Bi Y3 LP Ts25 Module 5 (Lp65-80)

DAILY LESSON PLAN TS25
SUBJECT ENGLISH YEAR 3

THEME: World of Self, Family and Friends CLASS: WEEK: 1
TOPIC: Module 5 - My new house TIME: DATE:
SKILL(S) FOCUS: Listening LESSON: 65 ( Listening13) DAY: Sunday
CONTENT STANDARD CODE: LEARNING STANDARD CODE: MORAL VALUES CCE
Main: 1.2 Main: 1.2.2
Friendly Language
Complementary: 1.2 Complementary: 1.2.1
Pupils’ Aspiration
Leadership Bilingual Ethics and National
Knowledge / Thinking skills /
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. Understand with support the main idea of short simple texts
SUCCESS CRITERIA (SC):
Pupils can listen to the song and point correctly.
LANGUAGE / GRAMMAR FOCUS / VOCABULARY TEACHING AIDS
Get Smart plus 3 Student’s Book, p.45, Flashcards of key
Prepositions of place.
vocabulary.
LEARNING OUTLINE IMPACT / REFLECTION
Pre-lesson:
Pre-Lesson Task 1: Work Out The Words - that focuses on the word house.
(HOTS)
_____ / _____ pupils were able to
Lesson development:-
achieve the learning objectives and
1. Play Run and touch, where you say Touch the (window) and pupils run (or given enrichment exercise (s).
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 _____ / _____ pupils were able to
game like Simon Says, where they only run and touch if you say please. achieve the learning objectives with
2. Pupils look at the picture and listen. Place the toy, the doll, the clothes, and guidance and given reinforcement
the Rex in the correct room. Observe how well pupils already know the exercise (s).
prepositions.
3. Pupils sing the ‘Anna’s new house’ song. But the first time pupils listen, _____ / _____ pupils were not able to
they should point to the correct room in the house as they hear it. achieve the learning objectives and
4. Review the key prepositions and vocabulary that you have noticed is new given remedial exercise (s).
or difficult for pupils by playing a group or whole class game.
5. Pupils listen to the song again. Pupils follow teacher’s gestures and start TODAY’S LESSON:
singing. (21st CA)
Excellent
6. Pupils can sing a song in group. (CBA)
Need improvement
Post-lesson:-
Use flashcards with the whole class to play a guessing game to review the
vocabulary again.
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
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: Speaking LESSON: 66 ( Speaking13) DAY: Sunday
Main: 2.1 Main: 2.1.5
Friendly Language
1. Describe people and objects using suitable words and phrases
2. Understand a wide range of short supported questions
Pupils can read and answer at least three answers correctly.
Get Smart plus 3 Student’s Book, p.45, p.47, Clothes
Prepositions of place.
flashcards.
Pre-lesson: _____ / _____ pupils were able to
Play the song from Lesson 65 and encourage pupils to join in. achieve the learning objectives and
Lesson development:- given enrichment exercise (s).
1. Ask pupils about the song: Where’s the doll/Rex? // Where are the
toys/clothes? to review and check understanding of the prepositions. achieve the learning objectives with
guidance and given reinforcement
2. Pupils look activity 1 and play (Activity 2). (21st CA)
exercise (s).
3. Introduce the clothes vocabulary (see Student’s Book, p.47, Activity 3)
_____ / _____ pupils were not able to
using the flashcards. Play a game to practise the new vocabulary. (HOTS)
4. Pupils do workbook page 34. given remedial exercise (s).
5. Pupils answer and mark will be given by teacher. (CBA)
TODAY’S LESSON:
Post-lesson:- Excellent
Play the song again and have pupils sing along. Need improvement
st
HOTS Analysis 21 CA Stretch to Sketch
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Workbook
REFLECTION
SKILL(S) FOCUS: Reading LESSON: 67 ( Reading13) DAY: Sunday
Main: 3.2 Main: 3.2.2
Friendly Language
1. Understand specific information and details of short simple texts
2. Spell an increased range of familiar high frequency words accurately in guided writing
Pupils can write at least three correct words into the correct cloud correctly.
Get Smart plus 3 Student’s Book, p.46, Furniture and clothes
Prepositions of place; possessive pronouns
flashcards, Worksheet 20, dictionary.
Pre-lesson:
Pre-lesson task 2: Guess the answer (21st CA) _____ / _____ pupils were able to
Lesson development:- achieve the learning objectives and
1. Introduce the furniture and clothes vocabulary using the flashcards. Give given enrichment exercise (s).
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. _____ / _____ pupils were able to
2. Pupils listen to the CD audio and read (Activity 1). achieve the learning objectives with
3. Draw the word clouds (see worksheet) on the board and show how the guidance and given reinforcement
vocabulary in the box below go in each category (cloud). exercise (s).
4. 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 _____ / _____ pupils were not able to
copy the spelling accurately. (CBA) achieve the learning objectives and
5. Pupils draw a small picture next to the word on their worksheet to show given remedial exercise (s).
the meaning if it is helpful.
TODAY’S LESSON:
Ask pupils to think back on their learning. In their learning diary, they can write
Need improvement
‘New words I remember’ and ‘Activities I enjoyed’.
HOTS Evaluation 21st CA Games

PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Worksheet
REFLECTION

SKILL(S) FOCUS: Writing LESSON: 68 ( Writing13) DAY: Sunday
Main: 4.1 Main: 4.1.2
Friendly Language
1. Begin to use cursive handwriting in a limited range of written work*
2. Recognise and use with support key features of a simple monolingual dictionary
Pupils can write at least two correct sentences.
Get Smart plus 3 Student’s Book, p.46–47, Clothes and furniture
Questions with possessive pronoun: Whose?
flashcards from previous lesson + four new words, Dictionaries
Pre-lesson:
Play a word game to review clothes and furniture words. _____ / _____ pupils were able to
given enrichment exercise (s).
1. 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 _____ / _____ pupils were able to
one of the words and ask them to check the meaning in the dictionary. achieve the learning objectives with
2. They should draw the item in their notebook and write the word guidance and given reinforcement
underneath it. Have each pair/group present their word to the class. exercise (s).
3. Return the worksheets from Lesson 67 and ask them to add the four words
to it. (21st CA) _____ / _____ pupils were not able to
4. Have pupils read the story on Student’s Book, p.46 quietly. achieve the learning objectives and
5. Teacher explains Grammar box and pupils copy activity 2 in their exercise given remedial exercise (s).
book.
6. Pupils read activity 1 again and answer activity 2. (CBA) TODAY’S LESSON:
Ask pupils what they do in their house to help their family. Talk to them about Need improvement
the importance of helping out and contributing to family life. (HOTS)
HOTS Evaluation 21st CA Games
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Notebook
REFLECTION

SKILL(S) FOCUS: Language Art LESSON: 69 ( Language Art13) DAY: Sunday
Main: 5.3 Main: 5.3.1
Friendly Language
Bilingual Ethics and National
Knowledge / Thinking skills / Leadership skills
proficiency spirituality identity
1. Respond imaginatively and intelligibly through creating simple action songs on familiar topics
2. Understand a wide range of short basic supported classroom instructions
Pupils can make and label a simple paper house.
Square pieces of plain paper, one piece for each pupil. (White paper
Imperatives is suitable), Simple child-friendly instructions to use in the lesson.
(Check how to make a very simple origami house at:
www.youtube.com/watch?v=eEsx799dz8c )
Pre-lesson:
Write the letters ym and ohuse on the board. Ask pupils to unscramble these _____ / _____ pupils were able to
letters to make two words. Elicit the answer My house. Tell pupils that this is achieve the learning objectives and
the topic of the lesson, and that they will make a paper house in the lesson. given enrichment exercise (s).
1. Give each pupil a square piece of paper. _____ / _____ pupils were able to
2. Prepare step-by-step instructions for making a paper house in a jazz chant achieve the learning objectives with
style. Give out the instructions one by one. Ask pupils to sing with you the guidance and given reinforcement
step before they apply it. exercise (s).
3. Make sure that pupils have finished each step before you move on to sing
the next step. _____ / _____ pupils were not able to
4. When the pupils finish their making their paper houses, ask them to sing achieve the learning objectives and
the chant together. (HOTS) given remedial exercise (s).
5. 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) TODAY’S LESSON:
Put pupils in pairs or small groups. Ask them to share their houses and to name Need improvement
the items of furniture their classmates have drawn. (21st CA)
HOTS Creation 21st CA Pair / Group Discussion
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Simple Project
REFLECTION

Main: 1.2 Main: 1.2.2
Friendly Language
1. Understand with support specific information and details of short simple texts
Pupils can read and write at least two correct answers.
Questions with possessive pronoun: Whose? Get Smart plus 3 Student’s Book p.47
Pre-lesson:
Review clothes vocabulary to prepare pupils for the lesson.
Lesson development:- _____ / _____ pupils were able to
1. Collect some pupils’ pens, pencils, etc. and have pupils sit in a circle. achieve the learning objectives and
Review the language Whose xxx is this/are these? and encourage pupils to given enrichment exercise (s).
ask the questions, too. You could play a circle game.
2. Teacher explains Grammar box on Student’s Book, p.47 again. _____ / _____ pupils were able to
3. Pupils listen to the audio and match orally in pairs (Activity 3). achieve the learning objectives with
4. Play Stop thief! where you nominate two or three pupils to be the thieves. guidance and given reinforcement
The class closes their eyes and count to ten, and the thieves move around exercise (s).
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 _____ / _____ pupils were not able to
answer to find out whose things they have ‘stolen’, and to return them. achieve the learning objectives and
E.g. Whose pen is this? / Whose books are these? You could play this in given remedial exercise (s).
small groups as well, if you have time and it is appropriate for your class.
(21st CA) TODAY’S LESSON:
5. Pupils read and write the correct answer (Revision 5 - activity 2) on their Excellent
exercise book. (CBA)
Need improvement
Post-lesson:-
HOTS Analysis 21st CA Games
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION

Main: 2.1 Main: 2.1.1
Friendly Language
1. Ask about and express basic opinions
Pupils can answer at least three questions correctly.
Get Smart plus 3 Student’s Book, p.47, Small pieces of paper/card,
Questions with possessive pronoun: Whose?
one per pupil, workbook page 35.
Pre-lesson:
Play a game to review clothes vocabulary to prepare pupils for the lesson.
1. Pupils ask and answer using picture activity 3 (Activity 4). achieve the learning objectives and
2. Give out the cards and ask pupils to draw a piece of clothing on them. They given enrichment exercise (s).
shouldn’t write their name, but should write a code name. (21st CA)
3. Collect the cards and redistribute them. Pupils should mingle around the _____ / _____ pupils were able to
classroom to try to find the artist. They can ask Whose xxx? or Is this achieve the learning objectives with
yours/hers? etc. When pupils answer, encourage them to give a reason for guidance and given reinforcement
their answer, for example: I think it’s Hanifa’s because she likes red shoes. I exercise (s).
think they’re Ahmad’s because Ahmad is good at drawing. or I’m sorry, I
do not know. _____ / _____ pupils were not able to
4. When they have found the artist, they should write that pupil’s name on achieve the learning objectives and
the card, return the card to you and sit down. Monitor and help pupils. If given remedial exercise (s).
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 TODAY’S LESSON:
others sit back down and these pupils can ask the whole class. Excellent
5. Pupils do workbook page 35. Pupils answer and mark will be given by
Need improvement
teacher. (CBA)
Post-lesson:-
Post-lesson task 10: Test your memory
HOTS Evaluation 21st CA Stretch to Sketch
REFLECTION

Main: 3.2 Main: 3.2.3
Love the country Language
Knowledge / Thinking skills / Leadership skills /
1. Guess the meaning of unfamiliar words from clues provided by visuals and the topic
2. Understand the main idea of short simple texts
Pupils can read and circle at least four answers correctly.
Present tense There is/are: Singular & plural; Prepositions Get Smart plus 3 Student’s Book, p.48–49, Map of Japan
of place (optional) Cut up pictures from Student’s Book, p.48.
Pre-lesson:
Pre-lesson task 1: Work out the words _____ / _____ pupils were able to
1. Write Japan on the board or show a map of Japan. Ask pupils to tell each given enrichment exercise (s).
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 _____ / _____ pupils were able to
their ideas into English and/or provide them with some key vocabulary. Ask achieve the learning objectives with
them what they know about houses in Japan. (HOTS) guidance and given reinforcement
2. Show the pictures from the text on Student’s Book, p.48. Ask pupils to tell exercise (s).
you what they can see.
3. Ask pupils to read the text on p.48 and highlight or underline any new _____ / _____ pupils were not able to
words. Direct pupils to the pictures to try to guess the meaning of the new achieve the learning objectives and
words. (21st CA) given remedial exercise (s).
4. Pupils listen to the audio and read (Activity 1).
5. Pupils copy questions and answer (Activity 2) in their exercise book. TODAY’S LESSON:
6. Pupils read activity 1 again and answer the questions about the traditional Excellent
Japanese house. (CBA)
Need improvement
Post-lesson:-
Post-lesson task 3: Guess the word
HOTS Analysis 21st CA Read and highlight
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Exercise Book
REFLECTION

Main: 4.2 Main: 4.2.4
Responsible Language
2. Plan, draft and write an increased range of simple sentences
Pupils can write at least three sentences about the house correctly.
Pictures of traditional style local/national houses, Poster
Present tense There is/are: Singular & plural
paper, pens, rulers etc.
Pre-lesson:
Pre-lesson task 4: Identify the flashcard _____ / _____ pupils were able to
1. Show the pictures of the Japanese house from Lesson 72. Elicit some given enrichment exercise (s).
differences between this and pupils’ own homes. (21st CA)
2. Show the pictures of traditional Malay houses. Talk to the pupils about _____ / _____ pupils were able to
how the houses are traditionally built to respect the natural environment. achieve the learning objectives with
(this may be in first language). guidance and given reinforcement
3. Ask pupils what key features make an environmentally friendly home (e.g. exercise (s).
natural building materials, use of natural energy and resources – water,
light etc). _____ / _____ pupils were not able to
4. Tell pupils they will design an eco-friendly house. Assign pupils to work in achieve the learning objectives and
groups on a poster or a model (if possible). (HOTS)(CBA) given remedial exercise (s).
5. 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 TODAY’S LESSON:
poster or as a label) using There is/are. Excellent
Post-lesson:-
Need improvement
Have pupils look at each other’s posters and comment on them. Provide some
general feedback on their efforts.
HOTS Creation 21st CA Brainstorming
REFLECTION

Main: 5.1 Main: 5.1.2
Responsible Language
1. Say the words in simple texts, and sing simple songs with intelligible pronunciation, rhythm and intonation In addition to Year 2 text
types: simple poems
2. Narrate very short basic stories and events
Pupils can create an action story in groups.
Flashcards or pictures Words for We’re going home action story
Prepositions of movement
Write the story on the board, or put it on a handout
Tell pupils that they are going on a long and difficult walk home. Use pictures or achieve the learning objectives and
flashcards to teach/review long grass, river, village. given enrichment exercise (s).
1. Ask pupils to stand in a circle, or to stand at their desks if there is not _____ / _____ pupils were able to
enough space for a circle in your classroom. achieve the learning objectives with
2. Tell pupils the We’re going home story (see next page): use actions to guidance and given reinforcement
make the meaning of over, under and through clear. exercise (s).
3. Retell the story and ask pupils to join in with the actions. Tell the story
again, with pupils doing the actions and saying the words. (21st CA) _____ / _____ pupils were not able to
4. Clarify with pupils that there is one more place to go through before they achieve the learning objectives and
are home. Ask pupils to suggest possible places to go through (e.g. forest, given remedial exercise (s).
rice field, jungle, tunnel, school, shopping centre).
5. Divide pupils into groups of 3–4. Tell them to finish the story with another TODAY’S LESSON:
verse and to practise their story and the actions.(HOTS) Excellent
6. Write the story on the board or give them a handout of the story to help Need improvement
them.
Post-lesson:-
Choose groups to perform their story. Ask pupils who are not performing to
identify the new place in the final verse. (CBA)
HOTS Creation 21st CA Role-Play
PERFORMANCE LEVEL 5 CLASSROOM BASED ASSESSMENT (CBA) Presentation
REFLECTION
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

SKILL(S) FOCUS: Listening LESSON: 75 ( Listening14) DAY: Sunday
Main: 1.1 Main: 1.1.1
Polite Language
1. Recognise and reproduce with support a range of target language phonemes
Pupils can write at least two answers correctly.
Present tense There is/are: Singular & plural; Prepositions Get Smart plus 3 Student’s Book p.49-50, Flashcards for
of place review cushion, slippers, table, flower Scissors
Pupils do a brainstorming activity in groups. Pupils write vocabulary related to achieve the learning objectives and
the activities topic on board. (21st CA) given enrichment exercise (s).
1. Show the flashcards and drill the four new words. Explain to pupils how achieve the learning objectives with
these are words with two sounds (syllables). Show how each word is made guidance and given reinforcement
up of the two sounds. exercise (s).
2. 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 _____ / _____ pupils were not able to
stage of the lesson only. achieve the learning objectives and
3. Pupils listen to the audio and answer orally (Activity 3). given remedial exercise (s).
4. Play the cutting and Speaking game Activity 1 on Student’s Book, p.50.
5. Pupils do workbook page 37. TODAY’S LESSON:
Excellent
Post-lesson:- Need improvement
HOTS Analysis 21st CA Brainstorming
REFLECTION

Main: 2.1 Main: 2.1.5
Tolerance Language
2. Ask for attention or help from a teacher or classmate by using suitable questions
Pupils can write at least four sentences in their worksheet correctly.
Present tense There is/are: Singular & plural; possessive Get Smart plus 3 Student’s Book, p. 48-49, worksheets 21,
pronouns workbook page 36.
Pre-lesson:
Ask pupils what they remember about the room in the Japanese house from
Student’s Book, p.48. Play a word game that will review and introduce furniture _____ / _____ pupils were able to
vocabulary. For example, put labels of the names of different rooms around the achieve the learning objectives and
classroom. Say a piece of furniture and pupils have to decide which room it given enrichment exercise (s).
belongs in. (HOTS)
1. Follow the teacher instructions for worksheet 21. Pupils listen, draw and achieve the learning objectives with
colour the objects in the correct room in pairs. (21st CA) guidance and given reinforcement
2. Pupils put the drawings in a pile in the middle of the group. In turns, pupils exercise (s).
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. _____ / _____ pupils were not able to
3. Monitor carefully as pupils do these Speaking and Listening activities. They achieve the learning objectives and
may need help with vocabulary, and should ask you for this in English. given remedial exercise (s).
4. Pupils do workbook page 36.
Post-lesson:-
Teach the whole class two or three of the words you have given them
individually as extra in this lesson.
TODAY’S LESSON:
HOTS Analysis st
21 CA Excellent
Think– Pair– Share
REFLECTION
# Teacher instructions (WORKSHEET 21- HOUSE)
1. There’s a pink sofa in the living room.

2. There’s a lamp in the bedroom.
3. There’s a shower in the bathroom.
4. There’s a brown closet in the bedroom.
5. There’s a fridge in the kitchen.
6. There’s a blue carpet in the living room.
7. There’s black bedside table in the bedroom.
8. There’s a television in the living room.
9. There’s a pot in the kitchen.
10. There’s a bed in the bedroom.
11. There’s microwave in the kitchen.
12. There’s a blue closet in the bedroom.
Main: 3.2 Main: 3.2.2
Polite Language
1. Understand specific information and details of short simple texts
2. Complementary: Understand the main idea of short simple texts
Pupils can write two sentences correctly.
Present tense There is/are: Singular & plural; Prepositions Get Smart plus 3 Student’s Book p.51, Some pictures of your
of place; Adjectives. house or a house from a magazine, workbook p.38.
Pre-lesson:
Play guess game with flashcards that will introduce key vocabulary from this
lesson. Write and leave the words on the board.
1. 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
achieve the learning objectives with
words you used. (21st CA)
2. Tell them they will read about Sue’s house. They should read silently and
exercise (s).
tell you what they think of Sue’s house using an adjective.
3. Next ask them to read again and to find some differences between Sue’s
house and your house (as described). (HOTS)
4. Ask pupils to answers the questions (in note form, not full sentences) in
given remedial exercise (s).
their exercise books.
5. 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.
6. Pupils do workbook page 38. Pupils answer and mark will be given by
teacher. (CBA)
Post-lesson:- TODAY’S LESSON:
Post-lesson task 4: Correct the error. Excellent
HOTS Evaluation 21st CA Recap Group
REFLECTION

Main: 4.3 Main: 4.3.3
Polite Language
1. Plan, draft and write an increased range of simple sentences
2. Narrate very short basic stories and events
Pupils can write about their bedroom using at least three sentences correctly.
Present tense There is/are: Singular & plural; Prepositions Get Smart plus 3 Student’s Book, p.51, Template of a
of place; Adjectives bedroom on a worksheet 22.
Pre-lesson:
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.
1. Play the CD to review the text on Student’s Book, p.51. Review the
differences between Sue’s house and pupils’ own homes. (HOTS)
2. Teacher explains Writing Tip.
3. Have pupils write about their bedroom on a worksheet. After writing they
exercise (s).
can furnish their bedroom by draw the furniture into the room. (CBA)
4. 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.
5. 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
TODAY’S LESSON:
there is time. (21st CA)
6. Collect pupils’ work, review it and note problem areas for review in later
lessons.
Post-lesson task 7: Listen and point Need improvement
HOTS Evaluation 21st CA Presentations
REFLECTION

Main: 5.2 Main: 5.2.1
Responsible Creativity and Innovation
1. Ask and answer simple questions about characters, actions and events of interest in a text
2. Understand with support short simple narratives
Pupils can write at least four correct answers in their worksheet.
Get Smart plus 3 Student’s Book, p.52–54, Self-assessment
Review of unit vocabulary and language.
worksheet (22)
Pre-lesson:
Pre-lesson task 2: Guess the answer.
1. Follow instructions for Activity 1, Before reading, using just the pictures
from the story.
2. 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.
3. Ask pupils one or two comprehension questions and review the story in
exercise (s).
their books if necessary. Ask pupils what they think the moral of the story
is (see Value on p.53, Student’s Book).
4. Discuss the value with pupils. (21st CA)
5. Pupils do workbook page 39.
Post-lesson:-
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). Collect the worksheets from pupils
and review them to note pupils’ performance.
TODAY’S LESSON:
HOTS Evaluation 21st CA Think– Pair– Share
REFLECTION

CLASS:
THEME: World of Self, Family and Friends WEEK: 1
TIME:
TOPIC: Module 5 - My new house DATE:
LESSON: 80 (Project Based
SKILL(S) FOCUS: Speaking DAY: Sunday
Learning)
Main: 2.1 Main: 2.1.5
Honest Creativity and Innovation
2. Use capital letters, full stops and question marks appropriately in guided writing at sentence level
Pupils can write at least 3 correct sentences.
Present simple questions (various) Question cards (see below – 1 set per group), Computers
Pre-lesson:
Pupils do a recap on characters from the units. _____ / _____ pupils were able to
1. Ask pupils to close their eyes and imagine their own house. Ask some given enrichment exercise (s).
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 _____ / _____ pupils were able to
your bedroom walls are pink. etc. achieve the learning objectives with
2. Put pupils in groups of four. Hand out the cards and put them in the guidance and given reinforcement
middle, face down. Pupils pick a card, in turn, and answer the question on exercise (s).
the card. Feedback on this activity, but leave the cards with the pupils.
3. Tell pupils they will create a survey about the class houses. First each group _____ / _____ pupils were not able to
should write four questions (one per pupil) in their exercise books. Monitor achieve the learning objectives and
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)
4. 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.
5. Pupils create a table or chart to present their findings. (HOTS)
TODAY’S LESSON:
Post-lesson:-
Excellent
Groups present their findings to the class. (21st CA)
Need improvement
HOTS Creation 21st CA Presentations
REFLECTION
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?

Bi Y3 LP Ts25 Module 5 (Lp65-80)

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Bi Y3 LP Ts25 Module 5 (Lp65-80)

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Bi Y3 LP Ts25 Module 5 (Lp65-80)

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DAILY LESSON PLAN TS25

SUBJECT ENGLISH YEAR 3

HOTS Evaluation 21st CA Games

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

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 TS25

DAILY LESSON PLAN TS25

# Teacher instructions (WORKSHEET 21- HOUSE)

1. There’s a pink sofa in the living room.

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

DAILY LESSON PLAN TS25

Template for suggested question cards for Lesson 80

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

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