CCDAILY LESSON PLAN YEAR 3

CCDAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3
Choose an Choose an
DAY / DATE WEEK / LESSON 113
item. item.
TIME DURATION 60 minutes
World of Self, Family and Module 8- Where were
THEME TOPIC
Friends you yesterday?
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
LEARNING STANDARDS simple texts
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 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 sing a song in group and present in front of class.
LANGUAGE /
Adverbs of time; past simple statements (was/were).
GRAMMAR FOCUS
Pre-lesson
1. Play a word game to elicit what yesterday’s day was (and date if pupils are familiar with this). Use this to
teach the word yesterday. Check pupils’ understanding with some Yes/No questions about yesterday
(where they were, what happened, what the day/date was). (21st CA)
Lesson delivery
2. Introduce the new vocabulary on Student’s Book. Put the places flashcards on the board, randomly.
3. Tell pupils they will listen to a song. Play the CD and ask pupils to listen to the song to tell you which
ACTIVITIES order the flashcards should go in (first the place visited in the morning, then the afternoon, then the
evening). You could do this as a matching activity with the times of day flashcards if it is simpler.
4. Pupils listen and write the phrases in red. Then sing (Activity 1).
5. Ask pupils to tell you where they were yesterday at different times of day. Pupils needn’t use full
sentences – they can just answer with the place name. Give pupils vocabulary as they need it. (HOTS)
6. Pupils practice sing in group.
Post-lesson
7. Pupils can sing a song in group and present in front of class. (CBA)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.75, Vocabulary flashcards (places and time-of-day expressions)
st
21 CENTURY ACTIVITY Rhyming / Singing CCE Language
HOTS Analysis VALUES Thankful
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Presentation
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
TEACHERS’S REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________________
DAILY LESSON PLAN YEAR 3
Choose an Choose an
item. item.
THEME TOPIC
Main : Speaking
FOKUS SKILLS
Complimentary : Speaking
Main: 2.3 Communicate appropriately to a small or large group.
CONTENT STANDARDS
Complementary: 2.2 Use appropriate communication strategies.
Main: 2.3.1 Narrate very short basic stories and events
LEARNING STANDARDS Complementary: 2.2.2 Ask for attention or help from a teacher or classmate by
using suitable questions
1. By the end of the lesson, most of the pupils will be able to narrate very short basic stories and events.
LEARNING OBJECTIVES 2. By the end of the lesson, most of the pupils will be able to ask for attention or help from a teacher or
classmate by using suitable questions.
SUCCESS CRITERIA Pupils can write at least four answers correctly.
LANGUAGE /
Adverbs of time; past simple statements (was/were)
GRAMMAR FOCUS
Pre-lesson
1. Play the song from Lesson 113 and sing the song.
Lesson delivery
2. Put the places cards on the board. Point to a place, ask pupils to raise their hand if they were there
yesterday. Give support to pupils as you elicit full past simple sentences e.g. I was at the shopping centre.
Ask pupils Where was he/she yesterday? to elicit He/She was… Repeat a few times with different places,
choosing different pupils.(HOTS)
ACTIVITIES 3. Teacher explains the Grammar Box on Student’s Book, p.75.
4. Have pupils do Activity 2 in pairs. They should give real (not imagined) answers, and should ask for your
help in English. Remind them how to ask for help, e.g. Can you help me, please? How do I say xxx in
English? (21st CA)
5. Teacher distributes worksheets. (WB p60)
6. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
7. Play the Where was I? game.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.75
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Analysis VALUES Respect
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
Choose an Choose an
item. item.
THEME TOPIC
Main : Reading
FOKUS SKILLS
Main: 3.2 Understand a variety of linear and non-linear print and digital texts
CONTENT STANDARDS by using appropriate reading strategies.
Main: 3.2.1 Understand the main idea of short simple texts
LEARNING STANDARDS
1. By the end of the lesson, most of the pupils will be able to understand the main idea of short simple
texts.
LEARNING OBJECTIVES
questions.
SUCCESS CRITERIA Pupils can write at least four correct answers.
LANGUAGE /
Adjectives, past simple statements & Yes/No questions (was/were)
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 2: Guess The Answer.
Lesson delivery
2. Introduce the vocabulary using the adjective flashcards; also, mime your reaction to the things in the
flashcards to show the meaning of the adjective. (21st CA)
3. Tell pupils they will read a story about going to the cinema. Elicit the words film and popcorn if possible,
and put the word/flashcards on the board.
4. Ask pupils to read the story quietly (Student’s Book, p.76) to see if they were right.
5. Listen to the CD and read again (Activity 1), asking pupils questions to check understanding. Do the final
ACTIVITIES acting and performance stages if you have time.
6. Draw pupils’ attention to the grammar section on Student’s Book, p.77.
7. Teacher distributes worksheets (WB p61). Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
8. 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 (about my English)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.76-77, Adjectives flashcards
Language; Creativity &
21st CENTURY ACTIVITY I See, I Think, I Wonder CCE
Innovation
HOTS Evaluation VALUES Thankful
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
THEME TOPIC
Main : Writing
FOKUS SKILLS
Complimentary : Reading
Main: 4.3 Communicate with appropriate language form and style for a range
of purposes in print and digital media.
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies.
Main: 4.3.2 Spell a narrow range of familiar high frequency words accurately in
guided writing
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of short
simple texts
1. By the end of the lesson, most of the pupils will be able to spell a narrow range of familiar high
