MissAsh

Daily English Language Lesson Plan

DAY (Lesson 59) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of Knowledge DATE
TOPIC Module 4: Year in, year out TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils play Hot Seat. A pupil is called in front
Main: 1.2 Understand meaning in a variety of familiar and asked to pick a card. Everyone else must ask
contexts. questions.

Complementary: 3.2 Understand a variety of linear and Lesson delivery:

on-linear print and digital texts by using appropriate
reading strategies.
Learning Standard
Main: 1.2.2 Understand with support specific information
and details of short simple texts.
Complementary: 3.2.1 Understand the main idea of short
simple texts.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to listen
and raise their hands correctly.
Complementary: At the end of the lesson, pupils will be
able to read and raise their hands correctly.
IMPACT/REFLECTION
1. Play a random quiz about places in the world. Teacher
shows Google Earth. Ex: Where can we find the pyramid?
Pupils are directed to the place via Google Earth.
2. Pupils refer to textbook page 116. Pupils are explained
the concept of the different time zone.
3. Pupils read the text.
4. Labels from SOW page 114 are handed out. Pupils listen
as the teacher reads. Pupils raise their hand when teacher
asks.
Post lesson: Pupils play ‘Chinese Whisper. Use the same
labels. Pupils line up based on their group.
MATERIALS
Textbook page 116
Teacher’s Book (page 65) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
Autonomous learning

CLASSROOM BASED ASSESSMENT (PBD)

MissAsh
Daily English Language Lesson Plan

DAY (Lesson 60) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Speaking
THEME World of Knowledge DATE
TOPIC Module 4: Year in, year out TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils play Word Ladder where teacher writes a
Main: 2.1 Communicate simple information intelligibly. word and draw a ladder. Pupils continue to write words
related with the correct spelling.
Complementary: 2.1 Communicate simple information
intelligibly. Lesson delivery:
1. Pupils are asked if they know the sports in textbook page
Learning Standard 39 and others that they might have done during the
Main: 2.1.2 Find out about and describe basic everyday holidays.
routines. 2. Pupils listen to track 60. They match the children to the
sport.
Complementary: 2.1.5 Describe people and objects using 3. Pupils are introduced to a sentence pattern.
suitable words and phrases. What did you do during the holidays? You _______________.
4. Pupils are explained about Activity 4 from the Teacher’s
Book. Pupils think of an activity that they have done during
the holidays and how to mime the action for it. They are
going to go around the class. One student asks the
question and the other mimes the action. They take turns.

Post-lesson: Pupils complete their learning diaries.

OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to ask Textbook page 39
and find out about at least 3 friends correctly. Track 60
Teacher’s Book (page 65) *for reference
Complementary: At the end of the lesson, pupils will be
able to describe their friends’ activity with at least 2 words CCE (CURRICULUM / HOTS / VALUES)
at the end.
Language
Multiple intelligences
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 61) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of Knowledge DATE
TOPIC Module 4: Year in, year out TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate reading
strategies.
Complementary: 3.3 Read independently for information
and enjoyment.
Learning Standard
Main: 3.2.2 Understand specific information and details of
short simple texts.
Complementary: 3.3.1 Read and enjoy A1 fiction/ non-
fiction print and digital texts of interest.
Pre-lesson: Pupils play the Hangman game using
vocabulary like months, days, seasons, clothes and
weather.
Lesson delivery:
1. Pupils revisit page 38 in the textbook and read the texts
again.
2. Pupils are explained about the board game in textbook
page 40.
3. Each group gets a coin. Students tosses the coin to see
how many spaces to move forward: one space for heads
and two spaces for tails.
4. Pupils take turns to play the board game.
5. Pupils complete a word search on clothes during
summer and winter.

Post-lesson: Pupils draw a Venn Diagram in their exercise

books. Example shown in the Teacher’s Book. Inform pupils
what to bring for tomorrow’s lesson and draw lots for the
country.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to read Textbook page 38 and 40
answer at least 5 questions correctly. Counters and coins
Summer and Winter word search
Complementary: At the end of the lesson, pupils will be Teacher’s Book (page 66 and 67) *for reference
able read and find out at least 4 words from the word
search. CCE (CURRICULUM / HOTS / VALUES)
Language
Multiple intelligences
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 62) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Writing
THEME World of Knowledge DATE
TOPIC Module 4: Year in, year out TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 4.2 Communicate basic information intelligibly for a
range of purposes in print and digital media.
Complementary: 2.2 Use appropriate communication
strategies.
Learning Standard
Main: 4.2.4 Describe people and objects using suitable
words and phrases.
Complementary: 2.2.2 Ask for attention or help from a
teacher or classmate by using suitable questions.
Pre-lesson: Pupils sing the Four Seasons song track 52 in
textbook page 35.
Lesson delivery:
1. Pupils lay down the pictures and materials that they
have got from home or teacher can provide the materials.
2. Pupils are explained about their project work.
3. Pupils talk about the materials they have and how it is in
that particular country.
4. Roles are assigned to the kids (designer, cutter & sticker,
writer).
5. A sample by the teacher is shown to the pupils. Pupils
start making their collage guided by the teacher.

Post-lesson: Pupils’ works are displayed on the wall and

they start their gallery walk. Pupils are guided on how to
explain.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to Textbook page 41
describe at write at least 4 sentences in their collage Pictures and manila cards for the kids *if necessary
correctly. Teacher’s Book (page 69) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Complementary: At the end of the lesson, pupils will be
Language
able to speak and explain at least 3 things about their
Communication
collage.
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Country collage
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 63) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Language Arts
THEME World of Knowledge DATE
TOPIC Module 4: Year in, year out TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 5.3 Express an imaginative response to literary texts.
Complementary:4.2 Communicate basic information
intelligibly for a range of purposes in print and digital
media.
Learning Standard
Main: 5.3.1 Respond imaginatively and intelligibly through
creating simple action songs on familiar topics. Other
imaginative responses as appropriate.
Complementary: 4.3.4 Describe people and objects using
suitable words and phrases.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
describe at least 2 places they would like to go correctly.
Complementary: At the end of the lesson, pupils will be
able to describe and write at least 4 sentences correctly.
IMPACT/REFLECTION
Pre-lesson: Pupils are shown a snow globe or a picture of a
snow globe. Ask pupils if they have seen or have one.
Lesson delivery:
1. Ask pupils if the story has snow globes, what is it going to
be about?
2. Pupils are directed to textbook page 42. Teacher can
be the narrator.
3. Pupils are guided frame to frame with gestures and
sounds.
4. Pupils are asked comprehension questions based on the
story from the teacher’s book.
5. Pupils are asked where would they like to go if they
found a magic globe. They can write and draw the places
they would like to go in page 25 in the Year 3
Supplementary Worksheets Module. Pupils can be guided
with the adjectives.
Post-lesson: Pupils’ works are displayed.
MATERIALS
Textbook page 42 & 42
Page 25 in the Year 3 Supplementary Worksheets Module
Teacher’s Book (page 70 & 71) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Creativity and innovation

CLASSROOM BASED ASSESSMENT (PBD)

Snow globe creative writing