Out and About (Lesson 97-112)

DAILY LESSON PLAN
ENGLISH LANGUAGE YEAR 3
Week: Date: Day:

Class: Time: Attendance:
Lesson: 97 (Listening
Topic: Out and about Theme: World of self, family and friends
19)
Skills Main: Listening Complementary: Listening
1.2 Understand meaning in a variety of 1.3 Use appropriate listening strategies in a variety
Content Standard
familiar contexts of contexts
1.3.1 Guess the meaning of unfamiliar words by
1.2.2 Understand with support specific
Learning Standard using visual clues when a teacher or classmate is
information and details of short simple texts
speaking
By the end of the lesson, pupils will be able to:
1. Guess the meaning of unfamiliar words by using
Objectives: 1. Understand with support specific
visual clues when a teacher or classmate is
information and details of short simple texts
speaking
Pupils will be assessed on their ability to:
Success Criteria 1. Listen and say out the phrases correctly
(Assessment) 2. Listen to the order and move according to the directions
Language/ Grammar Imperative statements (positive & negative)

Focus
Teaching Aids Get Smart plus 3, Student’s Book, p.65, Teacher’s Book, p.102–103
Teaching and Learning Activities Reflection / Impact:
1. Pupils talk about the topic with guidance.
Pre Lesson 2. Pupils listen to teacher’s explanation and
the connection with the topic.
3. Introduce the key vocabulary by following
instructions for Warm up (Teacher’s
Main Skill
Book, p.102).
The number that achieved the stipulated skill is:___
4. Ask pupils to close their eyes and
Non-achievers were given extra guidance /
imagine. Give directions from school to a
enrichments / consolidation by teacher.
place in your local area that pupils will
know (e.g. a mosque or a shop), but do
Complementary Skill
not tell them where they are going. Have
pupils listen and follow your directions in
Lesson Development their mind. They should tell you where
they are, where you took them. If/when
pupils get confused, ask them to open
Follow-up Actions
their eyes and watch you mime as you
speak. Repeat once or twice, making it
Remedial: __________ pupils
simpler or more complicated according to
Reinforcement: __________ pupils
the reactions and level of understanding
Enrichment: __________ pupils
of your pupils.
5. Follow instructions for Activity 1,
Teacher’s Book, p.102.
6. Use some phrases from the song to play
Post Lesson
a mime game.
EDUCATIONAL EMPHASES
CROSS - CURRICULAR ELEMENTS
Language Environmental Sustainability Financial Education Science and Technology Patriotism
Creativity and Information and Communication
Entrepreneurship Global Sustainability Values
Innovation Technology
HIGHER ORDER THINKING SKILLS (HOTS)
Application Analysis Evaluation Creation
21st CENTURY SKILLS
Resilient Thinker Communicative
Team spirit Inquisitive Virtuous
Informative Loving / Considerate Patriotic
21st CENTURY CLASSROOM TEACHING AND LEARNING
TEACHING AND LEARNING STRATEGIES
ACTIVITIES
Mastery Learning Multiple Intelligences Round Table Think, Pair, Share
Constructivism Contextual Learning Hot Seat 3 stray and 1 stay
Learning How to Learn Values and Citizenships Games Presentations
Knowledge Acquisition Project-based learning Role Play I-Think
Collaborative Learning Inquiry-based learning Gallery Walk Poem recitation / singing
ASSESSMENT AND EVALUATION
Project Story Telling Quiz Games
Role Play Individual / Pair / Group Work Observation Worksheet
The lesson was carried out successfully.
REMARKS
The lesson was postponed due to meeting/briefing/CRK/public holidays/school programme.
DAILY LESSON PLAN
Week: Date: Day:

Lesson: 98 (Speaking
19)
Skills Main: Speaking Complementary: Listening
2.1 Communicate simple information 1.2 Understand meaning in a variety of
Content Standard
intelligibly familiar contexts
2.1.3 Give a short sequence of basic 1.2.4 Understand a wide range of short basic
Learning Standard
directions supported classroom instructions
Objectives: 1. Understand a wide range of short basic
1. Give a short sequence of basic directions
supported classroom instructions
Success Criteria
1. Take turn and give directions in a group.
(Assessment)
2. Listen to the instructions and move according to the directions
Focus
Teaching Aids Get Smart plus 3, Student’s Book, p.65, Teacher’s Book, p.102–103, Cloth for team blindfold
1. Play a version of Simon says (see
Optional, Teacher’s Book, p.103), where
the pupils do the action only if you say
Pre Lesson please. You could ask some pupils to
take the role the teacher. Review
vocabulary from Student’s Book, p.65 in
this activity.
2. Play the song from Activity 1 and have
pupils mime as they listen to the song.
They might want to sing as well but avoid
having them look in their textbooks.
3. Follow instructions for Activity 2
(Teacher’s Book, p.65). Divide the class
into three or four teams. Pupils take it in Main Skill
turns to race the instructions, with one The number that achieved the stipulated skill is:___
pupil in the maze and one pupil giving Non-achievers were given extra guidance /
directions. Exchange roles each time. For enrichments / consolidation by teacher.
each turn, write the basic instructions on
the board as prompts, so the teams have Complementary Skill
the same number of steps. For example: The number that achieved the stipulated skill is:___
Team 1: right / straight / left / stop Non-achievers were given extra guidance /
Lesson Development Team 2: straight / right / straight / enrichments / consolidation by teacher.
stop
Alternatively, you could prepare the Follow-up Actions
instructions on a worksheet to save
time. This game will be quite noisy Remedial: __________ pupils
and you may need to manage your Reinforcement: __________ pupils
class carefully. For example, the Enrichment: __________ pupils
pupils who are not playing could sit
in a circle around the classroom so
you can see them all. Remind pupils
who are watching that they need to
be quiet so their teammates can
play the game. If you have smaller
groups, then there will be fewer
pupils watching.
4. Choose an appropriate post-lesson
activity from the list in the introduction
Post Lesson that suits your pupils’ needs and interests
and that will review the main areas
covered in the lesson.
st
21 CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Lesson: 99 (Reading
19)
Skills Main: Reading Complementary: Listening
3.2 Understand a variety of linear and non- 1.1 Recognise and reproduce target language
Content Standard linear print and digital texts by using sounds
appropriate reading strategies
3.2.2 Understand specific information and 1.1.1 Recognise and reproduce with support a
Learning Standard
details of short simple texts range of target language phonemes
Objectives: 1. Understand specific information and details 1. Recognise and reproduce with support a range
of short simple texts of target language phonemes
Success Criteria 1. Read and answer the questions according to the text.
(Assessment) 2. Listen to the story and say out the pronunciation.
Language/ Grammar Plural nouns (regular and irregular)

Focus
Teaching Aids Get Smart plus 3, Student’s Book, p.66, Teacher’s Book, p.104
3. Follow instructions for Warm up on
4. Play a guessing game, where you begin Main Skill
to draw – badly – an animal on the board. The number that achieved the stipulated skill is:___
Pupils have to guess what it is. Non-achievers were given extra guidance /
5. Follow instructions for Vocabulary and enrichments / consolidation by teacher.
have pupils work in pairs to ‘test’ each
other on the new words. Complementary Skill
Lesson Development 6. Follow instructions for Activity 1 The number that achieved the stipulated skill is:___
(Teacher’s Book, p.104). Ask questions Non-achievers were given extra guidance /
as pupils hear and read the story. enrichments / consolidation by teacher.
Ask pupils to read aloud, along with
the CD. Check their pronunciation Follow-up Actions
and note words that pupils have
problems with so that you can drill Remedial: __________ pupils
them before pupils practise for Reinforcement: __________ pupils
performing. Enrichment: __________ pupils
21st CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Lesson: 100 (Writing
19)
Skills Main: Writing Complementary: Writing
4.3 Communicate with appropriate language 4.1 Form letters and words in neat legible print
Content Standard form and style for a range of purposes in print using cursive writing
and digital media
4.3.2 Spell an increased range of familiar high 4.1.2 Begin to use cursive handwriting in a limited
Learning Standard
frequency words accurately in guided writing range of written work
Objectives: 1. Spell an increased range of familiar high 1. Begin to use cursive handwriting in a limited
frequency words accurately in guided writing range of written work
Success Criteria
1. Fill in the correct plural nouns.
(Assessment)
2. Write down the answer using cursive writing.
Focus
Get Smart plus 3, Student’s Book, p.66-67, Teacher’s Book, p.104–105, Sets of 10 blank,
Teaching Aids
cards/pieces of card-sized paper, one per pair
1. Pupils talk about the topic with guidance. Main Skill
Pre Lesson 2. Pupils listen to teacher’s explanation and The number that achieved the stipulated skill is:___
the connection with the topic. Non-achievers were given extra guidance /
3. Tell pupils you have one sister (for enrichments / consolidation by teacher.
example). Ask pupils some questions to
elicit plural nouns (e.g. How many sisters Complementary Skill
do you have?) Ask pupils if it should be, The number that achieved the stipulated skill is:___
for example, 3 sisters or 3 sisters. Non-achievers were given extra guidance /
4. Follow the instructions for Grammar Box enrichments / consolidation by teacher.
(Teacher’s Book, p.104–5.
5. Play the CD to review the story on Follow-up Actions
Student’s Book, p.66, then pupils do
Activity 2 (Teacher’s Book, p.105) Remedial: __________ pupils
individually. Pupils check their answers Reinforcement: __________ pupils
with a partner before checking as a Enrichment: __________ pupils
whole class. Monitor closely to see how
pupils manage with this activity.
Encourage use of cursive writing and
remind pupils to take care with spelling,
using the text as a model.
Lesson Development 6. Give pupils 10 blank cards per pair. They
write the singular and plural of five
irregular nouns, one word on each card.
Focus on handwriting as well as spelling
in this activity.
7. Pupils play a game with their own cards
(they place the cards face down, then
turn over two cards to try to find a pair).
Collect the cards at the end of the game
so pupils can use them again.
8. (If time) Play a plurals quiz where you
say a word and pupils have to think about
the plural form. You could stick a paper
on the wall that says ‘S’ and another that
says ‘Not S’ on the opposite side of the
classroom. Pupils listen and then run to
the correct paper (e.g. ‘S’ for duck; ‘Not
S’ for sheep.)
Post Lesson 9. Learning diaries:
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)
Encourage pupils to reflect more
deeply and using more English.
Some pupils will be more able to do
this than others. Support pupils who
may need some help and
encourage everyone to complete
their diaries. Ensure you allocate
time for this activity in your lesson
plan. It shouldn’t be set for
homework.
21st CENTURY SKILLS
st
21 CENTURY CLASSROOM TEACHING AND LEARNING
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Lesson: 101 (Language
Arts 19)
Skills Main: Language Arts Complementary: Listening
5.1 Enjoy and appreciate rhymes, poems and 1.2 Understand meaning in a variety of
Content Standard
songs familiar contexts
5.1.2 In addition to Year 2 text types: simple 1.2.2 Understand with support specific information
Learning Standard
poems and details of short simple texts
Objectives: 1. In addition to Year 2 text types: simple 1. Understand with support specific information and
poems details of short simple texts
Success Criteria
1. Sing the rap song with guidance.
(Assessment)
2. Listen to the song and do the action.
Language/ Grammar Language of directions
Focus
A simple picture of: two stick figures with a speech bubble coming from the mouth of one figure. In
the speech bubble write. How do I get to the…?  a building, labelled restaurant  roads between
Teaching Aids
the stick figures and the restaurant which involve the stick figure i) going straight ahead, ii) then
turning left, then right, iii) and then turning first left to reach the restaurant
1. Use one of the pre-lesson activities from
Pre Lesson
the list in the introduction.
2. Show pupils the two stick figures
drawing.
3. Use the drawing to check the meaning of
new target language
 How do I get to the…?
 Go straight ahead Main Skill
 Keep going, The number that achieved the stipulated skill is:___
 Turn left/right , Non-achievers were given extra guidance /
 Take the first/second/third/fourth enrichments / consolidation by teacher.
on the left/right
4. Help pupils to say the target language by Complementary Skill
Lesson Development saying it yourself, and ask them to repeat The number that achieved the stipulated skill is:___
it. Do this a few times until pupils can say Non-achievers were given extra guidance /
the target language with confidence. enrichments / consolidation by teacher.
5. Play the directions rap. Ask pupils to
listen and do the actions in the video as Follow-up Actions
they listen. There will be a few new
words in the video. There is no need to Remedial: __________ pupils
teach these, because the rapper makes Reinforcement: __________ pupils
their meaning clear with his gestures. Enrichment: __________ pupils
6. Play the video again. This time ask pupils
to sing the rap and do the actions.
7. If there is time, repeat step 6.
8. Play the video a final time, with the sound
turned off, and the subtitles on. Pupils do
Post Lesson
the action and sing the rap as they watch
the video.
21st CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

20)
Skills Main: Listening Complementary: Writing
4.2 Communicate basic information
1.2 Understand meaning in a variety of
Content Standard intelligibly for a range of purposes in print and
familiar contexts
digital media
1.2.1 Understand with support the main idea 4.2.4 Describe people and objects using suitable
Learning Standard
of short simple texts words and phrases
Objectives: 1. Understand with support the main idea of 1. Describe people and objects using suitable
short simple texts words and phrases
Success Criteria
1. Listen to the clue and guess the animals correctly.
(Assessment)
2. Write down the name of the animals correctly.
Focus
Teaching Aids Get Smart plus 3, Student’s Book, p.67, Teacher’s Book, p.105, Pupil-made cards from Lesson 100
1. Play a word game with the word cards
pupils made in Lesson 100. Collect the
Pre Lesson
cards after the activity or at the end of the
lesson.
2. Play an animal quiz game in pairs or
small groups. You give a simple clue
Main Skill
(e.g. I’m big and I give you milk) and
pupils have to write the animal. Make
sure to include the animals and
vocabulary in the Listening activity
(ride/big/scared/dive /fat).
Complementary Skill
3. Follow instructions for Activity 3 in
Lesson Development Teacher’s Book, p.105.
4. Ask each pupil to write at least two
sentences about an animal (using They
…). They could use some ideas from
Follow-up Actions
stages 2 and 3 of the lesson or they
could use their own ideas.
5. Pupils read their sentences to a partner
or in a small group. The other pupils
should guess what animal it is.
21st CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

20)
Content Standard
2.1.5 Describe people and objects using 1.2.2 Understand with support specific information
Learning Standard
suitable words and phrases and details of short simple texts
Objectives: 1. Describe people and objects using suitable 1. Understand with support specific information and
words and phrases details of short simple texts
Success Criteria
1. Tell about their farm in pair.
(Assessment)
2. Listen and draw in the animals they hear their partner say.
Focus
Get Smart plus 3, Student’s Book, p.67, Teacher’s Book, p.105, Pupil-made cards from Lesson 100,
Teaching Aids
Animal flashcards
1. Have pupils look at their cards from
Lesson 100 and read the words. Using
flashcards, check pupils’ understanding
Pre Lesson
of the words by playing Slap in small
groups – show a flashcard and pupils
should race to take the right word card.
2. In groups, pupils share out, randomly, the
cards from the pre-lesson activity.
(Teacher’s Book, p.105), but tell pupils
they should draw the animals they have
cards for on their farm. Give pupils time
to draw their farm. Main Skill
4. You could extend the vocabulary here to The number that achieved the stipulated skill is:___
focus on animals more commonly found Non-achievers were given extra guidance /
on farms in Malaysia, or you could talk to enrichments / consolidation by teacher.
pupils about the differences at the end of
the lesson. Complementary Skill
5. In pairs, pupils tell each other about their The number that achieved the stipulated skill is:___
Lesson Development farm (see Student’s Book, p.67, Activity Non-achievers were given extra guidance /
4). The partner listens and draws in the enrichments / consolidation by teacher.
animals they hear their partner say, so at
the end of the activity, both pupils have Follow-up Actions
the same animals on the farm. Note that
drawing and colouring can take a lot of Remedial: __________ pupils
time for some pupils. Set time limits and Reinforcement: __________ pupils
be firm with them. Tell pupils that they Enrichment: __________ pupils
may have time at the end of the lesson or
can work at home to make their farm
‘beautiful’.
6. Ask pupils to write a list of what is now on
their farm. They compare it with their
partner, who should have the same list.
7. Choose some pupils to show their farms
to the class. If you have pupils who have
put extra animals in their farm, you could
Post Lesson
ask them, but also ask less proficient
pupils who have tried hard to do their
best.
st
21 CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Lesson: 104 (Reading
20)
Skills Main: Reading Complementary: Reading
3.2 Guess the meaning of unfamiliar words 3.2 Guess the meaning of unfamiliar words from
Content Standard
from clues provided by visuals and the topic clues provided by visuals and the topic
3.2.1 Understand the main idea of short 3.2.3 Guess the meaning of unfamiliar words from
Learning Standard
simple texts clues provided by visuals and the topic
Objectives: 1. Understand the main idea of short simple 1. 3.2.3 Guess the meaning of unfamiliar words
texts from clues provided by visuals and the topic
Success Criteria 1. Read the text about rules.
(Assessment) 2. Read the text and decide which set of rules goes together with their picture.

Focus
Get Smart plus 3, Student’s Book, p.68, Teacher’s Book, p.106, Cut up texts (p.68) one copy,
Teaching Aids
enlarged, Copies of the pictures of the places cut up, one picture per pupil
1. Play Stop! Tell pupils an action to mime.
When you say Stop! they have to freeze
Pre Lesson in position. If they do not stop
immediately, then they are out of the
game and should sit down.
2. Ask pupils to brainstorm in groups some
places in the town/city. Elicit the words
that will be used in this lesson.
3. Ask pupils questions about what they can
Main Skill
and can’t do in those places to introduce
the idea of rules. Use some of the
vocabulary that will be used in this
lesson, miming to show the meaning.
4. Put the four texts from Student’s Book
Complementary Skill
p.68 (your enlarged copy) around the
room (you might want to do this before
Lesson Development the lesson). Hand out the pictures, one
per pupil. Ask pupils to get up and to
move around the room, reading the four
Follow-up Actions
texts. They should read all four texts,
then decide which set of rules goes
together with their picture. Before
beginning the activity, check that all the
pupils know what their picture represents.
6. Follow instructions for Grammar Box,
7. Play the mime game again, but change
the rules a little. Instead of saying Stop,
Post Lesson
you will say Do not… and include some
of the verbs from the lesson vocabulary.
21st CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

20)
Skills Main: Writing Complementary: Writing
4.2 Communicate basic information intelligibly 4.3 Communicate with appropriate language
Content Standard for a range of purposes in print and digital form and style for a range of purposes in print
media and digital media
4.3.1 Use capital letters, full stops and question
Learning Standard 4.2.3 Give simple directions marks appropriately in guided writing at sentence
level
Objectives: 1. Use capital letters, full stops and question marks
1. Give simple directions
appropriately in guided writing at sentence level
Success Criteria 1. Write down a simple instructions about directions.
(Assessment) 2. Write a short learning diary with guidance.

Focus
Get Smart plus 3, Student’s Book, p.69, Teacher’s Book, p.106–107, Flashcards from pictures in
Teaching Aids
Activity 3, p.69
1. Pupils talk about the topic with guidance. Main Skill
Pre Lesson 2. Pupils listen to teacher’s explanation and The number that achieved the stipulated skill is:___
the connection with the topic. Non-achievers were given extra guidance /
3. Follow instructions for Grammar Box enrichments / consolidation by teacher.
(Teacher’s Book, p.106).
4. Play the Do not mime game again (see Complementary Skill
Lesson 104), this time having pupils play The number that achieved the stipulated skill is:___
in small groups, taking turns with the Non-achievers were given extra guidance /
teacher’s role. enrichments / consolidation by teacher.
5. Using flashcards (based on Activity 3),
introduce the symbols for the rules. Play Follow-up Actions
a game to help pupils remember the
vocabulary. Remedial: __________ pupils
6. Follow the instructions for Activity 3 Reinforcement: __________ pupils
Lesson Development
(Teacher’s Book, p.107). Enrichment: __________ pupils
7. Elicit some classroom rules from pupils to
have them thinking about the topic.
Pupils then work on Activity 4 (Teacher’s
Book p.107) in pairs. Remind pupils
about punctuation, including the
apostrophe in Do not contraction Don’t.
Monitor and support pupils working in
pairs and assist with language and
punctuation. Talk to pupils about any
unusual rules they have written.
(L/S/R/W)
my English)
homework.
21st CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Arts 20)
Skills Main: Language Arts Complementary: Writing
4.3 Communicate with appropriate language
5.3 Express an imaginative response to
Content Standard form and style for a range of purposes in print
literary texts
and digital media
5.3.1 Respond imaginatively and intelligibly 4.3.2 Spell an increased range of familiar high
through creating simple action songs on frequency words accurately in guided writing
Learning Standard
familiar topics. Other imaginative responses
as appropriate.
1. Respond imaginatively and intelligibly 1. Spell an increased range of familiar high
Objectives: through creating simple action songs on frequency words accurately in guided writing
familiar topics. Other imaginative responses
as appropriate.
Success Criteria
1. Draw pictures for 4 rules in groups.
(Assessment)
2. Write down the rules according to the pictures.
Language/ Grammar Imperative
Focus
Teaching Aids Small pieces of paper (about 12 cm long and 10 cm wide)
1. Introduce the topic of the lesson by
writing R_ _ _ S, R_ _ _ S, R_ _ _ S, on
Pre Lesson the board.
2. Ask pupils to guess the topic: Rules,
Rules, Rules!
3. Write Classroom rules on one side of
board and Rules outside the classroom
on the other side.
4. Ask pupils to suggest 4–5 rules for each
category, and draw and number pictures Main Skill
to represent their suggestions (e.g. for The number that achieved the stipulated skill is:___
Don’t shout.) Non-achievers were given extra guidance /
5. Divide pupils into groups of 3–4. One enrichments / consolidation by teacher.
pupil says a number, and another pupil
says the rule. Then another pupil says a Complementary Skill
number and another pupil says the rule. The number that achieved the stipulated skill is:___
Continue in this way until they have said Non-achievers were given extra guidance /
Lesson Development
all of the rules. enrichments / consolidation by teacher.
6. Give each pupil a small rectangular piece
of paper, and tell them to fold it in half so Follow-up Actions
that they have a book of four pages.
7. Tell them to draw pictures for 4 of the Remedial: __________ pupils
rules they spoke about earlier, one Reinforcement: __________ pupils
picture on each page. Enrichment: __________ pupils
8. Tell pupils to swap their folded books
with a partner and write the rules below
each picture. If necessary, they can use
their coursebook to check spelling, or can
ask each other or you for help.
9. Pupils present their rules to each other
and talk about the reasons for these
Post Lesson
rules. Pupils may use simple words and
phrases here.
Creativity and Entrepreneurship Information and Communication Global Sustainability Values
st
21 CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

21)
Skills Main: Listening Complementary: Listening
1.2 Understand meaning in a variety of 1.2 Understand meaning in a variety of
Content Standard
familiar contexts familiar contexts
1.2.2 Understand with support specific 1.2.1 Understand with support the main idea of
Learning Standard
information and details of short simple texts short simple texts
Objectives: 1. Understand with support specific 1. Understand with support the main idea of short
information and details of short simple texts simple texts
Success Criteria
1. Listen to the classroom rules and put a cross next to the rule.
(Assessment)
2. Play a whole class listening game using the rules flashcards.
Focus
Get Smart plus 3, Student’s Book, p.69, Teacher’s Book, p.106– 7, Poster paper per group, coloured
Teaching Aids
pens and pencils
3. Play a whole class Listening and/or
Speaking game using the rules
flashcards from previous lessons.
(Teacher’s Book, p.106–7).
5. Ask pupils to look at their answers to
Main Skill
Activity 4 (p.69). Ask pupils, one by one
(or pair by pair), to read out one of their
classroom rules. Other pupils listen and
put a cross next to the rule if they have it
too. The pupil reading the rule gets a
Complementary Skill
point if no other pupil has the same rule
Lesson Development The number that achieved the stipulated skill is:___
as them. Praise pupils with points at the
end for their originality, effort and
language, rather than for winning the
competition.
Follow-up Actions
6. Tell pupils they will make a classroom
rules poster. They should work in a group
of six to decide on at least three rules for
their poster, taking at least one rule from
each pair. Follow instructions for Optional
activity (Teacher’s Book, p.107). Remind
pupils to spend time making the posters
look nice, including using cursive writing.
7. Have pupils look at the posters and say
which rules they agree with. You could
Post Lesson have them decide which poster will be
used as their classroom ‘rule book’, and
display that poster.
21st CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

21)
Content Standard
2.1.2 Find out about and describe everyday 1.2.5 Understand a wide range of short supported
Learning Standard
routines questions
Objectives: 1. Find out about and describe everyday 1. Understand a wide range of short supported
routines questions
Success Criteria 1. Say out the activities they did at specific time.
(Assessment) 2. Listen to the time and draw the clock.
Language/ Grammar Time; prepositions of place

Focus
Teaching Aids Get Smart plus 3, Student’s Book, p.70, Teacher’s Book, p.108–109, Toy clock (optional), scissors
3. Draw a clock on the board and ask pupils
what it is (or you could use a toy clock).
Draw various times on the board (on the
hour and half past) to review time taught
so far.
4. Follow instructions for Warm up and
Vocabulary on Teacher’s Book, p.108.
Main Skill
5. Have pupils cut out the cards on
Student’s Book, p.131, and play a game
of Snap in pairs – pupils each put their
cards in a pile face down. At the same
time, they turn over the top card and say
Complementary Skill
what it is. If the cards match, they also
have to say Snap (or ‘Same’). The first
Lesson Development pupil to say it wins all the cards. Continue
until one pupil has no more cards.
6. Follow instructions for Activity 1 on
Follow-up Actions
Teacher’s Book, p.108, choosing a
strong pair to model the activity for the
class. Monitor and support pupils as they
play these games. You may want to write
some of the language on the board to
support them, especially quarter past…
and quarter to. If there are persistent or
common problems, note them down and
return to them later for whole class
feedback. Make sure that pupils keep the
cards safe, or collect them in so that they
can be used in later lessons.
7. Play the Optional game on Teacher’s
Post Lesson
Book, p.109.
21st CENTURY SKILLS
st
21 CENTURY CLASSROOM TEACHING AND LEARNING
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Lesson: 109 (Reading
21)
Skills Main: Reading Complementary: Reading
3.2 Understand a variety of linear and non- 3.2 Understand a variety of linear and non-
Content Standard linear print and digital texts by using linear print and digital texts by using
appropriate reading strategies appropriate reading strategies
3.2.1 Understand the main idea of short 3.2.3 Guess the meaning of unfamiliar words from
Learning Standard
simple texts clues provided by visuals and the topic
Objectives: 1. Understand the main idea of short simple 1. Guess the meaning of unfamiliar words from
texts clues provided by visuals and the topic
Success Criteria 1. Read the instructions and decide which sign they are making.
(Assessment) 2. Look at the pictures and guess the meaning of the symbols.

Focus
Get Smart plus 3, Student’s Book, p.71 Teacher’s Book, p.110 Flashcards of signs from Lesson
Teaching Aids 96, One example of each sign made up for this lesson, Worksheet with texts 1, 2 & 3 from Student’s
Book p.71, Materials for making signs (see Teacher’s Book, p. 110)
3. Tell pupils they will make road signs.
Show them the signs you have made.
Elicit from the pupils what the signs show
them (Turn left/right, Traffic lights, Stop). Main Skill
4. Give pupils the worksheet with the three The number that achieved the stipulated skill is:___
sets of instructions (texts 1, 2 & 3 from Non-achievers were given extra guidance /
Student’s Book, p.71). Ask them to read enrichments / consolidation by teacher.
the instructions and decide which sign
they are for making. (Answer: 1 = Turn Complementary Skill
left/right; 2 = traffic lights; 3 = Stop sign). The number that achieved the stipulated skill is:___
Ask them to look in the book at the Non-achievers were given extra guidance /
Lesson Development
pictures to check their own answer enrichments / consolidation by teacher.
before checking as a whole class.
5. Follow instructions for Activity 1 Follow-up Actions
(Teacher’s Book, p.110). Show how to
make each sign as you read the Remedial: __________ pupils
instructions aloud. If possible, avoid use Reinforcement: __________ pupils
of first language. Enrichment: __________ pupils
6. Have pupils choose one sign to make
and make it in pairs
8. Follow instructions for Optional activity,
Post Lesson
st
21 CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

21)
Skills Main: Writing Complementary: Listening
4.3 Communicate with appropriate language 1.2 Understand meaning in a variety of
Content Standard form and style for a range of purposes in print familiar contexts
and digital media
4.3.2 Spell an increased range of familiar 1.2.2 Understand with support specific information
Learning Standard high frequency words accurately in guided and details of short simple texts
writing
Objectives: 1. Spell an increased range of familiar high 1. Understand with support specific information
frequency words accurately in guided writing and details of short simple texts
Success Criteria
1. Write a learning diary about what have they learnt.
(Assessment)
2. Listen to the rules and say out which places it refers.
Focus
Get Smart plus 3, Student’s Book, p.74, Teacher’s Book, p.114– 115, Animals flashcards, Copies of
Teaching Aids
pictures of places from Activity 2
1. Play Thief! game from Warm up, Main Skill
Teacher’s Book, p.114 or choose a The number that achieved the stipulated skill is:___
Pre Lesson
suitable activity to review animal Non-achievers were given extra guidance /
vocabulary taught in the unit. enrichments / consolidation by teacher.
2. Follow the instructions for Activity 1,
Teacher’s Book, p.114. Pupils work in Complementary Skill
pairs on this activity. The number that achieved the stipulated skill is:___
3. Use the picture copies to elicit the names Non-achievers were given extra guidance /
of the places in Activity 2 (See Student’s enrichments / consolidation by teacher.
Book p.74).
4. Give each place a number/letter, or Follow-up Actions
assign a mime, or put the pictures around
the room. Say a rule and pupils have to Remedial: __________ pupils
say which place(s) it refers to by saying Reinforcement: __________ pupils
the number/letter, doing the mime Enrichment: __________ pupils
(action, e.g. stand up/sit down/turn
around), or touching the relevant picture.
Lesson Development
For example: Teacher: Turn off your
mobile phone Cinema = A, so pupils
say A Cinema = stand up, so pupils
stand up Cinema = the picture next
to the board, so pupils all go to that
picture and touch it. Each time, ask
the pupils to say the rule again and
say where it is: Turn of your mobile
phone in the cinema.
6. (If time) Play Hot card (see Optional
activity, Teacher’s Book, p.115
(L/S/R/W)
my English)

homework.
st
21 CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Arts 21)
Skills Main: Language Arts Complementary: Speaking
5.2 Express personal responses to literary 2.1 Communicate simple information
Content Standard
texts intelligibly
5.2.1 Ask and answer simple questions about 2.1.4 Ask about, make and respond to simple
characters, actions and events of interest in a predictions
Learning Standard
text

1. Ask and answer simple questions about 1. Ask about, make and respond to simple
Objectives:
characters, actions and events of interest in a predictions
text
Success Criteria
1. Talk about the values in the story.
(Assessment)
2. Make a predictions about what might happened in the story.
Focus
Teaching Aids Get Smart plus 3, Student’s Book, p.72–73 (and 65 for per-lesson), Teacher’s Book, p.112–113
1. Play the song from Student’s Book p.65
Pre Lesson to review the directions vocabulary. Have
pupils sing along and/or do the actions.
2. Tell pupils they will read a story called
The Secret Tunnel. Check understanding
of secret and tunnel. Introduce the
characters and ask pupils what they think
might happen in the story.
3. Read the story to pupils. As you do that,
ask prediction questions, e.g. What do
you think is going to happen next? Will Main Skill
they go to the park today? What will they The number that achieved the stipulated skill is:___
find in the park? Do you think the tunnel Non-achievers were given extra guidance /
will be scary/dark/long? Note that the enrichments / consolidation by teacher.
questions use future will. The pupils do
not need to focus on this, but should Complementary Skill
understand that the questions are The number that achieved the stipulated skill is:___
Lesson Development prediction questions. They do not need to Non-achievers were given extra guidance /
answer in full sentences and do not need enrichments / consolidation by teacher.
to use future forms in their answers.
4. Play the recording of the story and ask Follow-up Actions
some questions to check pupils’
understanding of it (see Teacher’s Book, Remedial: __________ pupils
p.112 After reading). Reinforcement: __________ pupils
5. Talk to pupils about the Values in the Enrichment: __________ pupils
story (see Post-story activity, Teacher’s
Book, p.113) and ask them for their
reactions to the story. Do this as much as
possible in English, but allow pupils to
talk in their first language if necessary.
You could support or translate into
English.
6. Play the Line Jumping game (see
Post Lesson Optional activity on Teacher’s Book,
p.113).
st
21 CENTURY SKILLS
ACTIVITIES
REMARKS
DAILY LESSON PLAN
Week: Date: Day:

Awareness 6)
Skills Main: Writing Complementary: Reading
4.2 Communicate basic information intelligibly 3.2 Understand a variety of linear and non-
Content Standard for a range of purposes in print and digital linear print and digital texts by using
media appropriate reading strategies
3.2.2 Understand specific information and details of
Learning Standard 4.2.3 Give simple directions
short simple texts
Objectives: 1. Understand specific information and details of
1. Give simple directions
short simple texts
Success Criteria
1. Write the direction between two new places on the map
(Assessment)
2. Read about the direction in the map and trace the directions
Focus
Simple map with familiar places (e.g. school, home, shop, etc.), Places cards cut up from Student’s
Teaching Aids
Book p.131 (Lesson 108), Self-assessment worksheet
3. Prepare a map for familiar places.
Provide pupils with simple written
directions to read. Put the pupils and
groups and get them to read and try to
match directions to places on the map.
Pupils can trace on the map the
directions from A to B.
4. Prepare a worksheet for the pupils with
correct and incorrect directions according Main Skill
to the map. Ask pupils to look at the The number that achieved the stipulated skill is:___
sentences on the worksheet and say if Non-achievers were given extra guidance /
they are True or False. enrichments / consolidation by teacher.
Lesson Development
5. Using flashcards of signs, review the
directions, including Do not (go / turn) … Complementary Skill
As you review them, put them on the The number that achieved the stipulated skill is:___
board in two columns, positives and Non-achievers were given extra guidance /
negatives. Elicit from pupils what the enrichments / consolidation by teacher.
difference is and when to use do not.
6. As pupils to write the direction between Follow-up Actions
two new places on the map. Remind
them to use positive and negative Remedial: __________ pupils
sentences. Give them time to write up to Reinforcement: __________ pupils
three sentences. Monitor and support Enrichment: __________ pupils
pupils as required
7. Ask pupils to think about what they have
learned in Unit 7 and how well they feel
they know the language now. They
should complete the How did I do in Unit
7? self-assessment section of the
Post Lesson
worksheet. Collect worksheets from
pupils and review them to note pupils’
performance. If there are any areas of
concern, prepare a review of these in
upcoming lessons.
21st CENTURY SKILLS
ACTIVITIES
REMARKS

Out and About (Lesson 97-112)

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

Out and About (Lesson 97-112)

Uploaded by

Copyright:

Available Formats

DAILY LESSON PLAN

ENGLISH LANGUAGE YEAR 3

Week: Date: Day:

Language/ Grammar Imperative statements (positive & negative)

Week: Date: Day:

Week: Date: Day:

Language/ Grammar Plural nouns (regular and irregular)

Week: Date: Day:

Week: Date: Day:

Week: Date: Day:

Week: Date: Day:

Week: Date: Day:

Language/ Grammar Imperative statements (positive & negative)

Week: Date: Day:

Language/ Grammar Imperative statements (positive & negative)

Week: Date: Day:

Week: Date: Day:

Week: Date: Day:

Language/ Grammar Time; prepositions of place

Week: Date: Day:

Language/ Grammar Imperative statements (positive & negative)

Week: Date: Day:

Encourage pupils to reflect more

Week: Date: Day:

By the end of the lesson, pupils will be able to:

Week: Date: Day:

You might also like