Year 3 2019

Suggested Pre-Lesson Tasks
PRE-LESSON TASK 1: WORK OUT THE WORDS

AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIAL: Board, exercise books and pens
1. Write anagrams of key topic vocabulary words on the board, e.g. n d s w c h i a (= sandwich)
2. Put pupils into pairs or groups and ask them to work out the words by completing the anagrams.
3. If pupils find this difficult, provide the first letter of each word or provide a picture to help them with
meaning.
4. When finished, invite pupils to form larger groups to see if they have the same words.
5. Ask volunteers to say a word then spell it or come up to the board to write it.
PRE-LESSON TASK 2: GUESS THE ANSWER

AIM: To prepare and give pupils confidence for a Listening or Reading text
MATERIALS: Board
1. Write questions on the board for a Listening or Reading text, that pupils will answer during the lesson.
2. Provide two or three possible answers for each question, for example, ‘What did Sara do at the weekend?’
a. played football
b. watched TV
c. went shopping (make sure one is the correct answer!)
6. Ask pupils to guess which one they think is the correct answer.
7. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

AIM: To prepare and give pupils confidence for a listening or reading text
MATERIALS: Board
1. Write a list of events in the Listening or Reading text in a random order or use pictures to illustrate them.
For example, if the text is a story, list the events in any order (Mohamed went camping. He saw a
mouse in the tent at night. His mother screamed! The mouse ran away.)
2. Put pupils in pairs to decide on the order.
3. Invite pupils to compare their ideas in groups.
4. Pupils then listen to or read the text to check their predictions.
PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

AIM: To revise topic vocabulary
MATERIALS: Flashcards of relevant topic vocabulary and card to cover up the flashcards
1. Choose some flashcards of important topic vocabulary that pupils will need in the lesson.
2. Place the flashcards face down on a table in front of the class.
3. Take one of the flashcards, making sure pupils can’t see it. Cover it with a piece of card then slowly
begin revealing the flashcard to the class. You could use an overhead projector and a piece of
paper or an interactive whiteboard, if either is available.
4. Pupils try to guess the word as it is revealed. Each time they guess correctly, put the flashcard on the
board. Continue until pupils have guessed all the words
PRE-LESSON TASK 5: SIT DOWN, STAND UP

AIM: To revise topic vocabulary
MATERIALS: True and false sentences about the topic
1. Prepare some simple True/False sentences about the topic to check pupils’ knowledge or to prepare
them for the content of the lesson.
2. Read a sentence out, for example, if the topic is pets, ‘Cats are bigger than mice’, ‘Fish live in water’
etc).
3. If it is True, pupils stay sitting at their desks. If it is False, pupils stand up. Invite pupils to correct any false
sentences. You could change the action to suit the topic of the lesson or to review other vocabulary,
especially verbs.
4. If there is time, pairs of pupils can create their own True/False sentences to use with other pairs or with
the whole class.
PRE-LESSON TASK 6: FINGER-WRITING

AIM: To practise spelling of topic vocabulary
MATERIALS: Board
1. Choose some words that pupils will need for the lesson. These should be words pupils already know,
so are reviewing.
2. Divide pupils into pairs.
3. Tell one pupil in the pair to look at the board, and the other pupil to cover their eyes or put their head
down on the desk so that they can’t see the board.
4. Write a topic word on the board, give pupils about 5 seconds to remember it, and then rub the word
off the board. You could use a picture if pupils may benefit from using a visual aid.
5. Tell pupils who did not see the board to stand with their back to their partner while the partner writes
the word on their back by using their finger.
6. Each pupil works out what word their partner is writing.
7. Reverse the roles so that each pupil gets the chance to write.
8. Repeat for other topic words.
Note: When pupils know this activity, they can choose their own words.
PRE-LESSON TASK 7: BEAT THE TEACHER

AIM: To create interest in the lesson and to review and practise spelling of topic vocabulary
MATERIALS: Board
1. Choose a key topic word from the lesson.
2. Write lines to correspond to each letter on the board with a space in between as in the example
below _ _ _ _ _ _ (planet).
3. Draw a circle/oval on the board. It is a head without the parts (eyes, nose, ears, mouth, hair).
4. Explain that the aim of the game is to guess the word before the face is completed.
5. Tell pupils to put up their hands if they want to guess a letter.
6. If they guess correctly, write the letter into the correct letter space. If they guess incorrectly, draw one
part of the head (e.g. the mouth or the hair). Write the incorrect letter on the side of the board to
remind pupils it has already been used.
7. If pupils guess the word before the face is completed, they have beaten the teacher. If not, the
teacher has won!
Note: You can change the picture you build for this, perhaps using a topic-related picture, as long as it has a good number of
parts (e.g. 6 or 7).
PRE-LESSON TASK 8: PREDICT THE CONTENT

AIM: To help pupils with Listening or Reading comprehension
MATERIALS: Board and pictures
1. Ask pupils to look at a picture or pictures which accompany a Listening or Reading text they will have in the lesson, or tell
them the title of the story, song etc.
2. Ask pupils to work in small groups to predict words they might hear/read. Give groups a fixed time, e.g. 3 minutes.
3. Review their answers and provide correct spelling by writing the words on the board.
4. Ask pupils to read or listen to the text and see if any of their predictions are correct.
5. Check the predictions with the whole class before moving on to the main Listening or Reading focus for the lesson.
PRE-LESSON TASK 9: REMEMBER THE WORDS

AIM: To review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet.
1. Choose about 7 or 8 topic words that pupils will need for the lesson.
2. Put flashcards or real objects of these vocabulary items on a table.
3. Ask pupils to work in pairs or small groups and to say the words.
4. Check briefly with the whole class.
5. Place a cloth over all the items on the table.
6. Ask pairs to remember 5 words or more.
7. Elicit answers from the whole class.
8. Uncover the items so that pupils can check their answers.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available,
though.
PRE-LESSON TASK 10: SAY WHAT’S MISSING

AIM: To review topic vocabulary and prepare pupils for the lesson
MATERIALS: Flashcards or real/plastic objects, a table and a cloth, or sheet
1. Follow steps 1–5 in Pre-lesson task 9, Remember the Words.
2. Take one or two vocabulary items away.
3. Remove the cloth, keeping the removed items in it.
4. Pupils say which items are missing.
Note: You can use pictures on the board with sticky tape or magnets, an overhead projector or an
interactive whiteboard for this activity. Real objects (realia) are stimulating when available,
though.
PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)

AIM: To practise distinguishing different sounds
MATERIALS: Board (or flashcards)
1. Choose some words that contain the sound(s) you are/have been working on and some other topic
words you would like to review.
2. Write the words in chains of three or four on the board, containing one example of the phoneme you
are focusing on, e.g. for /r/ cat : dog : fish : rat
3. Ask pupils to guess which word has the sound.
4. Say the words (you can say just the word or you could say it in a short sentence) to let pupils check
their answers.
5. Ask pupils to read all the words aloud.
Note: This task can be adapted to have chains of rhyming words or as an odd-one-out (where one is different from the
others). Pictures could be used instead of words to check vocabulary production rather than reading recognition.
Although phonics is a focus of the Year 3 Content and Learning Standards, working with sounds and written words is
still valuable to pupils in Year 3 from time to time, especially with sounds that pupils find particularly difficult to hear or
say.
PRE-LESSON TASK 12: PASS IT ON

AIM: To review vocabulary or language to prepare for a lesson
MATERIALS: Word or flashcards
1. Review with the whole class the word or flashcards you are using in this task.
2. Have pupils sit in a circle (or two, if you have a very large class).
3. Show pupils the first card, say the word and give it to one pupil. This pupil says the word and passes it to
their neighbour. This pupil says the word and passes it on, and so on.
4. Meanwhile, repeat for the next word, and the next, so that several words are circulating.
5. Increase the pace and challenge by passing some cards in the opposite direction and/or telling pupils
to be much faster.
6. After the words have all been passed around, you might want to review them again.
Note: You can use this activity to support vocabulary learning or reading. You could use short
sentences for more proficient groups of pupils.
SUGGESTED POST-LESSON TASKS
POST-LESSON TASK 1: SPOT THE DIFFERENCES

AIM: To provide practice in listening for detail
MATERIALS: Text
1. Before the lesson, identify 3 or 4 factual changes you could make to a Listening or Reading text that
pupils will work on in the lesson (e.g. Mike’s favourite season is winter instead of Mike’s favourite season
is summer).
2. During the lesson, after pupils have worked on a Listening or Reading text and understood it, tell them
they are going to listen to the text again but this time there are some differences.
3. Ask pupils to listen and put their hands up each time they hear something different from the original
text, and to be ready to correct the difference.
4. Read out your text with changes.
5. Pupils listen and correct the differences to make it the same as the original.
POST-LESSON TASK 2: MAKE CONNECTIONS

AIM: To review topic vocabulary and grammar
MATERIALS: Flashcards, pens and board
1. Before the lesson, choose or prepare between 3 and 6 flashcards that represent the content of a text
that pupils will work on in the lesson.
2. During the lesson and after pupils have worked on the text, place the flashcards on the board and
elicit ideas from pupils about items in the pictures.
3. Ask pupils how the pictures link to the text (e.g. if a flashcard shows some animals, the link may be The
story is about a farm).
To extend, if time:
4. Put pupils into pairs and give them a short time (1 or 2 minutes) to tell each other everything they can
remember from the text, using the flashcards to help them. This could be sentences focusing on
content or simply words.
5. Ask pupils to tell you the connections they have made between the pictures and the text.
6. If you want pupils to practise Writing as well as Speaking, pupils could come up to the board and write
information under the corresponding flashcard.
POST-LESSON TASK 3: GUESS THE WORD
AIM: To review topic vocabulary
MATERIALS: Cards with words or pictures, bag
1. Choose about 7 words related to the lesson.
2. Prepare small cards with the names or pictures of the items.
3. Put the words in a bag then take out a card without letting pupils see what it is.
4. Explain the word without saying the name, or mime it.
5. Invite pupils to guess the word.
6. Continue with all the words until there are none left in the bag.
A possible variation is:
1. Make 3 or 4 sets of the cards.
2. Explain or mime 1 or 2 words yourself (step 4 above).
3. Divide pupils into groups.
4. Give each group a set of cards and ask pupils to follow steps 4–6 in their own groups.
POST-LESSON TASK 4: CORRECT THE ERROR

AIM: To review topic language, and to review spelling and punctuation
MATERIALS: Board, words or sentences with errors from pupils’ written work
1. During the lesson, identify 4 or 5 words or sentences with errors that pupils made in a Writing task.
These should be common errors made by more than 1 pupil.
2. Write the sentences on the board.
3. Ask pupils to form groups to identify the errors and to correct them.
4. Elicit answers with the whole class.
5. Ask pupils – a different pupil for each mistake – to come up to the board to write the corrected
versions.
POST-LESSON TASK 5: REMEMBER IT, SAY IT

AIM: To practise the pronunciation of key language from the lesson
MATERIALS: Listening or Reading text, board
1. After pupils have worked on a Listening or Reading text, choose a key sentence or sentences you
want pupils to focus on.
2. Make sure that pupils understand the meaning of the sentence(s).
3. Say the sentence twice and ask pupils to repeat it.
4. Repeat step 3 if you have chosen more than 1 sentence.
5. Extend the activity by writing a sentence on the board. Rub out a word and replace it with a line.
Ask the pupils to say the complete sentence: they have to remember the missing word too.
6. Continue rubbing out words until there are only lines on the board and invite pupils to say the full
sentence.
Note: You could adapt this to focus on vocabulary from the lesson by replacing the sentences with a list of words that
pupils remember (the number of words depending on their familiarity, the age and the proficiency of the pupils). Start
with a small number (2 or 3) and work upwards.
POST-LESSON TASK 6: WHISPER AND WRITE
AIM: To review topic language and spelling
MATERIAL: Board
1. Draw 4 columns on the board.
2. Divide the class into 4 teams. Ask each team to stand in a line facing the board.
3. Give each pupil at the front of the line some chalk or a board pen.
4. Go to the back of the line and ask the 4 pupils at the back of each line to come to you. Whisper
a topic word (e.g. coconut) or instruction (e.g. Draw a triangle and a square).
5. The pupils go back to their lines and whisper the topic language to the next pupil in the line. This
continues until it reaches the pupil at the front of the line, who writes down the word, or follows
the instruction.
6. Each team gets 1 point for a correct answer. The team who finishes first gets an extra point if their
answer is correct.
7. Continue with new words or instructions. Change the order in the line each time (e.g. pupil at the
front goes to the back, so that there is a new pupil at the front).
POST-LESSON TASK 7: LISTEN AND POINT

AIM: To review topic vocabulary
MATERIALS: Flashcards of topic vocabulary
1. Briefly review the vocabulary on the flashcards.
2. Place the flashcards on the walls around the room.
3. Say a word. Pupils point to the corresponding flashcard.
4. Divide pupils into groups. Pupils continue this activity in their groups.
POST-LESSON TASK 8: MAKE A WORD LADDER
AIM: To review topic vocabulary, to practise spelling
MATERIALS: Board
1. Divide the class into 4 or 5 teams, depending on your class size. There should be about 4 or 5 pupils in
each team.
2. Ask each team to stand in a line facing the board. Give each pupil at the front of the line some chalk
or a board pen.
3. Write the lesson topic on the board (e.g. School) and draw a ladder of at least 4 spaces for each
team (at least one for each pupil in a team).
4. The pupil at the front of each line writes a word connected to the topic at the bottom of the ladder.
They then pass on the chalk or pen to the second pupil, who writes a word in the next space on the
ladder. Pupils can help each other with spellings if needed.
5. You can either continue until each pupil has had a turn to write a word or you can continue for a fixed
time, e.g. 3 minutes, if you have more time available.
Each team gets 1 point for a word which is related to the topic and correctly spelled. If a team has a word which no other team
has, they get an extra point. Alternatively, you can avoid giving points for these kinds of game but offer praise yourself and
from the other pupils when teams do well.
POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

AIM: To review topic vocabulary, to practise Listening, Speaking and Reading
MATERIALS: Board
1. Write target language on the board (e.g. seasons, I like/do not like): about 5–7 target items is a good
number. Write a number in front of each target language item.
2. Quickly review the target language with pupils.
3. Ask a pupil to come to the front and whisper to you or write down on a piece of paper the number of
the target language item she is thinking of.
4. Give the pupil about 5 seconds to pretend to ‘transmit’ the word or message in their mind to their
classmates, who pretend to be mind readers.
5. The other pupils write down the number they think the pupil at the front has chosen. If your class is
large, pupils can work in pairs to agree a number together and write it down.
6. Quickly check around the class, asking each pupil to say the phrase they guessed.
7. The pupil at the front keeps a score by ticking or making a mark on the board against the number of
each target language item suggested.
8. Calculate the pupil’s score. For example, if they were thinking of the phrase I like pizza, and 4 pupils
guessed this correctly, the pupil scores 4 points.
9. Repeat this with a new pupil coming to the front, to see if they can beat the score of the previous pupil.
POST-LESSON TASK 10: TEST YOUR MEMORY

AIM: To review topic vocabulary and grammar (e.g. there is/are, have/has got)
MATERIALS: Picture in the textbook with some details in it, or a picture you have chosen from another source
1. Make sure that each pupil can see the textbook picture or your chosen picture.
2. Give them 1 minute to look at the picture and remember what’s in it.
3. Ask them to close their books. Hide the picture if you are not using the textbook.
4. Make True/False statements (e.g. There are 2 pupils in the picture. The car is red).
5. Pupils tell you if your statements are True or False, and correct any False statements.
6. Divide the class into groups and ask pupils to continue the game in their groups: give them more time to look at the picture
if they need to do
this in order to make their statements.
POST-LESSON TASK 11: WHAT ABOUT ME?

AIM: To review topic content or vocabulary and encourage pupils to make links between English learning and their own lives
MATERIALS: Board and/or pictures, exercise books
1. Choose some key words or language from the lesson. Write the words on the board and ask pupils to
read them or use pictures to elicit them and put the pictures on the board.
2. Look at the board and act as if you are thinking carefully. Say: ‘What about me?’ Choose and circle
one of the pictures/words. This should be something you can connect to your personal life (e.g. a cat –
you like cats or you have a cat).
3. Elicit from pupils why you have circled the cat.
4. Ask pupils to do the same in pairs by telling the word to their partner, who should try to guess what the
connection is.
POST-LESSON TASK 12: WHAT ABOUT YOU?

AIM: To reflect on and share learning
MATERIALS: Exercise book for more literate pupils, or none
1. Act as if you are thinking and say ‘What can you remember?’ Give a key word from the lesson. Write it
on the board (for more literate pupils).
2. Nominate a more proficient pupil and ask them ‘What about you? What can you remember?’ Elicit an
answer and write it on the board. Then give another example; then elicit another example. You could
include examples of other language structures too, depending on your lesson focus and level of pupils.
3. Ask pupils to work in pairs to share what they remember from the lesson. More literate pupils can write
in their notebooks or it can be done as a Speaking activity. This would also be a little quicker. Set either
a time limit or a number of words limit.
4. An adaptation of this would be suitable to review different sounds that have been taught or reviewed
by asking pupils to remember words with a particular sound. This could be from the lesson or could be
from the whole year so far.
Differentiation Strategies For Primary Pupils
Strategy 1: Differentiate by the task pupils are given

If teachers are using the same task for the whole class, using open-ended tasks such as brainstorming allows a large number of
correct responses. Open-ended tasks (e.g. Tell me the food words you know, or What will happen next?) allow more proficient
pupils to contribute more unusual words, more complex language, or more original ideas. Sometimes, the teacher can also give
different tasks to more proficient and less proficient groups of pupils according to their needs and interests: see Strategy 5 for
more on this.
Strategy 2: Differentiate by the type and amount of support provided

The teacher can support pupils to understand and use language with:
 their own instruction (e.g. ‘It begins with B. You read it. It’s on the desk.’)
 with gestures
 with visuals (e.g. flashcards on the board to help pupils understand or use vocabulary)
 with written words (e.g. written words on a worksheet to help pupils with spelling).
Different types and amount of support can be given to less proficient pupils, depending on their needs, and extra challenge can be
provided for more proficient pupils. For example, you can give more
proficient pupils basic verbal instructions without using gestures.
Strategy 3: Differentiate by the outcome expected from pupils

The teacher may expect more language from some pupils, and less from others. The main aim is that
every pupil says or writes something, so that they feel successful. Two useful strategies here are:
i) Compulsory plus optional

Here, the teacher sets pupils targets such as With your partner, write 2 sentences or more, or In your
group, say 3 colours or more. The minimum target (2 sentences, 3 colours) is compulsory, and everyone
needs to achieve this to be successful. But the ‘or more’ is optional, and gives a chance for more
proficient language pupils to challenge themselves. Some pupils will stop at the minimum target at first,
but with more practice, they will soon get the idea of going beyond the minimum target.
ii) Remember and share
If pupils are asked to remember and share, they have to tell the teacher words or ideas they learned in a previous lesson or task
(e.g. Look at the classroom objects on my table. In one minute, I’ll cover them… Now, share with your group what you remember
and then tell me).
Sometimes, less proficient pupils have good memories, so as well as different outcomes, this task also allows different pupils to
make successful contributions.
Strategy 4: Differentiate by the time pupils are given to complete a task

Some pupils need longer than others to complete tasks, especially when writing is involved. When it is appropriate, these pupils should
be given a little more time to finish, and extra tasks for pupils who complete the task early should be provided (e.g. Write as many
animal words as you can; Name the
things in this picture in the textbook; Talk with your friend in English: you choose what to talk about). Rewarding fast finishers with
something ‘fun’ to do (such as playing with toys or drawing a picture) should be avoided, as this will encourage pupils to work quickly,
rather than to work carefully at their
own speed. Extra tasks should extend and enrich learning.
Strategy 5: Differentiate by supporting individual learning preferences and needs

When appropriate, teachers can support preferences by letting pupils make choices about what they do and how they do it. Sometimes,
for example, pupils decide for themselves which tasks they want to do (e.g. the gestures they create for an action song, or a revision
game), depending on the ways they prefer to learn (for example visually, through speaking or listening, or through movement). Different
pairings and groupings will allow pupils to work in different ways – teachers can sometimes pair up pupils who can help and support
each other (e.g. one who can write and one who cannot yet write well) or who enjoy working together. Sometimes teachers might want
to mix girls and boys, or have single-sex pairs/groups. In some tasks, pupils can be assigned different roles to do, for example a group
manager, writer or artist. Teachers should make sure to vary pairing and grouping over time. Teachers can support needs by setting
individual tasks and targets for pupils based on teacher assessment. For example, if a number of pupils are not able to read well yet, a
teacher might decide on a reading target for each pupil and provide them with different tasks from those pupils who can already read. If
a few pupils are proficient readers, they could be given extra tasks.
Strategy 6: Differentiate by the types of question asked
Closed questions are questions in which the choice of possible answers is limited. They often involve very short responses. Open
questions usually have more possible answers, and longer responses. Asking closed questions to less proficient pupils (e.g. Which boy is
James? Is it a dog or a cat?) gives them a chance to produce accurate answers, as they are usually easier to answer than open questions.
Asking open questions to more proficient pupils (e.g. What can Mandy do now?) provides extra challenge. As less proficient pupils
grow in confidence and competence, teachers can ask them more open questions. Sometimes there are also good reasons for asking more
proficient pupils easier questions, as this involves them in the lesson and helps
the pace of the lesson.
Strategy 7: Differentiate by the feedback given

Feedback given to pupils should be varied according to their ability to act on the feedback. For example, if a pupil who is less proficient
at Writing has tried hard and produces work with a number of misspellings, feedback can be given on what they did well, and only 2 or
3 misspellings of common or important words highlighted. The pupil should respond to this feedback because the suggested
improvement is achievable for them. If a stronger pupil writes well and makes 2 misspellings, the teacher can tell them the lines in
which the misspellings are, and ask them to find and correct them. The pupil should be able to respond to the extra challenge built in to
this feedback. The same principle applies to giving feedback on pupils’ spoken language. open questions.
Sometimes there are also good reasons for asking more proficient pupils easier questions, as this involves them in the lesson and helps
the pace of the lesson.
WEEK DAY DATE CLASS TIME SUBJECT

1 Thursday 3.1.2019 3T 7.30-8.00 English Language
FOCUS MAIN SKILL FOCUS
LESSON: 1 (Listening 1) Listening
TOPIC THEME
Welcome! World of Self, Family and Friends
By the end of the lesson, pupils should be able to:-
CONTENT STANDARD
1.3 Use appropriate listening strategies in a variety of contexts
COMPLEMENTARY
Speaking : 2.1 Communicate simple information intelligibly
SKILL
LEARNING 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or
STANDARDS classmate is speaking
COMPLEMENTARY Speaking :
SKILL 2.1.5 Describe people and objects using suitable words and phrases
LANGUAGE/
Possessive pronouns His / Her + name + ‘s (contraction)
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Pupils sit in circle to introduce themselves My name’s [Amir].
2. Introduce His/Her name’s [Nurul/Abdul]. Pupils introduce themselves
and the pupil to their right/left in the circle.
3. Play memory game in the circle to remember names.
Lesson delivery
4. Introduce/review adjectives (p.5) using flashcards, drawings and/or
pupils as examples if appropriate.
5. Follow with Student’s Book p.5 Vocabulary and Activity 1. See Teacher’s
ACTIVITIES
Book p.18: Vocabulary, Activity 1, TPR Activity.
Monitor pupils carefully as they listen to the song to evaluate their
vocabulary and Listening skills. Review vocabulary next lesson as
necessary.
Post-lesson
6. Use flashcards with the whole class to play a guessing game to review
the adjectives again. You could choose an appropriate post-lesson
activity from the list in the introduction that suits your pupils’ needs and
interests and that will review the main areas covered in the lesson.
MATERIALS / Get Smart plus 3 Student’s Book p.5 Activity 1, Teacher’s Book p.18
REFERENCES Adjectives flashcards
Differentiate learning according to the needs of your pupils and class. Please also
consider the following: Use a written model of language on the board to support less
DIFFERENTIATION
proficient pupils. Ask pupils to write name cards if necessary to show during memory
STRATEGIES
game. For fast finishers or more proficient pupils you could extend introductions to
include descriptions.
Attendance : /
_____ pupils were able to achieve the objectives.
REFLECTION _____ pupils were able to answer the questions correctly.
Teacher’s action:
*Today’s lesson will be carried forward due to ____________.

1 Friday 3.1.2019 3T 11.20-11.50 English Language
LESSON: 2 (Speaking 1) Speaking
TOPIC THEME
CONTENT STANDARD
2.1 Communicate simple information intelligibly
COMPLEMENTARY Listening : 1.2
SKILL Understand meaning in a variety of familiar contexts
LEARNING
2.1.5 : Describe people and objects using suitable words and phrases
STANDARDS
COMPLEMENTARY Listening :1.2.2
SKILL Understand with support specific information and details of short simple texts
LANGUAGE/
have got (1st & 3rd person statements)
GRAMMAR FOCUS:
ADDED HOT/
Value
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a game to review vocabulary and language from previous lesson.
Lesson delivery
2. Use flashcards of characters from the textbook to introduce language,
e.g. He/She has got brown hair / I have got brown hair. See also
Teacher’s Book p.18: Grammar Box
3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18–19).
ACTIVITIES
Remind pupils of the importance of being sensitive when describing
people (e.g. for the adjective ugly).
Continue to monitor pupils as they work in pairs. Note which pupils are having
difficulties or seem to find the activity easy. This will be useful for pairing and grouping
pupils in future lessons.
Post-lesson
4. See Before leaving activity (Teacher’s Book p.18).
MATERIALS / Get Smart plus 3 Student’s Book p.5 Activity 2 , Teacher’s Book p.18–19
REFERENCES Textbook character flashcards
Differentiate learning according to the needs of your pupils and class. Set different targets
DIFFERENTIATION for the number of pupils they describe. For more proficient pupils/classes, you could
STRATEGIES introduce a few more adjectives for describing people’s appearance or ask pupils to give
longer descriptions to include be (+ very) + adjective (e.g. She’s (very) pretty.).
REFLECTION Attendance : /
_____ pupils were able to answer the questions correctly.
Teacher’s action:

2 MONDAY 7.1.2019 3K 10.20-10.50 English Language
LESSON: 3 (Reading 1) Reading
TOPIC THEME
CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using
appropriate reading strategies
COMPLEMENTARY 3.2 Understand a variety of linear and non-linear print and digital texts by using
SKILL appropriate reading strategies
LEARNING
3.2.2 Understand specific information and details of short simple texts
STANDARDS
COMPLEMENTARY Reading : 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
SKILL and the topic
LANGUAGE/
Numbers up to 100 / have got question and Yes/No answer
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Thinking Skills
PROCESS
Pre-lesson
1. Review previous learning by playing a Guess who game as a whole class.
Lesson delivery
2. Follow with Warm up activity (See Teacher’s Book, p.20).
3. Extend with a numbers game to consolidate numbers 1–100 if necessary.
Monitor closely to see whether pupils are comfortable with numbers up
to 100. If some are having difficulty, build in extra practice in this lesson
(see step 2) and in the next few lessons. Consider setting a homework
task related to this.
ACTIVITIES
4. Follow with Activity 1 (Teacher’s Book p.20). Pupils read the text as they
listen by tracking the words on the page with their finger as they listen to
the recording.
5. Then follow Teacher’s Book p.20 for Activity 2. Ask pupils to use the
pictures in the story to guess the meaning of the words they don’t know
in Activity 2.
Post-lesson
6. Play a Stand up if it’s true – sit down if it’s false game using have/has
got.
MATERIALS / Get Smart plus 3 Student’s Book p.6 Activity 1, p.7 Activity 2 Teacher’s Book
REFERENCES p.20 ,Numbers flashcards
Differentiate learning according to the needs of your pupils and class. Please see the
DIFFERENTIATION seven differentiation strategies listed in the introduction. Please also consider the
following:
STRATEGIES
Pupils may need more time to review numbers (see step 2).
Fast finishers could ask each other how many shells they have
Attendance : /
Teacher’s action:

2 Thursday 10.1.2019 3T 7.30-8.00 English Language
LESSON: 4 (Writing 1) Writing
TOPIC THEME
CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and
digital media
COMPLEMENTARY
4.1 Form letters and words in neat legible print using cursive writing
SKILL
LEARNING
4.2.4 Describe people and objects using suitable words and phrases
STANDARDS
COMPLEMENTARY
4.1.2 Begin to use cursive handwriting in a limited range of written work
SKILL
LANGUAGE/
Have got statements
GRAMMAR FOCUS:
ADDED HOT/
Loving
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
ACTIVITIES Pre-lesson
1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). You
could choose an appropriate pre-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review language and/or vocabulary and prepare the
pupils for the lesson.
Lesson delivery
2. Build model sentences on the board about pupils’ families/your own family: My name’s
Hana. I’ve got three sisters and two brothers. Try to elicit as much language from pupils as
possible rather than giving them the language directly.
3. Pupils complete worksheet by drawing a picture of their family and writing a word
challenging, either show on the whiteboard how to write it, or show about it under the
picture. Tell pupils that the work will be displayed so they should take care with
handwriting and neatness. Go around the classroom and check the pupils’ writing. If some
pupils are finding writing certain letters within them on a blank page how you would write
it. If they are still finding it challenging, you could write that word in dotted line and ask
the pupil to trach them. Display the pictures in the classroom.
4. Review questions Has he/she got a brother? How many has he/she got? by asking some
pupils. You could also follow Teacher’s Book p.20 Grammar Box here.
5. Pupils move to the classroom display. Play a guessing game using the
worksheets displayed:
P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
Post-lesson
6. Ask pupils some general questions about the display of their work, for
example to find a well-drawn picture or some neat handwriting.
7. Learning diaries:
Tell pupils that they are going to create their own diaries to write their thoughts in. The
diary can be a small section in their notebooks. Ask pupils to think back on their learning
so far this week. In their learning diary, they can write:
 New words I remember
 Activities I enjoyed
MATERIALS / Get Smart plus 3 Teacher’s Book p.20 ,Family flashcards
REFERENCES Worksheet for drawing and writing (see suggestion below)
Provide a gapped text (‘fill in the blanks’) on the worksheet for pupils to complete, or
DIFFERENTIATION provide/hide model sentences on the board. For example, pupils need only write family
description words and phrases to complete the sentences provided on the
STRATEGIES
worksheet/board. Some pupils could write more detail about themselves on the worksheet
or ask more questions in the guessing game, e.g. about appearance.
Attendance : /

REFLECTION
Teacher’s action:
3 Monday 14.1.2019 3K 10.20-10.50 English Language
LESSON: 5 (Language Arts 1) Language Arts
TOPIC THEME
CONTENT STANDARD
5.3 Express an imaginative response to literary texts
COMPLEMENTARY Writing : 4.3 Communicate with appropriate language form and style for a range of
SKILL purposes in print and digital media
LEARNING 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on
STANDARDS familiar topics. Other imaginative responses as appropriate.
COMPLEMENTARY Writing : 4.3.3
SKILL Plan, draft and write an increased range of simple sentences
LANGUAGE/
have got 3rd person, has contraction
GRAMMAR FOCUS:
ADDED HOT/
Responsible Bubble Map
VALUE ITHINK
CCE/CE
Language; ICT THINKING
EMK Cause & Effect
PROCESS
Pre-lesson
1. Distribute the sentence papers, one to each pupil. Pupils read their sentence and try to
guess who it is about. They should find that pupil and check. Feedback by asking pupils
to read the sentence to the class.
Lesson delivery
2. Put pupils in groups of 5–6 pupils. Give each pupil in the group a number or letter, e.g.
Pupil A, B, C, etc. Ask pupils to write two sentences that describe another pupil’s
appearance in the group (Pupil A about pupil B, pupil B about pupil C, etc.). They can
write their sentences in their notebook. For example, Amir has a green hat. He likes
ACTIVITIES
green colour.
3. Ask each group to check each other’s sentences and to discuss any changes that are
needed before writing a final version.
Post-lesson
4. Encourage pupils to look at the display/book by asking them questions. You could ask
them to tell you what they like about the description of the pupils in each group.
Alternatively, you could play a Find someone who... game (e.g. Find someone who has
curly hair / Which group has two pupils who have long hair, etc).
A digital camera and computer to upload and print out photos

MATERIALS / Plain paper, string and scissors (if making a wall display)
REFERENCES Plain paper, glue and ruler (if making a class book)
DIFFERENTIATION Please also consider the following:
STRATEGIES Ask pupils to write two or more sentences about the pupil in the group.
Attendance : /
REFLECTION
Teacher’s action:

3 Thursday 17.1.2019 3K 10.20-10.50 English Language
TOPIC THEME
CONTENT STANDARD
1.2 Understand meaning in a variety of familiar contexts
COMPLEMENTARY 4.3 Communicate with appropriate language form and style for a range of purposes in
SKILL print and digital media
LEARNING Listening : 1.2.2
STANDARDS Understand with support specific information and details of short simple texts
COMPLEMENTARY Writing : 4.3.1 Use capital letters, full stops and question marks appropriately in guided
SKILL writing at sentence level
LANGUAGE/ Have got (+any) question + Yes/No answer
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Using flashcards, review key vocabulary and questions.
Lesson delivery
2. Follow the steps in Teacher’s Book p.21 for Activity 3.
3. Using the word and punctuation cards, work with pupils to build a
model sentence on the board.
4. In their notebooks, pupils write a sentence about one of the people in
Activity 3.
5. Partners read each other’s sentences to guess who it is. Encourage
them to check their partner’s work for correct punctuation (use of
ACTIVITIES
capitals, full stops and apostrophes).
6. Pupils rewrite their sentence based on their partner’s feedback.
7. Review and give feedback on pupils’ written work for both first and
second drafts as well as the peer’s feedback. Make a note of common
problems to review next lesson.
Post-lesson
8. Play a word & punctuation un-jumble game on the board, where you write a mixed-up
sentence on the board and pupils put the words and punctuation in the correct order to
make a sentence. Play as a whole class and then in groups if time allows.
MATERIALS / Get Smart plus 3 Student’s Book p.7 Activity 3,Teacher’s Book p.21
REFERENCES Vocabulary flashcards Word & punctuation cards
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
2.1.5 Describe people and objects using suitable words and phrases
STANDARDS
COMPLEMENTARY
Listening : 1.2.5 Understand a wide range of short supported questions
SKILL
LANGUAGE/
Have got (+any) question + Yes/No answer
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Thinking Skills
PROCESS
Pre-lesson
1. Play a game to review key vocabulary. Alternatively, you could choose to deliver another
appropriate pre-lesson activity that better suits your pupils’ needs/interests and that will
review language and/or vocabulary and prepare the pupils for the lesson.
Lesson delivery
2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by
asking pupils about the people and what they have got.
3. Follow the guidelines in Teacher’s Book p.21 for Activity 4
4. Give pupils a strip of paper. Ask them to write something they have got lots of and how
many they’ve got (e.g. I have got 15 books.). Model the change of form (3rd to 1st person)
ACTIVITIES
as necessary. Point out the common contraction ‘ve and contrast it with ‘s for third person.
5. Put pupils in large groups. One pupil collects the papers, mixes them and redistributes
them.
6. Pupils read the strips and take turns to ask the group members Have you got…? to find out
whose paper it is. At the end, pupils report to the group: Aiman has got 15 books.
Post-lesson
7. Ask pupils to tell you something interesting they found out about a friend.
8. Ask pupils to reflect on their own performance by asking for hands up, e.g. …if you spoke
clearly …if you understood your friends well… if you want to speak more loudly… You
could do this in their first language if necessary.
MATERIALS / Get Smart plus 3 Student’s Book p.7 Activity 4,Teacher’s Book p.21
REFERENCES Strips of paper for pupils to write a phrase on
DIFFERENTIATION Writing a full sentence, a phrase or drawing a picture + a number. Pupils may need extra
STRATEGIES support in changing the form from 3rd to 1st person.
Attendance : /
Teacher’s action:

TOPIC THEME
LEARNING
Reading : 3.2.1 Understand the main idea of short simple texts
STANDARDS
SKILL and the topic
LANGUAGE/
Modal can +verb
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Thinking Skills
PROCESS
Pre-lesson
1. Play an action or miming game to review key sports vocabulary.
Lesson delivery
2. Begin the main lesson by following Teacher’s Book p.22 Warm up
3. Hand out the sets of cut up pictures from copies of Student’s Book p.8
(one set per group). Follow with Vocabulary and Step 1 of Activity 1
(see Teacher’s Book p.22 – pupils talk about the pictures).
4. Hand out the cut-up texts from copies of Student’s Book p.8 (one set
per group). Ask pupils to read them and match to the correct pictures
ACTIVITIES (which they already have).
5. Follow with the remaining steps of Activity 1 (See Teacher’s Book p.22).
6. End the main lesson with Grammar box and Activity 2 (See Teacher’s
Book p.22).
Post-lesson
7. Ask pupils to put up their hands if they can paint/do karate etc.
8. Monitor as pupils work on the activities in the lesson to assess their understanding of
can. Use this to decide how much to review and extend the language focus in the next
few lessons.
MATERIALS / Get Smart plus 3 Student’s Book p.8 Activity 1; p.9 Activity 2 Teacher’s Book p.22 ,
REFERENCES Sets of texts and pictures on Student’s Book p.8 cut up for matching
DIFFERENTIATION Step 4 could be group reading; or each pupil in a group could have one or more of the
STRATEGIES texts to read or match
Attendance : /
Teacher’s action:

4 Tuesday 22.1.2019 3T 11.50-12.20 English Language
TOPIC THEME
CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in
print and digital media
COMPLEMENTARY
SKILL
LEARNING Writing : 4.3.2 Spell an increased range of familiar high frequency words accurately in
STANDARDS guided writing
COMPLEMENTARY
Listening : 1.2.1 Understand with support the main idea of short simple texts
SKILL
LANGUAGE/ Modal can + verb question + Yes/No answer
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Use sports flashcards to play a vocabulary review game.
Lesson delivery
2. Play a miming game to review and practice can and can’t. Extend by
asking pupils Can he/she X? Pupils reply Yes, he/she can or No, he/she
can’t.
3. Follow on with Activity 3 (Teacher’s Book, p.23). Monitor pupils’ use of
vocabulary. As an extra, introduce some sports or hobbies that are
popular with children at the moment in Malaysia.
4. Play a letter/word scramble game to check the written form of the
ACTIVITIES
Yes/No answer (mix up the letters/words and ask pupils to rearrange
them correctly).
5. Follow on with Activity 4 (Teacher’s Book p.23).
Post-lesson
6. If time allows, play a spelling game with sports words and pictures.
7. Learning diaries: Ask pupils to think back on their learning so far this
week. In their learning diary, they can write:
 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)
MATERIALS / Get Smart plus 3 Student’s Book p.9 Activity 3 & 4, Teacher’s Book p.23
REFERENCES Sports flashcards
DIFFERENTIATION Vary the type of activity to include movement and visuals to support understanding and
STRATEGIES help pupils remember language according to the needs of your own pupils.
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
5.1 Enjoy and appreciate rhymes, poems and songs
SKILL
LEARNING 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on
STANDARDS familiar topics. Other imaginative responses as appropriate
COMPLEMENTARY
5.1.1 In addition to Year 2 text types: simple poems
SKILL
LANGUAGE/
Modal can statements
GRAMMAR FOCUS:
CCE/CE ADDED Responsible HOT/
VALUE ITHINK
Creativity & Imagination THINKING
EMK
PROCESS
Pre-lesson
1. Play a game to review vocabulary and the form I can/can’t… Can you? using action
cards. Make sure to include the verbs from the song: run, jump, swim, hop, skip.
2. Give each pupil a card. They look at the card and mime the action, either as I can or I
can’t (E.g. play chess – pupil mimes someone trying to play but looking confused).
Other pupils should say either She/He can … or He/She can’t … (Same example: She
can’t play chess.). Pupils keep the cards.
Lesson delivery
3. Ask pupils to watch the video of the song. They should check their cards (from pre-
lesson stage). If they hear their word, they should hold up their card. Play the song:
http://learnenglishkids.britishcouncil.org/en/songs/i-can-run
ACTIVITIES 4. Ask pupils to listen to the song again and copy the actions they hear.
5. Put pupils into groups of five. Give each group a verse of the cut up lines of the song.
They divide the lines between them, one each. Play the song again. Pupils order the
lines as they hear them.
6. Feed back by having groups sing the song in the order of verses (with or
without the video playing).
7. Use two action cards to show pupils how to create new verses of the song. Give each
group time to create a new verse using different action words.
8. Groups perform their verses. Provide plenty of positive feedback on their
efforts.
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.
MATERIALS / Action flash cards (picture or words),Online song (see Learning Outline)
REFERENCES Lines of the song cut up (in verses)
DIFFERENTIATION Encourage all pupils to participate equally by sharing out the lines of the song at the
STRATEGIES performance stage.
Attendance : /
Teacher’s action:
5 Monday 28.1.2019 3K 8.30-9.00 English Language
TOPIC THEME
CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COMPLEMENTARY
2.2 Use appropriate communication
SKILL
LEARNING
STANDARDS
COMPLEMENTARY Speaking : 2.2.2 Ask for attention or help from a teacher or classmate by using suitable
SKILL questions
LEARNING By the end of the lesson, pupils should be able to:-
OBJECTIVE Ask questions with simple phrases.
LANGUAGE/
Modal can + verb question + Yes/No answer
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
1. Play a word game such as Word Ladder (you can create it online: www.edu-
games.org/word-games/word-ladder/word-ladder-download.php) or a brainstorming
activity in groups. Pupils write vocabulary related to the activities topic.
Lesson delivery
2. Return to some difficult or new words from the pre-lesson activity and check
spellings/vocabulary as a whole class. Pre-teach some phrases such as Can you help
me/us, please?
3. Ask questions to pupils, moving from Can he/she..? to Can you…?
in pairs.
4. Follow the Teacher’s Book p.22 instructions for Activity 5.
Post-lesson
5. Design a closing Listening activity to review and evaluate learning. This
may involve TPR (listen and mime), e.g. - Teacher/another pupil says
Can you xx?
- Pupils say Yes, I can and mime the action, ask them another Can
you xx?
MATERIALS / Get Smart plus 3 Student’s Book p.9 Activity 5 Teacher’s Book p.22
REFERENCES Action flashcards from last lesson , Word Ladder game
DIFFERENTIATION
Extend vocabulary according to the needs and interests of your class.
STRATEGIES
Attendance : /
Teacher’s action:

5 Tuesday 29.1.2019 3K English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking: 2.1.2 Find out about and describe basic everyday routines
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Asking and telling the time (on the hour/half past the hour)
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play a circle game where pupils sit or stand in a large circle to review numbers up to
twelve.
Lesson delivery
2. Introduce telling the time (on the hour and half past) using the board or
toy clocks if available. See Teacher’s Book p.24, Warm up. Pupils stay in
a circle for this stage.
3. Continue the lesson with Vocabulary and Grammar box (See Teacher’s
Book p.24).
4. Next, ask pupils to play the game in Activity 1 (See Teacher’s Book p.24).
Monitor as pupils work on this activity and ask pupils to repeat Activity 1
with new partners.
5. Follow with Optional 1 or Optional 2 (Teacher’s Book, p.25), depending
on pupils’ performance and interests.
Post-lesson
6. Play What’s the time, Mr. Wolf. For instructions, see Optional 2 activity in Teacher’s
Book p.25 or www.youtube.com/watch?v=_63i8r_wW5Y
Get Smart plus 3 Student’s Book p.10 Activity 1, Teacher’s Book p.24–25
Toy clock(s), YouTube game suggestion for post-lesson, Small pieces of paper scrunched
MATERIALS / up (pupils can make these for themselves)
REFERENCES Note: for next lesson, ask pupils to bring family photos. You will also need to bring your
family photos.
DIFFERENTIATION It may be helpful for some pupils to have and use toy clocks instead of / as well as the
pictures in the book (p.24). For more proficient classes, you could introduce and practise
STRATEGIES
more times (e.g. 3.15 / quarter past three)
Attendance : /
Teacher’s action:

5 Wednesday 30.1.2019 3T 11.50-12.50 English Language
TOPIC THEME
CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print
and digital texts by using appropriate reading strategies
COMPLEMENTARY
SKILL
LEARNING Reading : 3.2.2
STANDARDS Understand specific information and details of short simple texts
COMPLEMENTARY Speaking : 2.1.5
SKILL Describe people and objects using suitable words and phrases
LANGUAGE/
Review of Unit 1 language
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Thinking Skills
PROCESS
1. Follow instructions for Teacher’s Book p.26 Warm up.
Lesson delivery
2. Tell pupils to read about a girl called Fay. Show the picture on Student’s Book p.11.
Ask pupils to show you who Fay is and predict what they will read.
3. Hand out the questions (See Teacher’s Book p.26) cut into strips, one
for each pupil, or on a worksheet). Ask pupils to read their question.
4. Ask pupils to read the text on Student’s Book p.11 and find the answer
to their question. They could write their answer on the paper or in their
notebook.
5. Monitor as pupils work on the Reading activity to get an idea of
individuals’ Reading skills. Use questions to support or extend their
understanding. Make notes on pupils as necessary.
6. Feed back as a whole class. Ask pupils to read their question then
give the answer. Pupils can then check each other’s answers as they
listen. Follow instructions for Optional 1 activity (Teacher’s Book p.27).
Post-lesson
8. Play a True/False game based on the information in the text.
- Ask pupils to explain why something is False.
- Repeat correct answers in complete short sentences. Do not ask
pupils to answer in full short sentences.
Get Smart plus 3 Student’s Book p.11 Activity 1, Teacher’s Book p.26–7
MATERIALS /
Family photos (from you and your pupils), Questions worksheet/strips, from Teacher’s
REFERENCES
Book p.26
DIFFERENTIATION
Ask different prediction closed and open questions to different pupils.
STRATEGIES
Attendance : /
Teacher’s action:

TOPIC THEME
4.3 Communicate with appropriate language form and style for
CONTENT STANDARD
a range of purposes in print and digital media
COMPLEMENTARY 4.3 Communicate with appropriate language form and style for
SKILL a range of purposes in print and digital media
LEARNING Writing : 4.3.1 Use capital letters, full stops and question marks appropriately in guided
STANDARDS writing at sentence level
COMPLEMENTARY
Writing : 4.3.3 Plan, draft and write an increased range of simple sentences
SKILL
LANGUAGE/
GRAMMAR FOCUS:
OBJECTIVE Write 5 simple sentences about their family with punctuation correctly
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
Pre-lesson
1. Review the topic of families. Play a vocabulary game based on Lesson 13.
Lesson delivery
2. Review the model text from the last lesson by playing the audio for the
text (Student’s Book p.11) while pupils read along.
3. Pupils use the sentence beginnings to tell their partner about their family
4. Follow on with the Writing Tip (Teacher’s Book p.27).
5. Have pupils write two or more sentences about their family in their
notebooks or on board. Add the family photos they brought .
ACTIVITIES 6. Collect the writing and give positive and constructive feedback to
pupils using notes on their performance.
= Use a basic marking key to show pupils their mistakes are so that they
can correct their own work. www.teacherspayteachers.com/Product/Free-Editing-
Marks-3172480 Post-lesson
7. (If time) Review key language by following Teacher’s Book p.27 Optional 2.
8. Learning diaries: Ask pupils to think back on their learning so far this week. In their
learning diary, they can write:
 New words I remember  Activities I enjoyed
 A skill I did well in (L/S/R/W)  Something I feel proud
MATERIALS /
Get Smart plus 3 Student’s Book p.11 Activity 1, Teacher’s Book p.27
REFERENCES
DIFFERENTIATION If you have extra time, pupils could play a guessing game where they read each other’s
STRATEGIES work and guess whose family it is.
Attendance : /
Teacher’s action:

TOPIC THEME
CONTENT STANDARD 5.2 Express personal responses to literary texts
COMPLEMENTARY
Speaking 2.3 Communicate appropriately to a small or large group
SKILL
LEARNING 5.2.1 Ask and answer simple questions about characters,
STANDARDS actions and events of interest in a text
COMPLEMENTARY
Speaking 2.3.1 Narrate very short basic stories and events
SKILL
OBJECTIVE Tell a simple story using puppets.
LANGUAGE/
Review: What’s your name? / Have got/have / time
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Thinking Skills
PROCESS
Pre-lesson
1. Play the Who is it? game (see Teacher’s Book p.19, activity called
Optional).
Lesson delivery
2. Introduce the characters of the story using the puppets.
3. Ask pupils questions about the puppets to review key language and
predict the story.
ACTIVITIES
4. Follow the Teacher’s Book p.28, Activity 1. Have pupils make and use
puppets to help them act out the story in pairs.
4. Pupils should practise before performing to the whole class. Asks peer
feedback, by asking pupils to comment on each other’s performances.
Post-lesson
5. Talk to pupils about the Value shown in this story (See Teacher’s Book p.29, Post-
story activity). This could be done in pupils’ first language if necessary.
Get Smart plus 3 Student’s Book p.12–13, Teacher’s Book p.19, p.28–29
MATERIALS /
See materials list on Teacher’s Book p.28. Stick puppets of characters from story (cut out
REFERENCES
a picture of each and glue it on to a stick/straw). Sticks/straws, scissors for pairs/groups
DIFFERENTIATION
Optional activity (see Teacher’s Book p.29).
STRATEGIES
Attendance : /
Teacher’s action:
English Language
16 (Language Awareness 1) Reading
TOPIC THEME

LEARNING Reading : 3.2.2 Understand specific information and
STANDARDS details of short simple texts
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Choose an appropriate pre-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will prepare the pupils for the lesson.
Lesson delivery
Have got:
2. Show flashcards of characters from the textbook. Elicit sentences about the characters
He/She has got... Write the sentences on the board and put the pictures next to them. Ask
pupils why we use he or she. Ask the pupils if we use has got or have got with he and
she.
3. Next elicit sentences from pupils about themselves. Ask pupils to come to the board,
write their name and write a sentence about themselves I have got… Ask pupils questions
about the form with I (have got).
4. Next pupils complete Sections A & B of the worksheet (see below).
5. Feedback on the answers as a whole class. Note any common problems or mistakes
and review as necessary.
Can:
6. Using action cards, model I can/can’t … with three or four cards. Drill (pupils listen
and repeat) the sentences if necessary. Ask pupils to tell their partners two things they can
and can’t do.
7. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a similar
way and have pupils ask each other in pairs about two activities.
8. Next pupils complete Section C of the worksheet (see below). Pupils are also expected
to review punctuation here.
9. Feedback on the answers as a whole class. Note any common problems or mistakes
and review as necessary.
be + time expression
10. Using the toy clocks, review time expressions (on the hour and half past). Elicit It’s x
o’clock. / It’s half past x. and write on the board. Have pupils work in pairs with a clock
and tell the time to each other.
11. Next pupils complete Section D of the worksheet (see below).
Note: Review activities in Revision (Student’s Book p.14 / Teacher’s Book p.30–31)
and/or consider offering pupils a choice of activities from the optional activities described
on Teacher’s Book p.31.
Post-lesson
12. Ask pupils to think about what they have learned in Unit 1 and how well they feel
they know the language now. They should complete the How did I do in Unit 1? Self-
assessment section of the worksheet.
13. 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.
Depending on your focus: Worksheets (see below), Flashcards of characters from Get
MATERIALS / Smart plus 3 (Greg & Anna, Student’s Book p.6)
REFERENCES Action cards, Toy clocks, Get Smart plus 3 Student’s Book p.14 Activities 1 and/or 2
and/or 3 Teacher’s Book p.31, Self-assessment worksheets
DIFFERENTIATION Ask different pupils to do different activities depending on their individual needs, based
STRATEGIES on formative assessment in this unit.
Attendance : /

REFLECTION
Teacher’s action:
Worksheet for Lesson 16 (Language Awareness 1)
Unit 1: Welcome!
Language Awareness
Name: _________________________________ Class: ______________
A: Read and draw
Laila is a girl.
She has got long, straight, black hair.
She has big brown eyes.
She’s got a big smile.
B : Read and circle the correct answer
1. Amaya has got / have got straight hair. 2. Adam has got / have got blonde hair.
3. I has got / have got seven shells. 4. You has got / have got two brothers
C: Unscramble the words to write a full sentence. Do not forget punctuation!
1. play / she / piano / can / the
2.
3.
D: Read and draw the time on the clocks.

It’s five o’clock It’s eleven o’clock
It’s half past two It’s half past three
How did I do in Unit 1? Put ✔ next to Great, OK, or A little.

In English, I know how to…
say what people look like Great ____ OK ____ A little ____
say what people have got Great ____ OK ____ A little ____
count in tens to 100 (10, 20, 30…) Great ____ OK ____ A little ____
say what I can do Great ____ OK ____ A little ____
say what people can do Great ____ OK ____ A little ____

6 TUESDAY 12.2.2019 3K 12.50-12.20 English Language
TOPIC THEME
Every day World of Self, Family and Friends
COMPLEMENTARY
SKILL
LEARNING Listening: 1.2.2 Understand with support specific information
STANDARDS and details of short simple texts
COMPLEMENTARY Listening : 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a
SKILL teacher or classmate is speaking
LEARNING
1) To sing a song
OBJECTIVE
2) To talk about everyday activities
LANGUAGE/
Present simple for routines
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a miming game to introduce the new vocabulary. See Teacher’s Book p.32 for
more detail. Asks pupils sit or stand in a circle.
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
ACTIVITIES and hold up their card when they hear their action. Play the recording
once.
5. Play the recording again. Asks 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 drawing a line to match the pictures, as shown
in the example on p.15.
7. Follow the guidelines for Grammar Box in Teacher’s Book p.32.
Post-lesson
8. Pupils play a mime game in pairs or small groups.
MATERIALS / Get Smart plus 3 Student’s Book p.15, Teacher’s Book p.32, Flashcards of the new
REFERENCES vocabulary (at least one card per pupil)
DIFFERENTIATION Introduce one or two more daily routine expressions at this time. Some pupils may just do
one or two because it can be difficult to hear, understand and mime quickly. If this is too
STRATEGIES
challenging, then ask pupils to mime just the action they have on their card.
Attendance : /

Teacher’s action:

6 Wednesday 13.2.2019 3K 10.20-10.50 English Language
LESSON: 18 (Speaking 4) Speaking 4
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY 4.3 Communicate with appropriate language form and style for a range of purposes
SKILL in print and digital media
LEARNING
Speaking ; 2.1.2 Find out about and describe basic everyday routines
STANDARDS
COMPLEMENTARY Writing : 4.3.2 Spell an increased range of familiar high frequency
SKILL words accurately in guided writing
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing
along.
Lesson delivery
2. Review and Introduce the vocabulary flashcards from last lesson with the whole
class by playing a guessing game (see, for example Pre-lesson task 4).
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.
ACTIVITIES 4. Elicit (review) adverbs of frequency to tell about their daily routines.
5. Have pupils write their own routine in row 1 of the table on Student’s Book p.15.
6. Model the Speaking activity (see Activity 2, Teacher’s Book p.32–33) 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).
Encourage pupils to speak.
Post-lesson
7. Play a word game to review the spelling of a few words the pupils have found
challenging to remember. Alternatively, you could choose an appropriate post-lesson
activity from the list in the introduction that suits your pupils’ needs and interests.
MATERIALS / Get Smart plus 3 Student’s Book p.15 Activity 1,Teacher’s Book p. 32–33
REFERENCES Vocabulary flashcards and word cards (1 set per pair or small group
DIFFERENTIATION Put large- size words cards on the board or leave sets with pupils so they can copy
STRATEGIES the spelling for the main activity if they need to.
Attendance : /
Teacher’s action:

THURSDA
6 14.2.2019 3T 10.20-10.50 English Language
Y
TOPIC THEME
LEARNING
STANDARDS
COMPLEMENTARY
Reading : 3.2.2 Understand specific information and details of short simple texts
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Review vocabulary from previous lessons by playing the circle game described in
Revision (Teacher’s Book p.34).- two or three circles and/or have pupils standing instead
of sitting if there is not much space.
Lesson delivery
2. Introduce and drill the new vocabulary using flashcards and continue the circle game
using this as well.
3. Still sitting (or in the circle(s)), show pupils the story on Student’s Book p.16. Ask
questions about the pictures (see examples in Activity 1, Teacher’s
Book p.34).
ACTIVITIES
4. At their desks. Ask them to read quietly the story on Student’s Book p.16 to tell you
where the children are going (Answer: to school) and why Anna went in the car with Greg’s
dad (Answer: because she missed the bus).
5. Asks pupils to read the text for themselves, ask some pupils different questions about
the story. Allow them to re-read to find the answers. See Teacher’s Book p.34 Activity 1
for some suggestions.
6. Follow the steps for Grammar box and Activity 2 (Teacher’s Book p.34–35).
Post-lesson
7. 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.
MATERIALS / Get Smart plus 3 Student’s Book p.16–17,Teacher’s Book p34. Routine flashcards of
REFERENCES vocabulary from this and previous lesson
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

TOPIC THEME
LEARNING
STANDARDS
LANGUAGE/
Present simple for daily routines (third person He/She -s)
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
your pupils’ needs and interests.
Lesson delivery
2. Review the flashcards by putting them on the board and eliciting sentences I xxx every
day and I always/sometimes/never xxx from the pupils.
3. Put pupils in groups (one group for each flashcard). Each group should draft a sentence
for their picture, I always/never/sometimes xxx. Ask one pupil from each group to come
to the board and write their sentence.
4. Review with pupils how to change the sentence to He/She and adding the third person
ACTIVITIES -s by giving example sentences.
5. Show pupils completed worksheet and talk to them about what you do every day. Tell
them they will do a similar worksheet. They can write about themselves or about
someone in their family.
6. Hand out the worksheets and ask pupils to write their sentences. When they have
finished writing, they can draw a picture in the larger boxes for each one.
7. Some pupils can come to the front and present their work to the class.
Post-lesson
MATERIALS /
Flashcards for daily routine, Worksheets.
REFERENCES
DIFFERENTIATION Asks pupils to write more/fewer than 3–4. Keep / partially keep / delete the model
STRATEGIES sentences on the board.
Attendance : /
Teacher’s action:
Suggested worksheet for Lesson 20
Name: ___________________________ Class: ________________
Every day….
Draw and write

English Language
TOPIC THEME
CONTENT STANDARD 5.3 Express an imaginative response to literary texts
COMPLEMENTARY
5.1 Demonstrate appreciation through non-verbal responses
SKILL
LEARNING Language Arts : 5.3.1 Respond imaginatively and intelligibly through creating simple
STANDARDS action songs on familiar topics
COMPLEMENTARY
Language Arts : 5.1.1 Enjoy and appreciate rhymes, poems and songs
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity & Innovation
PROCESS
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
least two sentences comparing them,
e.g. their colour : My toothbrush is red; Izzi’s toothbrush is pink;
their design: His toothbrush is a Spiderman toothbrush;
her toothbrush is an electric toothbrush, etc.
3. Ask pupils to show 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 watch a cartoon about brushing your teeth. Play
the video a first time and ask some questions while the song is playing, as you would
with a story
ACTIVITIES
(e.g. What time is it? Where is he? What has he got? What colour is his
toothbrush? etc).
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.
7. Have each group perform their verse twice. The rest of the class should join in the
second time.
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.
MATERIALS / https://www.youtube.com/watch? v=4XLQpRI_wOQ

REFERENCES https://www.ssyoutube.com/watch? v=4XLQpRI_wOQ
If these links are unavailable, try asking Google or YouTube for ‘This is the way I brush
my teeth song’ Flashcards for daily routine
DIFFERENTIATION
Please see the seven differentiation strategies listed in the introduction
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening : 1.2.2 Understand with support specific information
STANDARDS and details of short simple text
COMPLEMENTARY
SKILL
LANGUAGE/
Present simple, Yes/No questions
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Review some of the vocabulary by choosing an appropriate pre-lesson activity from
the list in the introduction. Include key vocabulary from this lesson as necessary.
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
ACTIVITIES vocabulary from Student’s Book p.15 as well.
3. To check the answers, say the expressions in question form (e.g. Does Ali always take
the bus to school? and have pupils touch the words as they hear them.
4. Pupils open their books on page 17. Follow the instructions for Activity 3 listening
(Teacher’s Book p.35).
5. Collect the books from pupils to check their progress.
Post-lesson
6. Give some True and False sentences about the pictures in Activity 3. Pupils tells True
or False from memory (see post-lesson task 10).
MATERIALS / Get Smart plus 3 Student’s Book p.17 (and 15 in step 2),Teacher’s Book p.35, Sets of cut
REFERENCES up word cards
DIFFERENTIATION Please see the seven differentiation strategies listed in the introduction.
STRATEGIES Include more phrases in the word puzzle activity.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking 2.1.2 : Find out about and describe basic everyday routines
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Present simple Yes/No questions
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Review key vocabulary with an action/miming game, or choose an appropriate pre-
lesson activity from the list in the introduction.
Lesson delivery
2. Follow the instructions in Teacher’s Book p.35 for Activity 4. Have pupils ask their
partners about their parents or another family member
3. Monitor as pupils do the pair work 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?)
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.
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.
MATERIALS / Get Smart plus 3 Student’s Book p.17, Teacher’s Book p.35, Class survey worksheet (see
REFERENCES below for example)
DIFFERENTIATION
For extra practice, pupils can ask more classmates.
STRATEGIES
Attendance : /
Teacher’s action:
Worksheet For Lesson 23
Class survey
Names: __________________and____________________ Group/ Class: _________
Our question:
_________________________________________________________________
Answers:
Yes Total
No Total
Write Yes or No :
1.
2.
3.
4.
5.

English Language
TOPIC THEME
LEARNING Reading : 3.2.4 Recognise and use with support key features of a simple monolingual
STANDARDS dictionary
COMPLEMENTARY Reading : 3.2.2 Understand specific information and details
SKILL of short simple texts
LANGUAGE/
Present simple for habits and occupations
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play a word game to focus on the word teacher. Choose an appropriate pre-lesson activity
from the list in the introduction.
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 and 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.
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.
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. Follow the steps for Vocabulary and Activity 1 in Teacher’s Book p.36
Post-lesson
9. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
Get Smart plus 3 Student’s Book, p.18 Teacher’s Book p.36. word cards: firefighter, fire,
MATERIALS /
lifeguard, save, dentist, fix, teeth. Picture cards of the three people on Student’s Book
REFERENCES
p.18. Class set of monolingual dictionaries
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD 4.3 : Communicate with appropriate language form and style for a range of purposes in
COMPLEMENTARY
2.2 : Use appropriate communication strategies
SKILL
COMPLEMENTARY Speaking : 2.2.2 Ask for attention or help from a teacher
SKILL or classmate by using suitable questions
LANGUAGE/
Present simple for habits/occupations
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Review the three occupations from the previous lesson by choosing an appropriate pre-
lesson activity from the list in the introduction.
Lesson delivery
2. Introduce the new occupations vocabulary using flashcards.
3. Follow the instructions for Grammar Box, then Activity 3 in the Teacher’s Book p.37.
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?
Teacher should pre-teach this phrase.
4. Show the worksheet (see below) and explain that pupils will do a crossword puzzle.
ACTIVITIES Model how to read the clue and write the answer in the crossword. Have pupils work on
the crossword in pairs or small groups.
5. Ask some pupils what their parents do (their occupations).
Post-lesson
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
MATERIALS / Get Smart plus 3 Student’s Book p.19, Teacher’s Book p.37, Flashcards of occupations
REFERENCES (including those in the worksheet), Crossword worksheet (see below)
DIFFERENTIATION A dictionary and put the occupations words on the board for pupils to copy the spelling if
STRATEGIES necessary. Extend pupils’ vocabulary as appropriate.
Attendance : /
Teacher’s action:
Down
1. She works in a police station.
2. He saves people.
3. He cooks in a restaurant.
4. She works in a school.
7. He works in a restaurant.
Across
5. He puts out fires.
6. She works in a hospital.
8. He plays the piano

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Language Arts : 5.1.2 In addition to Year 2 text types: simple poems.
STANDARDS
COMPLEMENTARY
Listening : 1.2.3 Understand with support short simple narratives
SKILL
LANGUAGE/
He/She + present simple ‘s’; means of transport
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
In this lesson, pupils will say and perform a rhyme in groups about coming to school.
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.
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join
ACTIVITIES
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.
Flashcards or pictures of :  a child walking  a car and a child standing next to it  a

MATERIALS /
bike and a child standing next to it  a bus and a child standing next to it.
REFERENCES
The Going to school rhyme (see below) written on the board
DIFFERENTIATION
Differentiate strategies listed in the introduction
STRATEGIES
Attendance : /
REFLECTION _____ pupils were able to achieve the objectives.

Teacher’s action:
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
Idea based on Listen and Do, Svecova, H (2006) Oxford University Press p14–15
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
2.3 Communicate appropriately to a small or large group
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
Speaking : 2.3.1 Narrate very short basic stories and events
SKILL
LANGUAGE/
Present simple for habits and occupations
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Review the occupations flashcards as necessary for your pupils with a game chosen
from the list in the introduction.
2. Ask pupils what they would like to be when they grow up.
Lesson delivery
3. Show pupils the worksheet (see below) 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.
4. Tell pupils they will talk about the person on their picture. See Activity 4 in Student’s
ACTIVITIES Book p.19 and Teacher’s Book p.37 for more detail on this, although lesson delivery does
not follow the book.
5. 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.
Post-lesson
6. Repeat the activity as a whole class with the pupils you have chosen,.
MATERIALS / Get Smart plus 3 Student’s Book p.19,Teacher’s Book p.37, Occupations flashcards
REFERENCES Worksheet (see below), Colour pencils/pens
DIFFERENTIATION Provide more or less support to help pupils plan what to say about their pictures. It is
better to have them write notes than to write full sentences so they practise fluency.
STRATEGIES
Pupils can write more or fewer sentences.
Attendance : /

REFLECTION
Teacher’s action:
Name: __________________ Class: _________

Draw, write and say.
A ______________________

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking : 2.1.2 Find out about and describe basic everyday routines
STANDARDS
COMPLEMENTARY
Listening ; 1.2.5 Understand a wide range of short supported questions
SKILL
LANGUAGE/
Present simple (want to)
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play Guess the occupation game (see Teacher’s Book p.38, Revision)
Lesson delivery
2. Introduce the new vocabulary following the instructions in Warm up and Vocabulary
(see Teacher’s Book p.38–39).
ACTIVITIES 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).
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.
5. Follow the instructions for Activity 1 (See Teacher’s Book p.39).
Post-lesson
6. 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.
MATERIALS / Get Smart plus 3 Student’s Book, p.20, Teacher’s Book, p.38–39, Occupations &
REFERENCES vocabulary flashcards
DIFFERENTIATION use word cards for some or all of the matching game if pupils need extra reading practice,
or could give some pairs pictures and other pairs words.
STRATEGIES
Support them in making sentences.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
LEARNING Reading ; 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
STANDARDS and the topic
LANGUAGE/
Present simple for habits
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Patriotism & Citizenship
PROCESS
Pre-lesson
1. Put the names of some well-known Malaysian charity organizations on the board (e.g.
CRC (Community Recycle for Charity); SPCA (Society for the Protection of Animals);
WWF Malaysia (World Wildlife Fund); World Vision; other local charities the pupils
will know). Charitable offers during Ramadan may help explain the idea. Talk to pupils
about what the organizations do, using some first language and providing English
vocabulary where suitable.
Lesson delivery
2. Use the flashcards to pre-teach the vocabulary.
ACTIVITIES 3. Show the pictures from Student’s Book p.115 and ask pupils which vocabulary might
belong to each picture.
4. Follow the instructions for Activity 1 and 2 (Teacher’s Book p.178). 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.
Post-lesson
6. Talk to pupils about charity membership. See also Before Leaving (Teacher’s Book
p.178)
MATERIALS / Get Smart plus 3 Student’s Book, p.115, Teacher’s Book, p.178, Vocabulary flashcards,
REFERENCES Copies of pictures next to texts on Student’s Book p.115 to create their learning diaries
DIFFERENTIATION
Pupils who find reading difficult could read just one of the texts.
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
4.3 Communicate with appropriate language form and style for a range of purposes in print
CONTENT STANDARD
and digital media
COMPLEMENTARY
SKILL
COMPLEMENTARY Writing : 4.1.2 Begin to use cursive handwriting in a limited range
SKILL of written work
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play Do not break the chain (See Teacher’s Book p.34)
Lesson delivery
2. Follow steps 1–3 for Activity 1 (Teacher’s Book p.40). Then play the recording. Ask pupils
to tick the activities they hear in Jim’s diary as they hear them.
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 (see Teacher’s Book p.40 Activity 1
for example questions).
4. Pupils work in pairs to ask and answer the questions.
5. Follow the instructions for Writing Tip (Teacher’s Book, p.40), including some or all of the
gap fill sentences on the board.
ACTIVITIES
6. Ask pupils to write sentences about their day in their notebooks. Encourage the use of cursive
writing. Check their work, with a focus on punctuation, use of capital letters and handwriting as
well as ommunication. Collect their notebooks in at the end of the activity to mark.
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.21, Teacher’s Book p.34, 39 & 40–41
REFERENCES
DIFFERENTIATION Asks pupils to write at least 2 (or at least 3) sentences so that more proficient pupils write
STRATEGIES more sentences
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
Every day World of Stories
CONTENT STANDARD
5.2 Express personal responses to literary texts
COMPLEMENTARY
SKILL
LEARNING Language Arts : 5.2.1 Ask and answer simple questions about characters, actions and events
STANDARDS of interest in a text
COMPLEMENTARY Speaking : 2.1.5 Describe people and objects using suitable
SKILL words and phrases
LANGUAGE/
Present simple want to + be + occupation
GRAMMAR FOCUS:
ADDED HOT/
Values
CCE/CE VALUE ITHINK
EMK Language THINKING
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction or follow the
Warm up instructions (Teacher’s Book, p.42).
Lesson delivery
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. Follow the instructions for Activity 1 (Teacher’s Book, p.42–43). 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.
ACTIVITIES 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 Teacher’s Book, p.43 in Post-story activity.
Post-lesson
8. 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).
MATERIALS /
Get Smart plus 3 Student’s Book, p.22–23, Teacher’s Book, p.42–43
REFERENCES
DIFFERENTIATION Monitor as pupils work and ask pupils (e.g. pupils who don’t like to speak in front of the
STRATEGIES class) to tell you about their pictures.
Attendance : /

REFLECTION
Teacher’s action:

English Language
LESSON: 32 (Language Awareness 2) Reading
TOPIC THEME

CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COMPLEMENTARY 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
SKILL media
LEARNING Reading : 3.2.2 Understand specific information and details
STANDARDS of short simple texts
COMPLEMENTARY
Writing 4.2.4 Describe people and objects using suitable words and phrases
SKILL
LANGUAGE/
Review of unit language
GRAMMAR FOCUS:
ADDED HOT/
Responsible
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play a game to review vocabulary from the unit as needed for the lesson. Choose an
appropriate pre-lesson activity from the list in the introduction.
Lesson delivery
2. 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. Ask a gist
question, for example, Who wrote this? Hamid or May?
Ask questions about the language:
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?
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 different jumbled sentences (worksheet) to each pupil in the group. Check
each other’s answers.
4. Ask pupils to write in their notebooks:
 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 the How did I do in Unit 2? self-assessment
section of the worksheet.
Depending on your focus: Worksheets (see below),Picture of a girl and a boy
MATERIALS /
Get Smart plus 3, Student’s Book, p.24 Activities 1 and/or 2 Teacher’s Book, p.44–45, Self-
REFERENCES
assessment worksheets
DIFFERENTIATION
Have pupils do more activities and/or make their own activities.
STRATEGIES
Attendance : /

Teacher’s action:
Materials For Lesson 32
Suggested 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.
Jumbled sentences
Set 1:
1. I / go to / brush my teeth / before / to school / . / always / I /
2. never / . / to school / She / walks
3. I / When I grow up, / to be / want / a dentist / . /
Set 2:
1. have / I / go to / a shower / . / always / before / school / I /
2. drives / never / to school / . / My dad /
3. a firefighter / I / When I grow up, / to be / . / want /
Set 3:
1. never / They / after school / . / watch TV /
2 the bus / . / We / take / to school / always /
3. a photographer / wants / . / Kim / when she grows up / to be /
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 [ ]

English Language
TOPIC THEME
Right now World of Self, Family and Friends
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening : 1.2.2 Understand with support specific information and details of short
STANDARDS simple texts
LANGUAGE/
Present continuous statements (be + -ing)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a mime game using the flashcards for run jump and dance.
Lesson delivery
2. Introduce the new vocabulary (see Vocabulary, Teacher’s Book, p.46) using flashcards
3. Stick the flashcards around the room on the walls, (or do this before the lesson), then
put pupils in a large circle around the room. They should listen to you say run, jump,
ACTIVITIES
dance and move around the room doing this action as you say it. Stop and say Go. Pupils
move to the nearest flashcard, mime it and say I’m xxxing. Repeat as required.
4. Pupils return to their seats. Follow the instructions in Teacher’s Book, p.46 Activity 1
Post-lesson
5. Play the TPR Activity (See Teacher’s Book, p.46).
MATERIALS / Get Smart plus 3 Student’s Book, p.25, Teacher’s Book, p.46, Flashcards of action verbs,
REFERENCES You can find sets of printable flashcards for this topic at: http://learnenglishkids.british
council.org/en/flash cards/actions-flashcards
DIFFERENTIATION
Introduce more verbs.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
1.1 Recognise and reproduce target language sounds
SKILL
LEARNING
Speaking: 2.1.5 Describe people and objects using suitable words and phrases
STANDARDS
COMPLEMENTARY
Listening : 1.1.1 Recognise and reproduce with support a range of target language phonemes
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction.
Lesson delivery
2. Follow the instructions for Grammar Box (Teacher’s Book, p.46)
3. Draw attention to the sound of ‘ing’ and the short forms (I’m, he’s, we’re etc). Have pupils
repeat them together and individually.
4. Play the Group pantomime game (see Teacher’s Book, p.47). Focus on giving feedback on
ACTIVITIES
pupils’ Speaking, rather than on which team wins.
5. Follow instructions for Activity 2 (Teacher’s Book, p.46).
Post-lesson
6. Play the song again and have pupils sing along. Or they could hold up their pictures as they
hear them in the song, if appropriate.
MATERIALS /
Get Smart plus 3 Student’s Book, p.25, Teacher’s Book, p.46–7
REFERENCES
Some pupils may take a lot of time drawing, while others will do it much faster. Set a time
DIFFERENTIATION limit for drawing. You could ask fast finishers to write their sentence in their notebooks (but
STRATEGIES not next to the picture, as it is better they do not read it later).
Teacher’s action:

English Language
LESSON: 35 (7) Reading
TOPIC THEME
reading strategies
COMPLEMENTARY 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
SKILL reading strategies
LEARNING
STANDARDS
COMPLEMENTARY Reading: 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and
SKILL the topic
LANGUAGE/
Present continuous questions (be + -ing)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play the song from Student’s Book, p.25. Have pupils sing along and/or do the actions.
Lesson delivery
2. Introduce the new vocabulary (see Warm up and Vocabulary on Teacher’s Book, p.48).
3. Show pictures 1, 3, 5 & 6 and ask pupils who they can see. Put the pictures on the board.
4. Give each pupil a sentence card (there will be some the same). They should come out to the
board to decide which picture to put it with.
Support them as needed by encouraging them to sound out new or difficult words and/or
referring to the pictures in the Student’s Book (p.26).
5. Ask pupils to read the picture story in Student’s Book, p.26 to check the answers.
ACTIVITIES 6. Follow the instructions for Activity 1 (Teacher’s Book, p.48) from the second point.
7. Use the questions from the language box (Student’s Book, p.27) to introduce the question
and answer forms. Then follow the instructions for Grammar Box (Teacher’s Book, p.49)
Post-lesson
Get Smart plus 3 Student’s Book, p. 26–7 (and 25 for pre-lesson),Teacher’s Book, p.48–49,
MATERIALS /
Copies of the pictures 1, 3, 5 & 6 from the story (blank/
REFERENCES
without text) Sentence cards to match pictures 1, 3, 5 & 6 (one per pupil)
DIFFERENTIATION
The sentence matching activity could be done in pairs,
STRATEGIES
Teacher’s action:

English Language
TOPIC THEME
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
Lesson delivery
2. Play a spelling game to review some spellings of key vocabulary (for example, a word
jumble with plastic letters or letters on cards).
3. Pupils do the crossword puzzle (see below) in pairs. Monitor as pupils do this to see
which words they are having problems spelling. Check the answers as a whole class and
ACTIVITIES
draw attention to more difficult spellings as necessary.
4. Play the CD to review the text on Student’s Book, p.26
5. Follow the instructions for Activity 2 (Teacher’s Book, p.49).
Post-lesson
6. Ask pupils what they do in their house to help their family. Talk to them about the
importance of helping out and contributing to family life.
MATERIALS / Get Smart plus 3 Student’s Book, p.26–27, Teacher’s Book, p.49, Worksheet for
REFERENCES crossword puzzle (see below)
DIFFERENTIATION
Pair pupils with the crossword puzzle and the Student’s Book to look for the spellings.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
Worksheet for Lesson 36
Crossword
1. [insert picture of to clean’]
2. [insert picture of flowers]
3. [insert picture of to wash up]
4. [insert picture of a park]
5. [insert picture of cake]
6. [insert picture of a sandwich]

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Language Arts : 5.3.1 Respond imaginatively and intelligibly through creating simple action
STANDARDS songs on familiar topics.
COMPLEMENTARY Speaking : 2.1.5 Describe people and objects using
SKILL suitable words and phrases
LANGUAGE/
Present continuous, vocabulary of household chores
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity and Innovation;
PROCESS
In this lesson, pupils will make a circular book.
Pre-lesson
2. Ask pupils to remember the different activities Anna and Greg were doing on Student’s
Book p.26.
3. Ask pupils to think of other household activities. Help them with vocabulary if needed.
Lesson delivery
4. Give pupils a circle. Tell them to draw a vertical line and a horizontal line, so that their
circle is divided into four sections. Pupils do not need a ruler for this: the lines do not need to
be completely straight.
ACTIVITIES 5. Tell pupils to draw four household activities, one in each section of the circle.
6. Give pupils a second circle. Ask them to draw a vertical line and a horizontal line, as in step
4.
7. Tell pupils to cut out one section of the second circle, so that this circle has three sections.
8. Give pupils a pin or paper clip, and ask them to pin the second circle on top of the first
circle through the middle.
9. Put pupils into small groups. Ask them to share and name the activities in their circular
books. They can do this quarter by quarter by moving the top circle round.
Post-lesson
10. Ask a few pupils to name some of the household activities they discussed in their groups.
You can nominate pupils or get other pupils to do that.
MATERIALS / Circles of paper, about 12cm in diameter, two circles for each pupil
REFERENCES A pin / end of a paper clip to pin the top circle onto the bottom circle
DIFFERENTIATION Differentiate learning according to the needs of your pupils and class. Please see the seven
differentiation strategies listed in the introduction.
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening : 1.2.2 Understand with support specific information
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a guessing game where you draw, on the board, a picture of a person doing an
action. Draw it line-by-line/part-by-part and after each line/part ask pupils ‘what’s he/she
doing?’ Pupils can have one guess each time until someone guesses the correct answer.
Lesson delivery
2. Have pupils look at the pictures on Student’s Book, p.27. They should talk to their
partners about the pictures. Feedback on this by eliciting details about all of the pictures,
to check that all pupils have understood the pictures and remember the key vocabulary
ACTIVITIES
4. Using flashcards, introduce some new vocabulary that is relevant to your pupils’ lives
(e.g. playing the guitar, throwing a ball, playing badminton).
5. Have pupils play a mime game in pairs or small groups. Student A mimes an action;
Student B asks What are you doing?; Student A says I’m xxxing xxx.
Post-lesson
6. Ask pupils to tell you what new words they have learned today. Design a short, fun
speaking pair or small group activity to review the vocabulary from this lesson.
MATERIALS / Get Smart plus 3 Student’s Book, p.27, Teacher’s Book, p.49 , Flashcards for new
REFERENCES vocabulary
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
2.2 Use appropriate communication strategies
SKILL
LEARNING Speaking : 2.1.5 Describe people and objects using
STANDARDS suitable words and phrases
LANGUAGE/ Present continuous questions (be + -ing)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a game to review vocabulary from the previous lesson. This should focus on the
written form of the words.
Lesson delivery
2. Have pupils work in small groups to play a game, where they have sets of cards (pairs
of pictures of an action + written sentences). Pupils turn over two cards in turns to try to
find a matching pair of cards.
ACTIVITIES 4. Pupils play a game in small groups with their cards:
- In turns, the pupil turns over a card, look at it but keep it secret.
- The pupil gives a clue about the picture (e.g. He’s in the bedroom)
- The pupil asks ‘What do you think? What’s he doing?’
- The group guesses what’s in the picture.
Post-lesson
5. Write a sentence on the board that contains a common mistake heard pupils make. Ask
pupils to correct the sentence with teacher.
MATERIALS / Get Smart plus 3 Student’s Book, p.27, Teacher’s Book, p.49, Sets of cards (pictures +
REFERENCES sentences)
The second card game (step 4) could be extended so that pupils give more clues about the
DIFFERENTIATION flashcard, using more language that they know.
Helping with language as necessary to extend pupils’ language resource. Encourage them
STRATEGIES
to ask for help by reviewing phrases for this (e.g. Can you help me, please? How do I
say xxx in English?)
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
reading strategies
LEARNING
Reading : 3..2.1 Understand the main idea of short simple texts
STANDARDS
LANGUAGE/
Present continuous negative statements
GRAMMAR FOCUS:
ADDED HOT/
Values
CCE/CE VALUE ITHINK
EMK Language THINKING
PROCESS
Pre-lesson
1. Tell pupils that you like to exercise aerobics or Zumba for example and show them what
this word means. Give pupils 2–3 minutes to do some exercise in the classroom.
Lesson delivery
2. Follow the instructions for Warm up on Teacher’s Book, p.50, to introduce new
vocabulary– e.g. Zumba, aerobics, dancing, jogging.
3. Show pupils the pictures of the four children from the textbook. Ask them what they are
doing. Put them on the board.
4. Give each pupil a text. Ask them to read the text and decide which picture it matches.
Feedback by asking a pupil to come out and label each picture with the name of the child.
ACTIVITIES 5. Follow the instructions for Activity 1 (Teacher’s Book, p.50) from Step 3).
6. Next, follow instructions for Grammar Box and Activity 2 (Teacher’s Book, p.50–51).
Post-lesson
Get Smart plus 3 Student’s Book, p.28–29, Teacher’s Book, p.50–51, Copies of pictures of
MATERIALS /
four children on Student’s Book p.28 (1 copy of each) Copies of the texts from Student’s
REFERENCES
Book p.28 (one text per pupil)
DIFFERENTIATION Ask different pupils different/more/fewer questions to guide their understanding of the
STRATEGIES text (see Teacher’s Book).
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range
of purposes in print and digital media
COMPLEMENTARY 3.2 Understand a variety of linear and non-linear print and
SKILL digital texts by using appropriate reading strategies
LEARNING
Writing : 4.2.4 Describe people and objects using suitable words and phrases
STANDARDS
LANGUAGE/
Present continuous negative statements (be + -ing)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play a True/False game, where teacher/pupils mime an action. They should say what they
are not doing as well as what they are doing.
Lesson delivery
2. Tell pupils they will make sentences.Pupils work in pairs. Give each pair one set of words
for a cut-up sentence (see sentences below) to arrange the words into a sentence. They should
keep the sentences tidy on their desk during the next step.
3. Ask pupils to look at the picture on Student’s Book, p.29, Activity 3, to find which child
their sentence is about. They can circle the child in the picture if they don’t know the
characters’ names.
4. Feedback on each sentence as a whole class, so pairs can check their answers.
5. Tell pupils they are going to make a game. There are several steps to making the game:
Put a model on the board, which describes children in Student’s Book, p.29. e.g.
They’re not doing gymnastics. They’re not skateboarding. Who are they?
Ask pupils to look at Student’s Book, p.29 and tell you which children these sentences are
about.
Draw pupils’ attention to the Grammar Box at the top of the page. Focus attention on the
contraction (they are = they’re and others) and remind pupils to punctuate their sentences
carefully.
6. Give each pupil a small piece of paper. Individually, they write a similar sentence(s) about
a child on p.29 on the paper.
7. Put pupils in groups. The groups collect the papers from each pupil, and put them face-
down on the table.
In turns, each pupil turns over a paper, reads it aloud and says which character they think it is
from Student’s Book, p.29.
8. Collect the papers so you can check them. Circle/underline any mistakes in a coloured pen
so pupils can check it themselves.
Post-lesson
9. Read some of the papers for pupils to guess as a whole class, or you could choose an
appropriate post-lesson activity from the list in the introduction.
MATERIALS / Get Smart plus 3.Student’s Book, p.29,Small pieces of paper for Writing activity, one per
REFERENCES pupil.
DIFFERENTIATION You could ask pupils to write at least one/two sentences on their cards.
STRATEGIES Consider having pupils write in pairs so that they can support each other if necessary.
Attendance : /

REFLECTION
Teacher’s action:
Sentences for cut ups (one per pair)
He / isn’t / playing / table tennis.
She / isn’t / doing / gymnastics.
They / aren’t / skateboarding.
She / isn’t / dancing.

English Language
TOPIC THEME
CONTENT STANDARD 5.3 Express an imaginative response to literary texts
COMPLEMENTARY
SKILL
STANDARDS action songs on familiar topics.
LANGUAGE/
Present continuous for activities happening now, sports vocabulary
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity and Innovation
PROCESS
In this lesson, pupils will create a song in small groups.
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction and
introduce the topic of the lesson (sports vocabulary).
Lesson delivery
2. Ask pupils to work in pairs. One pupil says the name of a sport, and the other pupil
mimes doing the sport.
3. Pupils then swap roles and continue in this way, taking turns to name and mime sports.
ACTIVITIES 4. Sing the first two verses of the song One finger one thumb keep moving. Finish at
We’re doing gymnastics. Ask pupils to move their fingers, thumbs and arms as they sing
the song, and to mime the sports in any way they choose.
5. Write verses 3 and 4 on the board, or give pupils a handout.
6. Put pupils into groups of 4–5 and ask them to choose new words and actions for verses
3 and 4, and to practise their song (see worksheet below).
Post-lesson
7. Pupils perform their songs with actions for their classmates.
MATERIALS / Words and music to the song One finger, one thumb, keep moving (see below)
REFERENCES
DIFFERENTIATION Differentiate learning according to the needs of your pupils and class. Please see the
STRATEGIES seven differentiation strategies: listed in the introduction
Attendance : /

REFLECTION
Teacher’s action:
One finger one thumb keep moving – music sheet

(Replace the words We’ll all be merry and bright with everyday activities or sports as in the suggested words below )
One finger one thumb keep moving – words
One finger, one thumb, keep moving

We’re catching the ball
One finger, one thumb, one arm, keep moving

We’re doing gymnastics
One finger, one thumb, one arm, one leg, keep moving
We’re _______________________________
One finger, one thumb, one arm, one leg, one nod of the head, keep moving
We’re _______________________________
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LANGUAGE/
Present continuous + negative statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
Lesson delivery
2. Ask pupils to look at the Student’s Book, p.29 and will talk about the children in the
picture. Asks pupils to stop when they hear a mistake. Talk about the picture, making
some mistakes in relation to content. Use language pupils know:
E.g.: There are eight children in the picture. They are all doing sports. I can see two girls
playing table tennis [mistake]. I think they are having fun. Etc…
ACTIVITIES 3. Follow instructions for Activity 3 (Teacher’s Book, p.51).
4. Give pupils back the papers they wrote in Lesson 41. Ask pupils to look at the
mistakes you highlighted. They should try to correct their sentences by themselves.
5. Collect the notebooks to look at and make a note yourself of pupils’ performance and
effort in the redrafting process.
Post-lesson
6. Talk to pupils about the purpose of re-drafting their work. Ask them what they
improved in their writing from first to second draft.
MATERIALS /
Get Smart plus 3 Student’s Book, p.29, Teacher’s Book, p.51
REFERENCES
DIFFERENTIATION
STRATEGIES

Teacher’s action:
English Language
LESSON:44 (Speaking 9) Speaking
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Speaking: 2.1.5 Describe people and objects using
COMPLEMENTARY
SKILL
LANGUAGE/
Present continuous + negative & positive statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play the mime game from Teacher’s Book, p.52, Warm up.
Lesson delivery
2. Play the game using the pictures in Student’s Book Activity 4, p.29. (See Teacher’s
Book, p.51).
3. Tell pupils they will play another guessing game. Follow the instructions for Activity 1
ACTIVITIES on Teacher’s Book, p.52. Pupils cut out the cards and play the Speaking & Listening
game in pairs.
4. Collect the cards from pupils or ask them to keep them for use in later lessons.
Post-lesson
5. Play the Optional game on p.53 (Teacher’s Book) using the cards from previous
activity to show the pupil.
Get Smart plus 3 Student’s Book, p.29–30,Teacher’s Book, p.51–53

MATERIALS /
Prepare a set of cards to demonstrate the activity (Student’s Book p.125) Scissors for
REFERENCES
pupils
Choose pupils who are confident personalities to come to the front of the class for the
DIFFERENTIATION Post-lesson activity. If they are less proficient in English, that will also help motivate
STRATEGIES them. They do not need to speak much in front of the class, just mime.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
reading strategies
COMPLEMENTARY 4.3 Communicate with appropriate language form and style for a range of purposes in print
SKILL and digital media
LEARNING
Reading: 3.2.1 Understand the main idea of short simple texts
STANDARDS
COMPLEMENTARY Writing : 4.3.2 Spell an increased range of familiar high frequency words accurately in
SKILL guided writing
LANGUAGE/
Present continuous all forms (be + -ing)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play Miming hopscotch game with flashcards from previous lesson(s) to review vocabulary
(see Teacher’s Book, p. 57, Optional activity).
Lesson delivery
2. Play a word game, e.g. jumbled letters, to review sports and games vocabulary, including
the word table tennis. Ask pupils if they play any of these sports, including table tennis,
and/or if they think it is an easy or difficult sport.
3. Follow the instructions for Activity 1 (Teacher’s Book p.56–7)
4. Draw pupils’ attention to the Value and discuss it with them. Ask them if they can tell you
about a time when they have done/experienced this.
ACTIVITIES 5. Learning diaries: Ask pupils to think back on their learning so far this week. In their
Post-lesson
6. Ask pupils about their favourite sports or choose a post-lesson task from the list to review
sports vocabulary.
MATERIALS /
REFERENCES
DIFFERENTIATION Ask some/a group(s) of pupils to write some questions about the story for each other to
STRATEGIES answer. Some examples are given on p.57 of the Teacher’s Book.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a game using the cards from Lesson 44. You could look at the pre-lesson tasks list for
ideas.
Lesson delivery
2. Review the cards as a whole class, by following the instructions in Warm up (Teacher’s
Book, p.54).
3. Follow the instructions for Activity 1 (Teacher’s Book, p.54). Ask pupils to read the
instructions silently before teacher read them aloud. Have them look at the pictures. Ask
questions to check their understanding, e.g. What is she cutting? What is she drawing? Is she
writing now?
ACTIVITIES 4. When pupils have finished, ask them to write about their pictures on the back of their
picture.
6. When pupils have finished, ask them to exchange their pictures with a partner. Have the
partners check their writing.
7. Give out the small papers. Pupils redraft their writing on the papers and stick it to the front
of the picture.
8. Display the pictures in the classroom.
Post-lesson
9. Play the Optional activity (Teacher’s Book, p.54).
Get Smart plus 3 Student’s Book, p.31,Teacher’s Book, p.54–55,Sets of cards from Lesson
MATERIALS /
44, Poster paper, scissors, colour pens/pencils per pupil Small papers for labelling pictures,
REFERENCES
glue
DIFFERENTIATION
Pupils will take different times to draw and colour their pictures. Set a time limit.
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY Writing : 4.3.2 Spell an increased range of familiar high frequency words accurately in guided
SKILL writing
LANGUAGE/
Sports vocabulary
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
In this lesson, pupils will make and share a jigsaw.
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction and introduce
sports vocabulary.
Lesson delivery
2. Divide pupils into four equal groups. Ask them to stand up, come to the front of the class,
and make four lines facing the board. Tell them that they will take turns to write the names of
sports, and that they will get a point if they spell the sport correctly.
3. Give the first pupil in each line a piece of chalk or board pen. Tell them to write the name
of a sport: other pupils in the line can help with spelling if necessary, but only the pupil with
the chalk/pen can write.
ACTIVITIES
4. When that pupil has written a sport, they give the chalk/pen to the second pupil in the line,
who writes a new sport. Continue in this way for 3 minutes or so.
5. Stop and check the spelling of the sports, and give points for correct spellings.
6. Give each pupil the jigsaw template.
7. Ask pupils to draw pictures of sports on the top row of the jigsaw template, and to write the
name of each sport underneath on the second row. They can use the words on the board to
help if necessary.
8. Tell them to cut the jigsaw out.
Post-lesson
9. Put pupils in small groups of 3–4. Ask them to swap jigsaws and match sports with
pictures.
Jigsaw template, either draw it or see available template at:
MATERIALS /
www.timvandevall.com/templates/ make-your-own-jigsaw-puzzle-templates/ ,Scissors (one
REFERENCES
pair of scissors per 5 pupils in your class)
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:
9.5
DAY DATE CLASS TIME SUBJECT
English Language
LESSON: 48 Language Awareness 3) Writing
TOPIC THEME

CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range
of purposes in print and digital media
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY Listening : 1.1.1 Recognise and reproduce with support a range of target language
SKILL phonemes
LANGUAGE/
Present continuous (be + -ing)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Note: You could also make use of the review activities in Revision (Student’s Book p.34 /
Teacher’s Book p.58–59) and/or consider offering pupils a choice of activities.
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction and interest .
Lesson delivery
2. Play the chant or song and have pupils mime the action.
https://www.youtube.com/watch?v=OYimASoZ6oI
https://www.youtube.com/watch?v=t-xmGYNgrJk&vl=en
https://www.youtube.com/watch?v=Dl8g2pZ82ME .
Change the words to these chants to suit your pupils’ needs and the focus of the lesson.
3. Encourage pupils to sing/chant along on the second listening. Drawing attention to the
contractions that the chant uses/doesn’t use and review these on the board if necessary.
Pay attention to pupils’ pronunciation.
4. Ask pupils to look at Part A on the worksheet (see below). They should read the
sentences and write Yes if they are correct and No if they are not. Answers:
ACTIVITIES 1. Yes; 2. No; 3. Yes; 4. No; 5. No
5. Draw pupils’ attention to the grammar explanation on the worksheet. Build some
model sentences to show pupils how to form the present continuous. with examples.
6. Ask them to rewrite the sentences so they are all correct in Part B on the worksheet.
Check answers as a class or in pairs/groups.
7. Use cards to review the question forms. Play a game in pairs to practise them if
necessary.
8. Ask pupils to complete the questions in Part C. They relate to Part A of the worksheet.
Check answers as a class or in pairs/groups.
Post-lesson
know the language now. They should complete the How did I do in Unit 3? self-
A chant or song focusing on present continuous. You can choose something suitable for
MATERIALS /
your pupils that they will enjoy and find useful.
REFERENCES
Get Smart plus 3 Student’s Book p.34,Teacher’s Book p.58–59 Worksheets (see below)
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
Part A
Look at the sentences.
Are they correct? Write Yes or No. Yes/No
1. She’s playing tennis
2. They’s watching TV
3. No. Mira and Jack aren’t playing tennis. They’re playing badminton.
4. No. Siti aren’t do gymnastics
5. Yes, he’s. Robbie play tennis.
How do we do it?
When we talk about something we are doing now, we need to add ing to the verb.
We use it with is or are.
Part B
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Part C

English Language
TOPIC THEME
Year in, year out World of Knowledge
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY Speaking: 2.2.1 Keep interaction going in short exchanges by repeating key words from
SKILL the other speaker
LANGUAGE/
Present simple for describing weather, seasons, favourites
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Environmental Sustainability
PROCESS
1. Ask pupils what the weather is like today. Review necessary vocabulary.
Lesson delivery
2. Put the four seasons flashcards on the board. Follow the instructions for Warm up
(Teacher’s Book, p.60). Ask pupils: What season is it now?; Have you been in a cold
country in winter?; Have you seen snow before?
3. Follow the instructions in Teacher’s Book, p.60, for Vocabulary and Activity 1.
4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils to tell
each other what their favourite season is.
5. Have pupils stand in lines or in a circle. They should play a chain game:
Pupil A: My favourite season is x.
Pupil B: x? My favourite season is y / My favourite season is x too.
Pupil C: y? My favourite season is z. / My favourite season is y too.
Model the language clearly before starting, using different pupils who share and do not
share favourites.
Post-lesson
6. Ask pupils to mime the weather as they listen to the song again (see TPR activity,
Teacher’s Book, p.60).
MATERIALS /
Get Smart plus 3 Student’s Book, p.35 Teacher’s Book, p.60 ,Flashcards of seasons
REFERENCES
DIFFERENTIATION Review more weather vocabulary at the beginning of the lesson with some or all of your
STRATEGIES pupils if you think this is necessary.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking: 2.1.1 Ask about and express basic opinions
STANDARDS
COMPLEMENTARY Listening : 1.2.2 Understand with support specific information and details of short simple
SKILL texts
LANGUAGE/
Present simple for describing weather, seasons, favourites
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
1. Choose an appropriate pre-lesson activity from the list in the introduction and review
weather and seasons vocabulary.
Lesson delivery
2. Play the song from Student’s Book, p.35 and have pupils sing along.
3. Explain to pupils that in many countries in the world, the seasons have weather as described
in the song. Explain that in some countries, the school year starts in September (e.g. European
countries), which is autumn. In other countries (e.g. Japan), it starts in the spring, April. Ask
pupils to tell when the school year starts in Malaysia and if they know when it starts in any
other countries.
4. Put pupils in groups of four. Give each group four pieces of paper. Ask pupils to write the
name of a season on each one. Pupils then brainstorm vocabulary and ideas for each of the
different seasons. They write one word/phrase/idea on the paper and then pass it to their
neighbour, who writes another idea, and so on. They needn’t focus on accuracy here, just to
get their ideas.
5. Have groups tell you their ideas and build a mind map on the board.
6. Ask pupils what their favourite season is again, and why they like it. Follow the instructions
for Activity 2 (Teacher’s Book, p.60).
Post-lesson
7. Learning diaries:
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write:
MATERIALS / Get Smart plus 3 Student’s Book, p.35, Teacher’s Book, p.60, Plain paper, 4 pieces per group
REFERENCES of 4
DIFFERENTIATION
Pupils may have different and unexpected ideas when brainstorming.
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
reading strategies
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Prepositions with time expressions: in + month; on + day
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
today’s day and month. Ask pupils what the day and month are today.
Lesson delivery
2. Write the day and month on the board. Ask pupils to recall the days and months in English.
3. Give groups of pupils a set of days or months to put in order. Set a short time limit and
count down. Review the months and days and check their answers.
4. Follow the Teacher’s Book instructions for Activity 1 (p.62). Explain how we know it’s
autumn (leaves on the ground), including having some pupils perform to the class.
5. Listen as pupils act out the story to check their use of the prepositions (in/on). Note any
difficulty or confusion.
6. Feedback on their performance and review language by writing on the board:
in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
7. Choose an appropriate post-lesson activity from the list in the introduction and review the
main areas covered in the lesson.
MATERIALS / Get Smart plus 3 Student’s Book, p.36,Teacher’s Book, p.62,Cut up days of the week &
REFERENCES months of the year
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
and digital media
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
LANGUAGE/
Prepositions with time expressions: on + day of the week
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs can
remember and act it out for the class.
Lesson delivery
2. To review spelling of days of the week, play a team board game. Divide the class into four
or five groups. One pupil from each group at a time should come to the board. Say a day of
the week and the pupils at the board should arrange the magnetic letters to write the word. The
fastest team to spell it accurately wins a point. Continue for each pupil in the team.
3. Follow the Teacher’s Book (p.63) for instructions on Activity 2. Monitor and see how well
pupils can spell the days of the week. Review any problematic spellings after the activity.
ACTIVITIES
4. Elicit from pupils other activities they may have during the week. Write these on the board.
Talk to pupils about the activities they do.
5. Give out the worksheet (see below) and ask pupils to write two or more activities in My
Diary. Monitor carefully and help with vocabulary and spelling.
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have
badminton on Saturday. The partner listens and writes in My Friend’s Diary (to show this is
in the 3rd person). Remind pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found
out something they didn’t already know about their partner.
MATERIALS / Get Smart plus 3 Student’s Book, p.36–37,Teacher’s Book, p.63,Magnetic letters Worksheet
REFERENCES for diaries (see below)
DIFFERENTIATION Remind pupils they can write two or more words. You could ask fast finishers to help you
STRATEGIES monitor and check spellings.
Attendance : /

REFLECTION
Teacher’s action:
A. My Diary
Write two or more activities in your week.
Sunday Monday Tuesday
Wednesday Thursday Friday Saturday
B. My Friend’s Diary
Listen to your partner and write their diary.

English Language
LESSON: 53 (Language Arts 10)
Language Arts
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY
Speaking: 2.3.1 Narrate very short basic stories and events
SKILL
LANGUAGE/
Adjectives and verbs about the seasons
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
In this lesson, pupils will create and perform an action song about seasons in groups.
Pre-lesson
introduce the topic of warm and cool seasons.
Lesson delivery
2. Teach pupils to sing the Seasons song words to the tune of Frère Jacques (see below).
3. Ask them to choose actions for the song and perform the song again with the actions.
4. Elicit the pattern of the song from pupils:
ACTIVITIES  Name of season x2
 Adjectives x2
 -ing verbs x3
 With our friends x2
5. Now put pupils into groups of 4–5 and ask them to choose new words and actions for
the song, and to practise their song. They can choose a song either about the warm season
or the cool season if they prefer.
Post-lesson
6. Pupils perform their songs with actions for their classmates.
MATERIALS / A copy of the Seasons song (see next page) and a copy of the words on the board or on a
REFERENCES handout
DIFFERENTIATION You could ask more proficient pupils or groups to create a second set of actions for their
STRATEGIES song if they finish quickly.
Attendance : /

REFLECTION
Teacher’s action:
Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.
Seasons song
Warm season, warm season.
Sunny and hot!
Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening : 1.2.2 Understand with support specific information and
COMPLEMENTARY
SKILL
LANGUAGE/
Preposition + time expression: on + days of the week; adverbs of frequency
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction and focuses on
the key vocabulary karate, computer games, tennis, cinema.
Lesson delivery
2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it
on, remind them of the adverbs of frequency to elicit sentences, e.g. I always do/have karate
on Monday; I never play computer games. Consider introducing more adverbs if appropriate/
necessary for class, e.g. occasionally / from time to time, often
3. Ask pupils to tell their partner how often and when they do the activities.
5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from
ACTIVITIES Activity 3 again. On the worksheet (see below), pupils listen and complete either Sue’s Diary
(Pupils A) or Bob’s Diary (Pupils B). Do not insist on correct spelling as pupils listen.
6. Pupils exchange the information in pairs so they have a complete worksheet. They should
do this by speaking to each other to communicate the information, but they should not look at
each other’s worksheets.
7. Collect the worksheets and review pupils’ work. See how well they have remembered to
spell the words and how well they have achieved the Listening task. Make notes of common
mistakes and of pupils’ progress.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction and that will
review the main areas covered in the lesson.
MATERIALS /
Get Smart plus 3 Student’s Book, p.37, Teacher’s Book, p.63, Worksheet (see below)
REFERENCES
DIFFERENTIATION When pupils are exchanging information, encourage more proficient pupils to use full
sentences.
STRATEGIES
.
Attendance : /

REFLECTION Sunday Monday
_____ pupils were able to answer the questions correctly. Tuesday
Teacher’s action:

A. Sue’s Diary
B. Bob’s Diary

English Language
LESSON: 55 (Speaking 11)
Speaking
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY 4.1 Form letters and words in neat legible print using cursive writing
SKILL
LEARNING
STANDARDS
COMPLEMENTARY Writing : 4.1.2 Begin to use cursive handwriting in a limited range
SKILL of written work
LANGUAGE/
Prepositions with time expressions (birth month): It’s in + month
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Play a word game that focuses on the current month. Choose an appropriate pre-lesson
activity from the list in the introduction.
Lesson delivery
2. Give each pupil a month word card. Ask all the pupils with January to raise their
hand/card, then February and so on. Elicit the order of the months as you go.
3. Have pupils stand up and say the months on their cards in order, without modelling.
Repeat, but a little faster and continue as necessary, making this a fun drill.
4. Follow the instructions in the Teacher’s Book (p.63) for Activity 4.
5. Show pupils the present, ask them when we give presents. Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the month of their birthday
and go and stand by it. Ask pupils, by month When’s your birthday? Pupils reply It’s in
x.
7. Remind pupils which month it is. Give the present to the pupils whose birthday it is
this month and say Happy birthday!
ACTIVITIES 8. Have pupils mingle to ask each other when their birthday is. Set a time limit or a
number of pupils to ask.
9. Follow the Teacher’s Book (p.63) for Activity 5. Encourage pupils to check the
spelling of the months, to remember the capital letters and to practise writing in cursive.
10. Askspupils to make birthday cards for a friend or family member who has a birthday
soon
Post-lesson
Get Smart plus 3 Student’s Book, p.37,Teacher’s Book, p.63 , Month word cards (one per
MATERIALS /
pupil) , A wrapped-up present , Card and coloured pends & pencils for birthday cards, if
REFERENCES
time.
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
COMPLEMENTARY
SKILL
LEARNING Reading : 3.2.2 Understand specific information and details
LANGUAGE/
Prepositions with time expressions: in + month/season
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
1. Choose an appropriate pre-lesson activity from the list in the introduction and focuses
on familiar foreign countries.
Lesson delivery
2. Put the world map on the board/wall and ask pupils to gather around it. Ask pupils to
show various countries, first Malaysia, then Singapore and Thailand. Talk about major
world countries and include Australia and Canada,
3. Introduce and practise the vocabulary using the flashcards.
4. Follow the Teacher’s Book (p.64) for Vocabulary.
5. *Make sure the texts are stuck on the wall for this stage of the lesson. Show pupils the
pictures on Student’s Book, p.38. Asks pupils they will read about the three countries.
They will work in teams of four to read together. Assign roles – three of the pupils are
runners, they will read about one of the countries each; the fourth pupil is the manager.
The manager stays at the desk with the worksheet (see below). The manager reads the
sentences about the countries to the relevant team member, who runs to their text on the
wall to find out if it is true or false. They return to the manager and tell them. The runners
should not see the worksheet and the manager should not see the texts. They can ask each
other to repeat or explain orally.
Have one group model it in front of the class, making sure they understand the rules.
6. Check the answers as a whole class.
7. Follow the instructions for Activity 2 (see Teacher’s Book p.65).
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction and that
will review the main areas covered in the lesson.
MATERIALS / A large world map ,Vocabulary flashcards ,Texts from Student’s Book p.38 cut up (and
REFERENCES stuck on the walls around the room before the lesson). Two or three copies of each text.
Worksheet (see below, one per group)
DIFFERENTIATION Review expressions for asking for help or clarification and leave them on the board if
STRATEGIES necessary. Support pupils with different questions as they read the texts on the wall.
Attendance : /

REFLECTION
Teacher’s action:
Find and read. Circle True or False.
1. February is summer in Canada. True False
2. It’s hot in December in Australia. True False
3. Thailand has four seasons. True False
4. People go skiing in Canada. True False
5. People like the sea in Australia. True False
6. People wear clothes for hot weather in Thailand. True False

English Language
TOPIC THEME
and digital media
COMPLEMENTARY
SKILL
LEARNING Writing: 4.3.3 Plan, draft and write an increased
STANDARDS range of simple sentences
COMPLEMENTARY
Listening: 1.2.5 Understand a wide range of short supported question
SKILL
LANGUAGE/
Prepositions review
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Lesson delivery
2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, common
activities and clothes related to Malaysia and/or own local area.
3. Ask questions and talk to pupils about these aspects of their own country. Remember to use
different questions for different pupils.
4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will make
posters about Malaysia. First have pupils work together to write three or four sentences about
Malaysia on a piece of paper or in a notebook. They can use the texts on Student’s Book, p.38
as models.
5. In groups, pupils make their posters so that they match the sentences they have written with
the pictures. Then they add the sentences to their posters. While they are working in their
groups, monitor and check on progress. Check their sentences and work with each group to
help them improve the sentences by asking questions and eliciting language so that they can
write it in the final version on the poster.
6. Display the posters on the classroom walls.
Post-lesson
7. Talk to pupils about the posters. Give positive feedback to each group and encourage pupils
to tell you what they like about each one.
Get Smart plus 3 Student’s Book, p.38, Poster paper per group, Flashcards for common
MATERIALS /
activities, weather, clothes etc. Pictures from magazines/
REFERENCES
internet etc. Glue, colour pens, paper
DIFFERENTIATION Consider assigning roles for different pupils in each group, e.g. writer, designer, artist etc.
which will let each pupil work to their strength and abilities. Take care that any questions you
STRATEGIES
ask support and stretch pupils.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY 4.3 Communicate with appropriate language form
SKILL and style for a range of purposes in print and digital media
LANGUAGE/
Adjectives, nouns and verbs
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity and innovation
PROCESS
Pupils will create a diamond poem about the hot season in their area.
Pre-lesson
language and prepare pupils for the lesson.
Lesson delivery
2. Show pupils the diamond poem (see below), check or teach the meaning of skating and icy,
and ask them to guess if the missing words at the top and bottom are Winter or Hot season.
3. Check the answer [Winter].
4. Elicit the pattern of the diamond poem with pupils. This is:
Noun
Adjective Adjective
Verb Verb Verb
ACTIVITIES Noun Noun Noun Noun
Verb Verb Verb
Adjective Adjective
Noun
5. Write Hot season on the board and the headings nouns, adjectives, verbs.
6. Ask pupils to brainstorm vocabulary about the hot season where they live, and write their
suggestions on the board under the appropriate heading.
7. Ask pupils to work in pairs. Give them the hot season diamond template as a handout, or
ask them to copy from the board.
8. Ask the pairs to make their own diamond poem about the hot season. They can use words
from the board and their own ideas.
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other.
MATERIALS / Diamond poem (see below) on the board or as a handout, Hot season diamond poem template
REFERENCES (see below)
STRATEGIES differentiation strategies listed in the introduction
Attendance : /
Teacher’s action:
Diamond poem
_______
Snowy, cold.
Skiing, skating, making snowmen.
Snow, hats, coats, gloves.
Staying inside, keeping warm, sleeping
Icy, windy
_______
Hot season diamond poem template
Hot season
_______ _______
_______ _______ _______
_______ _______ _______ _______
_______ _______ _______
_______ _______
Hot season
English Language
TOPIC THEME
CONTENT STANDARD
LEARNING Listening: 1.2.2 Understand with support specific information and details of short simple
STANDARDS texts
COMPLEMENTARY
SKILL
LANGUAGE/
Prepositions of place: in + country/city
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
Lesson delivery
2. Play a countries quiz using information that is familiar to pupils, e.g. where can you find
the Pyramids; where is Hello Kitty from. Use the world map to show pupils where the
countries are. Try to include the six countries on Student’s Book, p.116. Write the names of
the countries on the board and leave them there.
3. Introduce the concept of time zones using the time at the moment compared to another city
pupils know of and some of the places from the previous activity.
4. Tell pupils the time in Malaysia (use the actual time of the lesson or use
morning/afternoon/evening). Ask them to show you on the map where it is
ACTIVITIES morning/afternoon/night. Review these words as necessary.
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud.
Pupils listen carefully and repeat or raise their hand when they hear their label.
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They
should write the name of the country on the line on their label (using the words on the board
as models).
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their answers
with them.
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.
Get Smart plus 3 Student’s Book, p.116, Teacher’s Book, p.179
MATERIALS /
World map (if you have a large class, have one map per large group of pupils) Labels (see
REFERENCES
below, one per pupil) Sticky tape/tack/pins
STRATEGIES differentiation strategies listed in the introduction.
Teacher’s action:
Materials for Lesson 59

Labels:
_______________ _______________ _______________

It’s four in the morning. It’s It’s twelve noon. It’s raining. It’s eight in the evening. It’s
snowing. cloudy.
_______________ _______________ _______________

It’s six in the morning. It’s It’s two in the afternoon. It’s It’s nine at night. It’s cold.
windy. sunny and hot.

English Language
LESSON: 60 (Speaking 12) Speaking Speaking
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
LANGUAGE/
Prepositions with time expressions: in + season/period
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction. Review
language and prepare pupils for the lesson by introducing/reviewing the word holiday. Check
their understanding of the word by asking them when the school holidays are in the year.
Lesson delivery
2. Review and introduce the sports and activities vocabulary from this and some previous
lessons. Add any pupils may do during the school holidays or other times of the year.Ask
pupils if they do or do not do sports/activities in the holidays. (e.g. probably the three on
Student’s Book, p.39),
4. Follow the instructions for Activity 4 (Teacher’s Book, p.65) and ask pupils what they do in
the school holidays/rainy season/etc, rather than the summer.
5. Play the mime game in small groups sitting in circles:
ACTIVITIES Pupil 1: Mimes a sport/activity (e.g. swimming)
Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a
sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school holidays, and
I… (Pupil 3 mimes a sport/activity)
And so on…
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.39 , Teacher’s Book, p.65 ,Sports flashcards (add sports
REFERENCES that pupils may do in the holidays)
DIFFERENTIATION Think about the interests of the pupils in your class and include vocabulary of their favourite
STRATEGIES sport/activity for the holiday or a particular time of year.
Attendance : /

Teacher’s action:

English Language
LESSON: 61 (Reading 12) Reading Reading
TOPIC THEME

COMPLEMENTARY
3.3 Read independently for information and enjoyment
SKILL
LEARNING Reading: 3.2.2 Understand specific information and details
COMPLEMENTARY
Reading: 3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
SKILL
LANGUAGE/
Review of prepositions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
Lesson delivery
2. Play a team game where pupils brainstorm vocabulary on the main topics in this lesson
(months, days, seasons, clothes, weather, countries).
3. Review any key vocabulary that has not come up in the previous activity. Introduce the
ACTIVITIES word boots (see Student’s Book, p.40).
4. Follow the instructions for Activity 1 (Teacher’s Book, p.66). Pupils can choose their
own counters (e.g. a pen lid, a rubber, a small paper ball).
5. Continue with the Optional activity on Teacher’s Book, p.67. You could do this for
other topics.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction.
MATERIALS /
Get Smart plus 3 Student’s Book, p.40, Teacher’s Book, p.66–67 , coins
REFERENCES
DIFFERENTIATION Try to have a mix of proficiency and modify the Venn diagram Optional activity so that
STRATEGIES it suits seasons in your local context and your local culture.
Attendance : /

REFLECTION
Teacher’s action:

WEEK
English Language
TOPIC THEME
CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
SKILL questions
LANGUAGE/
Prepositions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity & Innovation; ICT
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction lesson by
reviewing the names of the six countries.
Lesson delivery
Note: This lesson is based on the project on Student’s Book, p.41.
2. Divide pupils into five or six groups of 4–6 pupils in each group.
3. Tell pupils they will find out about a country and make a collage. Show pupils the example
of Student’s Book, p.41 Activity 2 so they know what to do.
4. Assign roles to pupils in the group or have pupils decide between themselves. At least one:
 researcher (to look on the computer for information about the country*)
 designer (to decide which pictures go where)
 cutter & sticker (to cut out pictures and stick them to the collage)
ACTIVITIES  writer (to annotate the picture).
5. Have groups choose a country. First they should decide what information to find out about.
Allow all pupils to work briefly on the computer to start finding out basic information about
the country before the ‘researcher’ takes over and the others do their tasks.
websites that pupils can use to find information e.g. www.kiddle.co or www.kidzsearch.com
6. Monitor pupils carefully as they use the internet. Pupils may need help to print out pictures
and other resources or information they find.
7. Have pupils create a collage. Set a fixed time limit for this activity depending on the time
you have available in your lesson.
8. Have pupils write in their notebooks about the country.
Post-lesson
9. Pupils display their collages and read their sentences and point to / find the correct collage.
Encourage pupils to ask questions about the countries.
MATERIALS / Get Smart plus 3 Student’s Book, p.41,Teacher’s Book, p.68–9,Computers Magazines and/or
REFERENCES a printer
DIFFERENTIATION Set a specific number of pictures or information to find on the country so that there is enough
STRATEGIES time in the lesson. Asks pupil to write one/two sentences.
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY 4.2 Communicate basic information intelligibly for a range of purposes in print and
SKILL digital media
COMPLEMENTARY
SKILL
LANGUAGE/
Review of present simple; prepositions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity & Imagination
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction that focuses
on climate and weather.
Lesson delivery
2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or use a
picture of a snow globe. Ask pupils if they have seen something like this before.
3. Ask pupils to tell you what they think the story will be about. Put some of the ideas in
note form on the board.
4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell
you about the picture. Let pupils read the texts on p.42. Choose some pupils to read
ACTIVITIES different characters’ parts. Ask pupils what they think will happen next.
5. Have pupils read the second page of the story silently before playing the CD. Follow
While reading and after reading suggestions (Teacher’s Book, p.70–71) for talking to
pupils about the story.
6. Ask pupils where they would like to go if they found a magic globe. Give pupils the
worksheet (below) and ask them to draw their ideas and to write at least one sentence
about it. They can give it a title or a name.
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity.
8. Collect the pupils’ worksheets and look through them. Note individuals’ strengths and
weaknesses in relation to what is covered in the unit.
MATERIALS / Get Smart plus 3 Student’s Book, p.42–43,Teacher’s Book, p. 70–71,A snow globe or
REFERENCES large clear ball if available,Magic globe worksheet (see below)
DIFFERENTIATION Provide some models of different kinds of sentences on the board to give them some
ideas. They can also look in the Student’s Book (p.43) for ideas.
STRATEGIES
Let more proficient pupils write as much as they can, too.
Attendance : /

Teacher’s action:
Name: _____________ Class: ______

English Language
LESSON: 64 (Language Awareness 4) Writing
TOPIC THEME

and digital media
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
LANGUAGE/
Review of language from Unit 4
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
Lesson delivery
2. Ask pupils to take a piece of card or paper. On one side, they should write in and on the
other side on.
3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and
show that side of their card, if on they should show the other side. Say some sentences which
practise the prepositions as covered in the unit. Pause, ring a bell or knock on the desk in place
of the preposition. Pupils hold up their cards. Watch carefully to see which pupils still find
this game difficult. Example sentences:
I like to play tennis ___ spring.
ACTIVITIES It’s my birthday ___ March.
Hassan and Zikri have football ___ Saturday afternoon.
4. Ask pupils questions to elicit the rules for when we use in and on.
5. Show the picture of the girl, and explain that this is Alya. She has
answered some questions in a survey. Hand out the worksheet (see below) and show pupils
Alya’s answers.
6. Ask pupils to complete the questions and write their own answers.
7. Next, pupils asking their partner the questions and write their answers on the worksheet.
Post-lesson
MATERIALS / Depending on your focus: Get Smart plus 3 Student’s Book, p.44, Teacher’s Book, p.72–73
REFERENCES Card, if possible, or plain paper, Picture of a girl Worksheet (see below) Bell
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:
A. Write words to finish the questions.
A. Write words to finish the questions. Question Alya Me My friend
When’s your b__________? It’s in May.
What’s your f__________ season? It’s winter.
What clothes do you w__________ in summer? I wear a dress.
What kind of w__________ do you like? I like sun.
What’s your favourite d__________? I like Friday.

Self-assessment:
 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]
 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]
 talk about seasons Great! [ ] OK [ ] A little [ ]
 talk about weather Great! [ ] OK [ ] A little [ ]
 talk about different sports and activities Great! [ ] OK [ ] A little [ ]

English Language
TOPIC THEME
My New House World Of Self, Family And Friends
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening : 1.2.2 Understand with support specific information and
COMPLEMENTARY
Listening :1.2.1 Understand with support the main idea of short simple texts
SKILL
LANGUAGE/
Prepositions of place
GRAMMAR FOCUS:
CCE/CE ADDED Values HOT/
VALUE ITHINK
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction that that
focuses on the word house.
Lesson delivery
2. Play Run and touch, where you say Touch the (window) and pupils run (or walk) and
touch the place. Use parts of the room vocabulary (door, floor etc.) and then introduce
prepositions behind and in front of. Extend to a game like Simon Says, where they only
run and touch if you say please.
ACTIVITIES 3. Follow instructions for Warm up (Teacher’s Book, p.74). Observe how well pupils
already know the prepositions and modify your lesson plan accordingly.
4. Follow instructions for Activity 1 (Teacher’s Book, p.74), but the first time pupils
listen, they should point to the correct room in the house as they hear it.
5. Review the key prepositions and vocabulary that you have noticed is new or difficult
for pupils by playing a group or whole class game.
Post-lesson
6. Choose an appropriate post-lesson activity from the list in the introduction that review
the main areas covered in the lesson.
MATERIALS / Get Smart plus 3 Student’s Book, p.45,Teacher’s Book, p.74–5, Flashcards of key
DIFFERENTIATION You could ask some more confident pupils to become teacher in the first stage of the
STRATEGIES lesson (Run and Touch game).
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking : 2.1.5 Describe people and objects using suitable words and phrases
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Prepositions of place
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play the song from Lesson 65 and encourage pupils to join in.
Lesson delivery
2. Ask pupils about the song: Where’s the doll/Rex? // Where are the toys/clothes? to
review and check understanding of the prepositions.
4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the
flashcards. Play a game to practise the new vocabulary.
5. Assign half the class as Pupil As and the other half as Pupil Bs. It is better that the
pupils are not sitting A+B together right now. Ask Pupil As to draw a shirt and some
socks in the house (picture on Student’s Book, p.45, Activity 1); Pupil Bs to draw a dress
and some trousers in the house.
6. Pair As with Bs. Pupils ask and answer Where’s/are the xx? without showing their
books. They draw the partner’s answers into their house.
Monitor carefully as pupils work, and check they are working together well and are
managing the target language
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.45, p.47 Teacher’s Book, p.74 Clothes flashcards
REFERENCES
While reviewing prepositions, ask questions and use some mime to different pupils to
DIFFERENTIATION help them at their level of understanding. These might be closed questions, e.g Is it
STRATEGIES behind the door (mime behind)? or What can you find under your bed at home?
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
LEARNING Reading: 3.2.2 Understand specific information and
LANGUAGE/
Prepositions of place; possessive pronouns
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction that relating
to the furniture topic and prepare pupils for the lesson.
Lesson delivery
2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards
ACTIVITIES to some pupils and ask them to put them on the left side of the classroom if they are
clothes and the right if they are furniture.
3. Follow the instructions for Vocabulary and Activity 1 (Teacher’s Book, p.76).
4. Draw the word clouds (see worksheet, below) on the board and show how the
vocabulary in the box below go in each category (cloud). Hand out the worksheets and
ask pupils to work in pairs to categorise the words. They should write the words into the
correct cloud, taking care to copy the spelling accurately. If there are still some new
words in the worksheet, you could ask pupils to use dictionaries to find the meanings of
the new words. They can draw a small picture next to the word on their worksheet to
show the meaning if it is helpful.
Post-lesson
5. Choose an appropriate post-lesson activity from the list in the introduction that reviews
at least one word pupils learned well and one they have difficulty with.
MATERIALS / Get Smart plus 3 Student’s Book, p.46 Teacher’s Book, p.76 Furniture and clothes
REFERENCES flashcards Worksheets (see below)
DIFFERENTIATION For the mini performance after the story, you could encourage some pupils to change the
STRATEGIES story a bit to include different vocabulary.
Attendance : /

Teacher’s action:
Clothes or furniture?
Look at the words and write. Are they clothes or furniture?
socks armchair trousers wardrobe
bookcase dress desk fridge
shirt cupboard coat trainers

English Language
TOPIC THEME
CONTENT STANDARD
LEARNING Writing : 4.1.2 Begin to use cursive handwriting in a limited range
STANDARDS of written work
COMPLEMENTARY Reading: 3.2.4 Recognise and use with support key features of a simple monolingual
SKILL dictionary
LANGUAGE/
Questions with possessive pronoun: Whose?
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose a confident pair of pupils who will come to the front of the class and try to act
out the story from Lesson 67. The class can help if necessary.
Lesson delivery
2. Write the words on the board: headscarf, carpet, mirror (and choose one or two more
clothes/furniture words that might be new but useful to your pupils)
Using the dictionary and hand out to each pair/group one of the words and ask them to
check the meaning in the dictionary. They should draw the item in their notebook and
write the word underneath it.
ACTIVITIES 3. Have each pair/group present their word to the class. Return the worksheets from
Lesson 67 and ask them to add the four words to it.
4. Have pupils read the story on Student’s Book, p.46 quietly.
5. Follow instructions for Grammar box and Activity 2 on Teacher’s Book, p.76–77.
Remind pupils to use cursive writing. Monitor and check they are on task and do not have
any problems.
Post-lesson
6. Choose a post-lesson task from the list in the introduction to review more and less
challenging vocabulary from the lesson.
MATERIALS / Get Smart plus 3 Student’s Book, p.46–47 Teacher’s Book, p. 76–77 Clothes and
REFERENCES furniture flashcards from previous lesson + four new words Dictionaries
DIFFERENTIATION For higher proficiency pupils (or classes), extend the dictionary activity and/or have
pupils brainstorm and share more clothes and furniture vocabulary. If you have a pupil(s)
STRATEGIES who demands attention, you could have him/her/them read the story to the class.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY Listening : 1.2.4 Understand a wide range of short basic
SKILL supported classroom instructions
LANGUAGE/
Imperatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
In this lesson, pupils will make and label a simple paper house. You can use their work to
make a class display of houses.
Pre-lesson
1. Write the letters ym and ohuse on the board.
2. Ask pupils to unscramble these letters to make two words.
3. Elicit the answer My house. Tell pupils that this is the topic of the lesson, and that they will
make a paper house in the lesson.
Lesson delivery
4. Give each pupil a square piece of paper.
5. Prepare step-by-step instructions for making a paper house in a jazz chant style. Give out
ACTIVITIES
the instructions one by one. Ask pupils to sing with teacher the step before they apply it
6. Make sure that pupils have finished each step before you move on to sing the next step.
7. When the pupils finish their making their paper houses, ask them to sing the chant together.
8. Ask pupils to label two of the four rooms in the house and to draw two items of furniture in
each of these two rooms.
Post-lesson
9. Put pupils in pairs or small groups. Ask them to share their houses and to name the items of
furniture their classmates have drawn.
10. Ask pupils to label other rooms and to draw other items of furniture at home. You could
use their completed work to create a class display of houses.
Square pieces of plain paper, one piece for each pupil. Simple child-friendly instructions to
MATERIALS /
use in the lesson. (Check how to make a very simple origami house at:
REFERENCES
www.youtube.com/watch? v=eEsx799dz8c)
differentiation strategies listed in the introduction
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening: 1.2.2 Understand with support specific information and details of short simple
STANDARDS texts
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
Lesson delivery
2. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. Review the language
Whose xxx is this/are these? and encourage pupils to ask the questions, too. Play a circle
game. Give more Listening practice by asking pupils about the clothes again or you could play
a game to further review the key vocabulary.
3. Draw pupils’ attention to the Grammar box on Student’s Book, p.47 again.
5. Play Stop thief! where you nominate two or three pupils to be the thieves. The class closes
their eyes and count to ten, and the thieves move around the room and ‘steal’ some of the
ACTIVITIES pupils’ pens, pencils etc. On ten, pupils open their eyes and say Stop thief! The ‘thieves’ stop.
Pupils ask and answer to find out whose things they have ‘stolen’, and to return them. E.g.
Whose pen is this? / Whose books are these?
Play this in small groups as well.
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.47 Teacher’s Book, p.77
REFERENCES
DIFFERENTIATION Choose pupils who are naturally outgoing to be the thieves, even if they are not as proficient
STRATEGIES can be motivated by an activity like this.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking : 2.1.1 Ask about and express basic opinions
STANDARDS
COMPLEMENTARY
Listening: 1.2.5 Understand a wide range of short supported questions
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
clothes vocabulary.
Lesson delivery
3. Give out the cards and ask pupils to draw a piece of clothing on them. They shouldn’t
write their name, but should write a code name.
4. Collect the cards and redistribute them. Pupils should mingle around the classroom to
try to find the artist. They can ask Whose xxx? or Is this yours/hers? etc. When pupils
answer, encourage them to give a reason for their answer, for example:
ACTIVITIES
I think it’s Hanifa’s because she likes red shoes.
I think they’re Ahmad’s because Ahmad is good at drawing.
or
I’m sorry, I do not know.
5. When they have found the artist, they should write that pupil’s name on the card,
return the card to teacher and sit down. If there are difficulties finding the artist for some
cards, ask those pupils to wait at the front of the classroom. At the end of the activity,
have the others sit back down and these pupils can ask the whole class.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.47 Teacher’s Book, p.77 Small pieces of paper/card,
REFERENCES one per pupil
STRATEGIES seven differentiation strategies listed in the introduction.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME

LEARNING Reading: 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
COMPLEMENTARY
Reading ; 3.2.1 Understand the main idea of short simple texts
SKILL
LANGUAGE/
Present tense There is/are: Singular & plural; Prepositions of place
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Global Sustainability;
PROCESS
Pre-lesson
Lesson delivery
2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in pairs
/ small groups what they know about Japan. 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.
3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell what they
can see.
ACTIVITIES
4. Ask pupils to read the text on p.48 and highlight or underline any new words. Direct
pupils to the pictures to try to guess the meaning of the new words.
5. Follow instructions for shadow reading and questions for Activity 1 (Teacher’s Book,
p.78).
6. Focus pupils on the questions on Student’s Book p.49 and follow the instructions in
Teacher’s Book, p.78–9 for Activity 2 to informally assess pupils’ Reading skills. Have
pupils do this alone initially before checking with a partner. Monitor to note performance
of individual pupils.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.48–49 Teacher’s Book, p.78–79 Map of Japan
REFERENCES (optional) Cut up pictures from Student’s Book, p.48
DIFFERENTIATION There may be some first language used in this lesson. You can encourage and support
STRATEGIES different pupils to use as much English
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
LEARNING Writing : 4.2.4
STANDARDS Describe people and objects using suitable words and phrases
COMPLEMENTARY
SKILL
LANGUAGE/
Present tense There is/are: Singular & plural
GRAMMAR FOCUS:
ADDED HOT/
Environmental Sustainability
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction of key language
to prepare pupils for the lesson on the topic of homes and houses. Include key words such as
wood, water, light.
Lesson delivery
2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences between
this and pupils’ own homes.
3. Show the pictures of traditional Malay houses. Talk to the pupils about how the houses are
traditionally built to respect the natural environment. (this may be in first language) (For an
interesting article see:
ACTIVITIES http://unossc1.undp.org/GSSDAcademy/SIE/Docs/Vol4/Malay_house.pdf)
4. Ask pupils what key features make an environmentally friendly home (e.g. natural building
materials, use of natural energy and resources – water, light etc).
5. Tell pupils they will design an eco-friendly house. Assign pupils to work in groups on a
poster or a model (if possible). They should design a house and then each pupil writes a
sentence about the house on the poster or as a label) using There is/are. The houses will be
conceptually simple.
If pupils are not able to finish their houses in this lesson continue at the end of the next few
lessons, perhaps in place of the post-lesson task.
Post-lesson
6. Have pupils look at each other’s posters and comment on them.
MATERIALS / Pictures of traditional style local/national houses Poster paper, pens, rulers etc. If possible a
REFERENCES template for design of a traditional house card for each group for making houses
DIFFERENTIATION Seven differentiation strategies listed in the introduction. Pupils can write sentences according
STRATEGIES to their own level. Encourage them to try and write
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY
SKILL
Language Arts : 5.1.2 Say the words in simple texts, and sing simple songs with
LEARNING
intelligible pronunciation, rhythm and intonation
STANDARDS
COMPLEMENTARY Speaking : 2.3.1 Narrate very short basic stories and events
SKILL
LANGUAGE/ Prepositions of movement
GRAMMAR FOCUS: In addition to Year 2 text types: simple poems
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
In this lesson, pupils will create an action story in groups.
Pre-lesson
1. Tell pupils that they are going on a long and difficult walk home.
2. Use pictures or flashcards to teach/review long grass, river, village.
Lesson delivery
3. Ask pupils to stand in a circle, or to stand at their desks if there is not enough space for
a circle in your classroom.
4. Tell pupils the We’re going home story (see next page): use actions to make the
meaning of over, under and through clear.
ACTIVITIES 5. Retell the story and ask pupils to join in with the actions.
6. Tell the story again, with pupils doing the actions and saying the words.
7. Clarify with pupils that there is one more place to go through before they are home.
Ask pupils to suggest possible places to go through (e.g. forest, rice field, jungle, tunnel,
school, shopping centre) .
8. Divide pupils into groups of 3–4. Tell them to finish the story with another verse and
to practise their story and the actions. Write the story on the board or give them a handout
of the story to help them.
Post-lesson
9. Choose groups to perform their story. Ask pupils who are not performing to identify
the new place in the final verse.
MATERIALS / Flashcards or pictures Words for We’re going home action story. Write the
REFERENCES story on the board, or put it on a handout
STRATEGIES seven differentiation strategies listed in the introduction.
Attendance : /
Teacher’s action:
We’re going home
We’re going home.

Oh, look, some long grass!
We can’t go over it.
We can’t go under it.
Let’s go through it.
We’re going home.

Oh, look, some beautiful flowers!
We can’t go over them.
We can’t go under them.
Let’s walk through them.
We’re going home.

Oh, look, a small village
Let’s go through it.
One more place before we get home…..
This is the final verse, for pupils to complete and add an action to
We’re going home.

Oh, look _______________
Let’s go through it
Hurray! Now, we’re home.

English Language
75 (Listening 15) Listening
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening : 1.1.1 Recognise and reproduce with support a range of target language
STANDARDS phonemes
COMPLEMENTARY
Speaking: 2.1.5 Describe people and objects using suitable words and phrases
SKILL
LANGUAGE/
Present tense There is/are: Singular & plural; Prepositions of place review
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Choose an appropriate pre-lesson activity from the list in the introduction that review
the names of rooms and furniture words
Lesson delivery
2. 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.
- Play a game where pupils have to listen and say the second syllable. Use
picture flashcards.
-Introduce/review the written word at the end of this stage of the lesson
only.
4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50 (Teacher’s
Book, p.80).
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.49–50, Teacher’s Book, p.79–80, Flashcards for
REFERENCES cushion, slippers, table, flower, Scissors
DIFFERENTIATION Extend the pronunciation stage of the lesson to look at rhyming words or more words
STRATEGIES with two syllables.
Attendance : /
REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Speaking: 2.1.5 Describe people and objects using suitable
STANDARDS words and phrases
SKILL questions
LANGUAGE/
Present tense There is/are: Singular & plural; possessive pronouns
GRAMMAR FOCUS:
ADDED Language HOT/
VALUE ITHINK
CCE/CE
THINKING
PROCESS
1. Ask pupils what they remember about the room in the Japanese house
from Student’s Book, p.48.
2. Play a word game that will review and introduce furniture vocabulary if
you think pupils need to review key vocabulary further. For example, put labels of the
names of different rooms around the classroom. Say a piece of furniture and pupils
have to decide which room it belongs in. Note that there may not be fixed answers for
this.
Lesson delivery
4. Put pupils in large groups (6–8 pupils). They collect the drawings and put them in a
pile in the middle of the group. In turns, pupils take a picture. Without showing it,
they should describe it. Other pupils in the group should guess whose picture it is –
It’s hers/his/mine/yours.
Post-lesson
5. Teach the whole class two or three of the words you have given them individually as
extra in this lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.48-49, Teacher’s Book, p.79
REFERENCES
DIFFERENTIATION Own level in these activities. Encourage each pupil to do a little more than their ability by
STRATEGIES helping them individually and according to their level.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
My New House World of Knowledge
LEARNING Reading : 3.2.2 Understand specific information
COMPLEMENTARY
Reading : 3.2.1 understand the main idea of short simple texts
SKILL
LANGUAGE/
Present tense There is/are: Singular & plural; Prepositions of place; Adjectives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Choose an appropriate pre-lesson activity from the list in the introduction that
introduce key vocabulary from this lesson. Write and leave the words on the board.
Lesson delivery
2. Tell pupils about your house (this can be real or something from a
magazine) using the pictures.
- Use some of the words from the pre-lesson activity you left on the
board. Have pupils listen and tell to the teacher which words is used.
3. Tell them they will read about Sue’s house. They should read silently and
tells what they think of Sue’s house using an adjective.
4. Next ask them to read again and to find some differences between
Sue’s house and your house (as described).
5. Follow instructions for Activity 1 (Teacher’s Book, p.82) from step 2.
6. Ask pupils to make a note of their answers to the questions in their
notebooks.
7. Checking the answers with a partner, ask pupils to expand their answers
into full sentences in their notebooks.
Collect pupils’ notebooks and check them for spelling and content in particular. Note
down words you have taught them for this activity that pupils have difficulty spelling
correctly.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.51, Teacher’s Book, p.82, Some pictures of your
REFERENCES house, if appropriate, or a house from a magazine
DIFFERENTIATION Think about your pupils and where they live. You may need to teach more vocabulary to
STRATEGIES help them describe their own bedrooms or houses.
Attendance : /
Teacher’s action:

English Language
LESSON: 78 (Writing 15) Writing & Speaking
TOPIC THEME

COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Present tense There is/are: Singular & plural; Prepositions of place; Adjectives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play a spelling game (e.g. a letter jumble) to review some of the common words
(including those spelt incorrectly in the previous lesson) from this topic.
Lesson delivery
2. Play the CD to review the text on Student’s Book, p.51. Review the
differences between Sue’s house and pupils’ own homes.
3. Look at Writing Tip and follow instructions for this in Teacher’s Book, p.82.
4. 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.
5. 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.
6. 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.
7. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the
introduction.
MATERIALS / Get Smart plus 3 Student’s Book, p.51, Teacher’s Book, p.82, Template of a beroom on a
REFERENCES worksheet, Optional: pictures of bedroom furniture to cut out
DIFFERENTIATION Set a minimum number of sentences for pupils to write (e.g. write at least two sentences)
STRATEGIES so that more proficient pupils can write more.
Attendance : /
Teacher’s action:

English Language
LESSON: 79 (Language Arts 15) Language Arts & Listening
TOPIC THEME
World of Stories
My New House
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Language Arts : 5.2.1 Ask and answer simple questions about characters, actions and
STANDARDS events of interest in a text
COMPLEMENTARY
SKILL
LANGUAGE/
Review of unit vocabulary and language
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Follow instructions for Warm up (Teacher’s Book, p.52).
Lesson delivery
2. Follow instructions for Activity 1, Before reading, using just the pictures
from the story.
3. Play the CD and have pupils listen and look at the pictures. Pause at
the end of each picture, check basic understanding 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
ACTIVITIES necessary. Ask pupils what they think the moral of the story is (see Value on p.53,
Student’s Book). Discuss the value with pupils.
4. Have pupils build vocabulary mind maps (see Optional activity, Teacher’s Book, p.85)
or choose a review activity from Student’s Book, p.54.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 5 and how they
Feel. They should complete the How did I do in Unit 5? self-assessment
worksheet (see below).
MATERIALS / Get Smart plus 3 Student’s Book, p.52–54, Teacher’s Book, p.84–85, Self-assessment
REFERENCES worksheet
DIFFERENTIATION If the topic of ghosts is not appropriate in your context, you can choose a different story
STRATEGIES and follow a similar lesson outline. Discuss the story and the values in a mixture of
pupils’ first language and English.
Attendance : /

REFLECTION
Teacher’s action:
Self-Assessment Worksheet For Lesson 79
 say where things are in the house Great! [ ] OK [ ] A little [ ]
 say who things belong to Great! [ ] OK [ ] A little [ ]
 describe different houses Great! [ ] OK [ ] A little [ ]
 talk about rooms and furniture Great! [ ] OK [ ] A little [ ]
 talk about clothes Great! [ ] OK [ ] A little [ ]

English Language
LESSON: 80 (Project-Based
Speaking
Learning 1)
TOPIC THEME
CONTENT STANDARD
LEARNING Speaking : 2.1.5 Describe people and objects using
LANGUAGE/
Present simple questions (various)
GRAMMAR FOCUS:
ADDED HOT/
CCE/CE Values
VALUE ITHINK
THINKING
EMK ICT
PROCESS
Pre-lesson
Lesson delivery
2. 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 (see below), e.g. Hands up
if you have three rooms in your house. /
Hands up if your bedroom walls are pink. etc.
3. 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.
4. Feedback on this activity, but leave the cards with the pupils.
ACTIVITIES 5. Tell pupils they will create a survey about the class houses. First each group should
write four questions (one per pupil) in their notebooks or copy the questions on the
cards or use them as models if they need to.
6. Pupils should now ask others their questions – one question each and
takes note.
7. Pupils return to their groups and put their findings together.
8. 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 or can be done on paper by hand.
Post-lesson
9. Groups present their findings to the class.
MATERIALS /
Question cards (see below – 1 set per group) Computers
REFERENCES
DIFFERENTIATION Make sure you leave the question cards with the groups so they can use them as support
when writing the questions. Depending on pupils’ ICT skills and software availability,
STRATEGIES
they could use Word, Excel or Open Office.
Teacher’s action:
Template For Suggested Question Cards For Lesson 80
How many rooms How many people Do you have a What’s your
are there in your live in your house? garden? favourite room?
house?
Do you have your What colour are the Is there an upstairs How many TVs are
own bedroom? walls in your in your house? there in your
bedroom house?

English Language
TOPIC THEME
Food, Please! World Of Self, Family And Friends
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
LANGUAGE/
Countable & uncountable nouns
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction. Focus on
food words pupils already know. Ask pupils which of those foods they like.
Lesson delivery
2. Follow the instructions for Warmer on Teacher’s Book, p.88. Build a mind
map rather than a table or have pupils brainstorm ideas in groups first.
3. Introduce the new vocabulary as explained in Teacher’s Book, p.88,
Vocabulary.
4. Tell pupils they will hear a song and listen and point to the vocabulary
words at the top of the page when they hear them.
5. Follow the instructions for Activity 1, Teacher’s Book, p.88.
ACTIVITIES 6. Follow the instructions for Optional activity (Teacher’s Book, p.89).
Extend the interaction to include a reason, e.g. It’s delicious. / They’re
horrible.
Post-lesson
Learning diaries: Ask pupils to think back on their learning so far this week (this will
include Unit 5 and the beginning of Unit 6). In their learning diary, they can write:
MATERIALS /
Get Smart plus 3 Student’s Book, p.55, Teacher’s Book, p.88–9, Food flashcards
REFERENCES
DIFFERENTIATION Encourage pupils to draw food they really like, even if they don’t know what it is in
STRATEGIES English. Help them find the English word for the food.
Attendance : /

Teacher’s action:

English Language
LESSON: 82 (Speaking 16) Listening
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Speaking ; 2.1.5 Describe people and objects using suitable
STANDARDS words and phrases
COMPLEMENTARY Listening: 1.2.2 Understand with support specific information and details of short simple
SKILL texts
LANGUAGE/
Some (countable & uncountable)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play the TPR game (see TPR activity, Teacher’s Book, p.88).
Lesson delivery
2. Ask pupils to read the words of the song and underline with a colour pencil There’s
and, in a different colour, There are.
3. Ask pupils to tell you some example sentences from the song using
There is/are and write them on the board. Using the food realia (real food), ask questions
like How many carrots are there? How many sugars? to show that words like sugar are
uncountable. Elicit examples of each from the song. Avoid using words like countable
and uncountable as they goes together with some and plural/singular noun.
ACTIVITIES 4. Modify and follow the instructions for Grammar box (Teacher’s Book, p.88–9) as
necessary.
5. Follow the instructions for Activity 2 (Teacher’s Book, p.89). Note that in pairs, Pupil
A says a sentence using There is a /are some… on the table. Pupil B listens and points to
the picture in Activity 2.
6. Play a game where you hide food flashcards behind you. Pupils have to guess what you
have, There’s some milk behind you. Pairs play the game.
Monitor as pupils understood countable and uncountable nouns.
Post-lesson
7. Return to the table/mind map from last lesson. Ask pupils to find examples of different
nouns on it
Get Smart plus 3 Student’s Book, p.55,Teacher’s Book, p.88–89, Food flashcards +
MATERIALS /
copies of one per pupil, Some countable and uncountable food/drink if appropriate (e.g.
REFERENCES
some sugar, two carrots), Colour pencils
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
LEARNING Reading : 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
COMPLEMENTARY
SKILL
LANGUAGE/
Any: countable and uncountable nouns in questions
GRAMMAR FOCUS:
ADDED HOT/
Values, Language
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Introduce the flashcards for eggs, milk, cheese. Ask pupils what can could make with
these. Elicit or teach omelette. Ask if pupils have ever had an omelette. If so, what was
inside it?
Lesson delivery
2. Follow instructions for Warm up and Vocabulary on Teacher’s Book, p.90.
3. Introduce the text and ask pupils to read it and tell you which omelette
they’d prefer.
ACTIVITIES
4. Follow the instructions for Activity 1 on Teacher’s Book, p.90, but leave
out the performance stage. Ask pupils what they think Yummy and Yuck
mean and why they think that.
5. To follow on from the reading, follow instruction for Activity 2. Have
pupils do this individually before checking their answers with a partner.
Then feed back, and elicit language from pupils in full sentences.
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.56–57, Teacher’s Book, p.90–91, Food flashcards
REFERENCES
DIFFERENTIATION Reading the whole text may be difficult for some pupils. Give them plenty of time to try
STRATEGIES to read it.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD By the end of the lesson, pupils should be able to:-
4.2 Communicate basic information intelligibly for a range of purposes in print and
digital media
LEARNING
Writing : 4.2.3 Give simple directions
STANDARDS
LANGUAGE/
Imperatives (cooking directions)
GRAMMAR FOCUS:
ADDED Values, HOT/
VALUE Patriotism & Citizenship; ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Review food vocabulary from the previous lesson. Introduce cooking
verbs using flashcards or mime: break, cut up, mix, fry, stir, serve. Write
and leave the words on the board.
Lesson delivery
2. Ask pupils what the children’s dad was doing in the story – he was
cooking omelettes. Ask pupils if they have cooked a dish at home
before. Talk to them about cooking to find out what they know.
Stress on words cooking verbs using flashcards or mime: break, cut up,
mix, fry, stir, serve.
3. Play a mime game using the verbs + some of the foods from Lesson 83.
ACTIVITIES 4. Pupils work in groups of five. Give pupils the cut-up stages of the omelette recipe, one
stage each. They should read their stage and together decide which order to stand in.
5. Brainstorm together some ingredients for a Malaysian dish that all pupils know.
Prepare some key words in advance, such as coconut milk, onion, eggs, tomato,
potato, chicken, spices, rice etc. Pupils may work in their first language and you can
supply the English translation. Explain that these are the ingredients.
6. Explain that pupils will write a recipe for a dish. Hand out the gapped recipe and let
pupils work in pairs to complete it. An example is given below, but you may have a
better or more appropriate recipe than this. Add some pictures to the recipe or mime
each stage of the recipe
Post-lesson
7. Asks pupil to present their worked.
Flashcards to show cooking verbs (optional),Cut-up stages of omelette recipe (one set per
MATERIALS /
group of five – see below),A simplified recipe for a Malaysian dish with gaps for verbs
REFERENCES
and ingredients (see below)
DIFFERENTIATION For the Writing activity, provide recipes with more or fewer gaps to support different
STRATEGIES levels of proficiency.
Attendance : /
Teacher’s action:
Stages for making an omelette: cut up, one per pair/group.
Break the eggs and mix them with milk
Cut up the cheese and peppers and mix them with the eggs and milk.
Stir it all together well.

Fry it all for 5 minutes
Serve your omelette with some bread.
Suggestion For Recipe Gap Fill: Chicken And Egg Curry
Ingredients:
12 chicken legs 2 potatoes
6 eggs some coconut milk
1 onion some water
1 big tomato some spices
1. Fry the onion and some s_____.

2. Add the chicken and some water. S____ it all together.
3. Add the potatoes, tomato and e____.
4. Cook for 30 minutes.
5. Add the coconut m____ and stir.
6. S_____ your curry with rice.

English Language
Language Arts
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Language Arts: 5.3.1 Respond imaginatively and intelligibly through creating simple
STANDARDS action songs on familiar topics
COMPLEMENTARY Speaking : .1.1 Ask about and express basic opinions
SKILL
LANGUAGE/
Imperatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Miming cooking recipe topic to prepare pupils for the lesson.
Lesson delivery
2. Play a mime game to review the cooking vocabulary from Lesson 84.
3. Introduce the new vocabulary using the pictures on Student’s Book, p.117.
4. Follow the instructions for Activity 1 on Teacher’s Book, p.180. Ask pupils what they
think about the dish.
5. Follow the instructions for Activity 2 (Teacher’s Book, p.180). Have pupils present
their recipes in groups. Each group should choose a winner for the ‘best’ recipe – this
ACTIVITIES might be a yummy one or a strange one, they can decide. Have the winners of each group
present their recipes to the class. Ask for opinions on the recipes.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.117* ,Teacher’s Book, p.180 ,*Optional: replace with
REFERENCES a recipe for a Malaysian dish
DIFFERENTIATION Find or write a simple recipe for a Malaysian dish to replace the Rainbow Risotto recipe in
the Student’s Book if you think this will be more relevant to pupils’ interests and
STRATEGIES
experience.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Listening :1.2.5 Understand a wide range of short supported questions
STANDARDS
SKILL texts
LANGUAGE/
Some & Any: Questions
GRAMMAR FOCUS:
VALUE ITHINK
THINKING
EMK Language
PROCESS
Pre-lesson
1. Paste on board a recipe of making omelettes and that will focus attention on to prepare
Lesson delivery
2. Play a version of Kim’s game with food flashcards – stick the flashcards on the board.
As you stick them on, say There are/is some… and at the end, There isn’t/aren’t any…
3. Ask pupils to turn around while you remove one card. They should tell you what is
missing: There isn’t/aren’t any… Repeat. Have some pupils come out to take the role of
ACTIVITIES
the teacher.
4. Ask questions about the flashcards on the board to introduce and model the questions
and answers: Are/Is there any…? Yes there is/are /No, there isn’t/aren’t.
5. Draw pupils’ attention to the Grammar box on Student’s Book, p.57 and follow
instructions for Grammar Box (Teacher’s Book, p.91)
6. Follow instructions for Activity 3 (Teacher’s Book, p.91)
Post-lesson
7. Spelling and discuss about vocabulary of food.
MATERIALS / Get Smart plus 3 Student’s Book, p.57,Teacher’s Book, p.91 ,Food flashcards,
REFERENCES magnets/tape/tack
DIFFERENTIATION For fast finishers, or if you have extra time, you could ask them to write one or more
STRATEGIES sentences, e.g. 1. There’s some cheese in my sandwich.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Some & Any: Questions & negatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
ACTIVITIES 1. Choose an appropriate pre-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review food vocabulary to prepare pupils for the
lesson.
Lesson delivery
3. Have pupils draw their omelettes in their notebooks.
4. Using their drawings, they should mingle to find out if another pupil(s) has the same
omelette as theirs. They should ask and answer questions to find this out, e.g. Are
there any tomatoes in your omelette? If they find a partner, they should sit together.
For those who do not, they should try to find someone with a similar omelette and sit
together.
5. For feedback, pre-teach ‘same’ and ‘similar’ and help pupils to to say We have the
same omelette. There are/is… on my omelette, and on her omelette too. // We have
similar omelettes. There are/is… on my omelette, and on her omelette too / There
is/are xxx on my omelette, but there isn’t/aren’t any… on hers.
Post-lesson
6. Ask pupils to tell you which omelettes they’d try and which they wouldn’t. Review the
word Yummy.
MATERIALS /
Get Smart plus 3 Student’s Book, p.57 Teacher’s Book, p.91 Colour pens/pencils
REFERENCES
DIFFERENTIATION Ask more proficient pupils to add more extra ingredients to their omelettes in Activity 4.
Lower proficiency pupils can use their pictures to show classmates when trying to find a
STRATEGIES
suitable partner.
Attendance : /

Teacher’s action:
English Language
TOPIC THEME
World of Knowledge
Food, Please!
reading strategies
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Present simple for description; prepositions of place: from + country
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Global Sustainability
PROCESS
Pre-lesson
1. View pictures card of ingredients making omellette
Lesson delivery
2. Follow the instructions for Warm up and Vocabulary (Teacher’s Book,
p.92)
ACTIVITIES 3. Show the pictures from Student’s Book p.58 and elicit some details
about them. Ask pupils about the kinds of food, where it might be from.
4. Pupils work in groups of four. Each group has a set of texts plus pictures.
They should read the texts and match them to the pictures.
Divide the texts between the pupils in the group. Ask pupils to highlight/underline the
name of the food in one colour, the ingredients in another colour and the country in
another.
Note that souvlaki (pronounced soovlakey) is a kind of meat wrap.
5. Have all pupils with the same texts check their answers together before
returning to their groups.
6. Draw a basic mind map on the board with sections for country/
ingredients/food. Ask pupils to work together to write vocabulary from
the texts into the mind map they have copied into their notebooks.
7. Ask pupils to open their Student Books at page 58 and read the texts
again. Ask some of the suggested questions on Teacher’s Book, p.92.
Follow instructions for Activity 2, Teacher’s Book, p.93.
Post-lesson
8. Choose an appropriate post-lesson activity from the list in the introduction that suits your
pupils’ needs and interests and that will review the main areas covered in the lesson.
MATERIALS / Get Smart plus 3 Student’s Book, p.58–59 Teacher’s Book, p.92–93 Texts and pictures cut up,
REFERENCES one set per group
DIFFERENTIATION Please see the seven differentiation strategies listed in the introduction. Please also consider
STRATEGIES the following:
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
LEARNING
Writing: 4.3.3 Plan, draft and write an increased range of simple sentences
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Present simple for description; prepositions of place: from + country
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK ICT; Creativity & Innovation
PROCESS
1. Choose an appropriate pre-lesson activity from the list in the introduction or talks
about Malaysian food
Lesson delivery
2. Ask pupils what they remember about the dishes from different countries. You could
ask groups to quickly present one of the dishes as a review for the whole class.
3. Brainstorm some different dishes from around the world and use the pictures to
introduce the dishes on the worksheet (see below).
4. Ask pupils to do the matching activity (worksheet part A) in pairs.
5. In small groups, pupils choose one dish. They should check online to find out what the
ingredients are.
6. As a plan for writing, pupils complete the first sections of the worksheet part B. Then
they should write about a dish. They can use the texts in the textbook (Student’s Book,
p.58) as models or you could write a model on the board.
Post-lesson
7. Have some groups present their texts and/or display them in the classroom. Ask pupils
which dishes sound yummy.
Get Smart plus 3 Student’s Book, p.58,Computers for internet research or magazines or
MATERIALS /
selection of recipes,Pictures of different dishes around the world (see
REFERENCES
worksheet),Worksheet (see below)
DIFFERENTIATION Offer different amounts of support and modelling for writing. Encourage pupils to help
each other with the writing task.
STRATEGIES
Attendance : /

Teacher’s action:
A. Look at the dishes. What are they? Which country do you think they come from? Draw lines to match.
tacos India
sushi Italy
Waffles Japan
spaghetti Mexico
samosa Belgium
B. Find out and write about a dish
Name of dish : ___________________________________
Country : ___________________________________
Ingredients :
__________________________________________________
Our dish:
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
LANGUAGE/
Food vocabulary
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
ACTIVITIES In this lesson, pupils will create a chant about food.
Pre-lesson
1. Put food vocabulary flashcards on the board in this order
i. Line 1: sugar
ii. Line 2: peas and pineapple
iii. Line 3: coconuts and chocolate biscuits
iv. Line 4: milk and flour
v. Line 5: cheese
2. Point to the cards and ask pupils to say vocabulary items.
Lesson delivery
3. Tell pupils that they are on a steam train which is carrying the food. Say
that their train starts slowly, gets faster, and finally gives a whistle.
4. Ask pupils to stand up. Move your arms slowly then gradually faster, to imitate the
rhythm of the train, and ask pupils to copy you. Finish with the noise of the whistle.
5. Now say the Food train chant (see below) to this rhythm, using the flashcards to
help pupils remember the words if necessary. The stress on the words is very
important for the rhythm, and is underlined to help the pupils. You can use hand or
body gestures to emphasise the stress, movement such as jumping on a stressed sound
or whispering & shouting. This can help less proficient pupils identify and practice
the stress patterns.
Practise two or three times until pupils can say the chant confidently.
6. Put pupils into groups of 3–4. Ask pupils to practise the chant.
Post-lesson
7. Ask groups to perform their chants for their classmates.
MATERIALS / Flashcards of food vocabulary Copies of the Food train chant (see below) Worksheet
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:
Food train chant
(idea from Young Learners, (1993), (p104) Phillips, S Oxford University Press
Sugar, sugar
Peas and pineapple, peas and pineapple,
Coconuts and chocolate biscuits,
Coconuts and chocolate biscuits,
Milk and flour, milk and flour,
CHEESE!
CH-E-E-E-E-E-E-SE!
English Language
TOPIC THEME
CONTENT STANDARD
Listening 1.2 Understand meaning in a variety of familiar contexts
COMPLEMENTARY
Listening 1.2 Understand meaning in a variety of familiar contexts
SKILL
LEARNING Listening : 1.2.2 Understand with support specific information and details of short simple
STANDARDS texts
COMPLEMENTARY
Listening :1.2.5 Understand a wide range of short supported questions
SKILL
LANGUAGE/
Review of present tense question forms
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Previous Knowledge with foods and language to prepare pupils for the lesson
Lesson delivery
2. Talk to pupils about the food they can see in the Student’s Book for
Activity 3, p.59, using questions such as Are there any..?
3. Follow the instructions for Activity 3, Teacher’s Book, p.93. Encourage full
sentences when you feed back.
4. Write the questions on the board:
a) Imagine. What’s in your crepe?
b) What do you want for lunch today/tomorrow?
c) Mime. What are you eating?
5. Ask pupils to write short answers to the questions in their notebooks. They should
ACTIVITIES imagine an answer for questions a and c.
6. Erase the questions from the board. Have pupils ask and answer the questions in pairs.
Note that they should mime for question 3. Feed back by asking some pupils to tell the
class about their partner.
Post-lesson
Encourage pupils to reflect more deeply and using more
MATERIALS /
REFERENCES
DIFFERENTIATION
Extend the questions and/or ask more complex questions
STRATEGIES
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Review of present tense statements & question forms
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Ask pupils to state pictures cards of food and paste on board. Spell the the words.
Lesson delivery
2. Use flashcards to review questions by asking some higher then lower proficiency
pupils about their food likes and dislikes.
3. Asks pupils some questions. They should write their answers in their notebooks. Answers
– Yes, I do. / No, I do not.
Questions:
Do you have pancakes for breakfast?
ACTIVITIES Do you like cheeseburgers?
Do you like yoghurt?
Do you have soup for dinner?
Do you want a crepe for lunch?
Do brief feed back at this point, to double check that pupils have understood the
questions and the vocabulary.
Post-lesson
5. Gesture of Food Train on past lesson.
MATERIALS /
Get Smart plus 3 Student’s Book, p.59 Teacher’s Book, p.93 Food flashcards
REFERENCES
DIFFERENTIATION Ask pupils to write one or two more questions at the end of the
Questionnaire and different questions to different pupils about their eating and food likes and
STRATEGIES
dislikes.
Attendance : /

Teacher’s action:
English Language
TOPIC THEME
SKILL digital media
LEARNING
STANDARDS
COMPLEMENTARY
Writing : 4.2.5 Connect sentences using basic coordinating conjunctions
SKILL
LANGUAGE/
Review of some and any statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Follow the instructions for Warm up (Teacher’s Book, p.96).
Lesson delivery
2. Follow the instructions for Activity 1 (Teacher’s Book, p.96). Have pupils read the text
before playing the CD. On this first reading, ask pupils to read and think they would like
Tony’s pizza.
3. Follow the instructions for Writing Tip (Teacher’s Book, p.96). Have pupils write the
ACTIVITIES
sentences in full in their notebooks
4. Collect pupils’ writing to review it to get an idea of their learning in this unit. Give
some corrective feedback, but avoid correcting everything. Add positive comments.
Post-lesson
5. Choose between Optional 1 and Optional 2 (Teacher’s Book, p.97), depending on the
needs of your class.
MATERIALS /
Get Smart plus 3 Student’s Book, p.61 Teacher’s Book, p.96–97 Food flashcards
REFERENCES
DIFFERENTIATION Fast finishers could be asked to help other pupils in the class and/or to exchange their
STRATEGIES writing with another fast finisher for some peer correction.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Modal verb would + like
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
Creativity & Innovation PROCESS
Pre-lesson
1. Ask pupils if they go to restaurants / eat out sometimes. Ask them what their favourite
food/restaurant is. Ask them what they like to drink, too.
Lesson delivery
2. Follow the instructions for Warm up, Vocabulary and Grammar Box on Teacher’s
Book, p.94.
3. Follow instructions for Activity 1 (Teacher’s Book p.95). Let pupils do a few role plays
in groups, as suggested in the Teacher’s Book.
4. Then ask pupils to write their scripts for one role play. Each pupil should write their
ACTIVITIES
own lines of the role play but encourage pupils to work together and help each other.
5. Pupils practise the role play using the scripts. Monitor closely and help pupils with
their writing and practicing.
6. Set up a table and chairs at the front of the classroom. Use a tablecloth and cutlery, and
any other props, if possible, to make it realistic. Have pupils perform their role plays to
the class, this time without their scripts.
Post-lesson
7. Ask pupils which restaurant they’d like to go to and why.
MATERIALS / Get Smart plus 3 Student’s Book, p.60 Teacher’s Book, p.94–95 If possible, some
REFERENCES tablecloths and/or cutlery for acting Scissors
DIFFERENTIATION Encourage pupils to be creative when writing their scripts. Allow others to try out new or
different language or vocabulary, helping them to say what they want to say in the role
STRATEGIES
play.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Language Arts :5.3.1 Respond imaginatively and intelligibly through creating simple action
STANDARDS songs on familiar topics
COMPLEMENTARY
Reading : 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
SKILL
LANGUAGE/
Review of some and any statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Creativity & Innovation;
PROCESS
Pre-lesson
1. A role play.. May I take your order, please?
Lesson delivery
2. Follow the instructions for Warm up (Teacher’s Book, p.98).
3. Follow the instructions for Activity 1 (Teacher’s Book, p.98–99). Ask pupils about Fay’s
cooking skills at each stage.
4. Ask pupils to do a role play of a cooking competition. Pupils decide who will be the
teacher, and others decide what they will cook for the competition. This could be done in
small or large groups or even as a whole class. It is better to let pupils use English freely in
this activity, but if you think they need support, then they can use the story in the Student’s
Book as a model.
ACTIVITIES
Offer support and make a note of any common problems. Come back to these problems at the
end of the lesson or in a later lesson.
Give feedback on performance and focus on common problems you found in the activity.
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.62–63 Teacher’s Book, p.98–99
REFERENCES
DIFFERENTIATION Support pupils as they perform. You may need to motivate some pupils to be involved. Giving
models and plenty of support will help these pupils, who may be shy or uncertain what they
STRATEGIES
should do or say.
Attendance : /
Teacher’s action:

English Language
LESSON: 96(Language Awareness 5) Reading
TOPIC THEME

reading strategies
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Review of unit language
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose an appropriate pre-lesson activity from the list in the introduction
Lesson delivery
2. Mix up and hand out question and answer strips to pupils, one each. Ask pupils to mingle
(walk around talking to different pupils) to find a partner to match the question + answer.
3. Write the questions on the board or show a large copy of them all. Ask questions to help
pupils see the relationship between the form of the questions and the answers (e.g. use of
do/there + be / the repetition of the verbs, including contracted form of would). Carefully
explain the contraction form of would to ensure pupils understand how I’d is constructed.
ACTIVITIES 4. Model the worksheet activity on the board using an example. Ask pupils to work
individually on the worksheet (see below) before checking their answers with a partner.
5. Follow instructions for Optional activity on Teacher’s Book, p.101. Encourage pupils to
give reasons.
Post-lesson
7. 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.
Depending on your focus: Question and answers – cut up, one per pupil
MATERIALS /
Worksheet (see below) Self-assessment worksheet Get Smart plus 3
REFERENCES
Student’s Book p.64 Teacher’s Book p.100–101
DIFFERENTIATION Ask different pupils to do different activities depending on their individual needs, based on
STRATEGIES formative assessment in this unit
Attendance : /
Teacher’s action:

Questions & Answers for cutting up
What would you like to eat? I’d like some chicken, please.
What would you like to drink? I’d like some water, please.
Do you like omelettes? No, I do not.
Is there any cheese in your burger? Yes, there is
Are there any carrots in your soup? No, there aren’t.

What do you want for lunch? I want some curry and rice, please.
Circle the best word
1. I’d like some / any cheese in my omelette souvlaki, please.

2. What would you like / want to drink?
3. Is / Are there any yogurt in the fridge?
4. Can I have some water to drink / eat, please?
5. Cut up / serving the onions and put them in the pot.
Self-assessment:
 use some with different words Great! [ ] OK [ ] A little [ ]

(some water or some tomatoes)
 talk and ask questions about food Great! [ ] OK [ ] A little [ ]
 talk and ask questions about Great! [ ] OK [ ] A little [ ]

ingredients and recipes
 talk about food from different countries Great! [ ] OK [ ] A little [ ]
 order food and drink in a restaurant Great! [ ] OK [ ] A little [ ]

English Language
LESSON: 97 (Listening 19)
Listening
TOPIC THEME
Out And About World Of Self, Family And Friends
COMPLEMENTARY
SKILL
LANGUAGE/ Imperative statements (positive & negative)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Spelling Box. The box will round and goes by each pupils. When the music stop.
Pupils have to take one cards and spell the words regarding the pictures cards.
Lesson delivery
1. Introduce the key vocabulary by following instructions for Warm up (Teacher’s Book,
p.102).
2. Ask pupils to close their eyes and imagine. Give directions from school to a place in
your local area that pupils will know (e.g. a mosque or a shop), but do not tell them
ACTIVITIES where they are going. Have pupils listen and follow your directions in their mind. They
should tell you where they are, where you took them. If/when pupils get confused, ask
them to open their eyes and watch you mime as you speak. Repeat once or twice, making
it simpler or more complicated according to the reactions and level of understanding of
your pupils.
3. Follow instructions for Activity 1, Teacher’s Book, p.102.
Post-lesson
4. Use some phrases from the song to play a mime game.
MATERIALS /
Get Smart plus 3 Student’s Book, p.65 Teacher’s Book, p.102–103
REFERENCES
DIFFERENTIATION Depending on the level of your class, make the directions Listening activity more or less
STRATEGIES challenging by adding in detail or making it longer/shorter.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking : 2.1.3 Give a short sequence of basic directions
STANDARDS
COMPLEMENTARY
Listening : 1.2.4 Understand a wide range of short basic supported classroom instructions
SKILL
LANGUAGE/
Imperative statements (positive & negative)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play a version of Simon says (see Optional, Teacher’s Book, p.103), where the pupils
do the action only if you say please. Ask some pupils to take the role the teacher. Review
vocabulary from Student’s Book, p.65 in this activity.
Lesson delivery
2. Play the song from Activity 1 and have pupils mime as they listen to the song. They
might want to sing as well but avoid having them look in their textbooks.
3. Follow instructions for Activity 2 (Teacher’s Book, p.65). Divide the class into three or
four teams. Pupils take it in turns to race the instructions, with one pupil in the maze and
one pupil giving directions. Exchange roles each time. For each turn, write the basic
instructions on the board as prompts, so the teams have the same number of steps. For
example:
Team 1: right / straight / left / stop
Team 2: straight / right / straight / stop
This game will be quite noisy and you may need to manage your class carefully.
Post-lesson
4. Choose an appropriate post-lesson activity from the list in the introduction that suits
your pupils’ needs and interests and that will review the main areas covered in the lesson.
MATERIALS / Get Smart plus 3 Student’s Book, p.65 Teacher’s Book, p.102–103 Cloth for team
REFERENCES blindfolds
DIFFERENTIATION Encourage pupils to help each other during the directions activity, but let each pupil have
STRATEGIES a turn at both directing and being directed..
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
Out And About World Of Stories
COMPLEMENTARY
Listening 1.1 Recognise and reproduce target language sounds
SKILL
LEARNING Reading: 3.2.2 Understand specific information and details
COMPLEMENTARY Listening: 1.1.1 Recognise and reproduce with support a range of target language
SKILL phonemes
LANGUAGE/
Plural nouns (regular and irregular)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Teacher act and miming of animals. Pupils have to guess what animal it is..
Lesson delivery
2. Follow instructions for Warm up on Teacher’s Book, p.104.
3. Play a guessing game, where you begin to draw – badly – an animal on the board.
Pupils have to guess what it is.
4. Follow instructions for Vocabulary and have pupils work in pairs to ‘test’ each other
on the new words.
5. Follow instructions for Activity 1 (Teacher’s Book, p.104). Ask questions as pupils
hear and read the story.
Ask pupils to read aloud, along with the CD. Check their pronunciation and note words
that pupils have problems with so that you can drill them before pupils practise for
performing.
Post-lesson
6. Make sound of animals and category animals they know.
MATERIALS /
REFERENCES
DIFFERENTIATION As you draw the animal, you could describe it, too, so that more proficient pupils will be
STRATEGIES able to guess using language and Listening skills.
Attendance : /

REFLECTION
Teacher’s action:
9.5 DAY DATE CLASS TIME SUBJECT

English Language
TOPIC THEME

CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print and
digital media
COMPLEMENTARY
SKILL
LEARNING Writing : 4.3.2 Spell an increased range of familiar high frequency words accurately in guided
STANDARDS writing
COMPLEMENTARY
Writing : 4.1.2 Begin to use cursive handwriting in a limited range of written work
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED
Values HOT/ITHINK
VALUE
CCE/CE
THINKING
EMK Language
PROCESS
Lesson delivery
2. Tell pupils about twins. Ask pupils some questions to elicit plural nouns (e.g. How many sisters
do you have?) Ask pupils if it should be, for example, 3 sisters or 3 sister.
3. Follow the instructions for Grammar Box (Teacher’s Book, p.104–5.
4. Play the CD to review the story on Student’s Book, p.66, then pupils do Activity 2 (Teacher’s
Book, p.105) individually. Pupils check their answers with a partner before checking as a whole
class.
Encourage use of cursive writing and remind pupils to take care with spelling, using the text as a
model.
5. Give pupils 10 blank cards per pair. They write the singular and plural of five irregular nouns,
one word on each card. Focus on handwriting as well as spelling in this activity.
6. Pupils play a game with their own cards (they place the cards face down, then turn over two
cards to try to find a pair). Collect the cards at the end of the game so pupils can use them again.
7. (If time) Play a plurals quiz where teacher say a word and pupils have to think about the plural
form. Stick a paper on the wall that says ‘S’ and another that says ‘Not S’ on the opposite side of
the classroom. Pupils listen and then run to the correct paper (e.g. ‘S’ for duck; ‘Not S’ for sheep.)
Post-lesson
8. Learning diaries: Ask pupils to think back on their learning so far this week. In their learning
diary, they can write:
MATERIALS / Get Smart plus 3 Student’s Book, p.66-67 Teacher’s Book, p.104–105 Sets of 10 blank cards/pieces
REFERENCES of card-sized paper, one per pair
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Language Arts: 5.1.2 In addition to Year 2 text types: simple poems
STANDARDS
SKILL texts
LANGUAGE/
Language of directions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
ACTIVITIES In this lesson, pupils will sing a rap with accompanying actions.
Pre-lesson
1. Use one of the pre-lesson activities from the list in the introduction. Teacher view
pictures cards of direction. Pupil says it aloud.
Teacher paste on board.
Lesson delivery
2. Show pupils the two stick figures drawing.
3. Use the drawing to check the meaning of new target language
 How do I get to the…?
 Go straight ahead
 Keep going,
 Turn left/right ,
 Take the first/second/third/fourth on the left/right
4. Help pupils to say the target language by saying it yourself, and ask them to repeat it.
Do this a few times until pupils can say the target language with confidence.
5. Play the directions rap. Ask pupils to listen and do the actions in the video as they
listen. There will be a few new words in the video. There is no need to teach these,
because the rapper makes their meaning clear with his gestures.
6. Play the video again. This time ask pupils to sing the rap and do the actions.
7. If there is time, repeat step 6.
Post-lesson
8. Play the video a final time, with the sound turned off, and the subtitles on. Pupils do
the action and sing the rap as they watch the video.
The directions rap, available at:

www.youtube.com/watch?v=qHJe8WcVQD4
www.ssyoutube.com/watch?v=qHJe8WcVQD4
A simple picture of:  two stick figures with a speech bubble coming from the mouth of
MATERIALS / one figure. In the speech bubble write. How do I get to the…?,  a building, labelled
REFERENCES restaurant
 roads between the stick figures and the restaurant which involve the stick figure
i) going straight ahead,
ii) then turning left, then right,
iii) and then turning first left to reach the restaurant
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
SKILL digital media
LEARNING
STANDARDS
COMPLEMENTARY
Writing 4: .2.4 Describe people and objects using suitable words and phrases
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a word game with the word cards pupils made in Lesson 100. Collect the cards
after the activity or at the end of the lesson.
Lesson delivery
2. Play an animal quiz game in pairs or small groups. Give a simple clue (e.g. I’m big
and I give you milk) and pupils have to write the animal. Make sure to include the
animals and vocabulary in the Listening activity (ride/big/scared/dive /fat).
ACTIVITIES 3. Follow instructions for Activity 3 in Teacher’s Book, p.105.
4. Ask each pupil to write at least two sentences about an animal (using They …). They
could use some ideas from stages 2 and 3 of the lesson or they could use their own ideas.
5. Pupils read their sentences to a partner or in a small group. The other pupils should
guess what animal it is.
Post-lesson
6. Sing a song about animals.
MATERIALS / Get Smart plus 3 Student’s Book, p.67 Teacher’s Book, p.105 Pupil-made cards from
REFERENCES Lesson 100
DIFFERENTIATION This style of freer writing may be challenging for some pupils. Some examples on the
STRATEGIES board before asking pupils to write for themselves.
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
SKILL texts
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Have pupils look at their cards from Lesson 100 and read the words. Using flashcards,
check pupils’ understanding of the words by playing Slap in small groups – show a flashcard
and pupils should race to take the right word card.
Lesson delivery
2. In groups, pupils share out, randomly, the cards from the pre-lesson activity.
3. Follow instructions for Activity 4 (Teacher’s Book, p.105), but tell pupils they should draw
the animals they have cards for on their farm. Give pupils time to draw their farm.
4. Extend the vocabulary to focus on animals more commonly found on farms in Malaysia,
talk to pupils about the differences at the end of the lesson.
5. In pairs, pupils tell each other about their farm (see Student’s Book, p.67, Activity 4). The
ACTIVITIES
partner listens and draws in the animals they hear their partner say, so at the end of the
activity, both pupils have the same animals on the farm. Note that drawing and colouring can
take a lot of time for some pupils. Set time limits and be firm with them. Tell pupils that they
may have time at the end of the lesson or can work at home to make their farm ‘beautiful’.
6. Ask pupils to write a list of what is now on their farm. They compare it with their partner,
who should have the same list.
Post-lesson
7. Choose some pupils to show their farms to the class. If you have pupils who have put extra
animals in their farm, you could ask them, but also ask less proficient pupils who have tried
hard to do their best.
MATERIALS / Get Smart plus 3 Student’s Book, p.67 Teacher’s Book, p.105 Pupil-made cards from Lesson
REFERENCES 100 Animal flashcards
DIFFERENTIATION
Fast finishers can be encouraged to label the animals on the farm.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
3.2 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
COMPLEMENTARY
3.2 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
SKILL
LEARNING
STANDARDS
COMPLEMENTARY Reading :3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
SKILL and the topic
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play Stop! Tell pupils an action to mime. When teacher say Stop! they have to freeze in
position. If they do not stop immediately, then they are out of the game and should sit
down.
Lesson delivery
2. Ask pupils to brainstorm in groups some places in the town/city. Elicit the words that
will be used in this lesson.
3. Ask pupils questions about what they can and can’t do in those places to introduce the
idea of rules. Use some of the vocabulary that will be used in this lesson, miming to show
the meaning.
ACTIVITIES
4. Put the four texts from Student’s Book p.68 (your enlarged copy) around the room.
Hand out the pictures, one per pupil. Ask pupils to get up and to move around the room,
reading the four texts. They should read all four texts, then decide which set of rules goes
together with their picture. Before beginning the activity, check that all the pupils know
what their picture represents.
6. Follow instructions for Grammar Box, Teacher’s Book, p.106.
Post-lesson
7. Play the mime game again, but change the rules a little. Instead of saying Stop, you
will say Do not… and include some of the verbs from the lesson vocabulary.
MATERIALS / Get Smart plus 3 Student’s Book, p.68 Teacher’s Book, p.106 Cut up texts (p.68) one
REFERENCES copy, enlarged Copies of the pictures of the places cut up, one picture per pupil
DIFFERENTIATION Pupils work in groups for the matching activity, giving each group a set of texts. This
STRATEGIES may be suitable for more noisy or difficult to manage classes.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
digital media
LEARNING
STANDARDS
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
Extend the vocabulary to focus on animals more commonly found on farms in Malaysia,
talk to pupils about the differences.
Lesson delivery
1. Follow instructions for Grammar Box (Teacher’s Book, p.106).
2. Play the Do not mime game again (see Lesson 104), this time having pupils play in
small groups, taking turns with the teacher’s role.
3. Using flashcards (based on Activity 3), introduce the symbols for the rules. Play a game
to help pupils remember the vocabulary.
5. Elicit some classroom rules from pupils to have them thinking about the topic. Pupils
ACTIVITIES
then work on Activity 4 (Teacher’s Book p.107) in pairs. Remind pupils about
punctuation, including the apostrophe in Do not contraction Don’t.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.69 Teacher’s Book, p.106–107 Flashcards from
REFERENCES pictures in Activity 3, p.69
DIFFERENTIATION You could pair pupils of different proficiencies for Activity 4, so that the more proficient
STRATEGIES pupils can support the less proficient ones.
Attendance : /
Teacher’s action:

English Language
Language Arts
TOPIC THEME
Out And About
World Of Self, Family And Friends
CONTENT STANDARD
LEARNING Language Arts : 5.3.1
Respond imaginatively and intelligibly through creating simple action songs on familiar
STANDARDS
topics.
COMPLEMENTARY Writing : 4.3.2 Spell an increased range of familiar high frequency words accurately in guided
SKILL writing
LANGUAGE/
Imperatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Entrepreneurship
PROCESS
In this lesson, pupils will make a folded book of rules.
Pre-lesson
1. Introduce the topic of the lesson by writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on the board.
2. Ask pupils to guess the topic : Rules, Rules, Rules!
Lesson delivery
3. Write Classroom rules on one side of board and Rules outside the classroom on the other
side.
4. Ask pupils to suggest 4–5 rules for each category, and draw and number pictures to
represent their suggestions (e.g.
for Don’t shout.)

5. Divide pupils into groups of 3–4. One pupil says a number, and another pupil says the rule.
ACTIVITIES
Then another pupil says a number and another pupil says the rule. Continue in this way until
they have said all of the rules.
6. Give each pupil a small rectangular piece of paper, and tell them to fold it in half so that
they have a book of four pages.
7. Tell them to draw pictures for 4 of the rules they spoke about earlier, one picture on each
page.
8. Tell pupils to swap their folded books with a partner and write the rules below each picture.
If necessary, they can use their course book to check spelling, or can ask each other or you for
help.
Post-lesson
9. Pupils present their rules to each other and talk about the reasons for these rules. Pupils may
use simple words and phrases here.
MATERIALS /
Small pieces of paper (about 12 cm long and 10 cm wide)
REFERENCES
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
STANDARDS texts
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Play Simon Says. How to spell……..
Lesson delivery
2. Play a whole class Listening and/or Speaking game using the rules flashcards from
previous lessons.
3. Follow instructions for Activity 2 (Teacher’s Book, p.106–7).
4. Ask pupils to look at their answers to Activity 4 (p.69). Ask pupils, one by one (or pair
by pair), to read out one of their classroom rules. Other pupils listen and put a cross next
to the rule if they have it too. The pupil reading the rule gets a point if no other pupil has
ACTIVITIES
the same rule as them. Praise pupils with points at the end for their originality, effort and
language, rather than for winning the competition.
5. Tell pupils they will make a classroom rules poster. They should work in a group of six
to decide on at least three rules for their poster, taking at least one rule from each pair.
Follow instructions for Optional activity (Teacher’s Book, p.107). Remind pupils to
spend time making the posters look nice, including using cursive writing.
Post-lesson
6. Have pupils look at the posters and say which rules they agree with. Lets them decide
which poster will be used as their classroom ‘rule book’, and display that poster.
MATERIALS / Get Smart plus 3 Student’s Book, p.69 Teacher’s Book, p.106–7 Poster paper per group,
REFERENCES coloured pens and pencils
DIFFERENTIATION If some of your pupils don’t like working in large groups, you could make smaller ones.
STRATEGIES This also ensures less proficient or quieter pupils have a chance to contribute.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking : 2.1.2 Find out about and describe everyday routines
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Time; prepositions of place
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Sing a song of Ten Little Indians. Relate with time.
Lesson delivery
2. Draw a clock on the board or use a toy clock and ask pupils what it is. Draw various
times on the board (on the hour and half past) to review time taught so far.
4. Have pupils cut out the cards on Student’s Book, p.131, and play a game of Snap in
pairs – pupils each put their cards in a pile face down. At the same time, they turn over
the top card and say what it is. If the cards match, they also have to say Snap (or ‘Same’).
The first pupil to say it wins all the cards. Continue until one pupil has no more cards.
5. Follow instructions for Activity 1 on Teacher’s Book, p.108, choosing a strong pair to
model the activity for the class.
Write some of the language on the board to support them, especially quarter past…and
quarter to..
Post-lesson
6. Play the Optional game on Teacher’s Book, p.109.
MATERIALS / Get Smart plus 3 Student’s Book, p.70 Teacher’s Book, p.108–109 Toy clock (optional)
REFERENCES Scissors
DIFFERENTIATION Encourage them to ask more questions, e.g. What are you doing? Pupils could imagine an
STRATEGIES answer and mime.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
LEARNING
STANDARDS
SKILL and the topic
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
your pupils’ needs and interests and that will review the signs flashcards from Lesson 96.
Lesson delivery
2. Tell pupils they will make road signs and show them the signs Elicit from the pupils
what the signs show them (Turn left/right, Traffic lights, Stop).
3. Give pupils the worksheet with the three sets of instructions (texts 1, 2 & 3 from
Student’s Book, p.71). Ask them to read the instructions and decide which sign they are
for making. (Answer: 1 = Turn left/right; 2 = traffic lights; 3 = Stop sign). Ask them to
look in the book at the pictures to check their own answer before checking as a whole
class.
4. Follow instructions for Activity 1 (Teacher’s Book, p.110). Show how to make each
sign as you read the instructions aloud. If possible, avoid use of first language.
5. Have pupils choose one sign to make and make it in pairs.
Post-lesson
7. Follow instructions for Optional activity, Teacher’s Book, p.110.
Get Smart plus 3 Student’s Book, p.71 Teacher’s Book, p.110 Flashcards of signs from
MATERIALS / Lesson 96. One example of each sign made up for this lesson
REFERENCES Worksheet with texts 1, 2 & 3 from Student’s Book p.71 Materials for making signs (see
Teacher’s Book, p. 110)
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
and digital media
COMPLEMENTARY
SKILL
LEARNING Writing: 4.3.2
STANDARDS Spell an increased range of familiar high frequency words accurately in guided writing
SKILL texts
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Play Thief! game from Warm up, Teacher’s Book, p.114 or choose a suitable activity to
review animal vocabulary taught in the unit.
Lesson delivery
2. Follow the instructions for Activity 1, Teacher’s Book, p.114. Pupils work in pairs on this
activity.
3. Use the picture copies to elicit the names of the places in Activity 2 (See Student’s Book
p.74).
4. Give each place a number/letter, or assign a mime, or put the pictures around the room. Say
a rule and pupils have to say which place(s) it refers to by saying the number/letter, doing the
mime (action, e.g. stand up/sit down/turn around), or touching the relevant picture. For
example:
Teacher: Turn off your mobile phone
Cinema = A, so pupils say A
Cinema = stand up, so pupils stand up
Cinema = the picture next to the board, so pupils all go to that picture and touch it.
6. (If time) Play Hot card (see Optional activity, Teacher’s Book, p.115.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.74 Teacher’s Book, p.114–115
REFERENCES Animals flashcards Copies of pictures of places from Activity 2
You may need to play a word game that reviews spellings at the beginning of the main lesson
DIFFERENTIATION if some of your pupils often have difficulty with spelling.
STRATEGIES If some pupils have particular difficulty with the spelling, they can look back through the
unit to find the words.
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
Out And About World of Stories
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY
Speaking : 2.1.4 Ask about, make and respond to simple predictions
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play the song from Student’s Book p.65 to review the directions vocabulary. Have
pupils sing along and/or do the actions.
Lesson delivery
2. Tell pupils they will read a story called The Secret Tunnel. Check understanding of
secret and tunnel. Introduce the characters and ask pupils what they think might happen
in the story.
3. Read the story to pupils. As you do that, ask prediction questions, e.g.
What do you think is going to happen next?
Will they go to the park today?
ACTIVITIES
What will they find in the park?
Do you think the tunnel will be scary/dark/long?
4. Play the recording of the story and ask some questions to check pupils’ understanding
of it (see Teacher’s Book, p.112 After reading).
5. Talk to pupils about the Values in the story (see Post-story activity, Teacher’s Book,
p.113) and ask them for their reactions to the story. Do this as much as possible in
English, but allow pupils to talk in their first language if necessary. You could support or
translate into English.
Post-lesson
6. Play the Line Jumping game (see Optional activity on Teacher’s Book, p.113).
MATERIALS / Get Smart plus 3 Student’s Book, p.72–73 (and 65 for per-lesson) Teacher’s Book,
REFERENCES p.112–113
DIFFERENTIATION Encourage more proficient pupils to use a greater range of language by asking them more
STRATEGIES complex questions.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
digital media
LEARNING
STANDARDS
COMPLEMENTARY
Reading: 3.2.2 Understand specific information and details of short simple texts
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Teacher view a map. Discuss and briefly explain about map.
Lesson delivery
2. Prepare a map for familiar places. Provide pupils with simple written directions to
read. Put the pupils and groups and get them to read and try to match directions to places
on the map. Pupils can trace on the map the directions from A to B.
3. Prepare a worksheet for the pupils with correct and incorrect directions according to
the map. Ask pupils to look at the sentences on the worksheet and say if they are True or
False.
ACTIVITIES
4. Using flashcards of signs, review the directions, including Do not (go / turn)… As you
review them, put them on the board in two columns, positives and negatives. Elicit from
pupils what the difference is and when to use do not.
5. As pupils to write the direction between two new places on the map. Remind them to
use positive and negative sentences. Give them time to write up to three sentences.
Post-lesson
know the language now. They should complete the How did I do in Unit 7? self-
MATERIALS / Simple map with familiar places (e.g. school, home, shop, etc.) Places cards cut up from
REFERENCES Student’s Book p.131 (Lesson 108)
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:
Self-Assessment Worksheet
 give directions Great! [ ] OK [ ] A little [ ]
 talk about animals (one and many) Great! [ ] OK [ ] A little [ ]
 talk about places in the town Great! [ ] OK [ ] A little [ ]
 say some rules for different places Great! [ ] OK [ ] A little [ ]
 tell the time Great! [ ] OK [ ] A little [ ]

English Language
TOPIC THEME
Where Were You Yesterday? World Of Self, Family And Friends
CONTENT STANDARD
COMPLEMENTARY
SKILL
STANDARDS texts
COMPLEMENTARY
Listening: 1.2.5 Understand a wide range of short supported questions
SKILL
LANGUAGE/
Adverbs of time; past simple statements (was/were)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a word game to elicit what yesterday’s day was (and date if pupils are familiar
with this). Use this to teach the word yesterday. Check pupils’ understanding with some
Yes/No questions about yesterday (where they were, what happened, what the day/date
was).
Lesson delivery
2. Introduce the new vocabulary by following the instructions for Warm up and
Vocabulary (Teacher’s Book, p.116). Put the places flashcards on the board, randomly.
3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the song to
tell you which order the flashcards should go in (first the place visited in the morning,
ACTIVITIES
then the afternoon, then the evening). You could do this as a matching activity with the
times of day flashcards if it is simpler.
4. Follow instructions for Activity 1 from step 3 and then TPR activity (Teacher’s Book,
p.116).
5. Ask pupils to tell you where they were yesterday at different times of day. Pupils
needn’t use full sentences – they can just answer with the place name. Give pupils
vocabulary as they need it.
Post-lesson
6. Extend the vocabulary to focus on animals more commonly found on farms in
Malaysia, talk to pupils about the differences at the end of the lesson.
MATERIALS / Get Smart plus 3Student’s Book, p.75 Teacher’s Book, p.116 Vocabulary flashcards
REFERENCES (places and time-of-day expressions)
DIFFERENTIATION You could encourage more proficient pupils to use longer phrases or full sentences when
STRATEGIES asking about where pupils were yesterday, but do not insist on it.
Attendance : /

Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
SKILL questions
LANGUAGE/
Adverbs of time; past simple statements (was/were)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play the song from Lesson 113 and repeat TPR activity (Teacher’s Book, p.116).
Lesson delivery
2. Put the places cards on the board. Point to a place, ask pupils to raise their hand if they
were there yesterday. Give support to pupils elicit full past simple sentences e.g. I was at
the shopping centre. Ask pupils Where was he/she yesterday? to elicit He/She was…
Repeat a few times with different places, choosing different pupils.
ACTIVITIES
3. Follow the instructions for Grammar Box on Teacher’s Book, p. 116–7.
4. Have pupils do Activity 2 in pairs (see Teacher’s Book, p.117). They should give real
(not imagined) answers, and should ask for your help in English. Remind them how to
ask for help, e.g. Can you help me, please? How do I say xxx in English?
Post-lesson
5. Play the Where was I? game (see Optional activity, Teacher’s Book, p.117).
MATERIALS / Get Smart plus 3 Student’s Book, p.75 Teacher’s Book, p.116–117 Places cards from
DIFFERENTIATION Choose more proficient or confident pupils first for the beginning stage of the lesson
STRATEGIES delivery. Some pupils may be able to say more than one place they were at yesterday.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
3.2 Understand a variety of linear and non-linear print and digital texts by using
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Adjectives, past simple statements & Yes/No questions (was/were)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Teacher asks pupils “What are you doing? “ Pupils could imagine an answer and
mime.
Lesson delivery
2. Introduce the vocabulary using the adjective flashcards; also, mime your reaction to
the things in the flashcards to show the meaning of the adjective. Take care that the
pupils understand the subject of the sentence (i.e. the clown is funny, not the person
laughing).
Use the suggestions in Warm up (Teacher’s Book, p.118). Ask pupils for more things
they find boring/funny/scary etc. to check understanding.
3. Tell pupils they will read a story about going to the cinema. Elicit the words film and
popcorn if possible, and put the word/flashcards on the board. Ask pupils which words
(adjectives) they think will go with film & popcorn. Take a vote and put the most popular
ACTIVITIES answer on the board.
4. Ask pupils to read the story quietly to themselves (Student’s Book, p.76) to see if they
were right.
5. Follow instructions for Activity 1, asking pupils questions to check understanding. Do
the final acting and performance
6. Draw pupils’ attention to the grammar section on Student’s Book, p.77 and follow
instructions for Grammar Box on Teacher’s Book, p.119.
Post-lesson
 Something I feel proud (about my English)
Adjectives flashcards: something that is: scary (e.g. an old house), funny (e.g. a clown),
MATERIALS / delicious (e.g. a cake), boring (e.g. a person looking bored in front of the TV – note it is
REFERENCES the TV that is boring)
Flashcards or word cards of film and popcorn
DIFFERENTIATION
The key vocabulary is familiar to pupils, use word cards, picture flashcards.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
LEARNING Writing: 4.3.2 Spell an increased range of familiar high frequency words accurately in
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
Lesson delivery
2. Divide pupils into small groups and provide a paper, so that you have about the same
number of papers for each adjective.
- Tell pupils they should write or draw something (one word or picture) that they think
about when they hear the word (adjective). They can use the picture dictionary at the
back of the Student’s Book to help them if necessary or they can ask for your help. Set a
short time limit, then the groups pass the paper to the next group, receiving a new paper
from another group with a different adjective (the other group’s word). Pupils should
ACTIVITIES
think of something new to put on each paper. Continue with the new adjective for at least
four rounds.
3. Feedback on the final papers and provide any relevant new vocabulary in English.
4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 (Teacher’s
Book, p.119). Remind pupils to take care with spelling and handwriting.
5. Pupils choose words from the papers from step 2 to write sentences in their notebooks
starting with I think…. They could draw a picture to go with their writing if they finish
quickly.
Post-lesson
6. Play Hot card pantomime (See Optional activity, Teacher’s Book p.119).
MATERIALS / Get Smart plus 3Student’s Book, p.77 (and 76 to remind of story) Teacher’s Book, p.119
REFERENCES Papers with one of the headings: scary, delicious, boring, funny (one paper per group)
DIFFERENTIATION
.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
SKILL digital media
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple question, prepositions of place
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
ACTIVITIES In this lesson, pupils will practise describing where the animals were during Nur and
Imran’s past visit to a farm. They should use the past simple.
Pre-lesson
1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out.
If you think this will take too much time, prepare the cut-outs yourself and give one set of
animals to each pair of pupils.
2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the
animal names and barn, tractor, fence and gate.
Lesson delivery
3. Give instructions to practise the prepositions of place: next to, in front of, behind,
between. For example, Put the cow behind the barn. Check answers with the whole class.
4. Give pupils the text Where were the animals on Nur and Imran’s farm?
5. Ask pupils to read the text and place the animals in the correct position.
6. Check answers with the whole class.
7. Tell pupils that the animals were in new positions the next day, and give them the Now
it’s your turn worksheet (see below). Ask them to work in pairs to decide these new
positions, and to write a new text on the worksheet.
Post-lesson
8. Ask pairs to swap texts and to place their animals according to the description in their
partner’s text.
9. Ask pupils to check their answers in groups of four.
Text of Where were the animals on Nur and Imran’s farm? (see below)
MATERIALS /
Worksheet of animals to cut out (see below or choose your own) Scissors, one per pair of
REFERENCES
pupils
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
Where were the animals on Nur and Imran’s farm?

The horse was in front of the barn. The cow was between the barn and the tree.
The goat was in front of the gate. The duck was behind the fence.
Now it’s your turn

The next day, the horse……..
The cow….
The goat….
The duck….
Animals to cut out
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a game to review the places, activities and adjectives from the unit so far. You
could choose an appropriate pre-lesson activity from the list in the introduction that suits
your pupils’ needs and interests.
Lesson delivery
2. In small groups, pupils divide up the word cards. Tell them they should write the
words from the pre-lesson task, one on each card: home / shopping centre / cinema, etc. //
the film / shopping / the food (popcorn) / It // funny / boring / scary / delicious. Teach and
include quiet/noisy, and ask pupils to add more words if they can.
3. Play a word association game with the word cards in groups of four: Divide the cards
ACTIVITIES
into sets (places/activities/adjectives), shuffle the sets and place face down. In turns,
pupils turn over the top card of each pile and make a sentence. They then decide as a
group if the sentence makes sense or not. For example.:
I was at home. The film (It) was scary. = I think this is ok.
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think
this is silly.
4. Follow instructions for Activity 3 in Teacher’s Book, p.119.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.77 Teacher’s Book, p.119 Blank word cards (one set
REFERENCES per group)
DIFFERENTIATION You could write and leave the words on the board from the pre-lesson task for pupils to
copy later if you think they will need this.
STRATEGIES
your class
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
Speaking: 2.3.1 Narrate very short basic stories and events
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Recite a Poem about Solomon Grundy..
Lesson delivery
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review the
Listening activity.
4. Using the pupil-made cards from the last lesson, ask pupils to work in the same groups
as in Lesson 118. Give the groups back their same cards. Pupils divide the cards into sets,
as before. Divide groups in pairs of pupils, they take either the places set of cards OR the
activities + adjectives set and use them to play a guessing game:
Places: Pupil A takes a card, pupil B has to guess where the pupil was:
B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g. the film), then
takes an adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their group and
play again.
6. In notebooks, pupils write down where they were at the weekend. They write their
opinions of what they were doing. Pupils need only write in note form, single words at
this point. Monitor and help pupils write what they want to write by supplying them with
the vocabulary. Remind them to ask for your help in English.
7. Focus on communication rather than accuracy to help build confidence in Speaking. You
could correct some common mistakes and useful new vocabulary at the end of the activity.
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage pupils to ask the
speakers questions if they can. Again, focus on fluency rather than accuracy and allow
single words or phrases at this stage.
MATERIALS / Get Smart plus 3 Student’s Book, p.77 Teacher’s Book, p.119 Pupil-made word cards
REFERENCES from Lesson 118
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
SKILL digital media
LEARNING
Reading :3.2.2 Understand specific information and details of short simple texts
STANDARDS
COMPLEMENTARY
Writing : 4.2.2 Make and give reasons for simple predictions
SKILL
LANGUAGE/
Past simple (was/were) statements (positive & negative)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Science & Technology
PROCESS
Pre-lesson
Lesson delivery
2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city is in
Malaysia [No]. Ask them where they think it might be [USA, New York City]. Find out
if pupils know this city or have been there, as appropriate. Ask them when they think the
pictures were taken [in the past, 1900].
3. Write key words in a list on the board, and ask pupils to read them as you write (if not
already there from pre-lesson stage): cinemas / theatres / shopping centres. Add cars /
horses / carriages (show flashcards to explain) / quiet / noisy. Use the words to elicit
some sentences from more proficient pupils, introduce negative wasn’t/weren’t.
4. Ask pupils to put the vocabulary in their notebooks (or create a worksheet with these
words). Ask pupils which of these things were found in New York City in 1900 – they
should tick what was and cross what wasn’t found (in their opinion). Pupils work in pairs
to make predictions and write their answers in full sentences, e.g. There weren’t any cars
ACTIVITIES
in New York City in 1900 or No, there weren’t.
5. Have pupils read the texts and check their predictions. Pupils check their answers with
their partner. Check answers as a class.
6. Ask pupils to work on their own on Activity 2, Teacher’s Book, p.121. You could use
this as a classroom-based informal assessment of Reading. Collect the books after the
activity to review and make a note of pupils’ performance.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.78–79 Teacher’s Book, p.120–121
REFERENCES Vocabulary flashcards
DIFFERENTIATION Consider pairing more and less proficient pupils together, so the more proficient pupil
can support the less proficient one in the prediction activity.
STRATEGIES

Teacher’s action:

English Language
TOPIC THEME
digital media
LEARNING Writing : 4.2.4 Describe people and objects using suitable words and phrases
STANDARDS
LANGUAGE/
Past simple (was/were (n’t)) + determiners (many/a/any)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Discuss about sign board.
Lesson delivery
2. Play a True/False game to review the content of the text on Student’s Book p.78 – say
a sentence and pupils tell you if it is True or False. They can do this in an interesting way
e.g. by standing up/sitting down, raising right/left hand, moving to the left/right of the
classroom). Change the focus to your hometown. For example: There weren’t any
motorbikes in [your town name] in 1900. / It was very quiet in [your town name] in 1900.
You could change the date and add key vocabulary for talking about your town as
appropriate. Make sure to use a range of language from the Grammar Box (Teacher’s
ACTIVITIES
Book, p.120).
3. Draw attention to the Grammar Box (see Teacher’s Book, p.120) and review the forms.
Include There weren’t any…+ plural.
4. Follow instructions for Activity 3, Teacher’s Book, p.121
5. Follow instructions for Activity 4, Teacher’s Book, p.121, as an in-class activity. Pupils
can work in pairs to talk about and complete the table in Activity 4. Then they use their
answers to write two or more sentences in their notebooks. Remind pupils to take care
with punctuation and spelling, and the apostrophe for n’t in particular
Post-lesson
6. Play the Whispers game (Teacher’s Book, p.121, Optional activity).
MATERIALS /
Get Smart plus 3 Student’s Book, p.78-79 Teacher’s Book, p.120–121
REFERENCES
DIFFERENTIATION
Pupils work in pairs to help each other write sentences two or more sentences.
STRATEGIES
Attendance : /
REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple: went, bought, was, How much did she/she spend? Numbers up to 100.
GRAMMAR FOCUS:
ADDED HOT/
CCE/CE Values
VALUE ITHINK
THINKING
EMK Financial education
PROCESS
In this lesson, pupils will create a puzzle story for a classmate to solve
Pre-lesson
1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that
she went to the supermarket, and ask them to suggest things she bought. Write five
suggestions on the board.
Lesson delivery
2. Give pupils the worksheet (see below). Ask them to check Damia’s story to see
whether any of their suggestions were right.
ACTIVITIES 3. Went, bought and How much did she spend may be new language for pupils
4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55]
5. Check the answer with the whole class and ask them to explain how they reached the
answer. Reward pupils for their effort to find the correct answers,
6. Give pupils the Alvin story (see below). Ask them to complete it individually or in
pairs. They should use their own ideas for this.
7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
Post-lesson
8. Share any well-written or interesting stories with the whole class.
MATERIALS / (Optional ): flashcards to represent Damia and Alvin Worksheet (see below, Damia and
REFERENCES Alvin stories)
DIFFERENTIATION If you have fast finishers in this lesson, they could write another or a different puzzle for
STRATEGIES their partners/another pair/the class
Attendance : /

REFLECTION
Teacher’s action:
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese.
Each piece of cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of lemonade.
Each bottle was RM 4.50.
How much did she spend?
Alvin went to the supermarket
Alvin went to the supermarket. He bought _____________________________________.
Each ________________________ was RM _____.
He bought ______________________________________________________________.
Each ________________________ was RM _____.

He bought ______________________________________________________________.
Each ________________________ was RM _____.
How much did he spend?

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
STANDARDS texts
COMPLEMENTARY Speaking : 2.2.1 Keep interaction going in short exchanges by repeating key words from
SKILL the other speaker
LANGUAGE/
Past simple (was/were) statements (positive & negative)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Discuss about places such as circus, amusement park etc.
Lesson delivery
2. Show the flashcards of circus and amusement park. Review some adjectives at this
point and introduce/review interesting. Ask pupils for examples of something they find
interesting.
3. Follow the instructions for Vocabulary on Teacher’s Book, p.122.
4. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Ask pupils
to tell the names of the characters.
5. Ask pupils to look at the pictures of the places and to predict how they were by
drawing a line to an adjective each in pencil. They should tell their partner their guesses.
Model the exchange, e.g.
Pupil A: I think the circus was noisy.
Pupil B: Noisy? Me too. / I do not think so. I think it was boring.
6. Tell pupils what the children did and how it was.
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the morning, Brad and Cindy weren’t at the theatre. They were at the museum.
It was very quiet.
In the evening, Tim was at home. It was boring.
7. Have pupils check their predictions.
8. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to
use the information they heard to ask and answer. Pupils work in pairs on this dialogue.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.80 Teacher’s Book, p.122 Flashcards of lesson
DIFFERENTIATION write the dialogue on the board to support some pupils, perhaps erasing it after some
STRATEGIES time.
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple (was/were) questions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
your pupils’ needs and interests and that will review places, activities and adjectives to
prepare pupils for the lesson.
Lesson delivery
2. Using the questions from this lesson (see worksheet below), ask some pupils about
yesterday/the weekend/last week:
Where were you yesterday?
When were you there?
How was it?
Some pupils may not be able to answer in full sentences. Support these pupils by writing
some/all of the questions and possible answers on the board.
3. Give out the worksheets (see below) and ask pupils to write the questions in full in the
left-hand column of the worksheet.
4. Show and explain the example answer, and ask pupils to write their own answers in the
table.
5. Ask pupils to talk to at least two friends and make a note of their answers. They should
not show each other their worksheets. Feedback on pupils’ answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118. Shuffle the
cards all together. Pupil A takes a card. Pupils B, C & D take turns to ask Pupil A
questions. Pupil A should imagine their answer. For example:
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday evening.
Pupil D asks: How was it? // It was good.
Continue until pupils have each had at least two turns at taking a card.
Post-lesson
MATERIALS /
Worksheet (see below) Word cards from Lesson 118
REFERENCES
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
A: Complete the questions and your answers
Questions Example Me My friend’s My friend’s

name: name:
________________ _________________
Where __________________ ? at the cinema
When ___________________? yesterday

evening
How ____________________? funny
B: Now ask at least two friends

English Language
TOPIC THEME
LEARNING
STANDARDS
SKILL and the topic
LANGUAGE/
Past simple (was/were/n’t) statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Warm up and Vocabulary on Teacher’s Book, p.181.
Lesson delivery
2. Hand out the worksheets (see below) and the pictures – one set per pair. Pupils stick
the pictures in the correct squares. Check the answers before moving on to the next stage
of the lesson.
3. Ask pupils to look at part 2 of the worksheet. They should read the words and try to
put them in the grid on the worksheet.
4. Follow instructions for Activity 1 on Teacher’s Book, p.181. Encourage pupils to guess
meaning from the pictures in the book.
5. Ask pupils to read the text again. They should check their answers to the worksheet.
ACTIVITIES Note that some of their answers may also be true, so discuss these with pupils (e.g. a
carriage is faster than an old bicycle, so they may have put fast for the carriage).
6. Follow instructions for Activity 2 on Teacher’s Book, p.181.
7. (If time) Play the True or False game (see Optional activity, Teacher’s Book, p.181).
Post-lesson
Get Smart plus 3 Student’s Book, p.118 Teacher’s Book, p.181 Cut-out copies of car &
MATERIALS /
bicycle pictures from Student’s Book, p.118 (one set per pair) Glue Worksheet (see
REFERENCES
below), one per pair
DIFFERENTIATION Sometimes pupils will work well when they are with a friend and they will support each
STRATEGIES other, whatever their proficiencies.
Attendance : /

Teacher’s action:
Our names:
___________________________ and ___________________________
Tansport now and in the past
1. Stick the pictures onto the grid in the right place.
BICYCLE
CARS
NOW
IN THE
PAST
2. Now write the words in the grid. Sometimes you can write
the words in more than one square:
small wheel carriage big wheels
fast slow very fast

English Language
TOPIC THEME
LEARNING
STANDARDS
LANGUAGE/
Past simple (was/were/n’t: questions and statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Play a word game that focuses on the spelling of the words which will be used later in
the lesson.
Lesson delivery
2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they
write/would write in it. Tell them they will read a girl’s (Kelly’s) diary about Saturday.
3. Follow the instructions for Activity 1, Teacher’s Book, p.124 (except final step).
4. Draw attention to the Writing Tip on Student’s Book, p.81.
5. In their notebooks, pupils write short answers to the questions in the blue box on
ACTIVITIES Student’s Book, p.81.
Pupils then draft full sentences for these answers in their notebooks.
6. Ask pupils to exchange their work with a partner, who should read and check their
writing (spelling, language, punctuation, etc).
7. For the final draft on the worksheet (see below), ask pupils to focus on making their
diaries look good. They can illustrate the diary in the space at the bottom of the page, or
they could write about another day if there is extra time.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.81 Teacher’s Book, p.124–125 A diary Worksheet
DIFFERENTIATION
Remind pupils that they can use Kelly’s diary (Student’s Book, p.81) as a model.
STRATEGIES
Attendance : /
Teacher’s action:

My name: ____________________
Day: _________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

English Language
TOPIC THEME

CONTENT STANDARD
LEARNING Language Arts : 5.2.1
STANDARDS Ask and answer simple questions about characters, actions and events of interest in a text
SKILL and the topic
LANGUAGE/
Review of past simple (was/were/n’t)
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for the
topics: circus / restaurant / cinema. Include the words: funny / elephants / lions / fast
food / cheeseburger / chips / delicious / film / popcorn / boring.
Lesson delivery
2. Tell pupils they will read a story. Ask them to read the story and to tell whose weekend
sounds best. Take a vote on the answer. Encourage pupils to guess the meaning of the
word hospital from the pictures and the context
ACTIVITIES 3. Ask pupils to read the story again and to check to see which words from step 2 of the
lesson are in the story. You could have them listen to the story on the CD at this stage.
Consider asking the While reading questions (see Teacher’s Book, p.126).
4. Ask the After reading questions (Teacher’s Book, p.126) and focus on the Value (See
Post-story activity, Teacher’s Book, p.126).
5. Play the Press conference game (Teacher’s Book, p.127).
6. Post-lesson
7. Have a set of pupils act out the text for the class and ask the audience to offer some
positive and constructive feedback.
MATERIALS /
REFERENCES
DIFFERENTIATION Ask different pupils different questions about the story, and ask for volunteers for other
STRATEGIES questions.
Attendance : /
Teacher’s action:

English Language
LESSON: 128 (Language Awareness 7) Reading
TOPIC THEME
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Review of past simple (was/were/n’t): statements + questions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Review activities in Revision (Student’s Book p.84 / Teacher’s Book p.128–129)
and/or consider offering pupils a choice of activities.
Lesson delivery
2. Pre-teach key vocabulary for the texts about homework (see below).
3. Give half of the class the past text (A1) and half of the class the present text (B1). Ask
pupils to tell you which one they have, to check they know whether they are A or B.
4. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2).
Pupils should fill in the texts with the correct form of be. Model an example on the board
to show pupils what to do.
5. Pair pupils, A with B, and ask them to check their answers. They should do this orally,
not show each other the answers.
6. With their new partner, pupils write at least two questions about the texts. Review
ACTIVITIES
question forms before they begin as necessary, e.g.
Was there internet?
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
7. Pairs ask another pair their questions.
Post-lesson
know the language now. They should complete a How did I do in Unit 8? self-assessment
section of the worksheet
MATERIALS / Depending on your focus: Get Smart plus 3 Student’s Book p.84 Teacher’s Book p.128–
REFERENCES 129 Texts (see below), colour pencils/pens Self-assessment worksheets
DIFFERENTIATION You could offer pupils a choice of these activities or you could ask different pupils to do
STRATEGIES different activities depending on their individual needs,
Attendance : /

REFLECTION
Teacher’s action:
Text A1:
When I was a child, we were often at the library to find out information for homework. There weren’t any computers but
there were lots of books in the library. It was quiet there and we were very quiet, too.
Text B1:
Now, sometimes there are children at the library. They are there at the weekends. But now, there is the internet to find out
information for homework. Children do their homework at home. Sometimes at home it is quiet, but sometimes it isn’t
quiet, it’s noisy.
Text A2:
Now, sometimes there _______ children at the library. They _______ there at the weekends. But
now, there _______ the internet to find out information for homework. Children do their homework
at home. Sometimes at home it _______ quiet, but sometimes it _______ quiet, it _______ noisy.
Text B2:
When I _______ a child, we _______ often at the library to find out information for homework.
There _______ any computers but there _______ lots of books in the library. It _______ quiet
there and we _______ very quiet, too.
Self-assessment worksheet
In English, I know how to: (teacher to design questions, see examples from previous units)
 give directions Great! [ ] OK [ ] A little [ ]
 talk about animals (one and many) Great! [ ] OK [ ] A little [ ]
 talk about places in the town Great! [ ] OK [ ] A little [ ]
 say some rules for different places Great! [ ] OK [ ] A little [ ]
 tell the time Great! [ ] OK [ ] A little [ ]

English Language
TOPIC THEME
On Holiday World Of Self, Family And Friends
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Listening: 1.2.1 Understand with support the main idea of short simple texts
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple (regular verbs): statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. View pictures from Activity 1 (See Student’s Book, p.85) to elicit language about the
topic. Show the pictures and ask pupils what they can see. Use the key vocabulary in your
questions and encourage pupils to guess what it means, based on the pictures are showing
to them.
Lesson delivery
2. Follow instructions for Vocabulary on Teacher’s Book, p.130.
3. Hand out the pictures, one per pupil. Tell pupils they will listen to a song. When they
hear the part about their picture, they should hold it up. Play the CD.
4. Put pupils in groups of four so there is one pupil with each picture in a group. Ask
pupils to try to remember the song (they should have their books closed), and to put their
pictures in the order they appear in the song.
5. Play the song again so pupils can check their answers. Encourage pupils to sing along
to some or all of the song if they want. Watch pupils to see which pupils are confident at
this stage, and which are less confident.
6. Ask pupils to complete the answers in Activity 1 (Student’s Book, p.85).
Post-lesson
8. Ask pupils to tell you if they did any of those things on their last holiday. Encourage a
review of the key vocabulary.
Get Smart plus 3 Student’s Book, p.85 Teacher’s Book, p.130 Copies of the pictures from
MATERIALS /
Activity 1, one picture per pupil Get Smart plus 3 Student’s Book, p.85 Teacher’s Book,
REFERENCES
p.130 Copies of the pictures from Activity 1, one picture per pupil
DIFFERENTIATION Some pupils will be better able to sing along than others, some pupils may want to sing,
STRATEGIES but others may not want to. Focus on enjoyment rather than accuracy.
Attendance : /

Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
2.1 Communicate appropriately to a small or large audience
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple (regular verbs): Statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Review the pictures and vocabulary from Student’s Book, p.85 with a game.
Lesson delivery
2. Ask pupils to work in pairs to match the cut-up sentences (see sentence cards below).
3. Feedback and ask pupils if they did these things on their holiday. Ask some pupils
what they did on their holiday and put some ideas on the board. Try to include the
activities in Activity 2 (Student’s Book, p.85). Ask pupils to tell their partner what they
did on their holiday.
4. Follow instructions for Activity 2 on Teacher’s Book, p.130. Monitor as pupils talk
about their pictures and choose some pupils who have made a good effort, to present to
the class. Allow pupils to practise first before presenting to the class if necessary, and
offer plenty of praise. Collect pupils’ pictures or ask them to keep them safe for a later
lesson.
5. (If time) Play the miming game (Teacher’s Book, p.131, Optional activity) using the
pictures or cut-up sentences from this lesson instead of more strips of paper as mentioned
in the instructions.
Post-lesson
MATERIALS /
REFERENCES
DIFFERENTIATION You could ask pupils to present to each other in groups if you have some very shy pupils
in your class. This will give more pupils a chance to present
STRATEGIES
Attendance : /
Teacher’s action:
Sentence cards to cut up for Lesson 130

English Language
TOPIC THEME
LEARNING Reading : 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
COMPLEMENTARY Reading .2.4 Recognise and use with support key features of a simple monolingual
SKILL dictionary
LANGUAGE/
Past simple (irregular verbs): Questions & statements
GRAMMAR FOCUS:
ADDED HOT/
CCE/CE Values
VALUE ITHINK
Language; Environmental THINKING
EMK
Sustainability PROCESS
1. Talks about jungle, forest, mountain, and waterfall. Gather all words and keep on
board.
Lesson delivery
2. Tell pupils they will read a story about a trip to the forest. Show a picture of a forest
and elicit some differences between the forest and forests/ jungles in your local area. Ask
pupils what they might do in a forest (and/or a jungle). Write some of their ideas on the
board.
3. Ask pupils to look at the pictures in the story (Student’s Book, p.86) to see if the
children in the story did any of the same things.
4. Give pairs of pupils the A or B worksheets Hand out dictionaries and ask pupils to
check the meaning of the words in the dictionary. They should draw a picture to show
what each one means. Pupils can work in pairs for this activity.
5. For the second part of the worksheet, pupils read the story to find the words on their
worksheet. Then they work in their pairs to guess the meaning and draw a picture to show
their understanding. Ask them to cover the vocabulary section at the top of the page.
6. Change pupil pairs so that A and A / B and B are together. Have them compare their
pictures to see if they drew the same things.
7. Play the CD of the story and ask pupils to read along. Ask some questions to different
pupils to check that they have understood the story.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.86 Teacher’s Book, p.132 Pictures of forest
REFERENCES Worksheets A & B (see below) Dictionaries Colour pens and pencils (optional)
DIFFERENTIATION Some pupils may know the vocabulary already. If that is the case, plan a different activity
for them so they can work towards the Learning Standards of this lesson.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
Worksheets for Lesson 131
Pupil A Worksheet
1. Look at the words. Find them in the dictionary. Draw them
forest
fish
bee
lunch
2. Find the words in the story. Look at the pictures and draw.
flower
river
fire
picture
Pupil B Worksheet
1. Look at the words. Find them in the dictionary. Draw them.
flower
river
fire
picture
2. Find the words in the story. Look at the pictures and draw.
forest
fish
bee
lunch
English Language
TOPIC THEME
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple (regular and irregular verbs): Questions and statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. PRE-LESSON TASK 7: BEAT THE TEACHER
Lesson delivery
2. Review the story on Student’s Book p.86 by asking pupils what they remember. You
could play the CD if necessary to remind them.
3. Follow instructions for Grammar Box, Teacher’s Book, p.132. Check pupils’
understanding that this is talking about the past by eliciting the date of the weekend.
5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as a
prompt, ask pupils to draft sentences in their notebooks to describe what they did on
ACTIVITIES holiday.
6. Pupils exchange their notebooks with a partner, who checks the work for them.
7. Ask pupils to write their final draft on a piece of paper.
8. Depending on time available, you could have pupils stick their writing to the picture
directly, or you could mix them up and have pupils guess which sentences belong to
which pictures. This would provide extra reading practice.
Post-lesson
9. Put up the pictures on the noticeboard if possible and have pupils look at them all,
telling you what they like about them. Encourage them to ask each other questions and/or
ask them about their holidays.
MATERIALS / Get Smart plus 3 Student’s Book, p.87 eacher’s Book, p.132–133 Pictures from Lesson
REFERENCES 130 Glue
DIFFERENTIATION Encourage some pupils to ask each other questions about their holidays, especially if they
STRATEGIES finish quickly.
Attendance : /

Teacher’s action:
English Language
Language Arts
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple: went, was …
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Show a flashcard of Sasha and Jason and tell pupils that they went on holiday in a big
forest. Put the flashcard/drawing of the forest on the board.
Lesson delivery
2. Ask pupils to guess things which Sasha and Jason saw in the forest. Then tell them that
they saw a castle. Add your picture of the castle to the board.
3. Show pupils the picture of the castle. Ask them to guess what was in the castle, and
again, Don’t tell pupils what was really in the castle.
4. Tell pupils that now they’ll find out what Sasha and Jason really saw in the castle.
5. Start by saying the first two lines of the poem, pointing to the pictures on the board as
you do so.
6. Put the picture of a room on the board, elicit what Sasha and Jason saw next, and say
the next line of the poem.
ACTIVITIES
7. Continue to build up the poem in this way for each new line until the end.
8. Now say the whole poem again, this time getting pupils to join in. Point to the pictures
to help pupils remember.
9. Repeat step 8, this time staying silent as pupils say the poem, Continue until pupils can
say the poem with confidence
10. Give pupils a copy of the poem or write a copy on the board. Put pupils into pairs and
ask them to agree what Sasha and Jason saw behind the door. Tell them to practise saying
their poem together.
Post-lesson
11. Put pupils into groups of 6 or 8 and ask them to perform their poems to each other.
Pupils can mime and use body language as they perform their poems, if they want to.
12. Ask the class to tell you their ideas about what Sasha and Jason saw.
MATERIALS / Flashcards or drawings of a boy and a girl, a forest, castle, room, box, key, door.
REFERENCES Copy of Sasha and Jason went on holiday poem
DIFFERENTIATION
STRATEGIES

Teacher’s action:
Sasha and Jason went on holiday
Sasha and Jason went on holiday in a big, big forest
In the big, big forest, they went into a big, big castle
In the big, big castle, they went into a big, big room
In the big, big room, there was a big, big box
In the big, big box, there was a big, big, key.
The big, big, key opened a big, big door.
And behind the big, big door, there was a ….

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
STANDARDS texts
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
your pupils’ needs and interests and that will review language to prepare pupils for the
lesson. Choose an activity to use the verb flashcards (e.g swim / catch / take (pictures) /
eat / see / pick / go / play / listen).
Lesson delivery
2. Review past tense verb forms. Playing a mime game, as a whole class, choosing a
pupil to mime and the class to say You xxx at the weekend, then play in pairs or small
ACTIVITIES groups. Write the date of the weekend on the board to keep the past in pupils’ minds.
4. In pairs or small groups, pupils play a True/False game based on the pictures in
Activity 3. In turns, a pupil says a True or False sentence about Bob & Lucy’s trip to the
forest, and their classmate(s) should say whether it is True or False.
5. Play Hot card pantomime using the verb flashcards (see Optional activity, Teacher’s
Book, p.133).
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.87 Teacher’s Book, p.133 Verb flashcards
REFERENCES
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:
English Language
TOPIC THEME
CONTENT STANDARD
LEARNING Speaking : 2.2.1 Keep interaction going in short exchanges by repeating key words from
STANDARDS the other speaker
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
1. Using the verb flashcards, model the question and answer:
Question: What did you do at the weekend?
Answer: At the weekend? I xxx.
Lesson delivery
2. Use the verb flashcards to have pupils practise the question and answers. Note that
pupils are repeating the time expression in the answer as a way to practise discourse and
interaction skills
3. Follow instructions for Activity 4, Teacher’s Book, p.133.Asks pupils use the table on
Student’s Book, p.87 or you could use a worksheet like the one below, which is a little
more pupil-friendly. They can also ask more classmates for their answers if there is time
4. To follow up, ask pupils to write one or more sentences about what they and/or their
classmate(s) did at the weekend in their notebooks.
5. Ask pupils to check their partner’s work
6. using the worksheet, pupils can write the final draft of their sentences on the worksheet
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.87 Teacher’s Book, p.133 Verb flashcards Worksheet
REFERENCES (see below, optional)
DIFFERENTIATION extend the dialogue so pupils ask a second question: How was it? This would review
STRATEGIES language from lessons in Unit 8.
Attendance : /
REFLECTION
Teacher’s action:
Alternative worksheet for Lesson 135
At the weekend
1. Ask about the weekend and note or draw.
2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

English Language
TOPIC THEME
3.2
COMPLEMENTARY
Understand a variety of linear and non-linear print and digital texts by using appropriate
SKILL
reading strategies
LEARNING
STANDARDS
COMPLEMENTARY Reading : 3.2.4 Recognise and use with support key features of a simple monolingual
SKILL dictionary
LANGUAGE/
Past simple (regular and irregular verbs): positive & negative statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Teacher brings a diary into classroom. Ask pupils about diary’s. Discuss
Lesson delivery
2. Tell pupils they will read Katie’s diary about a holiday. Ask pupils to predict some
words they might hear. In pairs, they write three or four words on paper or in their
notebooks
3. Introduce the new vocabulary (see Warm up and Vocabulary, Teacher’s Book, p.134).
4. Play the CD. Ask pupils to read silently (text on Student’s Book, p.88) while listening
to the CD. They should check to see if their predictions were correct. Give feedback.
5. Ask pupils to read the text again and to find and underline the words: shell / shark /
lifeguard / museum
6. Ask pupils to tell a partner what they think these words mean, based on the content of
the text
Then ask them to check all the words in the dictionary to see if they were correct.
Feedback by asking if they had guessed correctly.
7. Follow instructions for Grammar Box in Teacher’s Book, p.134.
8. Follow instructions for Activity 2 in Teacher’s Book, p.134.
Post-lesson
9Play a game Yes or No purposely to enhance vocabulary.
MATERIALS /
REFERENCES
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
On Holiday
World Of Self, Family And Friends
LEARNING
STANDARDS
LANGUAGE/
Past simple (regular & irregular verbs): positive & negative statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1.. Play a word game to practise irregular past tense forms, for example a word search.
Lesson delivery
2. Ask pupils to remember what they can about Katie’s diary. Review the pictures and
answers to Activity 2 on Student’s Book, p.89.
3. Follow instructions for write, fold and pass
5 At the end of the activity, pupils/pairs take the paper that they started. They should read
through the paper and check the language and/or develop the sentences.
6. They should ask for help if they need it, from you or from the pupil(s) who wrote the
line of the story. Monitor closely and support pupils at this stage to help them develop a
more accurate piece of writing.
Post-lesson
8. Making origami or collage of diary’s
MATERIALS /
Get Smart plus 3 Student’s Book, p.89 Teacher’s Book, p.135 Worksheet (see below)
REFERENCES
DIFFERENTIATION Pupils could work in pairs (i.e. three pairs in a group of six pupils) for the write, fold and
pass activity. This would allow more proficient pupils to support lower proficiency pupils
STRATEGIES
in Writing.
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME
On Holiday World of Stories
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple: went could, was.
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
In this lesson, pupils will sing a song.
Pre-lesson
1. Write the title of the song on the board. Tell pupils that the sailor is a woman, and ask
them to guess some of the things she saw. Write their suggestions on the board.
Lesson delivery
2. Tell pupils that now they can check their guesses. Ask them to listen to the song and
remember two animals or more which the sailor saw.
3. Play (or sing) the song. Pupils can join in if they like.
ACTIVITIES
4. Show pupils an animal flashcard/drawing and ask them to say which word the picture
goes with. Continue in this way for the other five animals in the song.
5. Ask pupils to make a note of the animals in their books.
6. Play (or sing) the song again and ask pupils to sing along with the song.
Post-lesson
8. Rub out the animals’ names on the board, but keep the flashcards. Sing the song with
pupils, pointing to the flashcards on the board as you do so, to help their memory as they
sing.
Flashcards or drawings of a sea horse, jellyfish, turtle, octopus, baby shark and blue
MATERIALS /
whale., sea: www.youtube.com/watch? v=DX2Er--LYmQ
REFERENCES
www.ssyoutube.com/watch? v=DX2Er--LYmQ
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
Image from https://www.bethsnotesplus.com/2013/07/a-sailor-went-to-sea-sea-sea.html
A sailor went to sea, sea, sea

To see what she could see, see, see
But all that she could see, see, see
Was the bottom of the sea, sea, sea!

Was a sea horse swimming sea, sea, sea!

Was a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

Was a turtle swimming and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

Was an octopus swimming and a turtle swimming and a jellyfish swimming
and a sea horse swimming in the sea, sea, sea!

Was a baby shark swimming and an octopus swimming and a turtle swimming
and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

Was a blue whale swimming and a baby shark swimming and an octopus swimming
and a turtle swimming and a jellyfish swimming and a sea horse swimming in the sea, sea, sea!

English Language
TOPIC THEME
CONTENT STANDARD
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple (regular & irregular verbs): positive & negative statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Pre Task; Beat The Teacher
Lesson delivery
2. Return pupils’ writing to them from Lesson 137 Pupils work in their pairs to write a
final draft, based on the feedback on their draft. They should write on paper.
3. Ask pairs to join another pair, so that they are working in groups of four (2 + 2). In
turns, pairs read their story to each other. They listen to the other pair’s story and draw
(sketch if time is short) the six stages of the story onto the worksheet (see below). If
ACTIVITIES
necessary, show pupils how they can draw a negative (She didn’t xxx) by drawing the
picture and putting a line through it.
4. Spread the picture worksheets and the final stories around the room or on a big table.
Ask pupils to look at the pictures and read the stories to try to match them. You could do
this as a whole class or it could be in large groups, depending on your class size and set
up.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.89 Pupils’ shared writing from Lesson 137 Coloured
REFERENCES pencils Worksheets (marked) from Lesson 137 Worksheet (see below)
DIFFERENTIATION If there are some common mistakes pupils have made in their writing, you could cover
STRATEGIES these as a whole class at the beginning of the lesson.
Attendance : /

REFLECTION
Teacher’s action:
Listen and draw.

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple: Yes/No questions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Choose one of the games in Revision (See Teacher’s Book, p.136).
Lesson delivery
2. Based on the stories pupils wrote together in the previous lessons, or on their real
experiences, ask questions in the past (Did you/he/she xxx?) Extend pupils’ answers from
Yes/No to Yes, I did. / No, I didn’t. You could use the verb flashcards for this.
3. Focus on the Grammar Box at the top of the page of Teacher’s Book, p.136.
5. Model and play a game of Snap (See Optional activity, Teacher’s Book, p.137). Pupils
ACTIVITIES
could use their cut-ups from Activity 1 for this game.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.90 Teacher’s Book, p.136–137 Verb flashcards
REFERENCES Scissors
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

English Language
TOPIC THEME

SKILL digital media
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple (regular & irregular): Negatives & questions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. Talks about internet. Gadjet, and so on. Elaborate on how to convey a message
Lesson delivery
2. Tell pupils they will read an email about a holiday. Give pupils a worksheet and ask
pupils to tell who went on holiday [James]. Ask them about the email (To/From/Date).
3. Tell pupils they will answer some questions about James’s email. There are 5 questions
around the room (remember to stick these up before the lesson). The partner writes the
answer. Then they swap roles for the next question. The pupil writing must be sitting at
the desk and the pupil reading the question cannot take the question off the wall or shout
it to their partner – they must remember it and tell it to the partner. Check the answers as
a class after having pairs check with another pair.
4. Have pupils look at the picture on Student’s Book, p.91. Ask them to tell you about the
boy in the picture and where they think he is. Play the CD and ask pupils to read along
with it.
5. Draw pupils’ attention to Writing Tip (Student’s Book, p.91). Do not follow the
teacher’s guide for this stage from Teacher’s Book, p.138.
6. Ask pupils to look again at James’s email. They find and tell their partner two or three
ACTIVITIES
similarities and two or three differences between his holiday and Tim’s holiday.
Some suggestions:
Similarities:
It was hot in Australia and Mexico.
Tim and James took pictures.
Tim and James enjoyed (liked) their holiday.
Tim and James were at the beach.
Tim and James went swimming and sailed a boat.
Differences:
Tim was in Mexico but James was in Australia.
Tim bought a hat but James didn’t buy anything.
James’s dad saw a shark but Tim’s dad didn’t see a shark. (we think)
7. Ask pupils to write at least one similarity and one difference on the worksheet
individually. You could collect these to review pupils’ progress.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.91 Teacher’s Book, p.138 Worksheets (see below)
REFERENCES Questions (cut up and stuck around the room before the lesson)
DIFFERENTIATION In the email Reading activity pupils could write short answers or full sentences,
STRATEGIES depending on their proficiency level.
Attendance : /
REFLECTION
Teacher’s action:
1. Read the email.
To: ahmadahmad@kmail.co
From: timtim@ymail.co
Date: 21st January, 2019
Dear Ahmad,
How are you?
Let me tell you about my holiday. In December, I went to Australia on holiday with my family. It was
summer in Australia and it was very hot! We went to Sydney and I went shopping. We visited a
museum and saw famous places. I took lots of pictures but I didn’t buy anything. Then we went to the
beach. We sailed a boat and went swimming. My dad saw two sharks but they didn’t eat us! It was a
really great holiday!
Please tell me about your holiday.

Love,
James
2. Find And Answer The Questions.
1. _______________________________________________________________
2. _______________________________________________________________
3.________________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
3. What’s the same? What’s different?
The same (and):
_________________________________________________________________
Different (but):
_________________________________________________________________
Questions for Lesson 141

1. Where did Tim go on holiday?
2. When was Tim’s holiday?
3. How was the weather?
4. Did Tim visit Sydney?
5. What did Tim’s dad see in the sea?
6. Did Tim have a good holiday?

English Language
TOPIC THEME
digital media
LEARNING
STANDARDS
LANGUAGE/
Past simple (regular & irregular verbs): Negatives & questions
GRAMMAR FOCUS:
VALUE ITHINK
THINKING
EMK ICT
PROCESS
Pre-lesson
1. Do the Revision activity (See Teacher’s Book, p.138) as a lesson warmer.
Lesson delivery
2. Ask pupils what they remember about Tim’s holiday in Mexico and James’s holiday in
Australia, and ask them to re-read the text on Student’s Book, p.91 to check.
3. Introduce any vocabulary about their holidays
4. Draw attention to the questions in the blue box on Student’s Book, p.91
5.. Ask pupils to write their answers to these questions in their notebooks.
ACTIVITIES
6. Follow instructions for Writing Tip on Teacher’s Book, p.138.
7. Ask pupils to write an email to James to tell him about their holiday. They can use
James’s email as a model. Remind pupils to use connecting words and and but, and to
pay attention to punctuation, using James’s email as a model. If you have email set up,
pupils could use computers for this activity.
Post-lesson
MATERIALS /
Get Smart plus 3 Student’s Book, p.91 Teacher’s Book, p.138–9
REFERENCES
DIFFERENTIATION Pupils can add information about their holidays, with more proficient pupils adding more
than less proficient pupils.
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
On Holiday World of Stories
CONTENT STANDARD
COMPLEMENTARY
SKILL
COMPLEMENTARY
Reading : 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
SKILL
LANGUAGE/
Past simple review
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
introduce the words bear and cub to prepare pupils for the lesson.
Lesson delivery
2. Show the picture of the bear cub and ask pupils to tell you what they know about bears.
3. Tell pupils they will read a story about a bear cub and circle any new words/words.
They should read the story and say if it has a happy ending. Have pupils quietly read the
story about the bears.
5. Ask pupils to work with a partner and to decide the meaning of the new words, based
on the pictures in the story. They could draw a picture or write the meaning in their
notebooks.
6. Ask pupils what they think of the story and ask a few comprehension questions to
check their basic understanding of the story, but the aim of this reading is more for
pleasure, not for complete understanding.
7. Have pupils sit in a circle (or they can stand if space is a problem). Follow the
instructions for Post-story activity on Teacher’s Book, p.141.
8. Ask pupils what they know about bears in Malaysia and guide them towards talking
about the Malaysian sun bear or another endangered bear species in their environment.
Show a picture of a sun bear. You can find information to share with the pupils online,
for example, in English:
www.wonderfulmalaysia.com/attractions/borneo-sun-bear-conservation-centre.htm or
nationalzoo.com.au/animal/malaysian-sun-bear/
Post-lesson
9. Play the Say if it’s true game (See Teacher’s Book, p.141).
MATERIALS / Get Smart plus 3 Student’s Book, p.92–93 Teacher’s Book, p.140–141
REFERENCES Flashcard/picture of a bear cub Pictures of Malaysian bears (e.g. sun bear)
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
digital media
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Past simple review
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
1. Revision (Student’s Book p.94 / Teacher’s Book p.142–143) and/or consider offering
pupils a choice of activities.
Lesson delivery
2. Use the flashcards to review key verbs in present form.
3. Hand out sets of blank cards to pupils. Show a verb card, and ask pupils, in pairs, to
write the verb on a blank card (present tense). Repeat for all verbs.
4. Write sentences on the board to show both present and past forms, e.g.
I go to school at 8 o’clock every day.
Yesterday, I went to school at 8 o’clock.
Hana doesn’t like cheese.
Ali didn’t like the film at the cinema last week.
5. Ask pupils why we use go and went in these sentences. They needn’t use words like
‘past’ or ‘present’, but can say because it’s every day or because it was yesterday.
Explain that it’s in the past.
6. Ask pupils in their pairs to write the past form of the verb on the back of each card.
7. Pairs play a game with their cards. They spread the cards on the table with the present
form up. In turns, they should say a sentence using the past tense of a verb they can see.
Then they check the underside of the card – if they used the past tense correctly in a
sentence, they keep the card.
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then in
their notebooks, pupils write at least two sentences about what they did at the weekend.
9. On the board, write some jumbled-up questions on the board. Ask pupils to unjumble
them to make questions. They could write them in their notebooks or you could nominate
pupils to come and write on the board, or do this orally. For example:
did / Where / go / you / ? (Where did you go?)

watch / you / a / film / Did / ? (Did you watch a film?)
10. Elicit the difference between Yes/No questions and those with question words.
Highlight the use of did and that the past tense is not used in the main verb. Avoid using
grammatical words, but show pupils what you mean.
11. Pupils work in small groups. One pupil reads their sentences about the weekend.
Then each group member has to ask a question about the weekend until pupils can think
of no more questions to ask. Each pupil takes a turn to read their sentences.
Post-lesson
they know the language now. They should complete the How did I do in Unit 9? self-
assessment worksheet (see below).
Depending on your focus: Get Smart plus 3 Student’s Book p.85, p.87, p.91, p.94
MATERIALS /
Teacher’s Book p.142–143 Blank cards Verb flashcards from this unit Self-assessment
REFERENCES
worksheet
DIFFERENTIATION When pupils are making the word cards, you could provide the verbs on the board to
STRATEGIES copy.
Attendance : /

REFLECTION
Teacher’s action:
Self-assessment worksheet
 talk about last weekend Great! [ ] OK [ ] A little [ ]
 talk about my holiday Great! [ ] OK [ ] A little [ ]
 ask and answer questions about holidays Great! [ ] OK [ ] A little [ ]

 ask and answer questions about last weekend Great! [ ] OK [ ] A little [ ]

English Language
TOPIC THEME
World of Knowledge
The World Around Us
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening 1.2.2 Understand with support specific information and details of short simple
STANDARDS texts
COMPLEMENTARY Listening 1.1.1 Recognise and reproduce with support a range of target language
SKILL phonemes
LANGUAGE/
Comparatives: Short adjectives; Statements
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
Pre-lesson
1. Play a mime or guessing game to review animal vocabulary.
Lesson delivery
2. Use animal flashcards to further review animal words pupils know and to then
introduce new animal vocabulary.
3. Follow instructions for Warm up (Teacher’s Book, p.144) and then ask pupils what
they can tell you about the animals.
4. Play a guessing game as a class.
You say: This animal is tall/small/thin etc.
Pupils guess: It’s the giraffe/rat etc.
5. Follow the instructions for Activity 1 in Teacher’s Book, p.144.
ACTIVITIES 6. Give out the animal flashcards, one per pupil. Pupils listen to the song again and
identify their partner from the comparisons in the song (e.g. Pupil with lion flashcard +
pupil with tiger flashcard; horse + cheetah). Partners join together and try to remember
the adjective used to compare the animals in the song, e.g. horse + cheetah: fast.
Post-lesson
7. Learning diaries: Ask pupils to think back on their learning so far this week, in both
units 9 and 10. In their learning diary, they can write:
MATERIALS / Get Smart plus 3 Student’s Book, p.95 Teacher’s Book, p.144 Animal flashcards (enough for
REFERENCES one per pupil, to include all the animals in the song)
DIFFERENTIATION You could try to elicit the comparative sentence from some pupils in this lesson, although
STRATEGIES do not insist on it from all pupils.
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
World of Knowledge
The World Around Us
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
Speaking 2.1.5 Describe people and objects using suitable words and phrases
STANDARDS
COMPLEMENTARY Listening 1.2.2 Understand with support specific information and details of short simple
SKILL texts
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
Pre-lesson
1. Pre Task..Run And Touch
Lesson delivery
2. Using the animal flashcards, play a game to review the adjectives that is suitable for
your class, for example memory matching or listen and grab, where pupils have the cards
spread around the room or on the table in front of a group. The teacher says a word and
pupils race to grab the right card.
3. Re-introduce the comparative form using the animal flashcards and then follow
instructions for Grammar Box on Teacher’s Book, p.144.
ACTIVITIES 4. Using the flashcards again, elicit some more sentences about animals by showing a
flashcard and asking pupils to tell their partner a sentence about the animal using
adjective + -er + than.
5. Follow the instructions for Activity 2, Teacher’s Book, p.95. Have pupils label their
pictures. They should present their pictures in small groups before choosing some pupils
to present to the class.
6. Do the Optional Who’s Taller? activity (see Teacher’s Book, p.145).
Post-lesson
7. Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.
MATERIALS /
Get Smart plus 3 Student’s Book, p.95 Teacher’s Book, p.144–145 Animal flashcards
REFERENCES
DIFFERENTIATION
STRATEGIES
Teacher’s action:

English Language
TOPIC THEME
The World Around Us World of Knowledge
LEARNING
Reading 3.2.2 Understand specific information and details of short simple texts
STANDARDS
COMPLEMENTARY Reading 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and
SKILL the topic
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1. View pictures card of animals. Spelling bee.
Lesson delivery
2. Show the flashcard of the shark and elicit/teach the word shark. Ask pupils if they have
seen a shark. Ask them what they think of sharks. Elicit or teach scary. Ask if they think
sharks are scary. Do the same with the other sea animals and elicit adjectives for each.
3. Show pupils the worksheet (see below) and ask them to guess which animal by circling
it. They may not know the answer, but they can guess.
4. Play the CD and have pupils read along silently. They check their answers to the
ACTIVITIES worksheet.
5. Ask pupils to circle the words science and project. Encourage pupils to try to work out
what the words mean from the context and from the pictures, especially picture 6. They
should tell their partner before checking as a whole class.
6. Follow instructions for Grammar Box on Teacher’s Book, p.147.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.96–97 Teacher’s Book, p.146–147 Sea animals
REFERENCES flashcards Worksheet (see below)
DIFFERENTIATION
STRATEGIES
Attendance : /

Teacher’s action:
Sea animals
Guess and circle.
Which one is…?
Bigger? blue whale elephant
Pretty? dolphin orca
Scary? dolphin shark
Now read and check.

English Language
TOPIC THEME

4.2 Communicate basic information intelligibly for a range of purposes in print and
CONTENT STANDARD
digital media
LEARNING
STANDARDS
COMPLEMENTARY Writing 4.3.2 Spell an increased range of familiar high frequency words accurately in
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Environmental Sustainability THINKING
EMK
PROCESS
Pre-lesson
1. Play a game to brainstorm animals found in Malaysia. Pupils may use their first
language for this, but you can help them to translate the words after the activity has
finished or during the activity, depending on the kind of game they are playing.
Lesson delivery
2. Show the Malaysian animals flashcards and put them on the board. You could play a
game with these if you have time, for example a miming game or a guessing game. Teach
the word endangered.
3. Give pupils the worksheet to do in pairs. They unscramble the words to find an
endangered animal in Malaysia. They then draw a picture.
Key: turtle; pangolin; tiger; orangutan; rhino

4. Say some sentences about one of the animals. Pupils should listen and guess which
animal you are talking about. Talk a little about these animals being endangered
including the reasons for this and some of the ways we can help to protect them. This
ACTIVITIES could be done in first language. For example:
This animal is big but it is smaller than a whale. It lives in the sea. It has a brown shell.
It is endangered. – (hawksbill) turtle
5. Ask pupils to write in their notebooks at least two sentences about at least one animal
from the worksheet. Pupils can work in pairs.
Monitor and help pupils with their writing so they can say what they want to say about
the animals. Support pupils, especially with the use of the comparative forms.
6. Collect the notebooks from pupils. They will use it again later in the unit (Lesson 160).
Review it before then and give some guidance on some of the important mistakes they
have made without correcting them.
Post-lesson
MATERIALS / Flashcards of Malaysian animals that are on the worksheet (see below)
REFERENCES Worksheet (see below)
DIFFERENTIATION
STRATEGIES
Attendance : /
REFLECTION
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
SKILL digital media
LEARNING Language Arts 5.3.1 Respond imaginatively and intelligibly through creating simple
COMPLEMENTARY
SKILL
LANGUAGE/
adjectives, animal vocabulary
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Entrepreneurship THINKING
EMK
PROCESS
In this lesson, pupils will write and share puzzle sentences about animals
Pre-lesson
1. Puzzle of animals for classmates to solve..
Lesson delivery
2. Read out the first pair of your five pairs of animal description sentences..
3. Repeat step 2 for your other four pairs of animal sentences.
4. Elicit from pupils that the first sentence is a fact about the animal, and the second
sentence compares it with another animal. Pupils may not use the word ‘compare’ but
may find other ways to convey its meaning.
5. Choose an animal, and ask the whole class to suggest two possible sentences for it (e.g.
ACTIVITIES
if pupils choose a cat, possible sentences might be: It likes milk. It’s shorter than a
giraffe.). Ask pupils to sing their sentences and mime.
6. Divide pupils into pairs. Ask them to choose two different animals and to write pairs of
sentences following the pattern identified. Write the patterns on the board to help pupils
if necessary.
Post-lesson
7. Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for their
classmates to guess.
8. If there is time, ask a few pairs to read out their sentences for the whole class to guess.
Five pairs of sentences which describe an animal:

1. They live in the sea. They’re bigger than dolphins.
2. They’ve got four legs. They’re faster than dogs.
3. They like cheese. They are smaller than rats.
4. They are black and white. They are bigger than rats.
5. They are grey. They are fatter than cats.
MATERIALS /
REFERENCES Possible answers include
1. Blue whales
2. Lions, tigers, cheetahs
3. Mice
4. Zebras
5. Hippos
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
WEEK
English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Listening 1.2.2 Understand with support specific information and details of short simple
STANDARDS texts
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. A Quizz about animals as a previous knowledge.
Lesson delivery
2. Review the comparative adjectives using the animals flashcards.
3. Give out blank cards to pairs or small groups of pupils. Ask pupils to write different
animals on each card (in plural form as they will use them to compare).
4. Say an adjective. In pairs/small groups, pupils listen and arrange their animals in order,
e.g:
: mouse – cat – panda – whale.
Get the pupils to verbally compare the size of the animals: e.g. a panda is smaller than a
whale.
Get feedback on their answers and then repeat. You could ask some pupils to be the
teacher, to say the adjective.
6. Have pupils tell their partner the sentences to describe the people/ animals in the
picture as part of checking their answers together. Then check as a whole class.
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.97 Teacher’s Book, p.147 Animals flashcards Blank
REFERENCES cards (five or six per pair/small group)
DIFFERENTIATION You could have pupils make more or fewer cards. This would give more/fewer words to
STRATEGIES spell and write, and also make the ordering task more/less challenging
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING
STANDARDS
COMPLEMENTARY
Listening 1.2.4 Understand a wide range of short basic supported classroom instructions
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
1. Pre Task..Guess The answer
Lesson delivery
2. Ask two confident pupils to come to the front of the class. Say a sentence to compare
them (e.g. Marwa is taller than Irene.) Be sensitive to pupils as necessary. Then ask
pupils to do different actions, e.g.
Marwa is taller than Irene. Stand up if you are taller than Marwa
Saha’s hair is longer than my hair. Run and touch the door if your hair is longer than
Saha’s.
3. Tell pupils they are going to do a class quiz. They should listen to the quiz questions
and note their answers in their notebooks. You will say a sentence and they should write
True or False. Read your sentences – these should be a mixture of True and False
sentences and should be sensitive to pupils. Pupils listen and decide whether they are
True or False.
4. Check the answers with the class and elicit full sentences from pupils.
Post-lesson
7. Talk to pupils about the importance of accepting everybody as individuals and valuing
who they are. Explain that we are comparing pupils as part of our English class; that
everybody is different, but those differences do not make us better or worse than the
others.
MATERIALS / Get Smart plus 3 Student’s Book, p.97 Teacher’s Book, p.147 Prepare 5–6 sentences to
REFERENCES compare pupils in the class
DIFFERENTIATION Depending on your class you could have pupils work in pairs for the quiz. It might be
more fun if they work with a friend.
STRATEGIES
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
World of Knowledge
The World Around Us
LEARNING
STANDARDS
COMPLEMENTARY Reading 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and
SKILL the topic
LANGUAGE/
Superlatives: Short adjectives; Statements & questions with which
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
1. Play the True/False quiz about the topic of the Solar System to prepare pupils for the
lesson.
Lesson delivery
2. Using the picture of the Solar System, find out what pupils know about it already.
3. Introduce the names of the planets. Write them in a random order on the board. Ask
pupils which ofder they think they come in (in terms of their position from the sun or in
terms od their sizes
5. Tell pupils they will read about the Solar System. Ask them to look at the picture
(Student’s Book, p.98 or other Solar System picture) and to guess what Solar System
means.
6. Ask pupils to read the text to find out whether their answers were correct about the
order. Note that the answer is in the first paragraph. You could have them race to find the
answer perhaps.
7. Follow instructions for Activity 1 on Teacher’s Book, p.148–9.
Post-lesson
your pupils’ needs and interests and that will review the main areas covered in the lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.98 Teacher’s Book, p.148–9 Picture of the Solar
REFERENCES System (e.g. Student’s Book, p.98)
DIFFERENTIATION If you have pupils who know a lot about the topic, you could ask them to tell the class
STRATEGIES more about the Solar System and/or the different planets
Attendance : /

Teacher’s action:

English Language
TOPIC THEME
LEARNING
Writing 4.3.3 Plan, draft and write an increased range of simple sentences
STANDARDS
COMPLEMENTARY Writing 4.3.1 Use capital letters, full stops and question marks appropriately in guided
LANGUAGE/
Superlatives: Short adjectives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE Science & Technology
THINKING
EMK
PROCESS
1. Drill and interests of substitution table about adjectives of the Solar System to prepare
Lesson delivery
2. Introduce the superlative adjectives using pupils as examples in a similar way (and
with similar caution) as Lesson 151.
3. Follow instructions for Grammar Box on Teacher’s Book p.149.
4. Ask pupils to look at the questions on Student’s Book, p.99. They should try to answer
using a short answer
5. Pupils now read the text on p.98 again to check their answers and extend them into full
answers (e.g. from Yes to Yes, it is.), checking punctuation, use of capitals, spelling etc.
Check the answers and focus on language accuracy as well as the content of the answers.
6. Ask pupils to choose and write about one planet (or the sun) on the worksheet (see
below). They can use the information in the text or they can find out more information
using computers, by asking you or by asking other pupils if appropriate.
Post-lesson
7. Collect the worksheets and have pupils look at each other’s work. Ask them to give
some (positive) comments on it. Note that you will use this work again in Lesson 155.
MATERIALS /
Get Smart plus 3 Student’s Book, p.99 Teacher’s Book, p.149 Worksheet (see below)
REFERENCES
DIFFERENTIATION
Consider using a model for writing, for one of the planets.
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
CONTENT STANDARD
LEARNING Language Arts 5.2.1 Ask and answer simple questions about characters, actions and
COMPLEMENTARY
SKILL
LANGUAGE/
Superlative questions
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
ACTIVITIES In this lesson, pupils will write questions about Malaysia using superlatives.
Pre-lesson
1. Divide pupils into groups of four and ask them to think of two superlatives they learnt
during ‘The world around us’ unit. Elicit pupils’ suggestions. Make sure to introduce the
ones needed below – tallest, longest, highest, etc.
Lesson delivery
2. Tell pupils that they’ll focus now on superlatives in Malaysia. Give them a copy of the
worksheet. Teach/check new words (e.g. roundabout). Ask pupils to tell you what they
can see in the pictures (e.g. a river, a mountain).
3. Explain that their task is to make superlative questions. Do the example for picture 1
together with the whole class (Which is the tallest building in Malaysia? Answer:
Exchange 106 Building, Kuala Lumpur).
4. Ask pupils to write the questions individually and to check their questions with a
partner.
5. Ask four pupils to come to the front of the class, and to write the questions for pictures
the on the board. Check their questions with the whole class and the answer to each
questions
Example questions:
Which is the longest river in Malaysia? [ the Rajang River]
Which is the highest mountain in Malaysia? [ Mount Kinabalu]
Which is the fastest train in Malaysia? [the Electric Train Service (ETS)]
Which is the biggest/largest roundabout in Malaysia? [the Persiaran Sultan Salahuddin
Abdul Aziz Shah roundabout]
6. Ask pupils to share with the class anything they know about the five superlatives in the
pictures.
Post-lesson
7. Put pupils into pairs. Ask them to create one superlatives question from their own
general knowledge about Malaysia or the world (e.g. Which is the biggest country/animal
in the world?).
8. Ask pupils to share questions and answers with the whole class.
MATERIALS /
Copy of the About Malaysia worksheet on the next page
REFERENCES
DIFFERENTIATION For step 5, provide weaker pupils if necessary with a writing frame:
STRATEGIES Which is the __est ___ in Malaysia?’
Attendance : /

REFLECTION
Teacher’s action:
1. Image of Exchange 106 Building Kuala Lumpur from
https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpgCreative Commons 106
2. Image of Rajang River from Watchsmart https://www.flickr.com/photos/watchsmart/3227742999 Creative Commons 2.0
3. Image of Mount Kinabalu from https://commons.wikimedia.org/wiki/File:MtKinabalu_view_from_kundasan.jpg Creative

Commons 3.0
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg
Creative Commons 4.0
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com

English Language
TOPIC THEME
CONTENT STANDARD
LEARNING
Listening 1.2.5 Understand a wide range of short supported questions
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
your pupils’ needs and interests and that will review adjectives to prepare pupils for the
lesson.
Lesson delivery
2. Ask pupils what they have learned about in the unit so far. Follow instructions for
Activity 3, Teacher’s Book, p.149.
3. Show some of the worksheets from Lesson 153 and ask pupils to remember what they
wrote, then give them back to pupils.
4. Ask pupils to write one question in their notebooks about the planet that they will ask
other pupils. They can use the questions on Student’s Book, p.99 as models and for ideas.
ACTIVITIES 5. Pupils work in groups. In turns, they ask the group their question. The others in the
group have to try to guess the answer.
6. To check the answers, have pupils show each other their worksheets from Lesson 153.
They should read the sentences to find the answers.
Post-lesson
7. Learning diaries: Ask pupils to think back on their learning so far this week.
What kind of activities id you enjoy most this year? Do you still enjoy them?
Which skills did you do well in this year?
Which skill(s) do you want to try hard at next year?
What do you feel most proud of this year?
9. Ensure you allocate time for this activity in your lesson plan. It could replace the post-
lesson activity but shouldn’t be set for homework.
MATERIALS / Get Smart plus 3 Student’s Book, p.99 Teacher’s Book, p.149 Pupils’ worksheets from
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME

CONTENT STANDARD
COMPLEMENTARY 3.2 Understand a variety of linear and non-line ar print and digital texts by using
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Language
PROCESS
Pre-lesson
1Vocabulary of family tree. Focus on spelling,
Lesson delivery
2. Show the picture of the family and tell pupils about it using superlative adjectives.
Introduce and include the adjectives old and young. Ask some pupils about their families.
3. Follow instructions for the Optional activity on Teacher’s Book, p.151. You could
prepare a worksheet for this, or have pupils do it in their notebooks. Monitor as pupils do
this activity and check their use of superlative adjectives in particular.
ACTIVITIES 4. Tell pupils they are going to play a game. They will need dice and a counter (they can
use some paper, a rubber, pencil sharpener etc). Follow instructions for Activity 1 on
Teacher’s Book, p.150. Pupils play the game in groups of about four pupils.
they know the language now. They should complete the How did I do in Unit 10? self-
assessment worksheet (see below).
Post-lesson
MATERIALS / Get Smart plus 3 Student’s Book, p.100 Teacher’s Book, p.150–151 Picture of a/your
REFERENCES family Dice, one per group Self-assessment worksheet (see below)
DIFFERENTIATION
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:
Self-Assessment worksheet
 talk about different animals Great! [ ] OK [ ] A little [ ]
 talk about endangered Malaysian animals Great! [ ] OK [ ] A little [ ]

 compare different animals Great! [ ] OK [ ] A little [ ]
 compare people Great! [ ] OK [ ] A little [ ]
 talk about the Solar System Great! [ ] OK [ ] A little [ ]

English Language
TOPIC THEME
COMPLEMENTARY
SKILL
LEARNING Reading 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and
STANDARDS the topic
COMPLEMENTARY
Listening 1.2.4 Understand a wide range of short basic supported classroom instructions
SKILL
LANGUAGE/
Review of comparatives & superlatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
7. Teacher shows pictures and models of solar system. Explain about material of models.
Lesson delivery
1. Tell pupils they will make models of the Solar System and talk about them in this
lesson, but first they need to know how to do it. Give each pair a set of cut-up pictures
and texts from Student’s Book, p.101. Tell them these are the instructions for making the
model of the Solar System. With their partner, they should read and match the text to the
correct picture, then put the texts + pictures in order to make the model instructions.
Remind them they can use clues from the pictures to help them.
ACTIVITIES 2. Read the instructions in order and pupils listen to check their answers. Check the
instructions by having one or two pupils say them again. Ask questions to check pupils’
understanding of the instructions.
3. Follow instructions for Activity 1 on Teacher’s Book, p.151 for the main activity.
Monitor carefully to make sure pupils are working well together and are able to follow
the instructions.
Post-lesson
Get Smart plus 3 Student’s Book, p.101 Teacher’s Book, p.152-153 Cut-up copies of the
MATERIALS /
pictures and texts 1–4 (Student’s Book, p.101), one copy per pair Various resources (see
REFERENCES
Teacher’s Book, p.152)
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
TOPIC THEME
SKILL digital media
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/
Review of superlatives & comparatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
PROCESS
Pre-lesson
1. Play Missing Planets (see Teacher’s Book, p.153).
Lesson delivery
2. Talk to pupils about the universe, telling them that there are many solar systems in the
universe, but we don’t know very much about the other solar systems. Tell pupils they
will imagine a solar system. You could give an example of another solar system, an
imaginary one, or even have pupils research this, if you have time.
3. Ask pupils to work in groups of three or four. First they note in their notebooks the
basic information about the planets in their imaginary solar system, e.g. how many
planets there are, what they are called, how big/hot/cold they are etc. Monitor carefully
and help pupils with ideas and language at this planning stage.
ACTIVITIES 4. Each group makes a poster. They should decide who will write, who will draw and
who will manage the group. The writer(s) should draft the text that will go on the poster,
the artist(s) should plan and draw the solar system on the poster, the manager should
make sure that the information is correct between the artwork and the text.
5. When the writer(s) has finished the first draft, all the group members should help
review it and check the language and content. Monitor and help as pupils do this.
6. Pupils finish their posters by adding the text to them.
7. Display the posters in the classroom.
Post-lesson
8. Ask pupils to look at the posters and comment positively on them. Give some feedback
on the content, design and on how well
MATERIALS /
Get Smart plus 3 Teacher’s Book, p.153 Poster paper Colour pens and pencils
REFERENCES
DIFFERENTIATION following:
More proficient groups/pupils can include different information about their solar
STRATEGIES
system, for example whether the planets have life on them, moons around them etc.
Attendance : /

REFLECTION
Teacher’s action:
English Language
TOPIC THEME
The World Around Us World of Stories
CONTENT STANDARD
COMPLEMENTARY
SKILL
LEARNING Language Arts 5.2.1 Ask and answer simple questions about characters, actions and
COMPLEMENTARY
Reading 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of interest
SKILL
LANGUAGE/
Review of comparatives & superlatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
Language THINKING
EMK
PROCESS
your pupils’ needs and interests and that will review adjectives to prepare pupils for the
lesson.
Lesson delivery
2. Tell pupils they are going to read a fairy story.
3. Show pupils the picture of the princess. Elicit some adjectives to describe her. Tell
pupils that many men in the land want to marry the princess, so they have some
competitions. Hand out the character sets (the three strong men in picture 2, the three
jokers in picture 3, the three running men in picture 4) and elicit some adjectives to
describe them. Ask pupils to put them in order of how strong/funny/fast they are.
4. Ask pupils to read the story on Student’s Book, p.102–103 to check to see whether
they were right. Remind them that they do not need to understand every word and can use
the pictures to help them understand the storyline.
5. Play the CD and have pupils follow along. Follow the instructions for While reading
on Teacher’s Book, p.154–155.
6. Follow instructions for After reading on Teacher’s Book, p.155.
Post-lesson
MATERIALS / Copies of cut-outs of the sets of characters in the story (one per pair/small group) Picture
REFERENCES of the princess from the story (You could choose a different story if it is more appropriate
to your local culture)
DIFFERENTIATION
STRATEGIES
Attendance : /
Teacher’s action:

English Language
LESSON: 160 (Project-Based Learning
Writing
2)
TOPIC THEME
The World Around Us Writing World of Knowledge
LEARNING
STANDARDS
COMPLEMENTARY
SKILL
LANGUAGE/ Review of comparatives & superlatives
GRAMMAR FOCUS:
ADDED HOT/
Values
VALUE ITHINK
CCE/CE
THINKING
EMK Global Sustainability
PROCESS
Pre-lesson
1. Review Malaysian animals from Lesson 148.
Lesson delivery
2. Show the pictures of the two types of camel and elicit some differences between them.
3. Follow instructions for Vocabulary on Teacher’s Book, p.182.
4. Follow instructions for Activity 1 and Activity 2 on Teacher’s Book, p.182.
5. Ask pupils if they remember finding out about endangered Malaysian animals in
Lesson 148. Return their sentences to them from that lesson, having pupils work in the
ACTIVITIES
same pairs if possible. Ask pupils to look at their sentences, to check them and to develop
the information further, using some superlative adjectives if possible. This will depend on
the animal itself. Encourage pupils to add some information anyway.
6. Ask pupils to draw their animal in large size on paper and cut it out.
7. At the same time, have different pupils in the group write the sentences on separate
pieces of paper.
8. Organise the class so that they all stick their pictures on the display board/very large
paper. They also stick the sentences, separately, away from the pictures. Ask one or two
pupils to supervise this and to write a title for the display (e.g. Malaysian animals in
danger! or Endangered animals around us).
9. Pairs could connect their sentences to their pictures using the string/thread themselves,
or you ask pupils to match each other’s sentences and pictures if you have time.
Post-lesson
10. Talk to pupils about what they have learned in this lesson about endangered animals
and about how we can help protect our natural world.
Get Smart plus 3 Student’s Book, p.119 Teacher’s Book, p.182 Pictures of camels from
MATERIALS /
Student’s Book, p.119 Malaysian animals flashcards Pupils’ sentences from Lesson 148
REFERENCES
Paper, scissors, glue, string/thread Very large poster paper / display board
DIFFERENTIATION If you have little time in this lesson, focus on the second part of the lesson, which is about
Malaysian animals.
STRATEGIES
Attendance : /

REFLECTION
Teacher’s action:

Year 3 2019

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Suggested Pre-Lesson Tasks

PRE-LESSON TASK 1: WORK OUT THE WORDS

PRE-LESSON TASK 2: GUESS THE ANSWER

PRE-LESSON TASK 3: SEQUENCE THE INFORMATION

PRE-LESSON TASK 4: IDENTIFY THE FLASHCARDS

PRE-LESSON TASK 5: SIT DOWN, STAND UP

PRE-LESSON TASK 6: FINGER-WRITING

PRE-LESSON TASK 7: BEAT THE TEACHER

PRE-LESSON TASK 8: PREDICT THE CONTENT

PRE-LESSON TASK 9: REMEMBER THE WORDS

PRE-LESSON TASK 10: SAY WHAT’S MISSING

PRE-LESSON TASK 11: WORDS THAT SOUND THE SAME (PHONICS)

PRE-LESSON TASK 12: PASS IT ON

SUGGESTED POST-LESSON TASKS

POST-LESSON TASK 1: SPOT THE DIFFERENCES

POST-LESSON TASK 2: MAKE CONNECTIONS

POST-LESSON TASK 4: CORRECT THE ERROR

POST-LESSON TASK 5: REMEMBER IT, SAY IT

POST-LESSON TASK 7: LISTEN AND POINT

POST-LESSON TASK 9: READ YOUR FRIEND’S MIND

POST-LESSON TASK 10: TEST YOUR MEMORY

POST-LESSON TASK 11: WHAT ABOUT ME?

POST-LESSON TASK 12: WHAT ABOUT YOU?

Differentiation Strategies For Primary Pupils

Strategy 1: Differentiate by the task pupils are given

Strategy 2: Differentiate by the type and amount of support provided

Strategy 3: Differentiate by the outcome expected from pupils

i) Compulsory plus optional

Strategy 4: Differentiate by the time pupils are given to complete a task

Strategy 5: Differentiate by supporting individual learning preferences and needs

Strategy 7: Differentiate by the feedback given

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

_____ pupils were able to achieve the objectives.

A digital camera and computer to upload and print out photos

WEEK DAY DATE CLASS TIME SUBJECT

_____ pupils were able to achieve the objectives.

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

WEEK DAY DATE CLASS TIME SUBJECT

Welcome! World of Self, Family and Friends

_____ pupils were able to achieve the objectives.

Name: _________________________________ Class: ______________

A: Read and draw

B : Read and circle the correct answer

C: Unscramble the words to write a full sentence. Do not forget punctuation!

1. play / she / piano / can / the

D: Read and draw the time on the clocks.

It’s half past two It’s half past three

How did I do in Unit 1? Put ✔ next to Great, OK, or A little.

say what I can do Great ____ OK ____ A little ____

say what people can do Great ____ OK ____ A little ____

WEEK DAY DATE CLASS TIME SUBJECT

_____ pupils were able to achieve the objectives.

WEEK DAY DATE CLASS TIME SUBJECT

Name: ___________________ Class:

say what I can do Great OK A little

say what people can do Great OK A little

Name: ___________ Class:

Names: ______and Group/ Class: _

Name: __________ Class: _