Welcome!

DAILY LESSON PLAN
ENGLISH YEAR 3
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE 27.03.2023 LESSON 1
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Welcome!
THEME World of Self, Family and Friends
LANGUAGE/GRAMMAR FOCUS Possessive pronouns His / Her + name + ‘s (contraction)
CROSS-CURRICULUM ELEMENT Language; Values
MAIN CONTENT STANDARD 1.3 Use appropriate listening strategies in a variety of contexts
MAIN LEARNING STANDARD 1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or
classmate is speaking
COM. CONTENT STANDARD 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.5 Describe people and objects using suitable words and phrases
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to:
1. To sing a song
2. To talk about friends’ names
3. To describe physical appearance
ACTIVITIES PRE-LESSON 1.Students sit in circle to introduce themselves My name’s [Amir].
2. Students introduce His/Her name’s [Nurul/Abdul]. Students
introduce themselves and the students to their right/left in the
circle.
3. Students play memory game in the circle to remember names.
LESSON DELIVERY 1. Teacher introduce adjectives (p.5) using flashcards,
drawings and/or pupils as examples if appropriate.
2. Monitor pupils carefully as they listen to the song to
evaluate their vocabulary and Listening skills. Review
vocabulary next lesson as necessary.
Activity 1(SB page 5)
1. Students direct their attention to the picture
2. Students asked what they can see in the picture.
3. Students was told that they’re going to listen to a song.
They asked to guess what it’s going to be about.
4. Students listened to the song once and students matched
each verse to the corresponding character.
TPR Activity
1. Teacher hands out of flashcards of the book’s characters
so that each students has got one.
2. Students explained that, as they listen and sing along to
the song, they will have to raise the flashcard of the
character being described.
3. The CD played and students raise their flashcards and sing
along.
POST LESSON Students use flashcards to play a guessing game to review the
adjectives again.
Post Lesson Task 1 : Spot the differences
TEACHING AIDS Choose an item., Choose an item., Choose an item. , Choose an item.
21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK - Language
Moral Values – Choose an item.
ASSESSMENT Choose an item.
SUCCESS CRITERIA Students sing a song, talk about friends’ names dan describe physical appearance
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN
ENGLISH YEAR 3
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS have got (1st & 3rd person statements)
CROSS-CURRICULUM ELEMENT Values
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.5 Describe people and objects using suitable words and phrases
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.2 Understand with support specific information and details of short simple texts
1. To sing a song
2. To talk about friends’ names
3. To describe physical appearance
ACTIVITIES PRE-LESSON 1. Students play a game to review vocabulary and language
from previous lesson.
Task 1: Work Out the Words
LESSON DELIVERY 1.Teacher uses flashcards of characters from the textbook to
introduce language, e.g. He/She has got brown hair / I have got
brown hair.
Grammar box (SB page 5)
1. Student point to their eyes and said I have got (brown)
eyes. Students encouraged students to guess the sentences
written on the board what it means.
2. Student’s attention directed to the grammar box.
3. Students read the sentences aloud.
Activity 2 (SB page 5)
1. Students’ attention directed to the picture and introduced
the two children, Alex and Sue. Students asked to guess
what they are doing.
2. Teacher plays the CD and students chorally repeat the
exchange.
3. Students divided into pairs. Students asked to take turns
to describe and guessed their classmates
4. A pair of students the exchange to the rest of the class.
POST LESSON 1. Teacher plays the song Smart friends and have students
sing along.
SUCCESS CRITERIA Students sing a song, talk about friends’ names dan describe physical appearance
DAILY LESSON PLAN
ENGLISH YEAR 3
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Numbers up to 100 / have got question and Yes/No answer
CROSS-CURRICULUM ELEMENT Language
MAIN CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of short simple texts
COM. CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COM. LEARNING STANDARD 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
1. To count (10-100)
2. To talk about possession
ACTIVITIES PRE-LESSON Task 2 : Guess The Answer
LESSON DELIVERY Warm Up
1. Students revise number 1-20 using the flashcards
2. Teacher sticks the number flashcards 10-100 on the board
and students repeat.
