RPH Bi Year 3 Module 9 (LP129-L144)

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3
Choose an Choose an
DAY / DATE WEEK / LESSON 129
item. item.
TIME DURATION 60 minutes
World of Self, Family and
THEME TOPIC Module 9 - On holiday
Friends
Main : Listening
FOKUS SKILLS
Complimentary : Speaking
Main: 1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly.
Main: 1.2.1 Understand with support the main idea of short simple texts
LEARNING STANDARDS Complementary: 2.1.5 Describe people and objects using suitable words and
phrases
1. By the end of the lesson, most of the pupils will be able to understand with support the main idea of
short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to describe people and objects using suitable
words and phrases.
SUCCESS CRITERIA Pupils can listen to the song and point correctly.
LANGUAGE /
Past simple (regular verbs): statements
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 1: Work Out The Words - that focuses on new vocabulary.
Lesson delivery
2. Use a set of the 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, about their experiences. (21st CA)
3. Hand out the pictures, one per pupil (try to give each one of a set to pupils next to one another for the
next stage of the lesson). 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
ACTIVITIES
remember the song (they should have their books closed), and to put their pictures in the order they appear
in the song.
6. 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.
7. Ask pupils to complete the answers in Activity 1 orally (Student’s Book, p.85).
8. Pupils can practice and sing the song in group. (CBA)
Post-lesson
9. Ask pupils to tell you if they did any of those things on their last holiday. Encourage a review of the key
vocabulary. (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.85, Copies of the pictures from Activity 1, one picture per pupil.
21st CENTURY ACTIVITY Share Experiences CCE Language and Values
HOTS Analysis VALUES Friendly
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Presentation
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
TEACHERS’S REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________________
Choose an Choose an
item. item.
Friends
Main : Speaking
FOKUS SKILLS
Complimentary : Reading
Main: 2.3 Communicate appropriately to a small or large group.
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies.
Main: 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of
interest
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of short simple
texts
1. By the end of the lesson, most of the pupils will be able to read and enjoy A1 fiction/non-fiction print and
digital texts of interest.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand specific information and details of
short simple texts.
SUCCESS CRITERIA Pupils can draw and say what they did on their holiday.
LANGUAGE /
Past simple (regular verbs): statements
GRAMMAR FOCUS
Pre-lesson
1. Review the pictures and vocabulary from Student’s Book, p.85 with a game. (21st CA)
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.
4. Pupils draw and say what they did on their holiday (Activity 2). Collect pupils’ pictures or ask them to keep
them safe for a later lesson.
5. (If time) Play the miming game using the pictures or cut-up sentences from this lesson instead of more
ACTIVITIES
strips of paper as mentioned in the instructions.
6. Teacher distributes worksheet (WB p68). Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
7. Learning diaries: Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
Get Smart plus 3 Student’s Book, p.85, Sentence cards (see below, cut up, one set per pair or small group)
TEACHING AIDS
Colour pens or pencils
21st CENTURY ACTIVITY Games CCE Language and Values
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
Sentence cards to cut up for Lesson 130
We were on an island.
We packed our bags.
We jumped on a plane.
We played on the beach.
It was really fun!
We sailed a boat.

Choose an Choose an
item. item.
Friends
Main : Reading
FOKUS SKILLS
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and digital
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING STANDARDS Complementary: 3.2.4 Recognise and use with support key features of a simple
monolingual dictionary
short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to recognise and use with support key features
of a simple monolingual dictionary.
SUCCESS CRITERIA Pupils can draw at least four answers correctly.
LANGUAGE /
Past simple (irregular verbs): Questions & statements
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 1: Work Out The Words.
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 (see below). Ask them to look at the words on their worksheet.
(CBA)
5. Hand out dictionaries and ask pupils to check the meaning of the words in the dictionary. They should
ACTIVITIES
draw a picture to show what each one means. Pupils can work in pairs for this activity. (21st CA)
6. 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.
7. 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.
8. 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. You could ask them whether they have experience of doing these things.
(HOTS)
Post-lesson
9. Post-Lesson Task 5: Remember It, Say It.
Get Smart plus 3 Student’s Book, p.86, Pictures of forest, Worksheets A & B (see below), Dictionaries, Colour
TEACHING AIDS
pens and pencils (optional)
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
TEACHERS’S REFLECTION Attendance: /
Name: _____________________________________________ Class: ___________
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
Name: _____________________________________________ Class: ___________
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
Choose an Choose an 13
DAY / DATE WEEK / LESSON
item. item. 2

Friends
Main : Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
purposes in print and digital media.
CONTENT STANDARDS
Main: 4.3.3 Plan, draft and write an increased range of simple sentences
LEARNING STANDARDS Complementary: 3.2.2 Understand specific information and details of short simple
texts
1. By the end of the lesson, most of the pupils will be able to plan, draft and write an increased range of
simple sentences.
LEARNING OBJECTIVES
short simple texts.
SUCCESS CRITERIA Pupils can write at least four correct sentences.
LANGUAGE /
Past simple (regular and irregular verbs): Questions and statements.
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 9: Remember The Words.
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. Teacher explains the Grammar Box. Check pupils’ understanding that this is talking about the past by
eliciting the date of the weekend.
4. Pupils read activity 1 and write Activity 2 in their exercise book. (CBA)
5. Ask pupils to use the holiday pictures they drew in Lesson 130. Using the pictures as a prompt, ask pupils
ACTIVITIES to draft sentences in their exercise books to describe what they did on holiday. (HOTS)
6. Pupils exchange their exercise books with a partner, who checks the work for them. Encourage pupils to
talk to each other about their writing and to give positive feedback about it.
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. (21st CA)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.87, Pictures from Lesson 130, Glue
21st CENTURY ACTIVITY Gallery Walk CCE Language
HOTS Evaluation VALUES Self-confidence
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Exercise Book
Attendance: /
Choose an Choose an
item. item.
Friends
Main : Language Arts
FOKUS SKILLS
Complimentary: Speaking
Main: 5.1 Enjoy and appreciate rhymes, poems and songs.
CONTENT STANDARDS
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 5.1.2 In addition to Year 2 text types: simple poems
LEARNING STANDARDS
Complementary: 2.3.1 Narrate very short basic stories and events
1. By the end of the lesson, most of the pupils will be able to enjoy and appreciate simple poems.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to narrate very short basic stories and events.
SUCCESS CRITERIA Pupils can learn a poem, suggest an ending, and share their finished poem with classmates.
LANGUAGE /
Past simple: went, was
GRAMMAR FOCUS
ACTIVITIES 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. Elicit their suggestions, and 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, elicit their
suggestions. 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.
7. Continue to build up the poem in this way for each new line until the end.(HOTS)
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. Practise saying their poem together. (21st CA)
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. (CBA)
12. Ask the class to tell you their ideas about what Sasha and Jason saw.
Flashcards or drawings of a boy and a girl, a forest, castle, room, box, key, door.
TEACHING AIDS
Copy of Sasha and Jason went on holiday poem.
Creativity and Innovation,
21st CENTURY ACTIVITY Rhyming / Singing CCE
Values
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
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 ….
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 ….
Choose an Choose an
item. item.
Friends
Main : Listening
FOKUS SKILLS
CONTENT STANDARDS
Main: 1.2.2 Understand with support specific information and details of short
simple texts
LEARNING STANDARDS
Complementary: 2.1.5 Describe people and objects using suitable words and
phrases
1. By the end of the lesson, most of the pupils will be able to understand with support the main idea of
short simple texts.
LEARNING OBJECTIVES
words and phrases.
SUCCESS CRITERIA Pupils can write at least three correct answers.
LANGUAGE /
Past simple (regular and irregular verbs): Questions and statements
GRAMMAR FOCUS
Pre-lesson
1. Play a word game 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. You could do this by playing a mime game, where pupils mime what they
did at the weekend. First play 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 groups. Write the date of the weekend on the board to keep the past in
ACTIVITIES pupils’ minds. (HOTS)
3. Pupils listen to the CD and choose the correct answer orally for Activity 3.
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. (21st CA)
Post-lesson
6. Post-Lesson Task 3: Guess The Word.
TEACHING AIDS Get Smart plus 3 Student’s Book p.87, Verb flashcards.
21 CENTURY ACTIVITY
st
Games CCE Language
HOTS Analysis VALUES Love the environment
CLASSROOM BASED
item. item. 5

Friends
Main : Speaking
FOKUS SKILLS
Complimentary : Writing
Main: 2.2 Use appropriate communication strategies.
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for a
range of purposes in print and digital media.
Main: 2.2.1 Keep interaction going in short exchanges by repeating key words
LEARNING STANDARDS from the other speaker
Complementary: 4.3.3 Plan, draft and write an increased range of simple sentences
1. By the end of the lesson, most of the pupils will be able to keep interaction going in short exchanges by
repeating key words from the other speaker.
LEARNING OBJECTIVES
simple sentences.
SUCCESS CRITERIA Pupils can answer at least three questions correctly.
LANGUAGE /
Past simple (regular and irregular verbs): Questions and statements
GRAMMAR FOCUS
1.
Lesson delivery
2. Using the verb flashcards, model the question and answer:
Question: What did you do at the weekend?
Answer: At the weekend? I xxx.
3. Use the verb flashcards to have pupils practise the question and answers.
4. Pupils ask and answer in pairs (Activity 4).
5. Then, ask pupils to write one or more sentences about what they and/or their classmate(s) did at the
weekend in their worksheet. (CBA)
6. Ask pupils to check their partner’s work and provide some feedback. (21st CA)
7. Pupils write the final draft of their sentences on the worksheet.
Post-lesson
8. Ask pupils to think back on their learning so far this week. In their learning diary, they can write: (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.87, Verb flashcards, Worksheet (see below, optional)
HOTS Evaluation VALUES Love the environment
CLASSROOM BASED
Attendance: /
Name: ____________________________________________ Class: ___________
At the weekend
1. Ask about the weekend and note or draw.
Me My friend My friend My friend

______________ _______________ _______________
2. Now write.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Choose an Choose an
item. item.
Friends
Main : Reading
FOKUS SKILLS
CONTENT STANDARDS
LEARNING STANDARDS Complementary: 3.2.4 Recognise and use with support key features of a simple
monolingual dictionary
short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to recognise and use with support key features
of a simple monolingual dictionary.
SUCCESS CRITERIA Pupils can write at least two sentences correctly.
LANGUAGE /
Past simple (regular and irregular verbs): positive & negative statements
GRAMMAR FOCUS
Pre-lesson
1. Ask pupils if they keep a diary. Talk about a diary.
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. (HOTS)
3. Introduce the new vocabulary.
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.
ACTIVITIES 5. Ask pupils to read the text again and to find and underline the words: shell / shark / lifeguard / museum.
(21st CA)
6. Ask pupils to tell a partner what they think these words mean, based on the content of the text (they can
use their first language if necessary).
7. Teacher explains the Grammar Box in Student’s Book, p.89.
8. Pupils read activity 1 and choose the correct answer orally (Activity 2).
Post-lesson
10. Post-Lesson Task 4: Correct The Error.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.88-89
Patriotism and citizenship
21st CENTURY ACTIVITY Read and highlight CCE
HOTS Analysis VALUES Love the country

CLASSROOM BASED
Choose an Choose an
item. item.
Friends
Main : Writing
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 4.3 Communicate with appropriate language form and style for a
Main: 4.3.3 Plan, draft and write an increased range of simple sentences
LEARNING STANDARDS Complementary: 4.3.2 Spell an increased range of familiar high frequency words
accurately in guided writing
simple sentences.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to spell an increased range of familiar high
frequency words accurately in guided writing.
SUCCESS CRITERIA Pupils can write at least four words correctly.
LANGUAGE /
Past simple (regular & irregular verbs): positive & negative statements
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson task 4: Identify the flashcard
Lesson delivery
2. Play a word game to practise irregular past tense forms, for example a word search (worksheet). (CBA)
3. 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. (HOTS)
4. Pupils look activity 1 and say what Katie did / didn’t do in pairs (Activity 3). (21st CA)
5. Pupils play ‘write, fold and pass’. Pupils play this in groups of six. Dictate the first line to pupils carefully at
ACTIVITIES
the beginning of the activity and be ready to help pupils as they write.
6. 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.
7. Collect pupils’ papers at the end of the lesson and provide some feedback. Mark mistakes to show pupils
where they are (e.g. by circling them) if you think they can correct them themselves, or if they are past verb
forms. They will work on this writing again in Lesson 139.
Post-lesson
8. Post-Lesson Task 5: Remember It, Say It.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.89
CLASSROOM BASED
Attendance: /
# copy the worksheet black and white.
Name: ______________________________________ Class : ___________
Look, find and write.
E.g. take: took
1. do: ______________
2. go: ______________
3. buy: ______________
4. is: ______________
5. eat: ______________
6. swim: ______________
7. are: ______________
8. find: ______________
Choose an Choose an
item. item.
Friends
FOKUS SKILLS
Main: 5.1 Enjoy and appreciate rhymes, poems and songs.
CONTENT STANDARDS
Main: 5.1.2 Say the words in simple texts, and sing simple songs with intelligible
pronunciation, rhythm and intonation In addition to Year 2 text types: simple
LEARNING STANDARDS poems
Complementary: 2.1.5 Describe people and objects using suitable words and
phrases
By the end of the lesson, most of the pupils will be able to say the words in simple texts, and sing simple
LEARNING OBJECTIVES songs with intelligible pronunciation, rhythm and intonation(simple poems).
By the end of the lesson, most of the pupils will be able to describe people and objects using suitable words
and phrases.
SUCCESS CRITERIA Pupils can sing a song.
LANGUAGE /
Past simple: went could, was.
GRAMMAR FOCUS
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.
4. Elicit answers from pupils. If they tell you the names of the animals in their own language, accept their
ACTIVITIES
answers, and write the animal names in English on the board. (HOTS)
5. 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.
6. Ask pupils to make a note of the animals in their exercise books.
7. Play (or sing) the song again and ask pupils to sing along with the song in group. (CBA)
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. (21st CA)
Flashcards or drawings of a sea horse, jellyfish, turtle, octopus, baby shark and blue whale.
TEACHING AIDS
Super simple songs video of : A sailor went to sea, sea, sea: www.youtube.com/watch? v=DX2Er—LymQ
21st CENTURY ACTIVITY Recap Group CCE Language
HOTS Analysis VALUES Unity
CLASSROOM BASED
Attendance: /
item. item. 9

Friends
Main : Listening
FOKUS SKILLS
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for a
Main: 1.2.3 Understand with support short simple narratives
LEARNING STANDARDS
Complementary: 4.3.3 Plan, draft and write an increased range of simple sentences
1. By the end of the lesson, most of the pupils will be able to understand with support short simple
narratives.
LEARNING OBJECTIVES
simple sentences.
SUCCESS CRITERIA Pupils can write at least four sentences correctly.
LANGUAGE /
Past simple (regular & irregular verbs): positive & negative statements
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 3: Sequence The Information.
Lesson delivery
2. Return pupils’ writing to them from Lesson 137. It should now have peers’ and your feedback on it. Pupils
ACTIVITIES work in their pairs to write a final draft, based on the feedback on their draft. They should write on paper.
(HOTS)
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 necessary, show pupils how they can draw a negative (She
didn’t xxx) by drawing the picture and putting a line through it. (CBA)
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. (21st CA)
Post-lesson
5. Post-Lesson Task 3: Guess The Word.
Get Smart plus 3 Student’s Book p.89, Pupils’ shared writing from Lesson 137, Coloured pencils
TEACHING AIDS
Worksheets (marked) from Lesson 137, Worksheet.
21st CENTURY ACTIVITY Brainstorming CCE Language
HOTS Analysis VALUES Polite
CLASSROOM BASED
Attendance: /
Name : ___________________________________ Class: __________
Listen and draw.
1. 2. 3.
4. 5. 6.
Choose an Choose an
item. item.
Friends
Main : Speaking
FOKUS SKILLS
Complimentary : Listening
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS
Complementary: 1.2 Understand meaning in a variety of familiar contexts.
Main: 2.1.5 Describe people and objects using suitable words and phrases
LEARNING STANDARDS
Complementary: 1.2.5 Understand a wide range of short supported questions
words and phrases.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide range of short supported
questions.
SUCCESS CRITERIA Pupils can answer at least five answers correctly.
LANGUAGE /
Past simple: Yes/No questions
GRAMMAR FOCUS
Pre-lesson
1. Play a word game that will review places vocabulary.
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. (21st CA)
3. Teacher explains the Grammar Box at the top of the page of Student’s Book, p.90.
4. Pupils listen and read. Then play, Use the picture on page 133.
ACTIVITIES
Post-lesson
6. Ask pupils to think back on their learning so far this week. In their learning diary, they can write: (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book, p. 90, Verb flashcards
HOTS Evaluation VALUES Tolerance
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
Friends
Main : Reading
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 4.2 Communicate basic information intelligibly for a range of
LEARNING STANDARDS
Complementary: 4.2.5 Connect sentences using basic coordinating conjunctions
short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to connect sentences using basic coordinating
conjunctions.
SUCCESS CRITERIA Pupils can write at least four sentences correctly.
LANGUAGE /
Past simple (regular & irregular): Negatives & questions
GRAMMAR FOCUS
Pre-lesson
1. Play guess game with flashcards that will introduce key vocabulary from this lesson. Write and leave the
words on the board.
ACTIVITIES Lesson delivery
2. Tell pupils they will read an email about a holiday. Give pupils a worksheet and ask pupils to tell you who
went on holiday [James]. You could 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.
Pupils, in pairs, should take it in turns to go and find the question, read and remember it, return to their
partner and tell the partner. Together they should find the answer in the text. 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. (21st CA)
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).
6. Ask pupils to look again at James’s email. They find and tell their partner two or three similarities and two
or three differences between his holiday and Tim’s holiday. (HOTS)
7. Ask pupils to write at least one similarity and one difference on the worksheet individually. You could
collect these to review pupils’ progress. (CBA)
8. Teacher distributes worksheet as homework (WB p72).
Post-lesson
8. POST-LESSON TASK 3: GUESS THE WORD
Get Smart plus 3 Student’s Book, p.91, Worksheets, Questions (cut up and stuck around the room before the
TEACHING AIDS
lesson)
21st CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
Attendance: /
Name : ________________________________________ Class: _________
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?

Choose an Choose an
item. item.
Friends
Main : Writing
FOKUS SKILLS
CONTENT STANDARDS purposes in print and digital media.
Main: 4.2.5 Connect sentences using basic coordinating conjunctions
LEARNING STANDARDS Complementary: 4.3.1 Use capital letters, full stops and question marks
appropriately in guided writing at sentence level
1. By the end of the lesson, most of the pupils will be able to connect sentences using basic coordinating
conjunctions.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to use capital letters, full stops and question
marks appropriately in guided writing at sentence level.
SUCCESS CRITERIA Pupils can write at least five sentences correctly.
LANGUAGE /
Past simple (regular & irregular verbs): Negatives & questions
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 5: Sit Down, Stand Up.
Lesson delivery
2. Do the Revision activity as a lesson warmer.
3. 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. (21st CA)
4. Introduce any vocabulary that you think will be useful to pupils talking about their holidays.
5. Draw attention to the questions in the blue box on Student’s Book, p.91. Ask pupils to write their answers
ACTIVITIES
to these questions in their notebooks. Short answers are ok at this stage. Note that it can be any holiday, not
just a summer one! (HOTS)
6. Teacher explains Writing Tip on Student’s Book, p.91.
7. Ask pupils to write an email to James to tell him about their holiday in their exercise book.. 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. (CBA)
Post-lesson
8. Post-Lesson Task 10: Test Your Memory.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.91.
21 CENTURY ACTIVITY
st
Recap Group CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
THEME World of Stories TOPIC Module 9 - On holiday
FOKUS SKILLS
Main: 5.2 Express personal responses to literary texts.
CONTENT STANDARDS
Complementary: 3.3 Read independently for information and enjoyment.
Main: 5.2.1 Ask and answer simple questions about characters, actions and
events of interest in a text
LEARNING STANDARDS
Complementary: 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts
of interest
1. By the end of the lesson, most of the pupils will be able to ask and answer simple questions about
characters, actions and events of interest in a text.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to read and enjoy A1 fiction/non-fiction print
and digital texts of interest.
SUCCESS CRITERIA Pupils can match at least four correct answers in their worksheet.
LANGUAGE /
Imperative statements (positive & negative)
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 2: Guess The Answer.
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. They should read the story and say if it has a happy
ending. Have pupils quietly read the story about the bears.
4. Ask pupils to read the story again and circle any new words/words they do not know. They should then
write the words in their notebook.
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.(21st CA)
ACTIVITIES 6. Ask pupils what they think of the story. You could 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.
(HOTS)
7. 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
7. Post-Lesson Task 9: Read Your Friend’s Mind.
Get Smart plus 3 Student’s Book, p. 92-93, Flashcard of a bear cub, Pictures of Malaysian bears (e.g. sun
TEACHING AIDS
bear)
21st CENTURY ACTIVITY Free Discussion CCE Values
HOTS Analysis VALUES Responsible
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
THEME World of Stories TOPIC Module 9 - On holiday
Main : Writing
FOKUS SKILLS
Complimentary : Listening
Main: 4.2 Communicate basic information intelligibly for a range of purposes in
CONTENT STANDARDS print and digital media.
Main: 4.2.4 Describe people and objects using suitable words and phrases
LEARNING STANDARDS
Complementary: 1.2.5 Understand a wide range of short supported questions
words and phrases.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide range of short supported
questions.
SUCCESS CRITERIA Pupils can write at least three correct sentences.
LANGUAGE /
Past simple review
GRAMMAR FOCUS
1.
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. (21st CA)
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. (HOTS)
8. Ask some pupils questions about their weekend (see Student’s Book, p.91). Then in their exercise books,
pupils write at least two sentences about what they did at the weekend. (CBA)
Post-lesson
9. Ask pupils to think about what they have learned in Unit 7 and how well they feel they know the language
now. They should complete the How did I do in Unit 7? self-assessment section of the worksheet. Collect
worksheets from pupils and review them to note pupils’ performance.
Get Smart plus 3 Student’s Book p.85, p.87, p.91, p.94 Blank cards, Verb flashcards from this unit
TEACHING AIDS
Self-assessment worksheet
21st CENTURY ACTIVITY Pair / Group Discussion CCE Values
HOTS Analysis VALUES Responsible
CLASSROOM BASED
Attendance: /
Name: _________________________________________ Class: ______
Self-assessment worksheet
How did I do in Unit 9?
In English, I know how to:
 talk about last weekend
Great! [ ] OK [ ] A little [ ]
 talk about my holiday
 ask and answer questions about holidays
 ask and answer questions about last weekend

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 3

Sentence cards to cut up for Lesson 130

We packed our bags.

We played on the beach.

It was really fun!

DAILY LESSON PLAN YEAR 3

Name: _____________________________________________ Class: ___________

1. Look at the words. Find them in the dictionary. Draw them.

Name: _____________________________________________ Class: ___________

1. Look at the words. Find them in the dictionary. Draw them.

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

Sasha and Jason went on holiday

Sasha and Jason went on holiday in a big, big forest

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 ….

Sasha and Jason went on holiday

Sasha and Jason went on holiday in a big, big forest

In the big, big room, there was a big, big box

The big, big, key opened a big, big door.

And behind the big, big door, there was a ….

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

Name: ____________________________________________ Class: ___________

1. Ask about the weekend and note or draw.

Me My friend My friend My friend

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

HOTS Analysis VALUES Love the country

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

# copy the worksheet black and white.

Name: ______________________________________ Class : ___________

Look, find and write.

E.g. take: took

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

Name : ___________________________________ Class: __________

Listen and draw.

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

Name : ________________________________________ Class: _________

1. Read the email.

Name: ___________________________________ Class: _

Name: ___________________________________ Class: _

Name: __________________________________ Class: _

Name: ____________________________ Class : _

Name : _________________________ Class:

Name : ________________________________ Class: _

Name: ___________________________________ Class: