RPH Bi Year 3 Module 2 (L17-L32)

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3
DAY / DATE Monday WEEK / LESSON 6 17
TIME 0920 – 1020 DURATION 60 minutes
THEME World of Self, Family and Friends TOPIC Module 2 - Every day
Main : Listening
FOKUS SKILLS
Complimentary : Listening
Main:
1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS
Complementary:
1.3 Use appropriate listening strategies in a variety of contexts.
Main:
1.2.2 Understand with support specific information and details of very simple phrases and sentences
LEARNING STANDARDS
Complementary:
1.3.1 Predict words they will hear by using knowledge of a topic
1. By the end of the lesson, most of the pupils will be able to understand with
support specific information and details of very simple phrases and sentences
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to predict words they will
hear by using knowledge of a topic
SUCCESS CRITERIA Pupils can listen to the song and mime at least 3 actions correctly.
LANGUAGE /
Present simple for routines
GRAMMAR FOCUS
Pre-lesson
1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the words/phrases at
this point.
Lesson delivery
2. Introduce the flashcards and play a circle game to have pupils practise the phrases.
3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the class what is on their
card.
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up their card when
they hear their action. Play the recording once. (HOTS)
ACTIVITIES
5. Play the recording again. This time, all pupils should mime all the actions as they hear them.
6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the words before point
to the pictures.
7. Pupils listen to the song again but this time they put down the flashcards. When they hear the actions,
they mime all the actions together as a group in front of class. (CBA)
8. Watch pupils carefully during these activities to see how well they have understood the new
vocabulary.
Post-lesson
9. Have pupils play a mime game in pairs or small groups. (21st CA)
TEACHING AIDS Get Smart plus 3 Student’s Book p.15, Flashcards of the new vocabulary (at least one card per pupil)
CLASSROOM BASED
Presentation
ASSESSMENT (CBA@PBD)
st
21 CENTURY ACTIVITY Games CCE Language and Values
HOTS Analysis VALUES Friendly

Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
TEACHERS’S REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________________
DAY / DATE Tuesday WEEK / LESSON 6 18
Main : Speaking
FOKUS SKILLS
Complimentary : Writing
Main:
2.1 Communicate simple information intelligibly.
CONTENT STANDARDS
Complementary:
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media.
Main:
2.1.2 Find out about and describe basic everyday routines
LEARNING STANDARDS
Complementary:
4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
1. By the end of the lesson, most of the pupils will be able to find out about and
describe basic everyday routines

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to spell an increased
range of familiar high frequency words accurately in guided writing
SUCCESS CRITERIA Pupils can find out by asking at least 2 questions correctly to their friends and reply the questions correctly
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. (21st CA)
Lesson delivery
2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing game.
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word cards. The
cards are spread out, face-down. Pupils take turns to turn over two cards to try to find a picture + a word
that matches. (HOTS)
ACTIVITIES 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily routines.
5. Have pupils to copy the table on Student’s Book p.15 in exercise book and write their own routine in
row 1.
6. Model the Speaking activity and have pupils mingle (move around the classroom and choose who to
speak to, not stay with their regular partner) to tell two classmates about their routine (Activity 2).
7. Teacher distributes worksheet (WB p.10).Pupils write the correct answer. (CBA)
Post-lesson
8. Play a word game to review the spelling of a few words the pupils have found challenging to remember.
Get Smart plus 3 Student’s Book p.15 Activity 2, Workbook p.10, Vocabulary flashcards and word cards (1
TEACHING AIDS
set per pair or small group)
CLASSROOM BASED
Worksheet
21st CENTURY ACTIVITY Rhyming / Singing CCE Values
HOTS Analysis VALUES Respect
Attendance: /
DAY / DATE Wednesday WEEK / LESSON 6 19
Main : Reading
FOKUS SKILLS
Complimentary : Reading
Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies.
CONTENT STANDARDS
Complementary:
Main:
3.2.1 Understand the main idea of short simple texts
LEARNING STANDARDS
Complementary:
3.2.2 Understand specific information and details of short simple texts
1. By the end of the lesson, most of the pupils will be able to understand the main
idea of short simple texts.