3. Teacher removes on of the flash card and students
encourage to repeat all numbers including the missing
one.
4. Teacher continues in the same manner until all flashcards
have been removed.
5. Teacher extends with a numbers game to consolidate
numbers 1–100 if necessary. Teacher monitors closely to
see whether pupils are comfortable with numbers up to
100.
6. If some are having difficulty, build in extra practice in this
lesson (see step 2) and in the next few lessons. Consider
setting a homework task related to this.
1. Students look at the presentation and asked what Anna
has got. Students asked what they think is happening
2. Students asked to point to the bubbles and follow along as
the CD plays. Students encouraged to shadow read
3. Students model acting out the dialogue. 2 students chose
to act it out for the class and have students to act out the
dialogue in pairs.
1. Students explained that they have to refer to activity 1 and
match each picture to the corresponding sentences
2. Students compare their answers in pairs first, then check
as a class.
POST LESSON Students play a Stand up if it’s true – sit down if it’s false game
using have/has got.
SUCCESS CRITERIA Students count (10-100) and talk about possession.
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Have got statements
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. CONTENT STANDARD 4.1 Form letters and words in neat legible print using cursive writing
COM. LEARNING STANDARD 4.1.2 Begin to use cursive handwriting in a limited range of written work
1. Describe people and objects using suitable words and phrases
2. Begin to use cursive handwriting in a limited range of written work
ACTIVITIES PRE-LESSON 1. Students play a word game to review family words (e.g.
brother, sister, aunt, uncle, cousin).
Task 1: Work Out the Words
LESSON DELIVERY 1. Students build model sentences on the board about pupils’
families/your own family: My name’s Hana. I’ve got three
sisters and two brothers. Teacher try to elicit as much
language from pupils as possible rather than giving them
the language directly.
2. Students complete worksheet by drawing a picture of
their family and writing about it under the picture.
Students was told that the work will be displayed so they
should take care with handwriting and neatness.
3. Teacher go around the classroom and check the pupils’
writing. If some students are finding writing certain letters
within a word challenging, either show on the whiteboard
how to write it, or show them on a blank page how you
would write it.
4. Students review questions Has he/she got a brother? How
many has he/she got? by asking some students.
5. Students move to the classroom display. Play a guessing
game using the worksheets displayed:
P1: Has she got one brother?
P2: No, she hasn’t.
P1: Has she got two brothers?
P2: Yes, she has.
P1: Is she Nur?
P2: Yes, she is. / Yes, that’s right.
POST LESSON 1. Students asked some general questions about the display
of their work, for example to find a well-drawn picture or
some neat handwriting.
2. Students was told that they are going to create their own
diaries to write their thoughts in. The diary can be a small
section in their notebooks. Students asked to think back
on their learning so far this week.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Writing
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS have got 3rd person, has contraction
CROSS-CURRICULUM ELEMENT Language; ICT
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on
familiar topics. Other imaginative responses as appropriate.
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.3 Plan, draft and write an increased range of simple sentences
1. Respond imaginatively and intelligibly through creating simple action songs on
familiar topics. Other imaginative responses as appropriate.
2. Plan, draft and write an increased range of simple sentences
ACTIVITIES PRE-LESSON Teacher distribute the sentence papers, one to each student.
Students read their sentence and try to guess who it is about. They
should find that student and check. Teacher feedback by asking
students to read the sentence to the class.
LESSON DELIVERY 1. Students grouped in groups of 5–6 students. Teacher give
each student in the group a number or letter, e.g. Pupil A,
B, C, etc. Students asked to write two sentences that
describe another student’s appearance in the group (Pupil
A about pupil B, pupil B about pupil C, etc.). They can write
their sentences in their notebook.
2. Teacher monitor as students write and support them as
necessary. Students encouraged 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.
3. Teacher asked 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:
1. Students write on a small piece of paper. They 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 student it
describes.