frequency words accurately in guided writing.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand specific information and details
of short simple texts.
SUCCESS CRITERIA Pupils can write at least three sentences correctly.
LANGUAGE /
Adjectives, past simple statements & Yes/No questions (was/were).
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Review the adjectives from the previous lesson.
Lesson delivery
2. Divide pupils into small groups. Give each group a paper, so that you have about the same number of
papers for each adjective. Tell pupils they should write or draw something (one word or picture) that they
think about when they hear the word (adjective). Set a short time limit, then the groups pass the paper to
the next group, receiving a new paper from another group with a different adjective (the other group’s
word). Pupils should think of something new to put on each paper. Continue with the new adjective for at
least four rounds. (21st CA)
3. Feedback on the final papers and provides any relevant new vocabulary in English. Note down this
vocabulary so that you can return to it in later lessons. These are words that are important to the pupils
and have been thought up by them.
4. Remind pupils of the story on Student’s Book, p.76 before doing Activity 2 in exercise book. Remind
pupils to take care with spelling and handwriting. (HOTS)
5. Pupils choose words from the papers from step 2 to write sentences in their exercise books starting with
I think…. They could draw a picture to go with their writing if they finish quickly. (CBA)
Post-lesson
6. Play Hot card pantomime.
Get Smart plus 3 Student’s Book, p.77 (and 76 to remind of story), Papers with one of the headings: scary,
TEACHING AIDS
delicious, boring, funny (one paper per group)
21st CENTURY ACTIVITY Round Table CCE Language
HOTS Evaluation VALUES Honest
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Exercise Book
Attendance: /
Choose an Choose an
item. item.
Module 8- Where were you
THEME World of Knowledge TOPIC
yesterday?
Main : Language Arts
FOKUS SKILLS
Complimentary : Writing
Main: 5.2 Express personal responses to literary texts.
CONTENT STANDARDS Complementary: 4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media.
Main: 5.2.1 Ask and answer simple questions about characters, actions and
events of interest in a text
LEARNING STANDARDS
Complementary: 4.2.4 Describe people and objects using suitable words and
phrases
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 describe people and objects using suitable
words and phrases.
SUCCESS CRITERIA Pupils can place the animals in the correct position and write a new text on the worksheet.
LANGUAGE /
Past simple question, prepositions of place.
GRAMMAR FOCUS
Pre-lesson
1. Give each pair of pupils a pair of scissors and the worksheet of the animals to cut out. If you think this will
take too much time, prepare the cut-outs yourself and give one set of animals to each pair of pupils.
2. Give pupils the picture of Nur and Imran’s farm. Teach or check the vocabulary of the animal names and
barn, tractor, fence and gate.
Lesson delivery
3. Give instructions to practise the prepositions of place: next to, in front of, behind, between. For example,
Put the cow behind the barn. Check answers with the whole class.
ACTIVITIES
4. Give pupils the text Where were the animals on Nur and Imran’s farm?
5. Ask pupils to read the text and place the animals in the correct position.
6. Check answers with the whole class.
7. Tell pupils that the animals were in new positions the next day, and give them a worksheet. Ask them to
work in pairs to decide these new positions, and to write a new text on the worksheet. (CBA)(21st CA)
Post-lesson
8. Ask pairs to swap texts and to place their animals according to the description in their partner’s text.
9. Ask pupils to check their answers in groups of four. (21st CA)
Text of Where were the animals on Nur and Imran’s farm?, Worksheet of animals to cut out, Scissors, one
TEACHING AIDS
per pair of pupils
21st CENTURY ACTIVITY Pair / Group Discussion CCE Creativity and Innovation
HOTS Creation VALUES Love the country
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
THEME TOPIC
Main : Listening
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly.
LEARNING STANDARDS simple texts
Complementary: 2.1.1 Ask about and express basic opinions
LEARNING OBJECTIVES information and details of short simple texts.
2. By the end of the lesson, most of the pupils will be able to ask about and express basic opinions.
SUCCESS CRITERIA Pupils can match at least three answers correctly.
LANGUAGE /
Adjectives, past simple statements & Yes/No questions (was/were)
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review the places, activities and adjectives from the unit so far.
Lesson delivery
2. In small groups, pupils divide up the word cards. Tell them they should write the words from the pre-
lesson task, one on each card: home / shopping centre / cinema, etc. // the film / shopping / the food
(popcorn) / It // funny / boring / scary / delicious / quiet/noisy.
3. Play a word association game with the word cards in groups of four: Divide the cards into sets
(places/activities/adjectives), shuffle the sets and place face down. In turns, pupils turn over the top card of
each pile and make a sentence. They then decide as a group if the sentence makes sense or not. For
ACTIVITIES
example.: (21st CA)
I was at home. The film (It) was scary. = I think this is ok.
I was at the cinema. Shopping (It) was funny. = I think this isn’t ok/I think this is silly.
4. Ask pupils to remember some of the funny answers and feedback on those after the activity. Keep the
cards in groups’ sets for next lesson.
5. Pupils listen and choose the correct answer (Activity 3).
6. Teacher distributes worksheets. (CBA)
Post-lesson
7. Post-Lesson Task 5: Remember It, Say It.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.77, Blank word cards (one set per group).
st
21 CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
Name: ______________________________________ Class : __________
1. Read and match.
1. Was Karen at home last