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand specific
information and details of short simple texts.
SUCCESS CRITERIA Pupils can answer at least 3 comprehension questions about the story in the Student’s Book correctly.
LANGUAGE /
Present simple for routines.
GRAMMAR FOCUS
Pre-lesson
1. Review vocabulary from previous lessons by playing the circle game in their groups.(21st CA)
Lesson delivery
2. Introduce and drill the new vocabulary using flashcards and continue the circle game using this as well.
3. Teacher shows pupils the story on Student’s Book p.16. Ask questions about the pictures. (HOTS)
4. Pupils shadow read the story in Student’s book page 16 with the audio CD (Track 23).
5. Ask pupils to read quietly the story on Student’s Book p.16 to tell you where the children are going
ACTIVITIES
(Answer: to school) and why Anna went in the car with Greg’s dad (Answer: because she missed the bus).
6. Teacher explain Grammar box page 17.
7. Pupils copy activity 2 in their exercise book.
7. Pupils read activity 1 again and answer activity 2. (CBA)
Post-lesson
8. Ask pupils to raise their hands if… they take the bus / walk / drive / take the train to school. Count the
responses for each and write them on the board.
TEACHING AIDS Get Smart plus 3 Student’s Book p.16–17, Routine flashcards of vocabulary from this and previous lesson
CLASSROOM BASED
Exercise book
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Self-confidence

Attendance: /
DAY / DATE Friday WEEK / LESSON 6 20
THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!

Main : Writing
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
4.3.3 Plan, draft and write an increased range of simple sentences
LEARNING STANDARDS
Complementary:
4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level
1. By the end of the lesson, most of the pupils will be able to plan, draft and write
an increased range of simple sentences.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to use capital letters, full
stops and question marks appropriately in guided writing at sentence level.

SUCCESS CRITERIA Pupils can change and rewrite at least three sentences correctly.
LANGUAGE /
Present simple for daily routines (third person He/She -s)
GRAMMAR FOCUS
Pre-lesson
1. Review the flashcards by putting them on the board and eliciting sentences I ……. every day and I
always/sometimes/never ….. from the pupils. (21ST CA)
Lesson delivery
2. Put pupils in groups (one group for each flashcard). Each group should draft a sentence for their picture,
Ask one pupil from each group to come to the board and write their sentence.
3. Review with pupils how to change the sentence to He/She and adding the third person -s by giving
example sentences (talk about yourself and then about male and female pupils).
4. Teacher distributes worksheet. (refer SOW p57)
5. Ask pupils to draw and write their sentences. When they have finished writing, they can draw a picture
ACTIVITIES
in the larger boxes for each one. Fast finishers can then write more sentences. (CBA)
6. Ask pupils some general questions about the display of their work, for example to find a well-drawn
picture or some neat handwriting.
Post-lesson
7. Ask pupils to think back on their learning so far this week. In their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
TEACHING AIDS Flashcards for daily routine, Worksheets.
CLASSROOM BASED
Worksheet
21st CENTURY ACTIVITY Round Table CCE Language
HOTS Evaluation VALUES Responsible

Attendance: /


Main : Language Arts
FOKUS SKILLS
Main:
5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS
Complementary:
5.1 Demonstrate appreciation through non-verbal responses
Main:
5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics
LEARNING STANDARDS
Complementary:
5.1.1 Enjoy and appreciate rhymes, poems and songs
1. By the end of the lesson, most of the pupils will be able to respond imaginatively
and intelligibly through creating simple action songs on familiar topics.

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to enjoy and appreciate
rhymes, poems and songs.
SUCCESS CRITERIA Pupils can enjoy and perform their song with gestures suitably.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Ask pupils to show you their toothbrushes. Ask them questions and talk to them about the colour, size
and type of toothbrush they have.
Lesson delivery
2. Have pupils work in pairs to compare their toothbrushes. They should try to make at a sentence
comparing them, e.g. their colour: My toothbrush is red, Izzi’s toothbrush is pink.
3. Ask pupils to show you how they brush their teeth. On the board, draw some arrows to show up, down,
left and right, round and round. Ask pupils to move their toothbrushes in the direction you tell them:
Brush left; brush round and round etc.
4. Tell pupils they will hear a song and about brushing your teeth.
ACTIVITIES
5. Tell pupils they will hear the song again, and this time they should mime with their toothbrushes.
Encourage them to sing along too if possible.
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g.
‘This is the way we wash our hair, wash our hair, wash our hair. We do it in the morning/evening.’
Pupils work in groups of three or four to choose a daily routine action and make a new verse of the song.
They should practise the actions together. (HOTS)
7. Have each group perform their in front of class.(21st CA)(CBA)
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and healthy, the best ways to brush
their teeth and, if appropriate for your context, visiting the dentist regularly.
Pupils’ toothbrushes (bring some spare ones in case pupils’ parents don’t want them to bring them). If this
TEACHING AIDS is not appropriate, pupils could use a pencil to pretend to brush their teeth (miming only).
A song about brushing your teeth – This is the way… (from youtube)
CLASSROOM BASED
Presentation
21st CENTURY ACTIVITY Rhyming / Singing CCE Language
HOTS Evaluation VALUES Cleanliness

Attendance: /
TIME 0820 - 0920 DURATION 60 minutes
Main : Listening
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
1.2.2 Understand with support specific information and details of short simple texts
LEARNING STANDARDS
Complementary:
1.2.5 Understand a wide range of short supported questions
support specific information and details of short simple texts.

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand short
supported questions.
SUCCESS CRITERIA Pupils can listen to and number at least 3 pictures correctly.
LANGUAGE /
Present simple, Yes/No questions
GRAMMAR FOCUS
Pre-lesson
1. Pupils review adjectives (p.5) in word form.
Lesson delivery
2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. The set includes the
words from the main vocabulary, all cut up and mixed up (e.g. take / the / bus / walk / take / the train /
drive). Pupils should work together to try to arrange them to make the vocabulary phrases or words.
Consider including some of the vocabulary from Student’s Book p.15 as well. (21st CA)
3. To check the answers, say the expressions in question form (e.g. Does Ali always take the bus to school?
ACTIVITIES and have pupils touch the words as they hear them.
4. Pupils open their books on page 17. Pupils listen to the audio for Activity 3 and say number of the
alphabets orally.
5. Teacher collects the exercise books from pupils to check their work.
6. Teacher distributes worksheet.(WB p11)
7. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
8. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if they are True or
False from memory (see post-lesson task 10). (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.17 (and 15 in step 2), Sets of cut up word cards
CLASSROOM BASED
Exercise book
st
21 CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Analysis VALUES Self-confidence

TEACHERS’S REFLECTION Attendance: /

Main : Speaking
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
describe basic everyday routines.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide
range of short supported questions

SUCCESS CRITERIA Pupils can ask, listen and answer at least 5 questions correctly.
LANGUAGE /
Present simple Yes/No questions
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Review key vocabulary with an action/miming game.
Lesson delivery
2. Pupils refer to the picture in textbook page 17 for Activity 4. Pupils listen to the audio (track 25) and
practise the exchange.
3. In pairs, pupils ask their partners about their parents (or another family member, as appropriate to your
pupils).(HOTS)
3. Monitor as pupils do the pairwork activity and review the question-answer form if necessary after the
activity.
4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask them to write a
question (for example, Do you … to school? or Does your dad/mum … to work?) (21st CA)
5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they will interview.
They should use the ‘Answers’ boxes on the worksheet to keep count of classmates’ answers then add up
the total when they have finished.
6. Use a model on the board to show how to complete the chart on the worksheet. Each block represents
one answer. Pupils should colour the number of squares for each answer, for example, if 7 pupils answer
‘Yes’ and 3 pupils answer ‘No’, then they colour 7 left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs. (CBA)
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are surprised by
any of the findings. (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.17, Class survey worksheet.
CLASSROOM BASED
Worksheet
21st CENTURY ACTIVITY Survey CCE Language
HOTS Analysis VALUES Self-confidence

Attendance: /
DAY / DATE Thursday WEEK / LESSON 7 24
Main : Reading
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
3.2.4 Recognise and use with support key features of a simple monolingual dictionary
LEARNING STANDARDS
Complementary:
1. By the end of the lesson, most of the pupils will be able to recognise and use with
support key features of a simple monolingual dictionary.

LEARNING OBJECTIVES
SUCCESS CRITERIA Pupils can read and use the dictionary to look for meanings of at least 3 words correctly.
LANGUAGE /
Present simple for habits and occupations.
GRAMMAR FOCUS
Pre-lesson
1. Play a word game to focus on the word teacher.
2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Tell pupils
that today you will help them learn to use a dictionary. Show pupils a dictionary.
Lesson delivery
3. Elicit and write the alphabet on the board.
4. Write the word cat on the board. Model using a dictionary to find the word and read the definition.
5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the word cards and
put them randomly on the board too.
ACTIVITIES 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to find the word
in the dictionary. Give them time to find the word and then ask them which picture on the board they
think their word belongs with. (HOTS) (21st CA)
7. For each of the seven words, ask one pupil to come out and move their word card next to the correct
picture on the board.
8. Pupils refer to Student’s book page 18 with the CD audio (Track 27). Pupils listen and read (Activity 1).
9. Pupils do Activity 2 orally as a class.
10. Teacher distributes worksheet (WB p13).Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
11. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
Get Smart plus 3 Student’s Book p.18, word cards: firefighter, fire, lifeguard, save, dentist, fix, teeth.
TEACHING AIDS
Picture cards of the three people on Student’s Book p.18, Class set of monolingual dictionaries
CLASSROOM BASED
Exercise book
21st CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Application VALUES Hardworking

Attendance: /
TIME 0920 - 1020 DURATION 60 minutes
Main : Writing
FOKUS SKILLS
Complimentary : Speaking
Main:
CONTENT STANDARDS
Complementary:
2.2 Use appropriate communication strategies.
Main:
4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
LEARNING STANDARDS
Complementary:
2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions
1. By the end of the lesson, most of the pupils will be able to spell an increased
range of familiar high frequency words accurately in guided writing.

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to ask for attention or
help from a teacher or classmate by using suitable questions.
SUCCESS CRITERIA Pupils can fill in the blanks of the crossword puzzle with at least 4 answers with correct spelling.
LANGUAGE /
Present simple for habits/occupations.
GRAMMAR FOCUS
Pre-lesson
1. Review the three occupations (jobs) from the previous lesson. Teacher gives some clues and pupils
guess the occupation. (21st CA)
Lesson delivery
2. Introduce the new occupations vocabulary using flashcards.
3. Follow the instructions for Grammar Box, then Activity 3. Remind pupils that they can ask for a
classmate’s help if they can’t read a word by putting up their hand and saying I do not understand this
word. Can you help me, please?
4. Pupils copy the questions from Activity 3 into their exercise book and fill in the blanks.
ACTIVITIES
5. Show the worksheet and explain that pupils will do a crossword puzzle. Model how to read the clue and
write the answer in the crossword. Have pupils work on the crossword in pairs.(CBA)
6. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as appropriate.
Post-lesson
7. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.19, Flashcards of occupations, Crossword worksheet.
CLASSROOM BASED
Worksheet
st
21 CENTURY ACTIVITY Who Am I? CCE Language
HOTS Analysis VALUES Helping one another

Attendance: /

FOKUS SKILLS
Main:
5.1 Enjoy and appreciate rhymes, poems and songs.
CONTENT STANDARDS
Complementary:
Main:
5.1.2 In addition to Year 2 text types: simple poems
LEARNING STANDARDS
Complementary:
1.2.3 Understand with support short simple narratives
By the end of the lesson, most of the pupils will be able to understand with support
LEARNING OBJECTIVES
short simple narratives (simple poems)
SUCCESS CRITERIA Pupils can listen and respond about short simple poem.
LANGUAGE /
He/She + present simple ‘s’; means of transport
GRAMMAR FOCUS
Pre-lesson
1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. Draw a
child next to the car, bike and bus.
2. Ask pupils to give the children names: 2 children should be girls and 2 children boys.
3. Tell pupils that the four children will be the characters in the rhyme.
Lesson delivery
4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest actions to
mime the means of transport. (HOTS)
ACTIVITIES 5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the words
and actions.
6. Repeat step 5 until pupils can say the rhyme confidently.
7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and
add the correct means of transport.
Post-lesson
8. Ask pupils to close their books and divide them into four groups, one group for each picture.
9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the complete
rhyme. (21st CA)(CBA)
TEACHING AIDS Flashcards or pictures, The Going to school rhyme written on the board or as a handout.
CLASSROOM BASED
Presentation
21st CENTURY ACTIVITY Rhyming / Singing CCE Creativity and Imagination
HOTS Evaluation VALUES Tolerance

Attendance: /
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
Main : Listening
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
2.3 Communicate appropriately to a small or large group.
Main:
1.2.1 Understand with support the main idea of short simple texts
LEARNING STANDARDS
Complementary:
2.3.1 Narrate very short basic stories and events
support the main idea of short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to narrate very short
basic stories and events.

SUCCESS CRITERIA Pupils can talk about their ambition with at least 2 sentences correctly.
LANGUAGE /
Present simple for habits and occupations.
GRAMMAR FOCUS
Pre-lesson
1. Ask pupils what they would like to be when they grow up. Use this as an opportunity to review some
more challenging occupations vocabulary from previous lessons. (HOTS)
Lesson delivery
2. Show pupils the worksheet and ask them to choose an occupation and draw it on the worksheet. They
should write the occupation word under their picture. They should NOT write their name on the
worksheet at this point. (CBA)
3. Tell pupils they will talk about the person on their picture. They should plan what they are going to say.
ACTIVITIES
They could write notes in their exercise books. See Activity 4 in Student’s Book p.19. Pupils listen to the
audio track 28.
4. Ask pupils to work in groups of 6–8. Try not to group pupils who sit next to or near each other. They put
their pictures together. Each pupil in turn talks about their picture. The other pupils listen carefully and
guess which picture is the pupil’s. Ask pupils to note their guesses/answers in their notebooks so that
feedback can be done as a group after each pupil has had a turn speaking. (21st CA)
Post-lesson
6. Repeat the activity as a whole class with the pupils you have chosen, providing plenty of praise.
TEACHING AIDS Get Smart plus 3 Student’s Book p.19, Occupations flashcards, Worksheet, Colour pencils.
CLASSROOM BASED
Worksheet
21st CENTURY ACTIVITY Talking Chips CCE Language
HOTS Analysis VALUES Helping one another

Attendance: /
DAY / DATE Thursday WEEK / LESSON 8 28
Main : Speaking
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
LEARNING STANDARDS
Complementary:
describe basic everyday routines.

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to Understand a wide
range of short supported questions
SUCCESS CRITERIA Pupils can speak and write about their ambition with at least 3 lines correctly.
LANGUAGE /
Present simple (want to)
GRAMMAR FOCUS
Pre-lesson
1. Play Guess the occupation game.
Lesson delivery
2. Introduce the new vocabulary from Student’s Book.
3. Play a matching game with flashcards, where pupils in pairs or small groups match the occupation with
what the person does (e.g. pilot + fly a helicopter).(21st CA)
4. Introduce/review the question and answer What do you want to be when you grow up? Drill the
questions and then have pupils ask and answer their partner. (HOTS)
ACTIVITIES 5. Pupils refer to textbook page 20 and copy the table in their exercise book.
6. Pupils listen to the audio (track 32).
7. Pupils ask and answer in pairs and fill in the table correctly.
8. Monitor carefully as pupils work and support them in making sentences.
Post-lesson
11. Give feedback on the activity including a focus on / review of common problems. Give extra praise to
pupils who have tried hard at this activity.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.20, Occupations & vocabulary flashcards.
CLASSROOM BASED
Worksheet
st
21 CENTURY ACTIVITY Games CCE Language
HOTS Analysis VALUES Tolerance

Attendance: /
DAY / DATE Friday WEEK / LESSON 8 29
Main : Reading
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
Main:
3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
LEARNING STANDARDS
Complementary:
1. By the end of the lesson, most of the pupils will be able to guess the meaning of
unfamiliar words from clues provided by visuals and the topic.

LEARNING OBJECTIVES
SUCCESS CRITERIA Pupils can guess at least 3 purposes of 3 organisations appropriately,
LANGUAGE /
Present simple for habits.
GRAMMAR FOCUS
Pre-lesson
1. Put the names of some well-known Malaysian charity organisations on the board (e.g. WWF Malaysia
(World Wildlife Fund); other local charities the pupils will know). Talk to pupils about what the
organisations do. (HOTS)
Lesson delivery
2. Use the flashcards to pre-teach the vocabulary.
3. Show the pictures from Student’s Book p.115 and ask pupils which vocabulary might belong to each
ACTIVITIES
picture. (21st CA)
4. Pupils listen and read for Activity. Remind pupils to look at the pictures to help them with new
vocabulary.
5. Elicit We can sentences from pupils about other charities you talked about in the pre-lesson activity.
6. Pupils copy Activity 2 in their exercise book and answer it. (CBA)
Post-lesson
7. Talk to pupils about charity membership.
Get Smart plus 3 Student’s Book, p.115, Vocabulary flashcards
TEACHING AIDS
Copies of pictures next to texts on Student’s Book p.115 to create their learning diaries.
CLASSROOM BASED
Exercise book
21st CENTURY ACTIVITY Brainstorming CCE Patriotism and citizenship
HOTS Analysis VALUES Love to animal

TEACHERS’S REFLECTION Attendance: /
Main : Writing
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
4.1 Form letters and words in neat legible print using cursive writing.
Main:
4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level
LEARNING STANDARDS
Complementary:
4.1.2 Begin to use cursive handwriting in a limited range of written work*
1. By the end of the lesson, most of the pupils will be able to use capital letters, full
stops and question marks appropriately in guided writing at sentence level
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to begin to use cursive
handwriting in a limited range of written work.

SUCCESS CRITERIA Pupils can use capital letter and full stops in at least 5 sentences correctly.
LANGUAGE /
Present simple for routines.
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Play Do not break the chain.
Lesson delivery
2. Pupils refer to Student’s Book page 21. Teacher plays track 33 as pupils listen and point the words.
3. Play the recording again and have pupils read along as they listen. Ask some questions about the text,
letting pupils find the answers in the text.
4. Show pupils the three questions on the page. Pupils work in pairs to ask and answer the questions.
Monitor carefully as pupils do this to make sure they can answer them. (21st CA)
5. Explain the instructions for Writing Tip.
6. Ask pupils to write sentences about their day in their exercise books. Encourage the use of cursive
writing.
7. Monitor carefully to check their work, with a focus on punctuation, use of capital letters and
handwriting.
Post-lesson
10. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
 Something I feel proud of in my English
TEACHING AIDS Get Smart plus 3 Student’s Book p.21.
CLASSROOM BASED
Exercise book
21st CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Evaluation VALUES Cleanliness

Attendance: /
FOKUS SKILLS
Main:
5.2 Express personal responses to literary texts.
CONTENT STANDARDS
Complementary:
Main:
5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text
LEARNING STANDARDS
Complementary:
2.1.5 Describe people and objects using suitable words and phrases
1. By the end of the lesson, most of the pupils will be able to ask and answer simple
questions about characters, actions and events of interest in a text.

LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to describe people and
objects using suitable words and phrases.
SUCCESS CRITERIA Pupils can answer at least 3 questions about the story correctly.
LANGUAGE /
Present simple want to + be + occupation
GRAMMAR FOCUS
Pre-lesson
1. Pupils are shown the occupation reading cards from previous lesson.
Lesson delivery
ACTIVITIES
2. Explain the meaning of career to pupils. Ask them what they think a school career day is. Explain that
they will read and listen to a story about a school career day.
3. Pupils read the story in page 22-23 alongside track. Ask pupils what they think of the story, which
character they like and why.
4. Ask each pupil to draw a picture showing an occupation. (21st CA)
5. In groups of 6–8 pupils, ask them to share their pictures. They should write their name under the
picture of an occupation they want to be.
6. Feedback by asking pupils to tell the class who wants to be the same occupation as them, e.g. Hamid,
Maitha and Yi Ling want to be a police officer.
7. Talk to pupils about the Value mentioned on Student’s Book ‘Every job is important’. (HOTS)
8. Teacher distributes worksheet. (WB p15)
Post-lesson
10. Ask pupils to tell you what new words they have learned today. Focus their attention on what they
learned from the story, including the storyline, the characters and the message (value).
TEACHING AIDS Get Smart plus 3 Student’s Book p.22-23.
CLASSROOM BASED
Worksheet
st
21 CENTURY ACTIVITY Stretch to Sketch CCE Language
HOTS Evaluation VALUES Responsible

Attendance: /
Main : Reading
FOKUS SKILLS
Main:
CONTENT STANDARDS
Complementary:
4.2 Communicate basic information intelligibly for a range of purposes in print and digital media.
Main:
LEARNING STANDARDS
Complementary:
4.2.4 Describe people and objects using suitable words and phrases
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to use describe people
and objects using suitable words and phrases.

SUCCESS CRITERIA Pupils can read and rearrange to form 3 sentences correctly.
LANGUAGE /
Review of Unit 2 language
GRAMMAR FOCUS
Pre-lesson
1. Pupils look at Student’s Book page 24 and talk about the pictures.
Lesson delivery
2. CD Track 35 is played while pupils state yes / no based on the picture (Activity 1).
3. Show pupils the picture and tell them the boy is Hamid and the girl is May. They are brother and sister.
Ask pupils to look at and read silently the text on the worksheet 1. Ask a question, for example, Who
wrote this? Hamid or May?
Ask questions about the language: (HOTS)
 Which words tell you how often they do something? Where do we find it in the sentence?
 Which sentences have an ‘s’ in the verb (or show them in an example)? Why?
 What can we find at the beginning of the sentences? And at the end?
ACTIVITIES
3. Show pupils how to unjumble a sentence by doing an example on the board.
Ask pupils to work in groups of three. Give one set of jumbled sentences (worksheet 1) to each pupil in the
group. (21st CA)
5. Collect the worksheets from pupils and review them to note pupils’ performance. (CBA)
6. Ask pupils to write in their notebooks (homework):
 Something they always/never do every day.
 Something someone else always/never does every day.
 What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well they feel they know the
language now. They should complete self-assessment section (worksheet 2).
Worksheets (see SOW p75), Picture of a girl and a boy, Get Smart plus 3 Student’s Book, p.24 Activities 1
TEACHING AIDS
and/or 2, Self-assessment worksheets
CLASSROOM BASED
Worksheet
st
21 CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Analysis VALUES Honest

Attendance: /
Name : ______________________________ Class: _________
A. Read silently the text
I’m Hamid. I like swimming and I want to help people. When I grow up,
I want to be a lifeguard. My sister likes playing with toy planes. She
wants to be a pilot when she grows up and fly a plane. I love my sister.
We always take the bus to school together. We never walk to school.
B. Let’s rearrange.
Name : ______________________________ Class: _________
Self-assessment
How did I do in Unit 2?
In English, I know how to:

 say what I do every day Great!
[ ] OK [ ] A little [ ]
 say what other people do every day Great!

[ ] OK [ ] A little [ ]
 talk about different jobs Great!

[ ] OK [ ] A little [ ]
 talk about different ways to travel Great!

[ ] OK [ ] A little [ ]
 say what I want to be when I grow up Great!

[ ] OK [ ] A little [ ]

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAY / DATE Monday WEEK / LESSON 6 17

TIME 0920 – 1020 DURATION 60 minutes

HOTS Analysis VALUES Friendly

SUBJECT English Language YEAR 3

DAY / DATE Tuesday WEEK / LESSON 6 18

TIME 0820 – 0920 DURATION 60 minutes

describe basic everyday routines

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAY / DATE Wednesday WEEK / LESSON 6 19

TIME 0920 – 1020 DURATION 60 minutes

idea of short simple texts.

HOTS Evaluation VALUES Self-confidence

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAY / DATE Friday WEEK / LESSON 6 20

TIME 1040 – 1140 DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!

stops and question marks appropriately in guided writing at sentence level.

HOTS Evaluation VALUES Responsible

SUBJECT English Language YEAR 3

TIME 0920 – 1020 DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!

and intelligibly through creating simple action songs on familiar topics.

HOTS Evaluation VALUES Cleanliness

SUBJECT English Language YEAR 3

DAY / DATE Tuesday WEEK / LESSON 7 22

TIME 0820 - 0920 DURATION 60 minutes

support specific information and details of short simple texts.

HOTS Analysis VALUES Self-confidence

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAY / DATE Wednesday WEEK / LESSON 7 23

TIME 0920 – 1020 DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!

range of short supported questions

HOTS Analysis VALUES Self-confidence

SUBJECT English Language YEAR 3

DAY / DATE Thursday WEEK / LESSON 7 24

TIME 0850 – 0950 DURATION 60 minutes

support key features of a simple monolingual dictionary.

HOTS Application VALUES Hardworking

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAY / DATE Monday WEEK / LESSON 8 25

TIME 0920 - 1020 DURATION 60 minutes

range of familiar high frequency words accurately in guided writing.

HOTS Analysis VALUES Helping one another

SUBJECT English Language YEAR 3

DAY / DATE Tuesday WEEK / LESSON 8 26

TIME 0820 – 0920 DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!

HOTS Evaluation VALUES Tolerance

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

Name : ______________________ Class: _

Name : ______________________ Class: _