For a class book:
1. Students stick the photo in the middle of the page and
write the descriptions around it, connecting them to the
student in the photo with a line.
POST LESSON 1. Students encourage to look at the display/book by asking
them questions. Teacher could ask them to tell you what
they like about the description of the students in each
group. Alternatively, 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).
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Writing
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Have got (+any) question + Yes/No answer
MAIN CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of short simple texts
and digital media
COM. LEARNING STANDARD 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at
sentence level
1. To count (10-100)
ACTIVITIES PRE-LESSON 1. Using flashcards, review key vocabulary and questions.
Task 3 : Sequence the Information
LESSON DELIVERY Activity 3 (SB page 7)
1. Students explained that they will listen to four short
dialogues about how many shells/jigsaw puzzles/teddy
bears each child (Steve, Julie, Tom, Pat) has got and write
the correct numbers in the corresponding boxes.
2. Teacher plays the CD and students have listen to the first
exchange, Teacher explained that the first one has been
done for them.
3. Teacher plays the rest of the exchanges and students get
to do the activity. Teacher plays the CD twice if necessary.
Students compared their answers in pairs first, then check
as a class.
4. Using the word and punctuation cards, teacher work with
pupils to build a model sentence on the board.
5. In their notebooks, students write a sentence about one of
the people in Activity 3.
6. Partners read each other’s sentences to guess who it is.
Students encouraged to check their partner’s work for
correct punctuation (use of capitals, full stops and
apostrophes). Students rewrite their sentence based on
their partner’s feedback.
7. Teacher review and give feedback on students’ written
work for both first and second drafts as well as the peer’s
feedback. Make a note of common problems to review next
lesson.
POST LESSON Students play a word & punctuation un-jumble game on the board,
where teacher write a mixed-up sentence on the board and
students put the words and punctuation in the correct order to
make a sentence. Teacher play as a whole class and then in groups
if time allows.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Have got (+any) question + Yes/No answer
COM. LEARNING STANDARD 1.2.5 Understand a wide range of short supported questions
1. To count (10-100)
ACTIVITIES PRE-LESSON Play a game to review key vocabulary.
1. Students direct attention to the children and asked what
they are doing.
2. Teacher plays the CD and students have chorally repeat
the dialogue. Teacher have individual students model the
dialogue.
3. Students divide into pairs.
4. Students explained that they have to refer to activity 3.
One students choose a person and the other asks
questions to guess who it is.
5. Students swaps roles.
6. Students have pairs to present the exchange to the rest of
the class
7. Teacher give pupils a strip of paper. Teacher ask them to
write something they have got lots of and how many
they’ve got (e.g. I have got 15 books.). Teacher model the
change of form (3rd to 1st person) as necessary. Teacher
point out the common contraction ‘ve and contrast it with
‘s for third person.
8. Students grouped in large groups. One student collects the
papers, mixes them and redistributes them.
9. Students read the strips and take turns to ask the group
members Have you got…? to find out whose paper it is. At
the end, students report to the group: Aiman has got 15
books.
POST LESSON 1. Students asked to tell you something interesting they
found out about a friend.
2. Students asked to reflect on their own performance by
asking for hands up, e.g. …if you spoke clearly …if you
understood your friends well… if you want to speak more
loudly… You could do this in their first language if
necessary.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Modal can +verb
reading strategies
MAIN LEARNING STANDARD 3.2.1 Understand the main idea of short simple texts
COM. CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COM. LEARNING STANDARD 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
1. To talk about friends
2. To talk about what someone can and can’t do
ACTIVITIES PRE-LESSON 1. Play an action or miming game to review key sports vocabulary.
1. Teacher sticks the flashcards on the board. Students
encourages to say the words. Teacher writes the sentences
on the board and students invited to tell what they mean.
Students asked if they can do different actions and
encouraged to answer Yes, I can/No, I can’t.
2. Teacher hand out the sets of cut up pictures from copies of
Student’s Book p.8 (one set per group). Follow with
Vocabulary and Step 1 of Activity 1
3. Teacher hand out the cut-up texts from copies of Student’s
Book p.8 (one set per group). Students asked to read them
and match to the correct pictures (which they already
have).
1. Students looked at the presentation and asked to look at
the pictures and tell what each child can do.
2. Students asked to point the appropriates picture as the CD
plays. Students encouraged to shadow read and asked
some questions to check comprehension.
1. Student have to read sentences 1-6, refer to activity 1 and
circle can or can’t according to the texts. Students read the
sentences out loud and allowed time to do activity.
Students compare their answers in pairs first, then check
as a class.
Grammar Box
1. Students direct attention to the grammar box at the top of
the page. Students read the sentences aloud. Students
encouraged to say sentences about themselves using can
or can’t.
POST LESSON 1. Students asked to put up their hands if they can paint/do karate
etc. Students work on the activities in the lesson to assess their
understanding of can. Use this to decide how much to review and
extend the language focus in the next few lessons.
SUCCESS CRITERIA Students talk about friends and talk about what someone can and can’t do
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Listening
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Modal can + verb question + Yes/No answer
MAIN CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
COM. LEARNING STANDARD 1.2.1 Understand with support the main idea of short simple texts
1. To talk about friends
2. To talk about what someone can and can’t do
ACTIVITIES PRE-LESSON 1. Use sports flashcards to play a vocabulary review game.
LESSON DELIVERY 1. Teacher plays a miming/TPR game to review and practise
can and can’t. Students asked Can he/she X? Students
reply Yes, he/she can or No, he/she can’t.
1. Students direct their attention to the pictures in 1 and
encouraged to say a sentences about each one using can or
can’t.
2. Students explained that they will listen to 4 descriptions
and they will have to tick one of the two pictures
according to what they hear.
3. The CD plays twice and students get to do activity.
4. Students play a letter/word scramble game to check the
written form of the Yes/No answer (mix up the
letters/words and ask pupils to rearrange them correctly).
1. Students explained that they have to read 4 questions and
refer to activity 3 to answer them.
2. Students pointed out that they have to use Yes,
he/she/they can or No, he/she/they can’t.
3. Teacher read the 4 questions out loud and students
allowed time to do the activity.
POST LESSON 1. If time allows, play a spelling game with sports words and
pictures.
2. Learning diaries:
Students asked 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)
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Language Arts
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Modal can statements
CROSS-CURRICULUM ELEMENT Creativity & Imagination
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on
familiar topics.
Other imaginative responses as appropriate
COM. CONTENT STANDARD 5.1 Enjoy and appreciate rhymes, poems and songs
COM. LEARNING STANDARD 5.1.1 In addition to Year 2 text types: simple poems
1. Respond imaginatively and intelligibly through creating simple action songs on
familiar topics. Other imaginative responses as appropriate
ACTIVITIES PRE-LESSON 1. Students play a game to review vocabulary and the form I
can/can’t… Can you? using action cards. Teacher make sure to
include the verbs from the song: run, jump, swim, hop, skip.
Teacher may need to pre-teach some of these words if your pupils
are not familiar with them so check first.
2. Each student receive a card. They look at the card and mime the
action, either as I can or I can’t (E.g. play chess – pupil mimes
someone trying to play but looking confused). Other pupils should
say either She/He can … or He/She can’t … (Same example: She
can’t play chess.). Students keep the cards.
LESSON DELIVERY 1. Students asked to watch the video of the song. They
should check their cards (from pre-lesson stage). If they
hear their word, they should hold up their card. Play the
song:
http://learnenglishkids.britishcouncil.org/en/songs/i-
can-run
2. Students asked to listen to the song again and copy the
actions they hear. Play the song again.
3. Students grouped into groups of five. Give each group a
verse of the cut up lines of the song. They divide the lines
between them, one each. Play the song again. Students
order the lines as they hear them.
4. Teacher feedback by having groups sing the song in the
order of verses (with or without the video playing).
5. Teacher use two action cards to show pupils how to create
new verses of the song. Give each group time to create a
new verse using different action words.
6. Groups perform their verses. Provide plenty of positive
feedback on their efforts.
POST LESSON 1. Play the song video again and encourage pupils to sing along and
mime.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Modal can + verb question + Yes/No answer
MAIN CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.2.5 Understand a wide range of short supported questions
COM. CONTENT STANDARD 2.2 Use appropriate communication strategies
COM. LEARNING STANDARD 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions
1. Understand a wide range of short supported questions
ACTIVITIES PRE-LESSON 1. Play a word game such as Word Ladder (you can create it online:
www.edu-games.org/word-games/word-ladder/word-ladder-
download.php) or a brainstorming activity in groups. Pupils write
vocabulary related to the activities topic.
LESSON DELIVERY 1. Teacher return to some difficult or new words from the
pre-lesson activity and check spellings/vocabulary as a
whole class. Teacher introduce new words according to
the needs and personal interests of your students
2. Teacher asked questions to pupils, moving from Can
he/she..? to Can you…?
3. Students asked for help if they need it when they are
working in pairs. Pre-teach some phrases for this such as
Can you help me/us, please?
1. Students directs attention to the picture and introduce
Lucy and Tony.
2. Teacher plays the CD and students have repeat the
exchange chorally
3. Students direct attention to the table and read the actions
aloud.
4. Students divides into pairs.
5. Students explained to that they have to write √ or X in the
boxes of the first column according to whether they can or
can’t do the actions
6. When all students have finished, they take turns asking
their partner if he/she can do these actions using Can you
(dive)? Then, they write √ or X in the boxes of the second
column according to their partner’s answers.
7. Students reported their findings to the rest of the class.
POST LESSON 1. Teacher design a closing Listening activity to review and
evaluate learning. This may involve TPR (listen and
mime), e.g.
- Teacher/another pupil says Can you xx?
- Pupils say Yes, I can and mime the action if they can do it, or they
sit down if they can’t do the action. Those who sit down, ask them
another Can you xx?
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Asking and telling the time (on the hour/half past the hour)
MAIN LEARNING STANDARD 2.1.2 Find out about and describe basic everyday routines
1. To tell time
ACTIVITIES PRE-LESSON 1. Students play a circle game (a whole class activity where
pupils sit or stand in a large circle) to review numbers up
to twelve.
1. Teacher draws some clocks on the board, indicating
different times(o’clock, …half past), e.g it’s one o’clock, it’s
half past one.Teacher point to one clock and tell the time
It’s (one) o’clock. Students encourage to repeat.
2. Teacher point to different clocks indicating time on the
hour and ask students What’s the time? Students
encourage to answer It’s (one) o’clock,
3. Teacher repeat the same procedure with It’s half past one.
Vocabulary
1. Students open their books to page 10 and point out the
time in the vocabulary section.
2. Teacher plays the CD and students point to the clocks and
repeat. Teacher says the times in random order and
students repeat and point.
Grammar box
1. Students draw attention to the grammar box and read it
aloud.Teacher draws clocks on the board each indication a
different time (o’clock,. Thirty) and students asked what
time it is.
POST LESSON Optional 2
1. Students clear a big space in the middle of the classroom
and students lined up against one wall. Teacher stand in
front of the wall across from them.
2. Teacher tells students that you are a hungry wolf, who
waiting for dinner time to come that you can eat.
3. Student call out What’s the time, Mr Wolf? While teacher ‘s
back turned to them, answer with a time.
4. Students move the corresponding steps forward
5. The game continues in this way until the wolf decides that
they have come close enough. Then s/he can answer It’s
dinner time, turn around and start chasing students, who
run to get back to the wall they come from.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Asking and telling the time (on the hour/half past the hour)
MAIN LEARNING STANDARD 2.1.2 Find out about and describe basic everyday routines
1. To tell time
ACTIVITIES PRE-LESSON Task 5: Sit Down, Stand Up
LESSON DELIVERY Activity 1(SB page 10)
1. Students direct attention to the picture of the two boys
and asked what they are doing.
2. The CD play and students asked the exchange chorally
3. Students divided into pairs.
4. Students tell to use a scrunched-up piece of paper to play
the game
5. Students takes turns throwing the piece of paper on the
pictures and asking and answering questions about the
time that piece of paper has landed on.
Optional 1
1. Teacher draws 2 clocks on the board without the hands.
Students divided into 2 groups. 2 students chose and
teacher call out a time
2. The students have to draw the hands of the clock
indicating the correct time. The student who does it first
gets a point for his/her group.
3. The procedure repeated with other pairs of students
4. The group with the most points wins.
POST LESSON Choose an item.
SUCCESS CRITERIA Students tell the time
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Speaking
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Review of Unit 1 language
reading strategies
COM. CONTENT STANDARD 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.5 Describe people and objects using suitable words and phrases
1. To read about one’s family
2. To write a paragraph about one’s family
3. To revise and consolidate structures and vocabulary introduced in previous lesson
Task 5: Sit Down, Stand PRE-LESSON 1. Teacher brings picture of your family members and stick
Up them on the boards.Teacher points to one of your family
members and say something about the family members.
2. Teacher repeats the same procedure with the rest of your
family members and write on the board.
3. Teacher asks different students to talk about a member of
their family.
1. Students will read about a girl called Fay. Teacher shows the
picture on SB p.11. Students asked to show you who Fay is.
Teacher ask questions to help pupils predict what they will read.
2. Teacher hands out the questions,cut into strips, one for each
students, or on a worksheet). Students asked to read their
question.
3. Students asked to read the text on Student’s Book p.11 and find
the answer to their question. They could write their answer on the
paper or in their notebook.
4. Teacher monitors as students work on the Reading activity to
get an idea of individuals’ Reading skills. Use questions to support
or extend their understanding. Make notes on students as
necessary.
5. Teacher feed back as a whole class. Students asked to read their
question then give the answer. Students can then check each
other’s answers as they listen.
Optional 1
1. Students divided into pairs or small groups. Students
asked to place the pictures of their family members on the
desks. Students take turn to talk about their family
members to the partner.
POST LESSON Students play a True/False game based on the information in the
text. Students asked to explain why something is False. Students
repeat correct answers in complete short sentences. Teacher does
not ask students to answer in full short sentences; at this point,
just let them register in their memories the correct complete
answers from you.
SUCCESS CRITERIA Students tell the time
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
TOPIC Welcome!
MAIN CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at
sentence level
and digital media
COM. LEARNING STANDARD 4.3.3 Plan, draft and write an increased range of simple sentences
1. To read about one’s family
2. To write a paragraph about one’s family
3. To revise and consolidate structures and vocabulary introduced in previous lesson
ACTIVITIES PRE-LESSON Teacher review the topic of families. Students could play a
vocabulary game based on Lesson 13.
LESSON DELIVERY 1. Students review the model text from the last lesson by playing
the audio for the text (SB p.11) while students read along.
2. Students use the sentence beginnings to tell their partner about
their family (two or more sentences). This is to review the
language and help with oral planning.
3.Writing tips
i. Students directs attention to Writing tip and read it aloud
ii. Students explained the Writing tips and teacher points out
2 examples. Students asked to look for examples of the
writing in the text in Activity 1. Students provide with
more examples and write them on the board.
iii. Teacher read out the text and students encouraged to say
where in the text a full stop should go and where letters
need to be capitalized.
4. Students write two or more sentences about their family in their
notebooks or for classroom display. They could add the family
photos they brought if they are not too valuable to them.
5. Teacher collects the writing and use it to informally assess
learning in this unit. Teacher gives positive and constructive
feedback to pupils using your notes on their performance during
this unit.
POST LESSON Optional 2
1. Students asked to stand up and form a circle or to stand in
line. Students chose to say a sentence using can or can’t.
The rest of the students have to mime what the students
says. The students who don’t do what the students says
are out of the game. Teacher continue the game, making
sure that all the students have a chance to say a sentence.
Learning diaries:
Students asked to think back on their learning so far this week.
SUCCESS CRITERIA Students read about one’s family and write a paragraph about one’s family
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Speaking
TOPIC Welcome!
LANGUAGE/GRAMMAR FOCUS Review: What’s your name? / Have got/have / time
CROSS-CURRICULUM ELEMENT Values
MAIN CONTENT STANDARD 5.2 Express personal responses to literary texts
MAIN LEARNING STANDARD 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a
text
COM. CONTENT STANDARD 2.3 Communicate appropriately to a small or large group
COM. LEARNING STANDARD 2.3.1 Narrate very short basic stories and events
1. To listen and read for pleasure
2. To revise and consolidate vocabulary and structure learnt in previous lesson
ACTIVITIES PRE-LESSON 1. Students plays the game Who is it?. Students asked to
write his/her name on a piece of paper.
2. Teacher collects the pieces of paper and put them in a bag.
3. Students asked to draw a piece of paper, and read the
name without revealing it to anyone.
4. Students invites to describe the person written on his/her
piece of paper
5. The student who guesses correctly is the next one to draw
a name and describe. All students must had a turn.
LESSON DELIVERY 1. Students introduced the characters of the story using the
puppets you have prepared. Students asked questions
about the puppets to review key language and predict the
story.
1. Students was told that they will listen to and read a story
with the title Jerry’s painting,
2.Students asked to look at the pictures and guess what the
story is going to be about
3. Teacher elicits answers, but do not correct students at this
stage
4. Students asked to look at different clocks and tell the time
in each frame.
5. Teacher plays the CD and point to each frame in book and
students encouraged to each frame in their books.
6. Teacher checks students’ predictions.
7. Teacher plays the CD again and students asked to pint
each speech bubble and follow along.
8. Students asked comprehension questions.
9. Students divided into pairs and they act out the story.
Students was told to swap roles.
POST LESSON 1. Students draw attention to the value and read it aloud.
2. Teacher explain it and discuss with students using L1.
3. Students asked some further questions related to the
story.
SUCCESS CRITERIA Students listen and read for pleasure and revise and consolidate vocabulary and structure
learnt in previous lesson
DAILY LESSON PLAN

ENGLISH YEAR 3
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Writing
TOPIC Welcome!
reading strategies
and digital media
COM. LEARNING STANDARD 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at
sentence level
1. Understand specific information and details of short simple texts
2. Use capital letters, full stops and question marks appropriately in guided writing at
sentence level
ACTIVITIES PRE-LESSON Task 4 : Identify the Flashcards
LESSON DELIVERY Have got:
1. Teacher shows flashcards of characters from the textbook.
Teacher elicits sentences about the characters He/She has got...
Teacher write the sentences on the board and put the pictures next
to them. Students asked why we use he or she. Students asked if
we use has got or have got with he and she.
2. Students elicit next sentences about themselves. Students asked
to come to the board, write their name and write a sentence about
themselves I have got… Students asked questions about the form
with I (have got).
3. Next students complete Sections A & B of the worksheet
4. Teacher feedback on the answers as a whole class. Note any
common problems or mistakes and review as necessary.
Can:
1. Teacher Using action cards, model I can/can’t … with three or
four cards. Students listen and repeat the sentences if necessary.
Students asked to tell their partners two things they can and can’t
do.
2. Teacher model and drill the question and answer Can you…? Yes,
I can/No, I can’t in a similar way and students asked each other in
pairs about two activities.
3. Next students complete Section C of the worksheet. Students are
also expected to review punctuation here.
POST LESSON 1. Students asked to think about what they have learned in Unit 1
and how well they feel they know the language now. They should
complete the How did I do in Unit 1? self-assessment section of the
worksheet.
2. Teacher collects the worksheets and review them to note
students’ performance. If there are any areas of concern, prepare a
review of these in upcoming lessons.
SUCCESS CRITERIA

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DAILY LESSON PLAN

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