Saturday?
a. Yes, there were.
2. Were they at the

amusement park yesterday?
b. yes, it was.
3. Was the film funny?
c. No, they weren’t.
4. Were there any lions at

the circus?
d. No, it wasn’t.
5. Was the cake delicious?
e. Yes, she was.

Choose an Choose an
item. item.
World of Self, Family and Module 8- Where were you
THEME TOPIC
Friends yesterday?
Main : Speaking
FOKUS SKILLS
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 2.1.1 Ask about and express basic opinions
LEARNING STANDARDS
Complementary: 2.3.1 Narrate very short basic stories and events
LEARNING OBJECTIVES
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 at least three sentences correctly.
LANGUAGE /
Adjectives, past simple statements & Yes/No questions (was/were).
GRAMMAR FOCUS
Pre-lesson
1. Play a word game that focuses on the foods.
Lesson delivery
2. Draw pupils’ attention to the pictures on Student’s Book, p.77, and review the Listening activity.
3. Pupils look at activity 3. Ask and answer in pairs (Activity 4).
4. Using the pupil-made cards from the last lesson, ask pupils to work in the same groups as in Lesson 118.
Give the groups back their same cards. Pupils divide the cards into sets, as before. Divide groups in pairs of
pupils, they take either the places set of cards OR the activities + adjectives set and use them to play a
guessing game: (21st CA)
Places: Pupil A takes a card, pupil B has to guess where the pupil was:
B: Were you at …?
A: Yes, I was. / No, I wasn’t.
Activities + adjectives: Pupil A turns over and shows the activity card (e.g. the film), then takes an
ACTIVITIES
adjectives card. Pupil B has to guess the adjective:
B: Was the film funny?
A: Yes, it was./No, it wasn’t.
Or:
B: How was it?
A: It was xxx.
5. When pupils are finished, they exchange the sets with the other pair in their group and play again.
6. In exercise book, pupils write down where they were at the weekend. They write their opinions of what
they were doing. (CBA)
7. Pupils use their notes to tell their partner where they were and their opinion (adjective).
Post-lesson
8. Choose a few pupils to tell the class about their weekend. Encourage pupils to ask the speakers questions
if they can. (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.77, Pupil-made word cards from Lesson 118.
21st CENTURY ACTIVITY Games CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
TEACHERS’S REFLECTION Attendance: /
Choose an Choose an
item. item.
Module 8- Where were
THEME World of Knowledge TOPIC
you yesterday?
Main : Reading
FOKUS SKILLS
Main: 3.2 Understand a variety of linear and non-linear print and digital texts
by using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 4.2 Communicate basic information intelligibly for a range of
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING STANDARDS
Complementary: 4.2.2 Make and give reasons for simple predictions
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to make and give reasons for simple
predictions.
SUCCESS CRITERIA Pupils can write at least three answer correctly.
LANGUAGE /
Past simple (was/were) statements (positive & negative)
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review vocabulary that focuses on vocabulary.
Lesson delivery
2. Show the pictures from Student’s Book, p.78 and ask pupils if they think this city is in Malaysia [No]. Ask
them when they think the pictures were taken [in the past, 1900].
3. Write key words in a list on the board, and ask pupils to read them as you write: cinemas / theatres /
shopping centers. Add cars / horses / carriages / quiet / noisy. Introduce negative wasn’t/weren’t.
4. Ask pupils to put the vocabulary in their notebooks. Ask pupils which of these things were found in New
York City in 1900 – they should tick what was and cross what wasn’t found (in their opinion). Pupils work in
pairs to make predictions and write their answers in full sentences, e.g. There weren’t any cars in New
York City in 1900 or No, there weren’t. (21st CA)
ACTIVITIES
5. Have pupils read the texts and check their predictions. Pupils check their answers with their partner.
6. Pupils read activity 1 and work on their own on Activity 2. Use this as a classroom-based informal
assessment of Reading. (CBA)
7. Teacher distributes worksheets (WB p61). Pupils answer and mark will be given by teacher.
Post-lesson
