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Daily Lesson Plan Year 3: Activity
Daily Lesson Plan Year 3: Activity
FOCUS THEME
Pupils able to sing a song and talk about friend’s name at least in 5 words independently and describe physical
SUCCESS CRITERIA
appearance at least in 5 simple phrases with little guidance.
Lesson delivery
4. Introduce/review adjectives (p5) using flashcards, drawings and/or pupils as examples if appropriate.
5. Follow with Student’s Book p5 Vocabulary and Activity 1. See Teacher’s Book p.18: Vocabulary, Activity 1, TPR
Activity.
ACTIVITIES
6. Monitor pupils carefully as they listen to the song to evaluate their vocabulary and listening skills. Review vocabulary
next lesson as necessary.
Post-lesson
7. Use flashcards in a whole class game to go over the adjectives again. You could choose an appropriate post-lesson
activity from the list in the introduction that suits your pupils’ needs and interests and that will review the main areas
covered in the lesson
ADDED
respect HOT/ ITHINK Circle Map
VALUE
CCE/CE
CCE Language THINKING PROCESS Describing
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Course Other :
CRK
HOMEWORK No Page
DAILY LESSON PLAN YEAR 3
WEEK DAY DATE CLASS TIME SUBJECT
7.30 am – 8.30 am
1 Wednesday 2/1/2019 3 Zamrud English Language Year 3
60 minutes
FOCUS THEME
Pupils able to sing a song and talk about friend’s name at least in 5 words independently and describe physical
SUCCESS CRITERIA
appearance at least in 5 simple phrases with little guidance .
Lesson delivery
2. Use flashcards of characters from the textbook to introduce language, e.g. He/she has got brown hair / I have got
brown hair. See also Teacher’s Book p.18: Grammar Box
ACTIVITIES 3. Follow with Activity 2 and Optional activity (Teacher’s Book p.18-19). Remind pupils of the importance of being
sensitive when describing people (e.g. for the adjective ugly).
4. Continue to monitor pupils as they work in pairs. Note which pupils are having difficulties or seem to find the activity
easy. This will be useful for pairing and grouping pupils in future lessons.
Post-lesson
5. See Before leaving activity (Teacher’s Book p.18).
Appearance : Pretty , ugly , straight hair , curly hair , blond hair ,
VOCABULARY
Colours : purple
ADDED
respect HOT/ ITHINK Circle Map
VALUE
CCE/CE
CCE values THINKING PROCESS Describing
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :
Course Other :
CRK
FOCUS THEME
SUCCESS CRITERIA Pupils able to count 10 to 100 independently and talk about possession at least in 5 simple sentences with guidance .
Pre-lesson
1. Review previous learning by playing a Guess who game as a whole class.
Lesson delivery
2. Follow with Warm up activity (See Teacher’s Book, p20).
3. Extend with a numbers game to consolidate numbers 1-100 if necessary. Monitor closely to see whether pupils are
comfortable with numbers up to 100. If some are having difficulty, build in extra practice in this lesson (see step 2) and
ACTIVITIES in the next few lessons. Consider setting a homework task related to this.
4. Follow with Activity 1 (Teacher’s Book p.20). Pupils follow the words on the page with their finger as they listen to the
recording. E3
5. Then follow Teacher’s book p.20 for Activity 2.
Post-lesson
6. Play a stand up if it’s true – sit down if it’s false game using have/has got
Numbers : ten , twenty , thirty , forty , fifty , sixty , seventy , eighty , ninenty , a hundred
VOCABULARY
Objects : shells
Numbers up to 100
LANGUAGE / GRAMMAR FOCUS Have you got..?
Yes, I have. / No, I haven’t
ADDED
respect HOT/ ITHINK Circle Map
VALUE
CCE/CE
CCE Language THINKING PROCESS Describing
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
Lesson is postponed due to :
REFLECTION
Meeting Sick Leave ( MC )
Course Other :
CRK
FOCUS THEME
Pupils able to describe physical appearance or objects at least in 5 words independently and construct 5 simple
SUCCESS CRITERIA
sentence with little guidance .
Lesson delivery
2. Build model sentences on the board about pupils’ families/your own family: My name’s Hana. I’ve got three sisters
and two brothers. Try to elicit as much language from pupils as possible.
3. Pupils complete worksheet by drawing a picture of themselves and writing about their family under it. Tell pupils that
the work will be displayed so they should take care with handwriting and neatness. Display the pictures in the
classroom.
4. Review questions Has he/she got a brother? How many has he/she got? by asking some pupils. You could also follow
Teacher’s Book p.20 Grammar Box here.
5. Pupils move to the classroom display. Play a guessing game using the worksheets displayed:
I have got....
LANGUAGE / GRAMMAR FOCUS
He has got....
ADDED
respect HOT/ ITHINK Circle Map
VALUE
CCE/CE
CCE Language THINKING PROCESS Describing
Course Other :
CRK
7.30 am – 8.30 am
1 Monday 1/1/2019 3 Zamrud English Language Year 3
60 minutes
FOCUS THEME
SUCCESS CRITERIA Pupils able to create imaginatively their own class year book @ wall display with guided from the teacher .
In this lesson, pupils will make a class year book in groups. This can either be put together as a book, which can be
copied for each pupil to take home, or it could be an open book, displayed on the wall.
Pre-lesson
1. Distribute the sentence papers, one to each pupil. The pupil should read the sentence and try to guess who it is
about. They should find that pupil and check. Feed back by asking pupils to read the sentence to the class.
Lesson delivery
2. Put pupils in groups of 5-6 pupils. Give each pupil in the group a number or letter, e.g. Pupil A, B, C, etc. Ask pupils to
write two sentences about another pupil in the group (Pupil A about pupil B, pupil B about pupil C, etc.) in their
notebook.
3. Monitor as pupils write and support them as necessary. Encourage pupils to support each other in their groups. As
you monitor, you could take a photo of each group. When groups are finished, they can help you to upload and print
out the photo of their group.
ACTIVITIES
4. Ask each group to check each other’s sentences and to discuss any changes that are needed before writing a final
version.
For a wall display:
Pupils write on a small piece of paper. They will then put up the photo on the display with the papers around it and a
piece of string connecting it to the picture of the pupil it describes.
For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it, connecting them to the pupil in
the photo with a line.
Post-lesson
5. Encourage pupils to look at the display/book by asking questions. You could, for example, ask pupils to tell you what
they like about each group’s work, or you could play a Find someone who.. game (e.g. Find someone who has curly
hair / Which group has two pupils who have long hair etc). Use this to see pupils’ progress).
ADDED
respect HOT/ ITHINK Circle Map
VALUE
CCE/CE
CCE Language THINKING PROCESS Describing
Prepare and write a sentence (using the target structure) about each pupil on a strip of paper
A digital camera and computer to upload and print out photos
TEACHING AIDS Plain paper, string and scissors (if making a wall display)
Plain paper, glue and ruler (if making a class book)
*Choose your choice*
Course Other :
CRK