4

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3
Choose an Choose an 4
DAY / DATE WEEK / LESSON
item. item. 9
TIME DURATION 60 minutes

Module 4 - Year in, year
THEME World of Knowledge TOPIC
out
FOKUS SKILLS Main : Listening Complimentary : Speaking
Main: 1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS
Complementary: 2.2 Use appropriate communication strategies.
Main: 1.2.1 Understand with support the main idea of short simple texts
LEARNING STANDARDS Complementary: 2.2.1 Keep interaction going in short exchanges by repeating key
words from the other speaker
1. By the end of the lesson, most of the pupils will be able to understand with support the main idea 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 listen to the song and mime at least 3 actions correctly.
LANGUAGE /
Present simple for describing weather, seasons, favourites
GRAMMAR FOCUS
Pre-lesson
1. Ask pupils what the weather is like today. Review or teach the necessary vocabulary.
Lesson delivery
2. Put the four seasons flashcards on the board. Ask pupils: What season is it now?; Have you been in a cold
country in winter?; Have you seen snow before? (HOTS)
3. Listen and match. Then sing ‘Four Seasons’ song (Activity 1).
4. Draw pupils’ attention to the Grammar Box on Student’s Book, p.35. Ask pupils to tell each other what
their favourite season is.
ACTIVITIES 5. Have pupils stand in lines or in a circle. They should play a chain game: (21st CA)
Pupil A: My favourite season is x.
Pupil B: x? My favourite season is y / My favourite season is x too.
Pupil C: y? My favourite season is z. / My favourite season is y too.
Model the language clearly before starting, using different pupils who share and do not share favourites.
6. Put pupils in groups of four. Practise ‘Four Season’ song in group.
7. Each group sing in front of class and mark will be given by teacher. (CBA)
Post-lesson
8. Ask pupils to mime the weather as they listen to the song again.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.35, Flashcards of seasons.
Environmental
21st CENTURY ACTIVITY Games CCE
sustainability
HOTS Analysis VALUES Love the country
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 : ____________________________________________________________
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Main : Speaking
FOKUS SKILLS
Complimentary : Listening
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media.
Main: 2.1.1 Ask about and express basic opinions
LEARNING STANDARDS Complementary: 1.2.2 Understand with support specific information and details
of short simple texts
1. By the end of the lesson, most of the pupils will be able to ask about and express basic opinions.
LEARNING OBJECTIVES 2. 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.
SUCCESS CRITERIA Pupils can draw and write about their favourite season.
LANGUAGE /
Present simple for describing weather, seasons, favourites
GRAMMAR FOCUS
Pre-lesson
1. Pupils are asked about the weather for today. Pupils are also asked about weathers in other countries.
Lesson delivery
2. Play the song ‘Four Season’ from Student’s Book, p.35 and have pupils sing along.
3. Explain to pupils that in many countries in the world, the seasons have weather as described in the song.
4. Put pupils in groups of four. Give each group four pieces of paper. Check that all pupils know the names
of the seasons. Ask pupils to write the name of a season on each one. Pupils then brainstorm vocabulary
and ideas for each of the different seasons. They write one word/phrase/idea on the paper and then pass it
to their neighbour, who writes another idea, and so on. (HOTS)
5. Have groups tell you their ideas and build a mind map on the board.(21st CA)
ACTIVITIES
6. Ask pupils what their favourite season is again, and why they like it. Pupils play game (Activity 2).
7. Teacher distributes worksheets (WB p.26).
8. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
9. Ask pupils to think back on their learning so far this week. In their learning diary, they can write:
 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)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.35, Plain paper, 4 pieces per group of 4
Environmental
21st CENTURY ACTIVITY Pair / Group Discussion CCE
sustainability
HOTS Analysis VALUES Respect
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
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Main : Reading
