Healthy food gives us energy

To fight illness, grow, play and work,

And make us healthy

And make us healthy!

Verse

1:

Mum, where are you?

Whats meant by nutrients in food?

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Wellsuch as all stages of food handling,whether it is preparation, processing,packaging, storage, transportation orselling food, must be carried out in ahygienic way. Clean the work surfacesbefore starting to prepare food. Useseparate utensils, such as knives and

chopping boards for raw and cookedfoods. Keep raw and cooked foodsseparately in the refrigerator. Checkrefrigerator and freezer temperaturesregularly. Ideally the temperature shouldbe recorded. Cover food to preventcontamination.

Hmmnow I know.Thank you forsharing Mirza.


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Well, hmmm let me see.

Nutrients are a great way to stay healthy.

They are proteins, carbohydrates,

Vitamins, minerals, fat and water.

How do I know Im taking the right amount of nutrients?

Well, the best way is through a balanced diet.

Verse

2:

Dad, where are you?

What is a balanced diet?


A balanced diet is a healthy diet.

A balanced diet includes

Healthy bits from all the food groups.

So to have a balanced diet

Eat a variety of food.How do I know what the food groups are


The food pyramid can help you understand.

Verse

3:

Lina, where are you?

What is the food pyramid?


The food pyramid can keep you healthy.

It shows six food groups:

Grains, vegetables and fruit,

Oils, milk, meat and beans,

And how much of them to eat.

How do I know how much to eat


It shows the number of servings recommended.

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Day Elements Content


Listeningandspeaking(intro to

sharedread)

Sharedreading

Song



Song


Ask the children what they usually do first once they wake upin the morning. Write down their answers on the whiteboard.Ask them why they have to take a shower, brush their teethand wear a clean school uniform before they go to school. Tryto lead their answers to keeping their body clean and healthy.Encourage them to come up with other routines. Tell themthat they are going to read a few routines that they should do

in order to keep their body clean, fit and healthy.BODY CARE

Keep your body clean, fit and healthy:

Brush your teeth.

Have a shower two times a day.

Always wash your hands.

Wear clean clothes.

Do not share personal items.

Do not eat bad or food which has passed its expirydate.

Exercise regularly for at least one hour every day.

Get enough rest and sleep.

Take good care of your eyes, ears and nose.


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See whether any of the answers the children gave in the firstspeaking and listening activity match with the facts in theshared reading. Model how to answer a question using theshort form e.g. Yes I do. No I dont. Do you brush your teethevery day? Yes, I do, Do you exercise for four hours everyday? No, I dont. Now write down the model questions andanswers on the whiteboard. Turn to a child and ask similarquestions for other routines in the shared reading. After a few

times, then ask the children to ask their partner suchquestions.Stick the cue cards onto the board. For the modelled writingtask, make use of the questions that the children used in thepartner task to fill in speech bubbles for 2 charactersdiscussing frequency of body care activities.E.g.

Sing: In the mood for healthy food2 Speedy

soundsandspeedywords

Listeningandspeaking

(intro tosharedread)

Sharedreading

Song


Writingtask Day 2classdictated

Song


Ask a child to show how he/she brushes his/her teeth everymorning. Ask the other children to observe. The shared readshould be cut into strips and

Then stuck onto the whiteboard. Look at the steps togetherreading them and role playing the action described. As a classdecide what order the steps should be carried out in. NB Cut

off the numbers from the beginning of the steps so that thechildren have to think!1. Place a pea-sized amount of toothpaste on your

toothbrush and rinse it with water. Your toothpasteshould contain fluoride.

2. Brush the outer surfaces of your teeth. Brush gentlyin a back-and-forth circular motion.

3. Brush the top surfaces of your teeth to whiten them.4. Brush the inner surfaces of your teeth to get rid ofthe germs hidden in

that area.

5. Gently brush your tongue in order to have nicebreath!Sing: In the mood for healthy foodHaving read the shared read together a couple of times, askthe children questions relating to the information in the sharedreading. The first question is whether the class got the stepsin the right order earlier in the lesson. Then, ask the childrenabout the other information in the shared reading, for e.g.

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Do you

_______________________

every day ?

Yes I do. / No

I dont.


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In groups ask the children to reread the shared reading andfor each step to create role play actions to perform linked withwhat they are reading. Encourage the groups to practise usingexpression and intonation when they are performing thestatements along with their actions.In groups, ask the children to a speech bubble dialoguebetween 2 friends remembering what they should do for goodbody care e.g.

Sing: In the mood for healthy food4 Speedy

soundsandspeedy

words Listening


Sharedreading

Song


Writingtask Day 4independent writing

Song


Recap the information about body care so far prompting thechildren to provide as much of the information as possible.

Share some of the group writing work that was carried outyesterday. Then, ask the children what else we would takecare of. Tell the children that they are going to read the rest ofthe body parts that we need to look after.

Caring for our eyes, ears and noseOur eyesOur eyes are our sense organs that help us to seethings around us. If we do not take care of our eyes wemay get blurred vision. We must have regular visiontests at school or at Optometric.Which one should we follow?

Our earsOur ears are the sense organs that help us to hearsounds. We shouldnt put anything inside our earssince it will damage our eardrum. We must clean ourears regularly to keep them clean and healthy.Which one should we follow?

Our noseOur nose helps us to smell. Do not put anything insideour nose. It is dangerous to do so. Use a tissue or

handkerchief to gently wipe our nose.Which one should we follow?Sing: In the mood for healthy foodAsk the children if they take care of their eyes, ears and nose.How do you take care of your eyes? Is it good to rub oureyes?, Should we poke things in our ears? and so on. Tellthe children that they are going to play a simple game calledChinese whispers. Divide the children into groups of four [if

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I should showertwo times a day.What else canyou think of?

I should wash

my hands after

playing. Your

turn.


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possible]. Ask them to sit or stand in line with their own group.Give a card to each child who stands in front of their groups.Provide ample time for the child to memorize the sentence.Once they are ready, take the cards back and ask them towhisper the sentence to their friends who sit/stand next tothem. The next child then whispers the sentence to the nextperson and so on. Once the whisper reaches the last child,he/she will write down the sentence. Check if they got the

sentence correct. Then repeat the game with the nextsentence, extending the length of the sentence asappropriate.Provide the children with sentences from the game that needthem to continue in order to have complete sentences. (Thewords in brackets is for teachers use only)

E.g.1. Do not rub _________ . (your eyes).2. Have your eyes checked __________. (regularly)3. Do not put anything in ___________. (your ears)

4. Use a handkerchief to wipe ______________ . (your nosegently)5. You need to take care of your ______________ . (eyes, earsand nose

properly)Sing: In the mood for healthy food

5 Listeningandspeaking(recapping&

summarizing week)

Reading/sharingchildrenswritingfrom theweek

Independent Reading

Song

Writingtask(comprehension,clozepassage)

Song

Ask the children to sit together on a mat [where possible]. Tellthem that today they are going to introduce themselves andto talk with their friends about body care. The teacher modelsthe presentation first, for e.g. My name is Cg Wina. I have ashower two times a day. I wash my hands after I go to the

toilet. I do not share my personal items. and so on. Thenprovide the opportunity to the children to try out. It isnecessary to provide support by pasting the shared read fromDay 1 to Day 4 on the whiteboard.Give the children time to read written work created this week group writing and independent writing. Ask a number ofpupils to read work aloud to the rest of the class. Use this asan opportunity to praise the achievements of the pupils and totalk about writing development ideas e.g. word choices,complexity of sentences etc.Read the shared texts from the week independently using the

booklets. These differentiated texts should be given to thechildren according to their ability.Sing: In the mood for healthy food

See how well the children have learnt and understood thebody care by giving them an A4 blank paper. Ask them tocreate a poster about body care. They can come up with asmany sentences as they are able to, for e.g. We should washour hands after going to the toilet. and so on.

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6. Use towel to turnoff water.

3. Scrub backs of hands,wrists, between fingersand under fingernails

1. Wet your hands with

2. Wash your handswith soaps.

5. Dry your handswith single use

towel.
http://www.bing.com/images/search?q=steps+of+washing+hands&view=detail&id=C07258CB9803ACD8B448CC9CA0D20F1CC0A1AFCE&first=31&FORM=IDFRIRhttp://www.bing.com/images/search?q=steps+of+washing+hands&view=detail&id=E79C6835BCFF1F61F05746172B064A219AB16FEF&first=0http://www.bing.com/images/search?q=steps+of+washing+hands&view=detail&id=C07258CB9803ACD8B448CC9CA0D20F1CC0A1AFCE&first=31&FORM=IDFRIRhttp://www.bing.com/images/search?q=steps+of+washing+hands&view=detail&id=1F34DCCA31AE03A2060C0DA89B4573E8F42C703F&first=601&FORM=IDFRIRhttp://www.bing.com/images/search?q=steps+of+washing+hands&view=detail&id=170C5190BAF5673B6CE41D15642492321B78CC3D&first=181&FORM=IDFRIRhttp://www.bing.com/images/search?q=steps+of+washing+hands&view=detail&id=E79C6835BCFF1F61F05746172B064A219AB16FEF&first=0


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Week 5 - Keeping Fit

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4. Rinse your hands

well.


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Day

Elements Content


Listening


Sharedreading

Song

Listeningandspeaking

(response tosharedread)

Writingtask Day1 modelled

Song

Quickly rehearse the childrens recognition of sounds. Choose 5words to show the children for speedy reading practice.

Show labelled pictures of people taking part in different kinds ofactivities. Teacher draws circles on the board to representhealthy and unhealthy activities. Ask children to draw twocircles to represent healthy and unhealthy activities. In pairs

discuss which activities are healthy and unhealthy. Give eachpair time to record the activities from the board into theircircles. Use the instruction Place these activities in the circlesto form two groups. (This structure reinforces sciencelanguage the children will encounter). Ask the children Howare the activities in the healthy group similar to one another?Encourage pairs to explain their diagrams to the class.Why is it important to keep fit? Being fit is veryimportant for everyone. The fitter we are, the healthierwe are inside and out. Many of the activities we do arenot very active, like watching television, playing video

games and playing on the computer. There are a lot ofthings which keep us sitting down and not moving verymuch. Our muscles get lazy, our heart and lungs do notwork so well and we do not have as much energy anymore. Altogether we become quite unhappy. Peoplewho exercise more have less illness than those who donot exercise. They are also happier people becausetheir bodies are healthy.Sing :

Refer back to the diagrams the children completed earlier. AskWhich activities do you like to do? Children can discuss in

groups using the simple structure I like to . and takingturns. They may use the ideas already given, or come up withtheir own. Teacher then records childrens feedback on a tableand asks Which activities are liked by most children? Discussthe results on the table to see if healthy or unhealthy activitiesare more popular. Use the structure .. pupils chose . astheir favourite activity. (This supports Yr 3 maths language).Example:Activities We Like To DoSwimmi

ngRunnin

gReadin

gComput

erTV Footbal

l

Writing Task (modelled): Making a Class Fitness LeafletShow an example of a fitness leaflet. Using the shared readingand the leaflet, model how to write a short introduction for theclass fitness leaflet.Eg Keeping fit is very good for everyone. If we are fit, we arehealthy. An active life is a healthy life. Read together, thenhave the children write the introduction on their own leaflet

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template using Hold a Sentence

Sing :2 Speedy

soundsandspeedywords


Sharedreading:presentcontinuous

Song Listening

andspeaking(response tosharedread)

Writingtask Day2 classdictated

Song

Quickly rehearse the childrens recognition of sounds. Choose 5words to show the children for speedy reading practice.

Show a graph of a class set of height recordings (fictional). Askthe children to discuss the graph what is written on each axis(pupils names and heights), (what scale is used (5s), who is

the tallest/ shortest etc. Ask What do you measure bodyweight in? Expect children to know kilograms and grams.What else do we measure in kg and g? Again, children can begiven this as a partner or group activity and report back to theclass on their findings, if your class is able to do thisindependently. Perhaps higher ability groups can workindependently while the teacher works alongside lower ability.How Can We Keep Fit? (Recording)In your school you will have had your BMI measured.Those who do not exercise enough will have a bodymass which is greater than those who keep fit. There

are many ways we can exercise to keep fit. People havedifferent ways that they like to keep fit. Not everybodylikes the same thing. Here are some ideas on how tokeep fit:

walking

jogging

playing sports

aerobics

swimming

jumping rope

By taking part in these kinds of activities we canincrease our

SOW - Unit 3 Programme - Year 3 english language

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Transcript of SOW - Unit 3 Programme - Year 3 english language