Bi Y3 LP TS25 Module 10 (LP145-160)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 3

THEME: World of Knowledge CLASS: 3 INTAN WEEK: 43
TOPIC: Module 10 - The world around us TIME:10.20-11.20a.m DATE: 15.2.2023
SKILL(S) FOCUS: Listening LESSON: 145 ( Listening28) DAY: Wednesday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.2
Love to animal Language
Complementary: 1.1 Complementary: 1.1.1
Pupils’ Aspiration
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
LEARNING OBJECTIVES (LO):
By the end of the lesson, most of the pupils will be able to
1. Understand with support specific information and details of short simple texts
2. Recognise and reproduce with support a range of target language phonemes
SUCCESS CRITERIA (SC):
Pupils can sing a song in group and present in front of class.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Get Smart plus 3 Student’s Book, p.95, Animal flashcards (enough
Comparatives: Short adjectives; Statements for one per pupil, to include all the animals in the song)
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Play a mime or guessing game to review animal vocabulary. (21st CA)
Lesson development:-
1. Use animal flashcards to further review animal words pupils know and to
then introduce new animal vocabulary.
2. Ask pupils what they can tell you about the animals. Play a guessing game
as a class.
You say: This animal is tall/small/thin etc.
Pupils guess: It’s the giraffe/rat etc.
3. Pupils listen and match orally. Then sing.
4. 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).
5. Partners join together and try to remember the adjective used to compare
the animals in the song, e.g. horse + cheetah: fast. (HOTS)
6. Pupils practice sing in group. Pupils can sing a song in group and present in
front of class. (CBA)
Post-lesson:-
Ask pupils to think back on their learning in both units 9 and 10. In their learning
diary, they can write:
 New words I remember
 Activities I enjoyed
HOTS Analysis 21st CA Rhyming / Singing
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
STUDENTS’ TASK TO FOLLOW UP
Remedial: Reinforcement: Enrichment:
Pupils do activity with guidance. Worksheet for reinforcement. Worksheet for enrichment.
REFLECTION
TOPIC: Module 10 - The world around us TIME: 8.00-9.00a.m DATE:16.2.2023
SKILL(S) FOCUS: Speaking LESSON: 146 ( Speaking28) DAY: Thursday
Main: 1.2 Main: 2.1.5
Respect Language
1. Describe people and objects using suitable words and phrases
Pupils can write at least four answers correctly.
Comparatives: Short adjectives; Statements Get Smart plus 3 Student’s Book, p.95, Animal flashcards
Pre-lesson:
Play the song from Lesson 146 and sing the song.
1. 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. (HOTS)
2. Re-introduce the comparative form using the animal flashcards and then
follow instructions for Grammar Box.
3. 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.
4. Pupils draw and say (Activity 2). Have pupils label their pictures. They
should present their pictures in small groups before choosing some pupils
to present to the class. (21st CA)
5. Pupils do worksheet page 76. Pupils answer and mark will be given by
teacher. (CBA)
Post-lesson:-
Play the song again and encourage pupils to sing along, in particular to the
comparative sections of the song.
HOTS Analysis 21st CA Presentations
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION
TOPIC: Module 10 - The world around us TIME: 4.12.2022 DATE: 4.12.2022
SKILL(S) FOCUS: Reading LESSON: 147 ( Reading28) DAY: Sunday
Main: 3.2 Main: 3.2.2
Caring Language
1. Understand specific information and details of short simple texts
2. Guess the meaning of unfamiliar words from clues provided by visuals and the topic
Pupils can write at least four correct answers.
Get Smart plus 3 Student’s Book, p.96-97, Sea animals
Comparatives: Short adjectives; Statements
flashcards, Worksheet (48)
Pre-lesson:
Pre-Lesson Task 2: Guess The Answer.
1. Show the flashcard of the shark and 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. (21st CA)
2. Show pupils the worksheet and ask them to guess which animal by circling
it. They may not know the answer, but they can guess.
3. Play the CD and have pupils read along silently. They check their answers
to the worksheet. (CBA)
4. 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. (HOTS)
5. Teacher explains the Grammar Box on Student’s Book, p.97.
6. Pupils read activity 1 and choose T for true and F for false orally.
Post-lesson:-
Post-Lesson Task 9: Read Your Friend’s Mind.
HOTS Evaluation 21st CA I See, I Think, I Wonder
REFLECTION
TOPIC: Module 10 - The world around us TIME: 11.50a.m-12.20p.m DATE: 8.1.2023
SKILL(S) FOCUS: Writing LESSON: 148 ( Writing28) DAY: Sunday
Main: 4.2 Main: 4.2.4
Honest Environmental Sustainability Awareness
2. Spell an increased range of familiar high frequency words accurately in guided writing
Pupils can write at least three sentences correctly.
Comparatives: Short adjectives; Statements Flashcards of Malaysian animals, worksheet 49
Pre-lesson:
Play a game to brainstorm animals found in Malaysia. (21st CA)
1. 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.
2. 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
3. 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 could be done in first language. For
example: (HOTS)
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
4. Ask pupils to write in their exercise books at least two sentences about at
least one animal from the worksheet. Pupils can work in pairs. (CBA)
5. Collect the notebooks from pupils. They will use it again later in the unit
(Lesson 160).
Post-lesson:-
Post-Lesson Task 9: Read Your Friend’s Mind.
HOTS Evaluation 21st CA Brainstorming
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION
THEME: World of Knowledge CLASS: 3 Intan WEEK: 36
TOPIC: Module 10 - The world around us TIME: 10.50a.m-11.50a.m DATE: 9.12.2022
SKILL(S) FOCUS: Language Art LESSON: 149 ( Language Art28) DAY: Thursday
Main: 5.3 Main: 5.3.1
Love to animal Language
1. Respond imaginatively and intelligibly through creating simple action songs on familiar topics
Pupils can write and share puzzle sentences about animals for their classmates to solve.
Five pairs of sentences which describe an animal, Possible
Comparative adjectives, animal vocabulary.
answers.
Pre-lesson:
Pre-Lesson Task 6: Finger-Writing - that reviews animals and adjectives.
1. Read out the first pair of your five pairs of animal description sentences.
Ask pupils in groups to suggest possible animals, and elicit their
suggestions.
2. Repeat step 2 for your other four pairs of animal sentences.
3. 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. (HOTS)
4. Choose an animal, and ask the whole class to suggest two possible
sentences for it. Ask pupils to sing their sentences and mime.
5. 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. (CBA)
6. Pupils write puzzle sentences in their exercise book.
Post-lesson:-
Put pupils into larger groups of 6 or 8. Ask them to read out their sentences for
their classmates to guess. (21st CA)
HOTS Analysis 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Observation
REFLECTION
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.
Possible answers include
1. Blue whales
2. Lions, tigers, cheetahs
3. Mice
4. Zebras
5. Hippos
TOPIC: Module 10 - The world around us TIME: 8.00-9.00a.m DATE: 7.12.2022
SKILL(S) FOCUS: Listening LESSON: 150 ( Listening29) DAY: Wednesday
Main: 1.2 Main: 1.2.2
Self-confidence Language
2. Name or describe objects using suitable words from word sets
Pupils can write at least three sentences correctly.
Get Smart plus 3 Student’s Book p.97, Animals flashcards, Blank
Comparatives: Short adjectives; Statements
cards (five or six per pair/small group)
Pre-lesson:
Play a game to review the vocabulary from the unit so far.
1. Review the comparative adjectives using the animals flashcards.
2. Give out blank cards to pairs or small groups of pupils. Depending on your
class or individuals in the class, you could give them five or six cards (or
more). Ask pupils to write different animals on each card (in plural form as
they will use them to compare).
3. Say an adjective. In pairs/small groups, pupils listen and arrange their
animals in order, e.g:
4. Small: mouse – cat – panda – whale.
5. Get the pupils to verbally compare the size of the animals: e.g. a panda is
smaller than a whale. Pupils listen and answer orally (Activity 3).
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. (21st CA)
7. Pupils do workbook page 97. Pupils answer and mark will be given by
teacher. (CBA)
Post-lesson:-
Ask pupils to think back on their learning so far this week. In their learning diary,
they can write about ‘New words I remember’ and ‘Activities I enjoyed’. (HOTS)
HOTS Analysis 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
REFLECTION
TOPIC: Module 10 - The world around us TIME:10.50-11.50a.m DATE: 5.1.2023
SKILL(S) FOCUS: Speaking LESSON: 151 ( Speaking29) DAY: Thursday
Main: 2.1 Main: 2.1.5
Honest Language
2. Understand a wide range of short basic supported classroom instructions
Pupils can answer the quiz.
Comparatives: Short adjectives; Statements Get Smart plus 3 Student’s Book, p.97
Pre-lesson:
Play a word game that that will review adjectives to prepare pupils for the
lesson.
1. 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.
2. Marwa is taller than Irene. Stand up if you are taller than Marwa
3. Saha’s hair is longer than my hair. Run and touch the door if your hair is
longer than Saha’s.
4. Tell pupils they are going to do a class quiz. They should listen to the quiz
questions and note their answers in their exercise books. You will say a
sentence and they should write True or False. (CBA)
5. Check the answers with the class and elicit full sentences from pupils.
(HOTS)
6. Follow instructions for Activity 4 on Teacher’s Book, p.147.
Post-lesson:-
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. (21st CA)
HOTS Analysis 21st CA
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA)
REFLECTION
Main: 3.2 Main: 3.2.2
Hardworking Science and Technology
Pupils can write at least three answer correctly.
Get Smart plus 3 Student’s Book, p.98, Picture of the Solar System
Superlatives: Short adjectives; Statements & questions with which
(e.g. Student’s Book, p.98)
Pre-lesson:
Play a game to review vocabulary that will introduce the topic of the Solar
System to prepare pupils for the lesson. (21st CA)
1. Using the picture of the Solar System, find out what pupils know about it
already. Some pupils may know a lot but others may not, or they may
know it in their first language, but not in English.
2. Introduce the names of the planets. Write them in a random order on the
board.
3. Ask pupils which order they think they come in (in terms of their position
from the sun or in terms od their sizes). They write their idea in their
exercise books, starting with the un.(HOTS)
4. 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.
5. Ask pupils to read the text to find out whether their answers were correct
about the order.
6. Pupils listen to Cd audio and read (Activity 1).
teacher. (CBA)
Post-lesson:-
Post-Lesson Task 3: Guess The Word.
HOTS Analysis 21st CA Games
REFLECTION
THEME: World of Knowledge CLASS: 3 intan WEEK: 39
SKILL(S) FOCUS: Writing LESSON: 153 ( Writing29) DAY: Tuesday
Main: 4.3 Main: 4.3.3
Love the environment Patriotism & Citizenship
1. Plan, draft and write an increased range of simple sentences
2. Use capital letters, full stops and question marks appropriately in guided writing at sentence level
Pupils can write at least two sentences correctly.
Superlatives: Short adjectives Get Smart plus 3 Student’s Book, p.99.
Pre-lesson:
Teacher shows a few pictures that show planets. Pupils and teacher discuss
about the pictures. (HOTS)
1. Introduce the superlative adjectives using pupils as examples in a similar
way (and with similar caution) as Lesson 151.
2. Teacher explains the Grammar Box on Student’s Book p.99.
3. Ask pupils to look at the questions on activity 2 Student’s Book, p.99. They
should try to answer using a short answer (usually one word) from memory
and knowledge, without looking at the text on p.98. Ask pupils to do this in
pairs. (21st CA)
4. 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.
5. Ask pupils to choose and write about one planet (or the sun) on the
worksheet. (CBA)
Post-lesson:-
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.
HOTS Analysis 21st CA Think– Pair– Share
REFLECTION
SKILL(S) FOCUS: Language Art LESSON: 154 ( Language Art29) DAY: Wednesday
Main: 5.2 Main: 5.2.1
Caring Financial Education
1. Ask and answer simple questions about characters, actions and events of interest in a text
Pupils can write questions about Malaysia using superlatives.
Superlative questions. Copy of the About Malaysia worksheet
Pre-lesson:
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.
1. 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).
2. 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).
3. Ask pupils to write the questions individually in their exercise book and to check
their questions with a partner. (21st CA)
4. 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. Then, copy in their exercise book. Example questions:
(CBA)
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]
5. Ask pupils to share with the class anything they know about the five superlatives in
the pictures.
Post-lesson:-
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?). Ask pupils to share questions and answers with the whole class. (HOTS)
HOTS Creation 21st CA

REFLECTION
1. Image of Exchange 106 Building Kuala Lumpur from
https://ms.wikipedia.org/wiki/The_Exchange_106#/media/File:The_Exchange_106_Jan_2018.jpg Creative
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
4. Image of Electric Train Service (ETS) Malaysia https://commons.wikimedia.org/wiki/File:ETS_5.jpg
5. Image of Persiaran Sultan Salahuddin Abdul Aziz Shah roundabout http://mcarlosp1.blogspot.com
SKILL(S) FOCUS: Listening LESSON: 155 ( Listening30) DAY: Thursday
Main: 1.2 Main: 1.2.4
Tolerance Science and Technology
2. Keep interaction going in short exchanges by repeating key words from the other speaker
Pupils can answer at least three answer correctly.
Get Smart plus 3 Student’s Book, p.99, Pupils’ worksheets from
Superlatives: Short adjectives.
Lesson 153
Pre-lesson:
Pre-lesson Task 2: Guess The Answer to review adjectives to prepare pupils for the lesson.