FOKUS SKILLS
Complimentary : Speaking
Main: 3.2 Understand a variety of linear and non-linear print and digital texts
CONTENT STANDARDS by using appropriate reading strategies.
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 3.2.1 Understand the main idea of short simple texts
LEARNING STANDARDS
Complementary: 2.3.1 Narrate very short basic stories and events
1. By the end of the lesson, most of the pupils will be able to understand a variety of linear and non-linear
print and digital texts by using appropriate reading strategies.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to communicate appropriately to a small or
large group.
SUCCESS CRITERIA Pupils can write at least 5 day of the week and 8 months of the year correctly.
LANGUAGE /
Prepositions with time expressions: in + month; on + day
GRAMMAR FOCUS
Pre-lesson
1. Pupils review today’s day and month. Ask pupils what the day and month are today.
Lesson delivery
2. Write the day and month on the board. Ask pupils how well they remember the days and months in
English. Ask one or two pupils if they can recall them for you.
3. Give groups of pupils a set of days or months to put in order. Set a short time limit and count down.
Review the months and days and check their answers.
4. Pupils listen and read. (Activity 1)
ACTIVITIES
5. Listen as pupils act out the story to check their use of the prepositions (in/on).
6. Feedback on their performance and review language by writing on the board:
in saturday and on may
Ask pupils to tell you the mistakes (the wrong prepositions and lack of capitals).
Post-lesson
9. Post-lesson task 10: Test your memory.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.36, Cut up days of the week & months of the year.
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Self-confidence
Attendance: /
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World of Self, Family and Module 4 - Year in, year
THEME TOPIC
Friends out
Main : Writing
FOKUS SKILLS
Complimentary : Writing
Main: 4.3 Communicate with appropriate language form and style for a range
CONTENT STANDARDS of purposes in print and digital media.
Complementary: 2.1 Communicate simple information intelligibly.
Main: 4.3.2 Spell an increased range of familiar high frequency words
LEARNING STANDARDS accurately in guided writing
Complementary: 2.1.2 Find out about and describe basic everyday routines
1. By the end of the lesson, most of the pupils will be able to communicate with appropriate language
LEARNING OBJECTIVES form and style for a range of purposes in print and digital media.
2. By the end of the lesson, most of the pupils will be able to communicate simple information intelligibly.
SUCCESS CRITERIA Pupils can write at least 5 daily routines correctly.
LANGUAGE /
Prepositions with time expressions: on + day of the week
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Ask pupils if they can remember the story from Student’s Book, p.36. Ask if any pairs can remember and
act it out for the class.
Lesson delivery
2. To review spelling of days of the week, play a team board game. Divide the class into four or five groups.
One pupil from each group at a time should come to the board. Say a day of the week and the pupils at the
board should arrange the magnetic letters to write the word. The fastest team to spell it accurately wins a
point. Continue for each pupil in the team. (21st CA)
3. Pupils read activity 1 and write the day (Activity 2).
4. Elicit from pupils other activities they may have during the week. Write these on the board. Talk to pupils
about the activities they do. E.g. He has karate on Saturday. (HOTS)
5. Give out the worksheet and ask pupils to write two or more activities in My Diary. Monitor carefully and
help with vocabulary and spelling. (CBA)
6. When they are ready, pupils work in pairs to tell each other about their week. E.g. I have badminton on
Saturday. The partner listens and writes in My Friend’s Diary (to show this is in the 3rd person). Remind
pupils how to ask about spelling in English.
Post-lesson
7. Ask pupils if their partner told them anything surprising about their week, or if they found out something
they didn’t already know about their partner.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.36–37, Magnetic letters, Worksheet for diaries
st
21 CENTURY ACTIVITY Round Table CCE Language
HOTS Analysis VALUES Responsible
CLASSROOM BASED
Attendance: /

