Professional Lesson Plan Vocabulary Jobs Ideas - Grade 3 (a2.1) - lesson plan 2 page 1 of 4 gese grade 3: directions, places and jobs degree: time: gese 3 (cefr a2.1) 45 mins goals: to guidance vocabulary for gese grade three: instructions, prepositions of movement, places in the local place and jobs to develop verbal exchange competencies to prepare applicants for the gese grade three exam handout 1 handout 2 process: 1. Non-compulsory - heat-up: communicate about the dvd in lesson 1 (3 minutes) tell the class to consider the dvd from lesson 1. Ask the students: “does the examiner use a map? Why???(answer: to assist the pupil communicate approximately places within the neighborhood place and use prepositions and provide instructions.) Ask the class to give examples of examiner questions from the grade three dvd. 2. Completing the map: selecting places (5 minutes) organise the students into pairs (student a and scholar b) and give h/o 1 (the map with blank spaces) to each pupil. College students need to no longer display each other’s maps. Assets: handout 1 (h/o1): map this consists of vocabulary of locations: fortress, college, restaurant, dentist’s, bank, health center, police station, bookshop/library, grocery store/shop, post office, park, vehicle park, workplace, teach station, toy keep, café, cinema, theatre, swimming pool, clothes shop, shoe save, soccer stadium, bus station jobs: teacher, chef/cook, dentist, physician, nurse, policeman/ police woman/police officer, store assistant, postman/ postwoman, secretary, workplace worker/secretary, train motive force handout 2 (h/o2): guidelines to invite. Earlier than the lesson: cut () h/o2 in to two halves. Grade 3 (a2.1) - lesson plan 2: guidelines, locations and jobs page 2 of four provide an explanation for to the students that scholar a seems at the pinnacle 1/2 of the map and student b seems at the bottom half of the map. There are four spaces on both halves (the a and b packing containers at the map) and there are 4 homes which are not but at the map. The names of the lacking homes are written at the top of the a half of the map and the top of the b half of the map. Tell the scholars: “you make a decision in which to position homes in your half of the map. But do no longer display your partner!?? scholar a puts the homes in the 4 ‘a’ boxes. Scholar b, puts the buildings within the ‘b’ containers. 3. Giving instructions (12 mins) after the scholars have completed their maps, deliver them h/o2, with the listing of directions. Tell pupil a to read one instance from their listing (a) asking scholar b for directions from … to …’ (e.G. ??can you tell me a way to get from the restaurant to the garments store???). Pupil b then offers instructions and scholar a can mark on their map where the garments shop is (it is going to be wherein student b had selected to position it in level 2). Pupil a and b then take it in turns to invite for / provide directions. The objective is to complete the map. The students need to now not show every other their maps. Only when all of the students have asked all the directions, can they display each different their maps and take a look at to look in the event that they have been accurate. 4. The usage of prepositions to explain the map (15 mins) inform the magnificence that they may be going to mention where the different buildings are on their maps. The scholars can simplest use 1 of the four prepositions: ‘next to’, ‘opposite’, ‘in the back of’, ‘between’. Write these at the black/white board. Within the equal a/b pairs, students ask their partner wherein the four buildings are that they brought to the map in hobby 2. As an instance, pupil b asks pupil a: “in which is the café??? then a asks: “where is the clothes store??? the scholars describe wherein the buildings are on their maps: e.G. ??on my map, the theatre is subsequent to the bank.?? the scholars write the data from their companions on their personal map. After asking approximately all eight homes, tell the scholars to evaluate their maps: “has everyone were given the identical map??? to finish, put the scholars into corporations of four. Write these questions about the black/white board: “what buildings are close to your home??? “what can you see from your bedroom window??? the students talk this in companies, or you can have a class dialogue. Five. Jobs (10 minutes) the scholars live in their small agencies and should think of the names of all the jobs they are able to see within the photo. Deliver them 5 minutes to discuss it and then ask the elegance to say who works in which constructing. Use the structure “he’s a ....?? or “she’s a ...?? it's miles very important that the scholars use “a physician”, or “a train motive force” preparation the process names with a few class repetition. Handout 1 web page 3 of four a write these place names on the map in the ‘a’ areas: café, cinema, theatre and swimming pool: a? Park citadel a? A? A? ? A? B? B? B? B? B write these region names on the map in the ‘b’ areas clothes shop, shoe keep, soccer stadium, bus station handout 2 page 4 of four a ask ‘b’ for instructions… 1/. ??from the restaurant to the clothes shop 2/. ??from the dentist’s to the football stadium 3/. ??from the citadel to the shoe keep four/. ??from the health facility to the bus station ----------------------------------------------------------------- b ask ‘a’ for instructions… 1/. ??from the office to the café 2/. ??from the toy shop to the cinema three/. ??from the put up workplace to the theatre four/. ??from the automobile park to the swimming pool.