 Something I feel proud of (about my English)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.78-79, Vocabulary flashcards.
st
21 CENTURY ACTIVITY Pair / Group Discussion CCE Science and
HOTS Evaluation VALUES Hardworking
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Observation
Attendance: /
Choose an Choose an
item. item.
THEME TOPIC
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.
Main: 4.2.4 Describe people and objects using suitable words and phrases
LEARNING STANDARDS Complementary: 4.3.1 Use capital letters, full stops and question marks
appropriately in guided writing at sentence level
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 use capital letters, full stops and question
marks appropriately in guided writing at sentence level.
SUCCESS CRITERIA Pupils can write at least two sentences correctly.
LANGUAGE /
Past simple (was/were (n’t)) + determiners (many/a/any)
GRAMMAR FOCUS
Pre-lesson
1. Teacher shows a few pictures that show different place. Pupils and teacher discuss about the pictures.
(HOTS)
Lesson delivery
2. Play a True/False game to review the content of the text on Student’s Book p.78 – say a sentence and
pupils tell you if it is True or False. They can do this in an interesting way e.g. by standing up/sitting down,
raising right/left hand, moving to the left/right of the classroom). (21st CA)
ACTIVITIES 3. Make sure to use a range of language from the Grammar Box.
3. Draw attention to the Grammar Box and review the forms. Include There weren’t any…+ plural.
4. Pupils look at activity 2 and write about New York City in the year 1900 in their exercise book (Activity
3).
5. Pupils do Activity 4, as an in-class activity. Pupils can work in pairs to talk about and complete the table
in Activity 4. Then they use their answers to write two or more sentences in their exercise books. (CBA)
Post-lesson
6. Post-Lesson Task 9: Read Your Friend’s Mind.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.78-79.
21 CENTURY ACTIVITY
st
Think– Pair– Share CCE Patriotism and citizenship
HOTS Analysis VALUES Love the environment
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
Module 8- Where were
THEME World of Stories TOPIC
you yesterday?
Main : Language Arts
FOKUS SKILLS
Main: 5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies.
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple
action songs on familiar topics
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of short
simple texts
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
SUCCESS CRITERIA Pupils can create a puzzle story for a classmate to solve.
LANGUAGE /
Past simple: went, bought, was, How much did she /she spend? Numbers up to 100.
GRAMMAR FOCUS
1. Show pupils a flashcard of Damia, or draw a stick figure on the board. Tell pupils that she went to the
supermarket, and ask them to suggest things she bought. Write five suggestions on the board. (21st CA)
Lesson delivery
2. Give pupils the worksheet. Ask them to check Damia’s story to see whether any of their suggestions
were right. (CBA)
3. Went, bought and How much did she spend may be new language for pupils. If they are new words,
pupils can guess their meaning from context. Briefly elicit their meaning and review if necessary.
4. Ask pupils to read the story again and to solve the puzzle. [Answer: RM 55]
5. Check the answer with the whole class and ask them to explain how they reached the answer. Reward
pupils for their effort to find the correct answers, even if they get the maths wrong. (HOTS)
6. Give pupils the Alvin story. Ask them to complete it individually or in pairs. They should use their own
ideas for this.
7. Tell pupils to swap their Alvin puzzle stories and solve each other’s puzzles.
Post-lesson
8. Share any well-written or interesting stories with the whole class.
TEACHING AIDS Fashcards to represent Damia and Alvin, Worksheet .
21 CENTURY ACTIVITY
st
Free Discussion CCE Financial education
HOTS Evaluation VALUES Caring
CLASSROOM BASED
Attendance: /
Name: _______________________________________ Class: __________
Damia went to the supermarket
Damia went to the supermarket. She bought 2 pieces of cheese. Each piece of
cheese was RM 21.
She bought 5 red chillies. Each chilli was RM 0.80. She bought 2 bottles of
lemonade. Each bottle was RM 4.50.
How much did she spend?
__________________.
Alvin went to the supermarket

Alvin went to the supermarket. He bought _____________________________.
Each ________________________ was RM _____.
He bought _____________________________________________________.
Each ________________________ was RM _____.
He bought _____________________________________________________.
Each ________________________ was RM _____.
How much did he spend?
_________________.
Choose an Choose an
item. item.
THEME TOPIC
Main : Listening
FOKUS SKILLS
CONTENT STANDARDS
Complementary: 2.2 Use appropriate communication strategies.
simple texts
LEARNING STANDARDS
Complementary: 2.2.1 Keep interaction going in short exchanges by repeating key
words from the other speaker
information and details of short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to keep interaction going in short exchanges
by repeating key words from the other speaker.
SUCCESS CRITERIA Pupils can answers at least three answer correctly.
LANGUAGE /
Past simple (was/were) statements (positive & negative)
GRAMMAR FOCUS
1. Pre-lesson Task 2: Guess The Answer
Lesson delivery
2. Show the flashcards of circus and amusement park. Ask pupils if they have ever been to one of these
and ask them how it was.
3. Use Activity 1, Student’s Book, p.80, as a Listening activity in this lesson. Check pupils look carefully at
the pictures in Activity 1: first ask pupils to tell you the names of the characters.
4. Ask pupils to look at the pictures of the places and to predict how they were by drawing a line to an
adjective each in pencil. They should tell their partner their guesses. Model the exchange, e.g.(HOTS)
Pupil A: I think the circus was noisy.
Pupil B: Noisy? Me too. / I do not think so. I think it was boring.
5. Tell pupils what the children did and how it was. You can make up your own sentences here, or can use:
In the afternoon, Dora was at the shopping centre. It was noisy.
In the morning, Kevin and Sandra were at the circus. It was funny.
In the evening, Tim was at home. It was boring.
6. Have pupils check their predictions.
7. Show pupils the dialogue at the bottom of Student’s Book, p.80. Show pupils how to use the information
they heard to ask and answer. Pupils work in pairs on this dialogue. (21st CA)
8. Teacher distributes worksheets (WB p63). Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
9. Pupils answer and discuss the answer as a class.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.80.
21 CENTURY ACTIVITY
st
I See, I Think, I Wonder CCE Language
HOTS Analysis VALUES Tolerance
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
THEME TOPIC
Friends yesterday?
Main : Speaking
FOKUS SKILLS
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS
Main: 2.1.1 Ask about and express basic opinions
LEARNING STANDARDS
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 three correct sentences.
LANGUAGE /
Past simple (was/were) questions
GRAMMAR FOCUS
Pre-lesson
1. Task 2: Guess The Answer - Review places, activities and adjectives to prepare pupils for the lesson.
Lesson delivery
2. Using the questions from this lesson, ask some pupils about yesterday/the weekend/last week:
Where were you yesterday?
When were you there?
How was it?
3. Give out the worksheets and ask pupils to write the questions in full in the left-hand column of the
worksheet. (CBA)
4. Show and explain the example answer, and ask pupils to write their own answers in the table. (HOTS)
ACTIVITIES 5. Ask pupils to talk to at least two friends and make a note of their answers. They should not show each
other their worksheets. Feedback on pupils’ answers.
6. Pupils in groups of four play a game with the word cards from Lesson 118. Shuffle the cards all together.
Pupil A takes a card. Pupils B, C & D take turns to ask Pupil A questions. Pupil A should imagine their answer.
For example: (21st CA)
Pupil A takes cinema card
Pupil B asks: Where were you? // I was at the cinema.
Pupil C asks: When were you there? // I was at the cinema yesterday evening.
Pupil D asks: How was it? // It was good.
Post-lesson
7. Post-Lesson Task 5: Remember It, Say It.
TEACHING AIDS Worksheet, Word cards from Lesson 118
st
21 CENTURY ACTIVITY Talking Chips CCE Language
HOTS Analysis VALUES Love the environment
CLASSROOM BASED
Attendance: /
Name: _________________________________________ Class: _________
A: Complete the questions and your answers.
B: Ask at least two friends.
Questions
My friend’s name: My friend’s name:
Example Me
_______________ _______________
at the
Where
cinema
__________________ ?
When yesterday
__________________? evening
How
__________________? funny
Choose an Choose an
item. item.
THEME TOPIC
Friends yesterday?
Main : Reading
FOKUS SKILLS
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies.
LEARNING STANDARDS Complementary: 3.2.3 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 guess the meaning of unfamiliar words from
clues provided by visuals and the topic.
SUCCESS CRITERIA Pupils can stick all the pictures onto the grid in the right place.
LANGUAGE /
Past simple (was/were/n’t) statements
GRAMMAR FOCUS
1. Pre-Lesson Task 2: Guess The Answer - Introduce the topic of transport to prepare pupils for the lesson.
Lesson delivery
2. Hand out the worksheets and the pictures – one set per pair. Pupils stick the pictures in the correct
squares. Check the answers before moving on to the next stage of the lesson. (CBA)
3. Ask pupils to look at part 2 of the worksheet. They should read the words and try to put them in the grid
on the worksheet.
4. Pupils listen and read (Activity 1). Encourage pupils to guess meaning from the pictures in the book.
5. Ask pupils to read the text again. They should check their answers to the worksheet. Note that some of
their answers may also be true, so discuss these with pupils (e.g. a carriage is faster than an old bicycle, so
they may have put fast for the carriage).
6. Pupils do activity 2 orally in pairs.(21st CA)
Post-lesson
 Something I feel proud of (about my English)
Get Smart plus 3 Student’s Book, p.118, Cut-out copies of car & bicycle pictures from Student’s Book, p.118
TEACHING AIDS
(one set per pair), Glue, Worksheet (see below), one per pair
21st CENTURY ACTIVITY Think– Pair– Share CCE Science and technology
HOTS Evaluation VALUES Tolerance
CLASSROOM BASED
Attendance: /
Our names:
___________________________ and ___________________________
Transport now and in the past
1. Stick the pictures onto the grid in the right place .
CARS BICYCLE
NOW
IN THE
PAST
2. Now write the words in the grid. Sometimes you can write the words in more
than one square:
small wheel carriage big wheels
fast slow very fast
Choose an Choose an
item. item.
THEME TOPIC
Friends yesterday?
Main : Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS
Complementary: 4.3 Communicate with appropriate language form and style for a
range of purposes in print and digital media.
Main: 4.3.3 Plan, draft and write an increased range of simple sentences
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 plan, draft and write an increased range of
simple sentences.
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 four sentences correctly.
LANGUAGE /
Past simple (was/were/n’t: questions and statements
GRAMMAR FOCUS
Pre-lesson
1. Play a word game that focuses on the spelling of the words which will be used later in the lesson. (21st CA)
Lesson delivery
2. Show pupils a diary and elicit the word diary. Ask them if they keep a diary, what they write/would write
in it. (HOTS)
3. Pupils read Kelly’s diary (Activity 1).
4. Teacher explains Writing Tip on Student’s Book, p.81.
5. In their exercise books, pupils write short answers to the questions in the blue box on Student’s Book,
ACTIVITIES p.81. Pupils then draft full sentences for these answers in their exercise books.
6. Ask pupils to exchange their work with a partner, who should read and check their writing (spelling,
language, punctuation, etc). They should also find one thing they like about their partner’s writing.
7. For the final draft on the worksheet, ask pupils to focus on making their diaries look good. They can
illustrate the diary in the space at the bottom of the page, or they could write about another day if there is
extra time. Collect their writing and review it as informal classroom-based. (CBA)
8. Teacher distributes worksheet (WB p.64) as homework.
Post-lesson
9. Post-Lesson Task 4: Correct The Error.
TEACHING AIDS Get Smart plus 3 Student’s Book, p 81, A diary Worksheet
Patriotism and
21st CENTURY ACTIVITY Games CCE
citizenship
HOTS Analysis VALUES Responsible
CLASSROOM BASED
Attendance: /
My Diary
My name: ____________________
Day: _________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
Choose an Choose an
item. item.
Module 8- Where were you
THEME World of Stories TOPIC
yesterday?
Main :Language Arts
FOKUS SKILLS
Complimentary :Reading
Main: 5.2 Express personal responses to literary texts.
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies.
Main: 5.2.1 Ask and answer simple questions about characters, actions and
events of interest in a text
LEARNING STANDARDS
Complementary: 3.2.3 Guess the meaning of unfamiliar words from clues provided
by visuals and the topic
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 guess the meaning of unfamiliar words from
clues provided by visuals and the topic.
SUCCESS CRITERIA Pupils can answer at least four questions correctly.
LANGUAGE /
Review of past simple (was/were/n’t)
GRAMMAR FOCUS
Pre-lesson
1. 1. Pre-Lesson Task 2: Guess The Answer
Lesson delivery
2. Play a word categorisation game (e.g. a mind-mapping activity or a board race) for the topics: circus /
restaurant / cinema. Include the words: funny / elephants / lions / fast food / cheeseburger / chips /
delicious / film / popcorn / boring. (21st CA)
3. Tell pupils they will read a story. Ask them to read the story and to tell you whose weekend sounds best.
Take a vote on the answer. Encourage pupils to guess the meaning of the word hospital from the pictures
ACTIVITIES
and the context.
4. Ask pupils to read the story again and to check to see which words from step 2 of the lesson are in the
story. You could have them listen to the story on the CD at this stage. Talk about value.
5. Teacher distributes worksheets (WB p65).
6. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
7. Have a set of pupils act out the text for the class and ask the audience to offer some positive and
constructive feedback. (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book, p 82-83
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
Attendance: /
Choose an Choose an 12
DAY / DATE WEEK / LESSON
item. item. 8

THEME TOPIC
Main : Reading
FOKUS SKILLS
CONTENT STANDARDS Main: 3.2 Understand a variety of linear and non-linear print and digital texts
by using appropriate reading strategies.
LEARNING STANDARDS
LEARNING OBJECTIVES
questions.
SUCCESS CRITERIA Pupils can answer at least three correct answers.
LANGUAGE /
Review of Unit 6 language
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 9: Remember The Words - To review topic vocabulary.
Lesson delivery
2. Give half of the class the past text (A1) and half of the class the present text (B1). Ask pupils to tell you
which one they have, to check they know whether they are A or B.
3. Give pupils the gapped texts (A2, B2, so that pupils have A1 and B1 OR A2 and B2). Pupils should fill in
the texts with the correct form of be. Model an example on the board to show pupils what to do.
4. Pair pupils, A with B, and ask them to check their answers. They should do this orally, not show each
other the answers. (21st CA)
5. With their new partner, pupils write at least two questions about the texts in exercise book. Review
question forms before they begin as necessary, e.g.
ACTIVITIES Was there internet?
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
6. Pairs ask another pair their questions.
Post-lesson
7. Ask pupils to think about what they have learned in Unit 6 and how well they feel they know the
language now. They should complete the How did I do in Unit 8? self-assessment section of the worksheet.
(HOTS)
8. Collect the worksheets from pupils and review them to note pupils’ performance. (CBA)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.84, Worksheet (see below), Self-assessment worksheet.
st
21 CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Analysis VALUES Honest
CLASSROOM BASED
Attendance: /
Text A1:
When I was a child, we were often at the library to find out

information for homework. There weren’t any computers but there
were lots of books in the library. It was quiet there and we were very
quiet, too.
--------------------------------------------------------------------------------
Text B1:
Now, sometimes there are children at the library. They are there at
the weekends. But now, there is the internet to find out information
for homework. Children do their homework at home. Sometimes at
home it is quiet, but sometimes it isn’t quiet, it’s noisy.
--------------------------------------------------------------------------------
Text A2:
Now, sometimes there _______ children at the library. They _______

there at the weekends. But now, there _______ the internet to find
out information for homework. Children do their homework at home.
Sometimes at home it _______ quiet, but sometimes it _______
quiet, it _______ noisy.
--------------------------------------------------------------------------------
Text B2:
When I _______ a child, we _______ often at the library to find out

information for homework. There _______ any computers but there
_______ lots of books in the library. It _______ quiet there and we
_______ very quiet, too.
Name: ____________________________________ Class: ______
Self-assessment worksheet
How did I do in Unit 8?

In English, I know how to:
• talk about time
Great! [ ] OK [ ] A little [ ]
• using adjectives
• talk about places in the town
• write a diary
• write sentence using the intensifier

CCDAILY LESSON PLAN YEAR 3

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CCDAILY LESSON PLAN YEAR 3

Uploaded by

Copyright:

Available Formats

CCDAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

1. Read and match.

1. Was Karen at home last

2. Were they at the

3. Was the film funny?

c. No, they weren’t.

4. Were there any lions at

5. Was the cake delicious?

e. Yes, she was.

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

Name: _______________________________________ Class: __________

Damia went to the supermarket

cheese was RM 21.

lemonade. Each bottle was RM 4.50.

How much did she spend?

Alvin went to the supermarket

Each ________________________ was RM _____.

Each ________________________ was RM _____.

Each ________________________ was RM _____.

How much did he spend?

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

Name: _________________________________________ Class: _________

A: Complete the questions and your answers.

B: Ask at least two friends.

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

___________________________ and ___________________________

Transport now and in the past

1. Stick the pictures onto the grid in the right place .

small wheel carriage big wheels

fast slow very fast

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

When I was a child, we were often at the library to find out

Now, sometimes there _______ children at the library. They _______

When I _______ a child, we _______ often at the library to find out

Name: ____________________________________ Class: ______

How did I do in Unit 8?

• talk about time

• talk about places in the town

• write sentence using the intensifier

You might also like

Name: _____________________________ Class:

Each ____________________ was RM _.

Each ____________________ was RM _.

Each ____________________ was RM _.

Name: _________________________________ Class: _

_ and _

Now, sometimes there _ children at the library. They _

When I _ a child, we _ often at the library to find out

Name: ______________________________ Class: