Duration: Lesson

Subject : English Class:3 Maju Time

75
Theme : World of self, family
Focus skill: Listening CCE: Language Date:
and friends
Teaching aids:
Worksheet, audio CD, pictures, word cards.
21st Century Skills/Strategy/Activity:
Communication, collaboration.
Language/Grammar focus: Present tense There is/are: Singular & plural; Prepositions of place review
Y
TOPIC
My New House
o
CONTENT STANDARD ur
te
1.1 Recognise and reproduce target language
M sounds C 2.1 Communicate simple information intelligibly

LEARNING STANDARDS

M
1.1.1 Recognise and reproduce with support a
range of target language phonemes C
2.1.5 Describe people and objects using suitable words
and phrases
xt
LEARNING OBJECTIVES
he
M
re
At the end of the lesson, pupils will be able to identify and sound out the two syllables words correctly.

At the end of the lesson, pupils will be able to describe the locations of items in the house using prepositions
C correctly.
1. Stick picture cards on the board.
2. Put the wrong word cards under each flashcard, e.g. picture of a bedroom, word: bathroom
I. PRE-LESSON 3. Invite pupils to come up in turn and swap the word cards so that the word and picture are a
match for one.
4. Repeat until all the words and pictures match.
Activity 1:
 Show the flashcards and drill the four new words.
 Explain to pupils how these are words with two sounds (syllables).
 Show how each word is made up of the two sounds.
 Syllables Game: Organise pupils into groups and distribute picture cards. Say a word.
Pupils listen carefully. Pupils hold up the correct picture card and say the second
syllable sound. Repeat with other words.
Activity 2:
II. LESSON  Distribute worksheet. Play the CD. (Track 75)
DEVELOPMENT  Pupils listen to the descriptions and number the correct pictures.
 Have pupils compare their answers in pairs first, then check as a class.
Activity 3:
 Distribute a set of pictures. Have pupils to cut out the pictures.
 Play the CD and have pupils to repeat the exchange. (track 78)
 Pair work: Pupils choose some items and place them somewhere in the house in the
picture without letting their partners see them. Pupils take turns to ask and answer
questions. Pupil A ask the location of the item and pupil B describe the location.
Pupil A listen and put the item in the house in the picture. (SB pg 50)
III. POST LESSON 1. Guide pupils to complete their learning diaries.

REFLECTION

M a. ___ out of ___ pupils were able to identify and sound out Lesson postpone:
 the two syllables words correctly. a. Course c. CRK

b. Sick leave d. Meeting

a. ___ out of ___ pupils were able to describe the locations
C of items in the house using prepositions correctly.
Other :
Duration: Lesson
Subject : English Class: Time
78
Theme : World of self, family and Focus skill: Writing and
CCE: Language Date:
friends Speaking
Teaching aids:
Worksheet, CD audio, bedroom furniture
21st Century Skills/Strategy/Activity:
Communication, collaboration, presentation.
Language/Grammar focus: Present tense There is/are: Singular & plural; Prepositions of place; Adjectives
Y
TOPIC
My New House o
CONTENT STANDARD
4.3 Communicate with appropriate language
2.3 Communicate appropriately to a small or large ur
M form and style for a range of purposes in print
group C
and digital media

LEARNING STANDARDS
te
xt
4.3.3 Plan, draft and write an increased range of
M simple sentences C
2.3.1 Narrate very short basic stories and events

LEARNING OBJECTIVES

M At the end of the lesson, pupils will be able to plan, draft and write at least two sentences about their bedroom
correctly. he
C re
At the end of the lesson, pupils will be able to tell their partner about their bedroom using the pictures and the text.

5. Write the words in scrambled letter order on the board. (bathroom, downstairs, kitchen,
upstairs)
I. PRE-LESSON
6. Pupils work in pairs/groups and write each word correctly.
7. Check with the class.
1. Activity 1:
 Play the CD to review the text on Student’s Book, p.51. Review the differences
between Sue’s house and pupils’ own homes. (track 80)
 Writing Tip: Read the tip out loud. Explain it and point out to the two examples.
Distribute worksheet. Pupils write in the adjectives in the correct places. Then check
pupils’ answers by having them read the sentences out loud.
2. Activity 2:
II. LESSON DEVELOPMENT  Have pupils write about their bedroom on a worksheet.
 After writing they can furnish their bedroom using the template and cut up furniture
OR they can draw the furniture into the room.
 Pupils tell their partner about their bedroom using the pictures and the text.
 Encourage partners to ask each other questions about their bedroom or make
comments about it.
 Pupils present their work to the class. Encourage the class to ask questions about the
picture and the pupil’s home. This could be done in groups if there is time.
 Collect pupils’ work, review it and note problem areas for review in later lessons.
III. POST LESSON 2. Get the pupils to talk about their dream bedroom. E.g. a bedroom with a swimming pool
REFLECTION
b. ___ out of ___ pupils were able to plan, draft and write at least Lesson postpone:
 M two sentences about their bedroom correctly. a. Course c. CRK
b. Sick leave d. Meeting
b. ___ out of ___ pupils were able to tell their partner about their
C bedroom using the pictures and the text. Other :

Subject : English Class: Time Duration: Lesson

Theme : World of self, family and Focus skill: Language Arts & 79
CCE: Values Date:
friends Listening
Teaching aids: Worksheet, CD audio. 21st Century Skills/Strategy/Activity: Communication,
Language/Grammar focus: Review of unit vocabulary and language
TOPIC
Y
o
My New House

CONTENT STANDARD

M C
ur
5.2 Express personal responses to literary texts 1.2 Understand meaning in a variety of familiar contexts

LEARNING STANDARDS

te
5.2.1 Ask and answer simple questions about
M characters, actions and events of interest in a text C
1.2.3 Understand with support short simple narratives

LEARNING OBJECTIVES

M At the end of the lesson, pupils will be able to answer simple questions about the characters, actions and events of
interest in the story. xt
C
he
At the end of the lesson, pupils will be able to listen to and understand the story by answering comprehension

I. PRE-LESSON 8. Ask pupils (in L1) if they believe in ghosts, if they have ever seen a ghost or if they know
of any ghost stories.

3. Activity 1:
 Hold up the book. (SB pg 52-53)
re
 Tell pupils that they will listen to and read a story with the title The Ghost. Invite pupils to
guess what the word means.
 Ask pupils to look at the pictures and guess what the story is going to be about.
 Play the CD and have pupils listen and look at the pictures. (Track 81)
II. LESSON DEVELOPMENT  Pause very briefly at the end of each picture, check basic understanding very briefly, and ask a
question to predict what will happen next.
 Ask pupils one or two comprehension questions and review the story in their books if
necessary. (refer to TB page 84 After Reading Activity for comprehension questions)
 Ask pupils what they think the moral of the story is (see Value on SB p.53). Discuss the value
with pupils.
4. Activity 2:
 Have pupils build vocabulary mind maps. (see Optional activity, Teacher’s Book, p.85)

3. Ask pupils to think about what they have learned in Unit 5 and how well they feel they
know the language now. They should complete the How did I do in Unit 5? self-
III. POST LESSON assessment worksheet.
4. Collect the worksheets from pupils and review them to note pupils’ performance. If there
are any areas of concern, prepare a review of these in upcoming lessons.
REFLECTION
 c. ___ out of ___ pupils were able to answer simple questions Lesson postpone:
M about the characters, actions and events of interest in the story. a. Course c. CRK
b. Sick leave d. Meeting
c. ___ out of ___ pupils were able to listen to and understand the
C story by answering comprehension questions. Other :

Duration: Lesson
Subject : English Class: Time
80
Theme : World of self, family and
Focus skill: Speaking CCE: ICT Date:
friends
Teaching aids:
Question cards, picture, survey template, computer
Language/Grammar focus:
21st Century Skills/Strategy/Activity:
Communication, collaboration, survey. Y
Present simple questions (various)

TOPIC
o
ur
My New House

CONTENT STANDARD
4.3 Communicate with appropriate language form and
M C te
2.1 Communicate simple information intelligibly
style for a range of purposes in print and digital media

LEARNING STANDARDS

M
2.1.5 Describe people and objects using suitable
words and phrases
4.3.1 Use capital letters, full stops and question marks
C
appropriately in guided writing at sentence level xt
he
LEARNING OBJECTIVES

M At the end of the lesson, pupils will be able to describe their house by answering four survey questions correctly.

C At the end of the lesson, pupils will be able to write one survey question using capital letter and a question mark
correctly.
9. Show a picture of a house to the pupils.
re
10. Elicit what they can see.
I. PRE-LESSON 11. Prompt questions to encourage active participation. e.g. Is there a kitchen? How many bedrooms are
there? etc
II. LESSON DEVELOPMENT 5. Activity 1:
 Ask pupils to close their eyes and imagine their own house. Ask some hands-up questions that
relate to the questions on the question cards, e.g. Hands up if you have three rooms in your house.
/ Hands up if your bedroom walls are pink. etc.
 Put pupils in groups of four. Hand out the cards and put them in the middle, face down. Pupils
pick a card, in turn, and answer the question on the card.
 Feed back on this activity, but leave the cards with the pupils.
6. Activity 2:
 Tell pupils they will create a survey about the class houses. First each group should write four
questions (one per pupil) in their notebooks. Monitor and help as necessary. Note that pupils can
copy the questions on the cards or use them as models if they need to. Make sure that each pupil
has all four questions in their notebook.
 Pupils should now ask others their questions – one question each. Set a number of pupils
(minimum and/or maximum, depending on time) they should ask. They should note the answers
in their notebooks.
 Pupils return to their groups and put their findings together.
 Where possible, groups use the computer to create a table or chart to present their findings. Have
 pupils save their work and either post to the class or school website/blog or print out. If no
computers are available, this can be done on paper by hand.

III. POST LESSON 5. Groups present their findings to the class.

REFLECTION
d. ___ out of ___ pupils were able to describe their house by Lesson postpone:
M answering four survey questions correctly. a. Course c. CRK
b. Sick leave d. Meeting
d. ___ out of ___ pupils were able to write one survey question
C using capital letter and a question mark correctly. Other :

Subject : English Class: Time Duration: Lesson

Theme : World of self, family and CCE: Global Sustainability; 72
Focus skill: Reading Date:
friends Values
Teaching aids: 21st Century Skills/Strategy/Activity:
Video, CD audio, worksheet.
Language/Grammar focus:
Present tense There is/are: Singular & plural; Prepositions of place
Communication, collaboration.
Y
TOPIC
My New House
o
CONTENT STANDARD
3.2 Understand a variety of linear and non-linear
3.2 Understand a variety of linear and non-linear print
ur
M print and digital texts by using appropriate
C
te
and digital texts by using appropriate reading strategies
reading strategies

LEARNING STANDARDS

M
3.2.3 Guess the meaning of unfamiliar words
from clues provided by visuals and the topic C
3.2.1 Understand the main idea of short simple texts
xt
he
LEARNING OBJECTIVES

M At the end of the lesson, pupils will be able to read the text and use pictures to guess the meaning of words.

re
At the end of the lesson, pupils will be able to read and understand the text by answering at least 3 out of 4
C comprehension questions correctly.

I. PRE-LESSON 12. Show a video of Japan to the class.

II. LESSON DEVELOPMENT 7. Activity 1:

 Write Japan on the board.
 Ask pupils to tell each other in pairs/small groups what they know or remember about Japan after
watching the video.
 They will probably use first language for this. When feeding back, help pupils translate some of
their ideas into English and/or provide them with some key vocabulary.
 Ask them what they know about houses in Japan.
 Show the pictures from the text.
 Ask pupils to tell you what they can see. (SB pg 48)
 Ask pupils to read the text and highlight or underline any new words.
 Direct pupils to the pictures to try to guess the meaning of the new words.
 Play the CD and encourage pupils to shadow read. (track 74)
 Ask questions to check comprehension. (refer to TB pg 78 Act 1)
 8. Activity 2:
 Distribute worksheet. Pupils refer to Act 1 in order to circle the correct answer.
 Exercise A: Read the sentences out loud and allow pupils time to do the activity.
 Have pupils compare their answers in pairs, then check as a class.
6. Make true/false statements about Japanese traditional house.
e.g. People wear shoes inside the house. / People sit on cushions.
III. POST LESSON
7. Pupils tell you if your statements are true or false.
8. Enrichment: Pupils complete exercise B of the worksheet.
REFLECTION
e. ___ out of ___ pupils were able to read the text and use pictures Lesson postpone:
M to guess the meaning of words. a. Course c. CRK
e. ___ out of ___ pupils were able to read and understand the text b. Sick leave d. Meeting
C by answering at least 3 out of 4 comprehension questions
Other :
correctly.