Grade 3 English FAL: Community Helpers and Jobs – Week 3 Term 4

1. Doctor

A person who helps sick people get better and works in a hospital or clinic

2. Teacher

A person who helps children learn new things at school

3. Police Officer

A person who keeps people safe and makes sure everyone follows the rules

4. Firefighter

A brave person who puts out fires and saves people from danger

5. Community

The area where we live with our families, friends, and neighbors

Hook Activity:

Start with a “Mystery Box” game. Place items representing different jobs in a box (stethoscope/toy for doctor, chalk for teacher, whistle for police, etc.). Let learners guess which community helper uses each item. This creates excitement and activates prior knowledge.

Introduction Activities:

• Greeting Circle (3 minutes): Greet learners in English. Ask: “What job would you like to do when you grow up?” Allow 5-6 learners to share briefly.
• Theme Introduction (5 minutes): Display pictures of community helpers around the classroom. Introduce the theme using TPR (Total Physical Response) – act out different jobs while learners guess.
• Vocabulary Introduction (7 minutes): Use PATS (Point, Act, Tell, Say) method to teach key vocabulary. Show flashcards, act out the job, tell what they do, and have learners repeat the words.

Direct Instruction (10 minutes):

Listening and Speaking: Read a short story about “A Day in Our Community” featuring different helpers. Use voice modulation and gestures. Pause to ask comprehension questions:

• “Who helps us when we are sick?” (Doctor/Nurse)
• “Who teaches us at school?” (Teacher)
• “Who keeps our community safe?” (Police officer)

Language Structure Focus: Teach the pattern: “[Helper] + [action verb] + [object]”
Examples on the board:
– “A doctor helps sick people.”
– “A teacher teaches children.”
– “A baker bakes bread.”

Guided Practice (15 minutes):

Activity 1 – Community Helper Match (7 minutes):

• Divide class into groups of 4-5 learners
• Give each group picture cards of helpers and word cards with job names
• Learners match pictures to words and practice saying: “This is a [job name]”
• Groups share one match with the class

Activity 2 – Shared Reading (8 minutes):

• Display a big book or chart with simple text about community helpers
• Read together, pointing to words as you go
• Focus on sight words: the, is, a, helps, works, in, at
• Learners echo-read key sentences

Independent Practice (10 minutes):

Writing Activity:

• Learners complete a worksheet with sentence frames:
• “A _____ works at the _____.”
• “A _____ helps _____.”
• “My favorite community helper is _____ because _____.”
• Draw a picture of their favorite community helper
• Write 3-4 sentences about what this helper does

Early Finishers: Create a “Thank You” card for a community helper using vocabulary from the word wall.

Consolidation Activity:

“Community Helper Charades” (5 minutes): Volunteers act out different jobs while the class guesses in English. Reinforce vocabulary and celebrate learning through movement and fun.

Review Key Learning (3 minutes): Use call-and-response:
– Teacher: “Who helps sick people?” Class: “A doctor!”
– Teacher: “Who teaches children?” Class: “A teacher!”
– Review the sentence pattern learned today

Exit Ticket (2 minutes):

Each learner tells a partner one new English word they learned today about community helpers. Partners give each other a thumbs up and say “Good job!” in English.

📝 Formative Assessment

• Observe vocabulary use during group activities – use checklist to track who uses new words correctly
• Listen to learner responses during guided reading – note pronunciation and comprehension
• Check sentence construction during writing activity – note use of capital letters and full stops
• Monitor participation in oral activities – encourage shy learners with prompting

📋 Summative Assessment

• Written sentences about favorite community helper (assess grammar, spelling, punctuation)
• Vocabulary matching worksheet (8/10 correct matches = achieved)
• Oral presentation of one community helper to partner (fluency and accuracy)
• Reading comprehension questions from shared text (3/4 correct = achieved)

🤝 For learners who need support:

• Provide picture dictionaries with community helper vocabulary
• Use mother tongue to explain difficult concepts, then repeat in English
• Pair with stronger English speakers for peer support
• Offer sentence starters and word banks for writing activities
• Allow drawing with labels instead of full sentences initially
• Give extra time and individual attention during independent work

🚀 For advanced learners:

• Challenge to write 5-6 sentences instead of 3-4
• Ask them to describe tools each helper uses
• Create a mini-book about community helpers with illustrations and text
• Act as peer tutors to help others with vocabulary
• Research and present about an unusual job in English
• Write interview questions they would ask a community helper

♿ For learners with barriers:

• Use large print materials for visual impairments
• Incorporate sign language for key vocabulary
• Provide tactile materials (toy tools, dress-up clothes)
• Break tasks into smaller, manageable steps
• Use repetition and multimodal instruction
• Allow verbal responses instead of written where appropriate

✅ What worked well:

[To be completed after lesson delivery – consider engagement levels, successful activities, effective resources]

🔧 What could be improved:

[To be completed after lesson – note timing issues, difficult concepts, resource gaps]

📝 Notes for next lesson:

[To be completed after lesson – identify concepts needing reinforcement, plan follow-up activities]