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Main : Language Arts
FOKUS SKILLS
Main: 5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple
LEARNING STANDARDS action songs on familiar topics
Complementary: 2.3.1 Narrate very short basic stories and events
1. By the end of the lesson, most of the pupils will be able to respond imaginatively and intelligibly
LEARNING OBJECTIVES through creating simple action songs on familiar topics.
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 create and perform an action song about seasons in groups.
LANGUAGE /
Adjectives and verbs about the seasons
GRAMMAR FOCUS
Pre-lesson
1. Pupils recap a little about the four seasons. Introduce the topic of warm and cool seasons.
Lesson delivery
2. Teach pupils to sing the Seasons song words to the tune of Frère Jacques (see below).
3. Ask them to choose actions for the song and perform the song again with the actions. (21st CA)
4. Elicit the pattern of the song from pupils:
 Name of season x2
ACTIVITIES  Adjectives x2
 -ing verbs x3
 With our friends x2
5. Now put pupils into groups of 4–5 and ask them to choose new words and actions for the song, and to
practise their song. They can choose a song either about the warm season or the cool season if they prefer.
(HOTS)
Post-lesson
6. Pupils perform their songs with actions for their classmates. (CBA)
TEACHING AIDS A copy of the Seasons song (see next page) and a copy of the words on the board or on a handout
st
21 CENTURY ACTIVITY Rhyming / Singing CCE Creativity and Innovation
HOTS Creation VALUES Love the country
CLASSROOM BASED
Attendance: /
Use the tune of Frère Jacques to sing the lyrics. You can change the words to become about cool season.
Seasons song
Warm season, warm season. Sunny and hot! Sunny and hot!
Swimming, sailing, swimming, sailing,
With our friends, with our friends.
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Main : Listening
FOKUS SKILLS
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
1. By the end of the lesson, most of the pupils will be able to understand with support specific
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to find out about and describe basic everyday
routines.
SUCCESS CRITERIA Pupils can exchange the information in pairs to complete their worksheet.
LANGUAGE /
Preposition + time expression: on + days of the week; adverbs of frequency
GRAMMAR FOCUS
Pre-lesson
1. Teacher shows a few pictures that show different activity (karate, computer games, tennis and cinema).
Pupils and teacher discuss about the pictures.
Lesson delivery
2. Ask pupils if they often do the four activities. Ask one or two of them which day they do it on, remind
them of the adverbs of frequency to elicit sentences, e.g. I always do/have karate on Monday; I never play
computer games.
3. Ask pupils to tell their partner how often and when they do the activities. (21st CA)
4. Pupils listen and match orally (Activity 3).
ACTIVITIES
5. Put pupils in pairs; they decide who will be A and who will be B. Play the recording from Activity 3 again.
On the worksheet, pupils listen and complete either Sue’s Diary (Pupils A) or Bob’s Diary (Pupils B). Do not
insist on correct spelling as pupils listen.
6. Pupils exchange the information in pairs so they have a complete worksheet. They should do this by
speaking to each other to communicate the information, but they should not look at each other’s
worksheets.
7. Collect the worksheets and review pupils’ work. (CBA)
Post-lesson
8. Teacher check pupils’ answer and spelling in the worksheet.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.37, Worksheet.
21st CENTURY ACTIVITY Think– Pair– Share CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
Choose an 5
DAY / DATE Choose an item. WEEK / LESSON
5
item.
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Main : Speaking
FOKUS SKILLS
CONTENT STANDARDS Complementary: 4.1 Form letters and words in neat legible print using cursive
writing.
Main: 2.1.2 Find out about and describe basic everyday routines
LEARNING STANDARDS Complementary: 4.1.2 Begin to use cursive handwriting in a limited range of written