1. Ask pupils what they have learned about in the unit so far. Follow instructions for
Activity 3, Teacher’s Book, p.149.
2. Show some of the worksheets from Lesson 153 and ask pupils to remember what
they wrote, then give them back to pupils.
3. Ask pupils to write one question in their exercise books 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. (CBA)
4. Pupils work in groups. In turns, they ask the group their question. The others in the
group have to try to guess the answer. They should write it in their notebooks. (21st
CA)
5. To check the answers, have pupils show each other their worksheets from Lesson
153. They should read the sentences to find the answers. Feedback by asking pupils
what they learned today about the planets.
Post-lesson:-
Ask pupils to think back on their learning so far this week. In their learning diary, they can
write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
HOTS Analysis 21st CA
REFLECTION
TOPIC: Module 10 - The world around us TIME:10.20-11.20a.m DATE:25.1.2022
SKILL(S) FOCUS: Speaking LESSON: 156 ( Speaking30) DAY: Wednesday
Main: 2.1 Main: 2.1.5
Polite Language
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
Pupils can read and write at least three correct sentences.
Student’s Book, p.100, Picture of a/your family, Dice, one per
Past simple (was/were) questions
group, Self-assessment worksheet (51)
Pre-lesson:
Task 2: Guess The Answer - Review places, activities and adjectives to prepare
pupils for the lesson.
1. 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.
2. Pupils write three sentences about their family using superlative adjectives
on board.
3. 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). Pupils play the
game in groups of about four pupils.(21st CA)
teacher. (CBA)
5. Ask pupils to think about what they have learned in Unit 10 and how well
they feel they know the language now. They should complete the How did I
do in Unit 10? self-assessment worksheet. (HOTS)
Post-lesson:-
 Post-Lesson Task 5: Remember It, Say It.
HOTS Analysis 21st CA Games
REFLECTION
THEME: World of Knowledge CLASS: WEEK: 1
TOPIC: Module 10 - The world around us TIME: DATE:
Main: 3.2 Main: 3.2.3
Tolerance Science and Technology
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
skills proficiency spirituality identity
Pupils can make a solar system mobile in pairs
Get Smart plus 3 Student’s Book, p.101, Cut-up copies of the
Review of comparatives & superlatives pictures and texts 1–4 (Student’s Book, p.101), one copy per pair.
Pre-lesson:
Pre-Lesson Task 2: Guess The Answer - Review planet names to prepare pupils
for the lesson. (HOTS) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Tell pupils they will make models of the Solar System and talk about them given enrichment exercise (s).
in this lesson, but first they need to know how to do it.
2. Give each pair a set of cut-up pictures and texts from Student’s Book, _____ / _____ pupils were able to
p.101. Tell them these are the instructions for making the model of the achieve the learning objectives with
Solar System. guidance and given reinforcement
3. With their partner, they should read and match the text to the correct exercise (s).
picture, then put the texts + pictures in order to make the model
instructions. Remind them they can use clues from the pictures to help _____ / _____ pupils were not able to
them. achieve the learning objectives and
4. Read the instructions in order and pupils listen to check their answers. given remedial exercise (s).
Check the instructions by having one or two pupils say them again. Ask
questions to check pupils’ understanding of the instructions. TODAY’S LESSON:
5. Pupils make a solar system mobile in pairs. (21st CA) Excellent
6. Pupils show and tell their friends about their solar system. (CBA) Need improvement
Post-lesson:-
 Post-Lesson Task 5: Remember It, Say It.
HOTS Creation 21st CA Think– Pair– Share
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION
The next lesson plan:
The next lesson plan will continue with new topics.
This lesson plan will be repeated in future learning.
The next lesson plan will be improved on __________________________________________________________
SKILL(S) FOCUS: Writing LESSON: 158 ( Writing30) DAY: Sunday
Main: 4.3 Main: 4.3.3
Responsible Creativity and Imagination
Pupils can make a poster in group.
Review of superlatives & comparatives Poster paper, Colour pens and pencils
Pre-lesson:
Pre-Lesson Task 2: Guess The Answer
1. 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 were able to achieve
pupils they will imagine a solar system. You could give an example of another solar the learning objectives and given
system, an imaginary one, or even have pupils research this, if you have time. enrichment exercise (s).
2. 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 _____ / _____ pupils were able to achieve
planets there are, what they are called, how big/hot/cold they are etc. the learning objectives with guidance and
3. Each group makes a poster. They should decide who will write, who will draw and given reinforcement exercise (s).
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 _____ / _____ pupils were not able to
manager should make sure that the information is correct between the artwork and achieve the learning objectives and given
the text. (HOTS) remedial exercise (s).
4. 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. TODAY’S LESSON:
5. Pupils finish their posters by adding the text to them.(CBA) Excellent
6. Display the posters in the classroom. (21st CA) Need improvement
Post-lesson:-
Ask pupils to look at the posters and comment positively on them. Give some feedback on
the content, design and on how well groups have worked together as a team to produce
the posters.
HOTS Creation 21st CA Team Projek
CLASSROOM BASED ASSESSMENT
PERFORMANCE LEVEL 5 (CBA) Simple Project
REFLECTION
SKILL(S) FOCUS: Language Art LESSON: 159 ( Language Art30) DAY: Sunday
Main: 5.2 Main: 5.2.1
Tolerance Values
1. Ask and answer simple questions about characters, actions and events of interest in a text
2. Read and enjoy A1 fiction/non-fiction print and digital texts of interest
Pupils can answer at least three correct answers.
Get Smart plus 3 Student’s Book, p.102-103, Copies of cut-outs of
Review of comparatives & superlatives the sets of characters in the story (one per pair/small group), Picture
of the princess from the story
Pre-lesson:
Pre-Lesson Task 9: Remember The Words - To review adjective.
Lesson development:- _____ / _____ pupils were able to
1. Tell pupils they are going to read a fairy story. Ask them whether they achieve the learning objectives and
know any other fairy stories (e.g. Sleeping Beauty). (21st CA) given enrichment exercise (s).
2. 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 _____ / _____ pupils were able to
they have some competitions. Hand out the character sets (the three achieve the learning objectives with
strong men in picture 2, the three jokers in picture 3, the three running guidance and given reinforcement
men in picture 4) and elicit some adjectives to describe them. Ask pupils to exercise (s).
put them in order of how strong/funny/fast they are.
3. Ask pupils to read the story on Student’s Book, p.102–103 to check to see _____ / _____ pupils were not able to
whether they were right. Remind them that they do not need to achieve the learning objectives and
understand every word and can use the pictures to help them understand given remedial exercise (s).
the storyline. Play the CD and have pupils follow along. Elicit and discuss
the Value in the story. (HOTS) TODAY’S LESSON:
4. Pupils do workbook page 81. Pupils answer and mark will be given by Excellent
teacher. (CBA) Need improvement
Post-lesson:-
Post-Lesson Task 4: Correct The Error.
REFLECTION
SKILL(S) FOCUS: Writing LESSON: 160 (Project Based Learning 2) DAY: Sunday
Main: 4.3 Main: 4.3.3
Love to animal Global Sustainability
Pupils can draw animal and write at least three sentences correctly.
Pictures of camels from Student’s Book, p.119, Malaysian animals
Review of comparatives & superlatives flashcards, Pupils’ sentences from Lesson 148, Paper, scissors, glue,
string/thread, Very large poster paper / display board
Pre-lesson:
Pre-Lesson Task 9: Remember The Words - To introduce the word camel and review
Malaysian animals from Lesson 148.
1. Show the pictures of the two types of camel and elicit some differences between
them.
_____ / _____ pupils were able to achieve
2. Pupils listen, read and choose the correct answer (Activity 1 and Activity 2).
the learning objectives and given
3. Ask pupils if they remember finding out about endangered Malaysian animals in
enrichment exercise (s).
Lesson 148. Return their sentences to them from that lesson, having pupils work in
the same pairs if possible.
_____ / _____ pupils were able to achieve
4. Ask pupils to look at their sentences, to check them and to develop the information
the learning objectives with guidance and
further, using some superlative adjectives if possible. This will depend on the animal
given reinforcement exercise (s).
itself. Encourage pupils to add some information anyway.
5. Ask pupils to draw their animal in large size on paper and cut it out. At the same
_____ / _____ pupils were not able to
time, have different pupils in the group write the sentences on separate pieces of
achieve the learning objectives and given
paper.(21st CA) (CBA)
remedial exercise (s).
6. Organize 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
TODAY’S LESSON:
two pupils to supervise this and to write a title for the display (e.g. Malaysian
Excellent
animals in danger! or Endangered animals around us).
Need improvement
7. 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:-
Talk to pupils about what they have learned in this lesson about endangered animals and
about how we can help protect our natural world. (HOTS)
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
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Bi Y3 LP TS25 Module 10 (LP145-160)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 3

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.

5. They are grey. They are fatter than cats.

Possible answers include

2. Lions, tigers, cheetahs

Remedial: Reinforcement: Enrichment:

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