Untitled

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3 Molek

7
DAY / DATE Monday 1st August 2022 WEEK / LESSON 19 0
TIME 800-900 DURATION 60 minutes
World of Self, Family and
THEME TOPIC Module 5 - My new house
Friends
Main : Listening
FOKUS SKILLS
Complimentary : Listening
Main: 1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS
Complementary: 1.2 Understand meaning in a variety of familiar contexts.
Main: 1.2.2 Understand with support specific information and details of short
simple texts
LEARNING STANDARDS
Complementary: 1.2.1 Understand with support the main idea of short simple
texts
1. By the end of the lesson, most of the pupils will be able to understand with support specific
information and details of short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand with support the main idea of
short simple texts.
SUCCESS CRITERIA Pupils can listen to the song and point correctly.
LANGUAGE /
Prepositions of place.
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 1: Work Out The Words - that focuses on the word house. (HOTS)
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.
3. Pupils look at the picture and listen. Place the toy, the doll, the clothes, and the Rex in the correct room.
Observe how well pupils already know the prepositions.
ACTIVITIES
4. Pupils sing the ‘Anna’s new house’ song. 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.
6. Pupils listen to the song again. Pupils follow teacher’s gestures and start singing. (21st CA)
7. Pupils can sing a song in group. (CBA)
Post-lesson
8. Use flashcards with the whole class to play a guessing game to review the vocabulary again.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.45, Flashcards of key vocabulary.
st
21 CENTURY ACTIVITY Rhyming / Singing CCE Language and Values
HOTS Analysis VALUES Friendly
CLASSROOM BASED
PERFORMANCE LEVEL 3 ASSESSMENT (CBA) Presentation
TEACHERS’S REFLECTION
DAY / DATE Tuesday 2nd August 2022 WEEK / LESSON 19 71

Friends
Main : Speaking
FOKUS SKILLS
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS
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
1. By the end of the lesson, most of the pupils will be able to describe people and objects using suitable
words and phrases.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide range of short
supported questions.
SUCCESS CRITERIA Pupils can read and answer at least three answers correctly.
LANGUAGE /
Prepositions of place
GRAMMAR FOCUS
Pre-lesson
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.
3. Pupils look activity 1 and play (Activity 2). (21st CA)
ACTIVITIES
4. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3) using the flashcards. Play a game
to practise the new vocabulary. (HOTS)
5. Teacher distributes worksheet. (WB p34)
6. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
7. Play the song again and have pupils sing along.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.45, p.47, Clothes flashcards.
21 CENTURY ACTIVITY
st
Stretch to Sketch CCE Values
HOTS Analysis VALUES Friendly
CLASSROOM BASED
PERFORMANCE LEVEL 3 ASSESSMENT (CBA) Worksheet

7
DAY / DATE Wednesday 3rd August 2022 WEEK / LESSON 19 2
Friends
Main : Reading
FOKUS SKILLS
Complimentary : Writing
Main: 3.2 Understand a variety of linear and non-linear print and digital texts
by using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media.
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING STANDARDS Complementary: 4.3.2 Spell an increased range of familiar high frequency words
accurately in guided writing
1. By the end of the lesson, most of the pupils will be able to understand specific information and details
of short simple texts
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to spell an increased range of familiar high
frequency words accurately in guided writing
SUCCESS CRITERIA Pupils can write at least three correct words into the correct cloud correctly.
LANGUAGE /
Prepositions of place; possessive pronouns
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson task 2: Guess the answer (21st CA)
Lesson delivery
2. Introduce the furniture and clothes vocabulary using the flashcards. Give out the cards 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. Pupils listen to the CD audio and read (Activity 1).
4. Draw the word clouds (see worksheet) on the board and show how the vocabulary in the box below go in
each category (cloud).
ACTIVITIES 5. 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. (CBA)
6. Pupils draw a small picture next to the word on their worksheet to show the meaning if it is helpful.
Post-lesson
7. 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)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.46, Furniture and clothes flashcards, Worksheets, dictionary.
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
Name: _____________________________________________ Class: ___________
Clothes or furniture?
Look at the words and write. Are they clothes or furniture?
Clothes
Furniture
armchair trousers wardrobe socks
fridge cupboard bookcase dress
coat shirt desk trainers

7
DAY / DATE Wednesday 3rd August 2022 WEEK / LESSON 19 3
Friends
Main : Writing
FOKUS SKILLS
Complimentary : Reading
Main: 4.1 Form letters and words in neat legible print using cursive writing.
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies.
Main: 4.1.2 Begin to use cursive handwriting in a limited range of written
work*
LEARNING STANDARDS
Complementary: 3.2.4 Recognise and use with support key features of a simple
monolingual dictionary
1. By the end of the lesson, most of the pupils will be able to begin to use cursive handwriting in a limited
range of written work*
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 correct sentences.
LANGUAGE /
Questions with possessive pronoun: Whose?
GRAMMAR FOCUS
Pre-lesson
1. Play a word game to review clothes and furniture words.
Lesson delivery
2. Write the words on the board: headscarf, carpet, mirror etc. Model using the dictionary and hand out to
each pair/group. Assign 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.
3. Have each pair/group present their word to the class. Return the worksheets from Lesson 67 and ask
ACTIVITIES
them to add the four words to it. (21st CA)
4. Have pupils read the story on Student’s Book, p.46 quietly.
5. Teacher explains Grammar box and pupils copy activity 2 in their exercise book.
6. Pupils read activity 1 again and answer activity 2. (CBA)
Post-lesson
7. 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. (HOTS)
Get Smart plus 3 Student’s Book, p.46–47, Clothes and furniture flashcards from previous lesson + four new
TEACHING AIDS
words, Dictionaries
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Self-confidence
CLASSROOM BASED
PERFORMANCE LEVEL 3 ASSESSMENT (CBA) Exercise Book

7
DAY / DATE Thursday 4th August 2022 WEEK / LESSON 19 4
Friends
Main : Language Arts
FOKUS SKILLS
Main: 5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple
action songs on familiar topics
LEARNING STANDARDS
Complementary: 1.2.4 Understand a wide range of short basic supported
classroom instructions
1. By the end of the lesson, most of the pupils will be able to respond imaginatively and intelligibly
through creating simple action songs on familiar topics.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide range of short basic
supported classroom instructions.
SUCCESS CRITERIA Pupils can make and label a simple paper house.
LANGUAGE /
Imperatives
GRAMMAR FOCUS
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. (HOTS)
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 the
ACTIVITIES
instructions one by one. Ask pupils to sing with you 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. (CBA)
Post-lesson
9. Put pupils in pairs or small groups. (21st CA)
10. Ask them to share their houses and to name the items of furniture their classmates have drawn.
Square pieces of plain paper, one piece for each pupil. (White paper is suitable), Simple child-friendly
TEACHING AIDS instructions to use in the lesson. (Check how to make a very simple origami house at:
www.youtube.com/watch? v=eEsx799dz8c)
Creativity and Innovation,
21st CENTURY ACTIVITY Pair / Group Discussion CCE
Values
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
PERFORMANCE LEVEL 3 ASSESSMENT (CBA) Simple Project

SUBJECT English Language YEAR 3
Choose an Choose an 7
DAY / DATE WEEK / LESSON
item. item. 0
TIME DURATION 60 minutes

Friends
Main : Listening
FOKUS SKILLS
Main: 1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS
Main: 1.2.2 Understand with support specific information and details of short
LEARNING STANDARDS simple texts
1. By the end of the lesson, most of the pupils will be able to understand with support specific
information and details of short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide range of short supported
questions.
SUCCESS CRITERIA Pupils can read and write at least two correct answers.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Review clothes vocabulary to prepare pupils for the 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. You could play a circle game.
3. Teacher explains Grammar box on Student’s Book, p.47 again.
4. Pupils listen to the audio and match orally in pairs (Activity 3).
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 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
ACTIVITIES
things they have ‘stolen’, and to return them. E.g. Whose pen is this? / Whose books are these? You could
play this in small groups as well, if you have time and it is appropriate for your class. (21st CA)
6. Pupils read and write the correct answer (Revision 5 - activity 2) on their exercise book. (CBA)
Post-lesson
6. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.47
st
21 CENTURY ACTIVITY Games CCE Language, Values
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________________
item. item. 1

Friends
Main : Speaking
FOKUS SKILLS
CONTENT STANDARDS
Main: 2.1.1 Ask about and express basic opinions
LEARNING STANDARDS
1. By the end of the lesson, most of the pupils will be able to ask about and express basic opinions.
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 three questions correctly.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review clothes vocabulary to prepare pupils for the lesson.
Lesson delivery
2. Pupils ask and answer using picture activity 3 (Activity 4).
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. (21st CA)
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
ACTIVITIES reason for their answer, for example: 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 you
and sit down. Monitor and help pupils. 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.
6. Teacher distributes worksheet (WB p35). Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
7. Post-lesson task 10: Test your memory
TEACHING AIDS Get Smart plus 3 Student’s Book, p.47, Small pieces of paper/card, one per pupil.
st
21 CENTURY ACTIVITY Stretch to Sketch CCE Language, Values
CLASSROOM BASED
Attendance: /
item. item. 2

Friends
Main : Reading
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
Main: 3.2.3 Guess the meaning of unfamiliar words from clues provided by
LEARNING STANDARDS visuals and the topic
Complementary: 3.2.1 Understand the main idea of short simple texts
1. By the end of the lesson, most of the pupils will be able to guess the meaning of unfamiliar words from
clues provided by visuals and the topic.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand the main idea of short simple
texts.
SUCCESS CRITERIA Pupils can read and circle at least four answers correctly.
LANGUAGE /
Present tense There is/are: Singular & plural; Prepositions of place
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson task 1: Work out the words
Lesson delivery
2. Write Japan on the board or show a map of Japan. Ask pupils to tell each other in 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. (HOTS)
ACTIVITIES 3. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell you what they can see.
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. (21st CA)
5. Pupils listen to the audio and read (Activity 1).
6. Pupils copy questions and answer (Activity 2) in their exercise book.
7. Pupils read activity 1 again and answer the questions about the traditional Japanese house. (CBA)
Post-lesson
7. Post-lesson task 3: Guess the word
Get Smart plus 3 Student’s Book, p.48–49, Map of Japan (optional) Cut up pictures from Student’s Book,
TEACHING AIDS
p.48
21st CENTURY ACTIVITY Read and highlight CCE Language, Values
HOTS Analysis VALUES Love the country
CLASSROOM BASED
Attendance: /
item. item. 3

Friends
Main : Writing
FOKUS SKILLS
Main: 4.2 Communicate basic information intelligibly for a range of purposes in
print and digital media.
CONTENT STANDARDS
Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media.
LEARNING STANDARDS Complementary: 4.3.3 Plan, draft and write an increased range of simple
sentences
words and phrases.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to plan, draft and write an increased range of
simple sentences.
SUCCESS CRITERIA Pupils can write at least three sentences about the house correctly.
LANGUAGE /
Present tense There is/are: Singular & plural
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson task 4: Identify the flashcard
Lesson delivery
2. Show the pictures of the Japanese house from Lesson 72. Elicit some differences between this and
pupils’ own homes. (21st CA)
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).
4. Ask pupils what key features make an environmentally friendly home (e.g. natural building materials, use
ACTIVITIES
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). (HOTS)(CBA)
6. They should design a house and then each pupil writes a sentence about the house (in their notebooks
as a draft, and then, after checking, on the poster or as a label) using There is/are.
Post-lesson
6. Have pupils look at each other’s posters and comment on them. Provide some general feedback on their
efforts.
Pictures of traditional style local/national houses, Poster paper, pens, rulers etc.
TEACHING AIDS
If possible a template for design of a traditional house, card for each group for making houses
21st CENTURY ACTIVITY Brainstorming CCE Language
HOTS Creation VALUES Responsible
CLASSROOM BASED
TEACHERS’S REFLECTION Attendance: /
item. item. 4

Friends
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 Say the words in simple texts, and sing simple songs with
intelligible pronunciation, rhythm and intonation In addition to Year 2 text
LEARNING STANDARDS
types: simple poems
Complementary: 2.3.1 Narrate very short basic stories and events
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. In addition to Year 2 text types: simple
poems.
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 create an action story in groups.
LANGUAGE /
Prepositions of movement
GRAMMAR FOCUS
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.
5. Retell the story and ask pupils to join in with the actions.
ACTIVITIES
6. Tell the story again, with pupils doing the actions and saying the words. (21st CA)
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.(HOTS)
9. Write the story on the board or give them a handout of the story to help them.
Post-lesson
10. Choose groups to perform their story. Ask pupils who are not performing to identify the new place in
the final verse. (CBA)
Flashcards or pictures Words for We’re going home action story Write the story on the board, or put it on
TEACHING AIDS
a handout
21st CENTURY ACTIVITY Role Play CCE Creativity and Imagination
HOTS Creation VALUES Unity
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Presentation
Attendance: /
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
item. item. 5
Friends
Main : Listening
FOKUS SKILLS
Main: 1.1 Recognise and reproduce target language sounds.
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly.
Main: 1.1.1 Recognise and reproduce with support a range of target language
phonemes
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 recognise and reproduce with support a
range of target language phonemes.
LEARNING OBJECTIVES
words and phrases.
SUCCESS CRITERIA Pupils can write at least two answers correctly.
LANGUAGE /
Present tense There is/are: Singular & plural; Prepositions of place review
GRAMMAR FOCUS
Pre-lesson
1. Pupils do a brainstorming activity in groups. Pupils write vocabulary related to the activities topic on
board. (21st CA)
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.
3. 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. Pupils listen to the audio and answer orally (Activity 3).
ACTIVITIES 5. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50.
Post-lesson
7. Learning diaries: 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.49-50, Flashcards for cushion, slippers, table, flower Scissors
st
21 CENTURY ACTIVITY Brainstorming CCE Language
HOTS Analysis VALUES Polite
CLASSROOM BASED
Attendance: /
Choose an Choose an
DAY / DATE WEEK / LESSON 76
item. item.
Friends
Main : Speaking
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 2.2 Use appropriate communication strategies.
LEARNING STANDARDS Complementary: 2.2.2 Ask for attention or help from a teacher or classmate by
using suitable 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 four sentences in their worksheet correctly.
LANGUAGE /
Present tense There is/are: Singular & plural; possessive pronouns
GRAMMAR FOCUS
Pre-lesson
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. 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. (HOTS)
Lesson delivery
3. Follow the teacher instructions for Activity 4. (worksheet given)
ACTIVITIES 4. Pupils listen, draw and colour the objects in the correct room in pairs.
5. Pupils put the drawings 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. Monitor carefully as pupils do these Speaking and Listening activities. They may need
help with vocabulary, and should ask you for this in English. (21st CA)
Post-lesson
7. Teach the whole class two or three of the words you have given them individually as extra in this lesson.
TEACHING AIDS Get Smart plus 3 Student’s Book, p. 48-49, worksheets
Language; Creativity &
21st CENTURY ACTIVITY Think– Pair– Share CCE
Imagination
HOTS Analysis VALUES Tolerance
CLASSROOM BASED
Attendance: /
# Teacher instructions (WORKSHEET HOUSE)
1. There’s a pink sofa in the living room. 7. There’s black bedside table in the bedroom.
2. There’s a lamp in the bedroom. 8. There’s a television in the living room.
3. There’s a shower in the bathroom. 9. There’s a pot in the kitchen.
4. There’s a brown closet in the bedroom. 10. There’s a bed in the bedroom.
5. There’s a fridge in the kitchen. 11. There’s microwave in the kitchen.
6. There’s a blue carpet in the living room. 12. There’s a blue closet in the bedroom.
item. item. 7

THEME World of Stories TOPIC Module 5 - My new house
Main : Reading
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING STANDARDS
Complementary: 3.2.1 Understand the main idea of short simple texts
1. By the end of the lesson, most of the pupils will be able to understand specific information and details
of short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand the main idea of short simple
texts.
SUCCESS CRITERIA Pupils can write two sentences correctly.
LANGUAGE /
Present tense There is/are: Singular & plural; Prepositions of place; Adjectives.
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.
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 then tell you
which words you used. (21st CA)
3. Tell them they will read about Sue’s house. They should read silently and tell you what they think of
ACTIVITIES 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). (HOTS)
5. Ask pupils to answers the questions (in note form, not full sentences) in their exercise books.
7. After checking the answers with a partner, ask pupils to expand their answers into full sentences in their
exercise books. Collect pupils’ exercise books and check them for spelling and content in particular.
Post-lesson
9. Post-lesson task 4: Correct the error.
TEACHING AIDS Get Smart plus 3 Student’s Book p.51, Some pictures of your house or a house from a magazine.
21 CENTURY ACTIVITY
st
Recap Group CCE Language
CLASSROOM BASED
Attendance: /
TEACHERS’S REFLECTION / pupils able to achieve learning objectives and given enrichment exercise (s).
item. item. 8

Friends
Main : Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range
CONTENT STANDARDS of purposes in print and digital media.
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 4.3.3 Plan, draft and write an increased range of simple sentences
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 plan, draft and write an increased range of
LEARNING OBJECTIVES simple sentences.
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 write about their bedroom using at least three sentences correctly.
LANGUAGE /
Present tense There is/are: Singular & plural; Prepositions of place; Adjectives
GRAMMAR FOCUS
Pre-lesson
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. (HOTS)
3. Teacher explains Writing Tip.
4. Have pupils write about their bedroom on a worksheet. After writing they can furnish their bedroom by
ACTIVITIES
draw the furniture into the room. (CBA)
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. (21st CA)
7. Collect pupils’ work, review it and note problem areas for review in later lessons.
Post-lesson
8. Post-lesson task 7: Listen and point.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.51, Template of a bedroom on a worksheet
st
21 CENTURY ACTIVITY Presentations CCE Language
CLASSROOM BASED
Attendance: /
#worksheet bedroom
Choose an Choose
item. an item.
THEME World of Stories TOPIC Module 5 - My new house
FOKUS SKILLS
Main: 5.2 Express personal responses to literary texts.
CONTENT STANDARDS
Main: 5.2.1 Ask and answer simple questions about characters, actions and
LEARNING STANDARDS events of interest in a text
Complementary: 1.2.3 Understand with support short simple narratives
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 understand with support short simple
narratives.
SUCCESS CRITERIA Pupils can write at least four correct answers in their worksheet.
LANGUAGE /
Review of unit vocabulary and language.
GRAMMAR FOCUS
Pre-lesson
1. Pre-lesson task 2: Guess the answer.
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 very briefly at the end of each picture,
check basic understanding very briefly, and ask a question to predict what will happen next.
4. Ask pupils one or two comprehension questions and review the story in their books if necessary. Ask
ACTIVITIES
pupils what they think the moral of the story is (see Value on p.53, Student’s Book).
5. Discuss the value with pupils. (21st CA)
Post-lesson
7. Ask pupils to think about what they have learned in Unit 5 and how well they feel they know the
language now. They should complete the How did I do in Unit 5? self-assessment worksheet (HOTS).
8. Collect the worksheets from pupils and review them to note pupils’ performance.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.52–54, Self-assessment worksheet
21 CENTURY ACTIVITY
st
Think– Pair– Share CCE Creativity and Innovation
CLASSROOM BASED
Attendance: /
Name: __________________________________________ Class:__________
Self-assessment worksheet for Lesson 79
How did I do in Unit 5?
In English, I know how to:
 say where things are in the house
Great! [ ] OK [ ] A little [ ]
 say who things belong to
 describe different houses
 talk about rooms and furniture
 talk about clothes
Choose an Choose an
item. item.
Friends
Main : Speaking
FOKUS SKILLS
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for a
range of purposes in print and digital media.
LEARNING STANDARDS Complementary: 4.3.1 Use capital letters, full stops and question marks
appropriately in guided writing at sentence level
words and phrases.
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 3 correct sentences.
LANGUAGE /
Present simple questions (various)
GRAMMAR FOCUS
Pre-lesson
1. Pupils do a recap on characters from the units.
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 exercise books. Monitor and help as necessary. Note that pupils can copy the
questions on the cards or use them as models if they need to. Make sure that each pupil has all four
questions in their exercise book. (CBA)
6. Pupils should now ask others their questions – one question each. Set a number of pupils (minimum
and/or maximum, depending on time) they should ask. They should note the answers in their notebooks. 7.
Pupils return to their groups and put their findings together.
8. Pupils create a table or chart to present their findings.(HOTS)
Post-lesson
9. Groups present their findings to the class. (21st CA)
TEACHING AIDS Question cards (see below – 1 set per group), Computers
21 CENTURY ACTIVITY
st
Presentations CCE Language,Values
HOTS Creation VALUES Honest
CLASSROOM BASED
Attendance: /
Template for suggested question cards for Lesson 80
How many rooms are there in your house? How many people live in your house?
Do you have a garden? What’s your favourite room?
Do you have your own bedroom? What colour are the walls in your bedroom?
Is there an upstairs in your house? How many TVs are there in your house?

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 Molek

SUBJECT English Language YEAR 3 Molek

DAY / DATE Tuesday 2nd August 2022 WEEK / LESSON 19 71

TIME 730-830 DURATION 60 minutes

SUBJECT English Language YEAR 3 Molek

Name: _____________________________________________ Class: ___________

Look at the words and write. Are they clothes or furniture?

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 Molek

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 Molek

DAILY LESSON PLAN YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

We’re going home

We’re going home.

We’re going home.

One more place before we get home………

We’re going home.

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

Self-assessment worksheet for Lesson 79

How did I do in Unit 5?

In English, I know how to:

 say where things are in the house

 say who things belong to

 describe different houses

 talk about rooms and furniture

 talk about clothes

SUBJECT English Language YEAR 3

Do you have a garden? What’s your favourite room?

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Name: ___________________________________ Class: _