work*
routines
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to use cursive handwriting in a limited range of
written work.
SUCCESS CRITERIA Pupils can ask and write about at least 3 friends correctly.
LANGUAGE /
Prepositions with time expressions (birth month): It’s in + month
GRAMMAR FOCUS
Pre-lesson
1. Play a word game that focuses on the current month.
Lesson delivery
2. Give each pupil a month word card. Ask all the pupils with January to raise their hand/card, then February and
so on. Elicit the order of the months as you go.
3. Have pupils stand up and say the months on their cards in order, without modelling. Repeat, but a little faster
and continue as necessary, making this a fun drill.
4. Pupils put the months on order (1-12) orally for Activity 4.
5. Show pupils the present, ask them when we give presents. Elicit birthday.
6. Put the month cards around the room. Ask pupils to find the month of their birthday and go and stand by it.
Ask pupils, by month When’s your birthday? Pupils reply It’s in x.
ACTIVITIES 7. Remind pupils which month it is. Give the present to the pupils whose birthday it is this month and say Happy
birthday!
8. Pupils copy activity 5 table in their exercise book. Have pupils mingle (walk around the room) to ask each
other when their birthday is. Set a time limit or a number of pupils to ask. (CBA)(21st CA)
9. Encourage pupils to check the spelling of the months, to remember the capital letters and to practise writing
in cursive.
Post-lesson
11. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
Get Smart plus 3 Student’s Book, p.37, Month word cards (one per pupil)
TEACHING AIDS
A wrapped-up present, Card and coloured pends & pencils for birthday cards, if time.
21st CENTURY ACTIVITY Survey CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Observation
Attendance: /
TEACHERS’S / pupils able to achieve learning objectives and given enrichment exercise (s).
REFLECTION / pupils not able to achieve learning objectives and given remedial exercise(s).
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Main : Reading
FOKUS SKILLS
CONTENT STANDARDS by using appropriate reading strategies.
Main: 3.2.2 Understand specific information and details of short simple texts
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 understand 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 ask for attention or help from a teacher or
classmate by using suitable questions.
SUCCESS CRITERIA Pupils can read and answer at least 4 statements correctly.
LANGUAGE /
Prepositions with time expressions: in + month/season
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review vocabulary that focuses on familiar foreign countries.
Lesson delivery
2. Put the world map on the board/wall and ask pupils to gather around it. Ask pupils to show you various
countries, first Malaysia, then Singapore and Thailand. Talk about major world countries and include
Australia and Canada, asking pupils to show you where they are, if they can. (21st CA)
3. Introduce and practise the vocabulary using the flashcards. Using the map, ask pupils in which countries
ACTIVITIES they might find these things. Accept different suitable answers. (HOTS)
4. Pasted the flashcards around the class. Pupils guess where they can do the activities and the seasons.
5. Pupils listen to the CD audio and read (activity 1).
6. Teacher distributes worksheets. Check the answers as a whole class. (CBA)
7. Pupils copy Activity 2 in exercise book and answer it.(homework)
Post-lesson
8. 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.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.38–39, A large world map, Vocabulary flashcards
21st CENTURY ACTIVITY I See, I Think, I Wonder CCE Language
HOTS Application VALUES Hardworking
CLASSROOM BASED
Attendance: /
Name : ______________________________ Class: ________
Find and read. Circle True or False.
1. February is summer in Canada.
True False
2. It’s hot in December in Australia.
True False
3. Thailand has four seasons.
True False
4. People go skiing in Canada.
True False
5. People like the sea in Australia.

True False
6. People wear clothes for hot weather in Thailand.
True False
Choose an Choose an
DAY / DATE WEEK / LESSON 57
item. item.
THEME World of Knowledge TOPIC Module 4 - Year in, year out
Main : Writing
FOKUS SKILLS
Complimentary : Listening
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS purposes in print and digital media.
Complementary: 1.2 Understand meaning in a variety of familiar contexts.
Main: 4.3.3 Plan, draft and write an increased range of simple sentences
LEARNING STANDARDS
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 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 understand a wide range of short supported
questions.
SUCCESS CRITERIA Pupils can work together to write three or four sentences about Malaysia correctly.
LANGUAGE /
Prepositions review
GRAMMAR FOCUS
1. Teacher shows a few pictures that show different weather and season. Pupils and teacher discuss about
the pictures. (HOTS)
Lesson delivery
2. Elicit and use flashcards to introduce vocabulary related to weather, seasons, common activities and
clothes related to Malaysia / other countries.
3. Ask questions and talk to pupils about these aspects of their own country. Remember to use different
questions for different pupils.
4. Ask pupils to work in groups. Show them some pictures from Malaysia. They will make posters about
Malaysia. First have pupils work together to write three or four sentences about Malaysia on a piece of paper
or in a notebook. They can use the texts on Student’s Book, p.38 as models.
5. In groups, pupils make their posters so that they match the sentences they have written with the pictures.
Then they add the sentences to their posters. While they are working in their groups, monitor and check on
progress. Check their sentences and work with each group to help them improve the sentences by asking
questions and eliciting language so that they can write it in the final version on the poster.
6. Display the posters on the classroom walls. (21st CA)
Post-lesson
9. Talk to pupils about the posters. Give positive feedback to each group and encourage pupils to tell you
what they like about each one.
Get Smart plus 3 Student’s Book, p.38, Poster paper per group, Flashcards for common activities, weather,
TEACHING AIDS
clothes etc., Pictures from magazines/internet etc., Glue, colour pens, paper
21st CENTURY ACTIVITY Gallery Walk CCE Language
HOTS Analysis VALUES Love the environment
CLASSROOM BASED
Attendance: /
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FOKUS SKILLS
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media.
action songs on familiar topics
LEARNING STANDARDS
Complementary: 4.3.2 Spell an increased range of familiar high frequency words
accurately in guided writing
By the end of the lesson, most of the pupils will be able to respond imaginatively and intelligibly through
LEARNING OBJECTIVES creating simple action songs on familiar topics.
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 create at least 4 sentences of a diamond poem about the hot season correctly.
LANGUAGE /
Adjectives, nouns and verbs
GRAMMAR FOCUS
1. Pre-Lesson Task 1: Work Out The Words.
Lesson delivery
2. Show pupils the diamond poem (see below), check or teach the meaning of skating and icy, and ask them
to guess if the missing words at the top and bottom are Winter or Hot season.
3. Check the answer [Winter].
4. Elicit the pattern of the diamond poem with pupils. This is:
Noun
Adjective Adjective
Verb Verb Verb
Noun Noun Noun Noun
Verb Verb Verb
Adjective Adjective
Noun
5. Write Hot season on the board and the headings nouns, adjectives, verbs.
6. Ask pupils to brainstorm vocabulary about the hot season where they live, and write their suggestions on
the board under the appropriate heading.(21st CA)
7. Ask pupils to work in pairs. Give them the hot season diamond template as a handout, or ask them to
copy from the board.
8. Ask the pairs to make their own diamond poem about the hot season. They can use words from the
board and their own ideas.(HOTS)
Post-lesson
9. Make groups of 4 or 6 and ask pupils to read their diamond poems to each other. (CBA)
TEACHING AIDS Diamond poem (see below) on the board or as a handout, Hot season diamond poem template.
Creativity and
21st CENTURY ACTIVITY Presentations CCE
Imagination
HOTS Creation VALUES Tolerance
CLASSROOM BASED
Attendance: /
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THEME World of Knowledge TOPIC Module 4 - Year in, year
Main : Listening
FOKUS SKILLS
Complimentary : Reading
CONTENT STANDARDS Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texs by using appropriate reading strategies.
Main: 1.2.2 Understand with support specific information and details of short
LEARNING STANDARDS simple texts
Complementary: 3.2.1 Understand the main idea of short simple texts
1. By the end of the lesson, most of the pupils will be able to understand with support specific
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand the main idea of short simple
texts.
SUCCESS CRITERIA Pupils can
LANGUAGE /
Prepositions of place: in + country/city
GRAMMAR FOCUS
Pre-lesson
1. Play words game that will review weather vocabulary.
Lesson delivery
2. Play a countries quiz using information that is familiar to pupils, e.g. where can you find the Pyramids;
where is Hello Kitty from. Use the world map to show pupils where the countries are. Try to include the six
countries on Student’s Book, p.116. Write the names of the countries on the board and leave them there.
3. Introduce the concept of time zones using the time at the moment compared to another city pupils know
of and some of the places from the previous activity. (HOTS)
4. Tell pupils the time in Malaysia (use the actual time of the lesson or use morning/afternoon/evening).
ACTIVITIES Ask them to show you on the map where it is morning/afternoon/night.
5. Hand out labels (see below), one per pupil. Read each of the six texts on p.116 aloud. Pupils listen
carefully and repeat or raise their hand when they hear their label.
6. Ask pupils which country they think their label refers to, if it is 7pm in Malaysia. They should write the
name of the country on the line on their label (using the words on the board as models). (CBA)
7. Hand out tape/tack and ask pupils to stick their label onto the world map.
8. Ask pupils to read Student’s Book, p.116 to check their labelling. Discuss their answers.(21ST CA)
9. Pupils look at activity 1. Ask and answer in pairs (Activity 2).
Post-lesson
10. Ask pupils to tell you what time it is now with you and in another country.
Get Smart plus 3 Student’s Book, p.116, World map (if you have a large class, have one map per large group
TEACHING AIDS
of pupils), Labels (see below, one per pupil), Sticky tape/tack/pins
Patriotism and
21st CENTURY ACTIVITY Free Discussion CCE
citizenship
HOTS Analysis VALUES Love the country
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Observation
Attendance: /
Choose an Choose an
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Main : Speaking
FOKUS SKILLS
CONTENT STANDARDS
Main: 2.1.2 Find out about and describe basic everyday routines
LEARNING STANDARDS Complementary: 2.1.5 Describe people and objects using suitable words and
phrases
routines.
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 write at least four correct answer.
LANGUAGE /
Prepositions with time expressions: in + season/period
GRAMMAR FOCUS
Pre-lesson
1. Reviewing the word holiday. Check their understanding of the word by asking them when the school
holidays are in the year. (21st CA)
Lesson delivery
2. Review and introduce the sports and activities vocabulary from this and some previous lessons.
3. Pupils listen and match orally (Activity 3).
4. Pupils listen and mime (Activity 4). Note that it is a good idea for pupils to ask each other what they do in
the school holidays/rainy season/etc, rather than the summer, depending on your context.
5. Play the mime game in small groups sitting in circles:
Pupil 1: Mimes a sport/activity (e.g. swimming)
ACTIVITIES Pupil 2: P1 goes swimming in the school holidays and I… (Pupil 2 mimes a sport/activity)
Pupil 3: P1 goes swimming in the school holidays, P2 xxx in the school holidays, and I… (Pupil 3
mimes a sport/activity)
6. Teacher distributes worksheets (WB p.32). Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
7. Ask pupils to think back on their learning so far this week. In their learning diary, they can write: (HOTS)
 Something I feel proud of (about my English)
TEACHING AIDS Get Smart plus 3, Student’s Book, p.39, Sports flashcards (add sports that pupils may do in the holidays)
st
21 CENTURY ACTIVITY Brainstorming CCE Language
HOTS Analysis VALUES Tolerance
CLASSROOM BASED
Attendance: /
item. item. 1
THEME TOPIC
Friends out
Main : Reading
FOKUS SKILLS
Complimentary : Reading
by using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 3.1 Recognise words in linear and non-linear texts by using
knowledge of sounds of letters.
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING STANDARDS Complementary: 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts
of interest
1. By the end of the lesson, most of the pupils will be able to understand 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 read and enjoy A1 fiction/non-fiction print
and digital texts of interest.
SUCCESS CRITERIA Pupils can read and write the correct answer.
LANGUAGE /
Review of prepositions
GRAMMAR FOCUS
Pre-lesson
1. Task 2: Guess The Answer- Seasons around the world. (HOTS)
Lesson delivery
2. Play a team game where pupils brainstorm vocabulary on the main topics in this lesson (months, days,
seasons, clothes, weather, countries).
3. Review any key vocabulary that has not come up in the previous activity. Introduce the word boots (see
Student’s Book, p.40).
ACTIVITIES 4. Pupils play (Activity 1) and choose their own counters (e.g. a pen lid, a rubber, a small paper ball).
Monitor as pupils play the game, but allow them to relax and enjoy the activity so that they are reading for
pleasure, without really noticing they are reading. This will also encourage pupils to work together and help
each other. (21st CA)
Post-lesson
7. Post-Lesson Task 5: Remember It, Say It.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.40, Coins
21st CENTURY ACTIVITY Brainstorming CCE Patriotism and citizenship
HOTS Analysis VALUES Love the environment
CLASSROOM BASED
Attendance: /

item. item. 2

out
Main : Writing
FOKUS SKILLS
Main: 4.2 Communicate basic information intelligibly for a range of purposes in
CONTENT STANDARDS print and digital media.
Main: 4.2.4 Describe people and objects using suitable words and phrases
LEARNING STANDARDS Complementary: 2.2.2 Ask for attention or help from a teacher or classmate by
using suitable questions
words and phrases.
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 describe and write at least 4 sentences in their collage correctly.
LANGUAGE /
Prepositions
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 6: Finger-Review the names of the six countries.
Lesson delivery
2. Divide pupils into five or six groups, depending on the size of your class. There should be 4–6 pupils in
each group.
3. Tell pupils they will find out about a country and make a collage. You can show pupils the example of
Student’s Book, p.41 Activity 2 so they know what to do.
4. Assign roles to pupils in the group or have pupils decide between themselves. At least one:
 researcher (to look on the computer for information about the country*)
 designer (to decide which pictures go where)
 cutter & sticker (to cut out pictures and stick them to the collage)
 writer (to annotate the picture).
ACTIVITIES
5. Have groups choose a country. First they should decide what information to find out about. Allow all
pupils to work briefly on the computer to start finding out basic information about the country before the
‘researcher’ takes over and the others do their tasks. Something I feel proud of in my English
6. Monitor pupils carefully as they use the internet, especially if your network is not protected. Help as
necessary with search terms.
7. Have pupils create a collage. Set a fixed time limit for this activity depending on the time you have
available in your lesson. (HOTS)
8. Have pupils write in their notebooks about the country.
9. Teacher distributes worksheet (WB p30) as homework.(CBA)
Post-lesson
9. Pupils display their collages and read their sentences for others to hear and point to / find the correct
collage. Encourage pupils to ask each other questions about the countries. (21st CA)
TEACHING AIDS Get Smart plus 3 Student’s Book, p.41, Computers, Magazines and/or a printer
21 CENTURY ACTIVITY
st
Gallery Tour CCE Creativity and Innovation
HOTS Creation VALUES Tolerance
CLASSROOM BASED
Attendance: /
item. item. 3

THEME TOPIC
Friends out
FOKUS SKILLS
CONTENT STANDARDS Complementary: 4.2 Communicate basic information intelligibly for a range of
purposes in print and digital media.
action songs on familiar topics
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 respond imaginatively and intelligibly
through creating simple action songs on familiar topics.
LEARNING OBJECTIVES
words and phrases.
SUCCESS CRITERIA Pupils can draw their ideas and to write at least one sentence about it correctly.
LANGUAGE /
Review of present simple; prepositions
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 5: Sit Down, Stand Up - True and false sentences that focuses on climate and weather.
Lesson delivery
2. Tell pupils you will read a story called The Snow Globe. Show them the globe, or use a picture of a snow
globe. Ask pupils if they have seen something like this before.
3. Ask pupils to tell you what they think the story will be about. Put some of the ideas in note form on the
board.
4. Show pupils the first picture of the story (Student’s Book, p.42) and ask them to tell you about the
picture. Let pupils read the texts on p.42. Choose some pupils to read different characters’ parts. Ask pupils
ACTIVITIES
what they think will happen next. (HOTS)
5. Have pupils read the second page of the story silently before playing the CD. Then, pupils read the story.
Ask pupils if they liked the story. Elicit as much as possible.
6. Ask pupils where they would like to go if they found a magic globe. Give pupils the worksheet (below)
and ask them to draw their ideas and to write at least one sentence about it. They can give it a title or a
name. (CBA)
Post-lesson
7. Display pupils’ work and comment on their imagination and creativity. Encourage pupils to give feedback
on what they like about others’ work. (21st CA)
Get Smart plus 3 Student’s Book, p.42–43, A snow globe or large clear ball if available, Magic globe
TEACHING AIDS
worksheet (see below)
21st CENTURY ACTIVITY Gallery Walk CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
TEACHERS’S REFLECTION Attendance: /
Choose an Choose an
item. item.
World of Self, Family and
THEME TOPIC Module 4 - Year in, year out
Friends
Main : Writing
FOKUS SKILLS
Main: 4.3 Communicate with appropriate language form and style for a range of
CONTENT STANDARDS purposes in print and digital media.
Main: 4.3.1 Use capital letters, full stops and question marks appropriately in
LEARNING STANDARDS guided writing at sentence level
1. 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
LEARNING OBJECTIVES
routines
SUCCESS CRITERIA Pupils can write at least two sentences about their partner in their exercise book.
LANGUAGE /
Review of Unit 4 language
GRAMMAR FOCUS
Pre-lesson
1. Pre-Lesson Task 9: Remember The Words - To review topic vocabulary.
Lesson delivery
2. Ask pupils to take a piece of card (or paper if not available). On one side, they should write in and on the
other side on.
3. Tell pupils you will say a sentence. If the sentence should use in then they hold up and show that side of
their card, if on they should show the other side. Say some sentences which practise the prepositions as
covered in the unit. Pause, ring a bell or knock on the desk in place of the preposition. Pupils hold up their
cards. Watch carefully to see which pupils still find this game difficult. Example sentences:
I like to play tennis ___ spring.
It’s my birthday ___ March.
ACTIVITIES 4. Ask pupils questions to elicit the rules for when we use in and on.
5. Show the picture of the girl, and explain that this is Alya. She has answered some questions in a survey.
Hand out the worksheet (see below) and show pupils Alya’s answers.
6. Ask pupils to complete the questions. Support pupils as necessary.
7. Next, pupils write their own answers, before asking their partner the questions and write their answers on
the worksheet. They should write the answers following the model for Alya, including punctuation.
8. Pupils to write sentences about their partner in their exercise book. (21st CA)
9. Teacher distributes worksheet (WB p31) as homework.
Post-lesson
9. Ask pupils to think about what they have learned in Unit 4 and how well they feel they know the language
now. They should complete the How did I do in Unit 4? self-assessment section of the worksheet. Collect the
worksheets from pupils and review them to note pupils’ performance. (CBA)
Get Smart plus 3 Student’s Book, p.44, Card, if possible, or plain paper, Picture of a girl, Worksheet (see
TEACHING AIDS
below), Bell.
21st CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Analysis VALUES Honest
CLASSROOM BASED
Attendance: /
Name:___________________________________________ Class: _________
A. Write words to finish the questions.
Question Alya
When’s your b__________? It’s in May.
What’s your f__________

It’s winter.
season?
What clothes do you

I wear a dress.
w__________ in summer?
What kind of w__________ do

I like sun.
you like?
What’s your favourite

I like Friday.
d__________?
Self-assessment:
How did I do in Unit 4?
In English, I know how to:
 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]
 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]
 talk about seasons Great! [ ] OK [ ] A little [ ]
 talk about weather Great! [ ] OK [ ] A little [ ]
 talk about different sports and activities Great! [ ] OK [ ] A little [ ]

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

Name : ______________________________ Class: ________

Find and read. Circle True or False.

1. February is summer in Canada.

2. It’s hot in December in Australia.

3. Thailand has four seasons.

4. People go skiing in Canada.

5. People like the sea in Australia.

6. People wear clothes for hot weather in Thailand.

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

TIME DURATION 60 minutes

A. Write words to finish the questions.

When’s your b__________? It’s in May.

What’s your f__________

What clothes do you

What kind of w__________ do

What’s your favourite

How did I do in Unit 4?

In English, I know how to:

 say what I do at different times of the year Great! [ ] OK [ ] A little [ ]

 know when to use different words like in and on Great! [ ] OK [ ] A little [ ]

 talk about seasons Great! [ ] OK [ ] A little [ ]

 talk about weather Great! [ ] OK [ ] A little [ ]

 talk about different sports and activities Great! [ ] OK [ ] A little [ ]

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Name : ______________________ Class: