MissAsh

Daily English Language Lesson Plan

DAY (Lesson 39) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Speaking
THEME World of self, family and friends DATE
TOPIC Module 3: Right now TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Two comic bubbles are drawn on the board.
Main: 2.1 Communicate simple information intelligibly. Pupils in pairs a re shown a picture and they converse based
on the picture. Teacher can show a demonstration.
Complementary: 2.2 Use appropriate communication Lesson delivery:
strategies. 1. Pupils are explained about the activity. Pupils each are
given a comic template.
Learning Standard 2. They are shown a sample. Pupils draw lots for their
Main: 2.1.5 Describe people and objects using suitable comic situation.
words and phrases. 3. Pupils start drawing their comic
4. Pupils display their comic strip and start practising their
Complementary: 2.2.2 Ask for attention or help from a comic strip in pairs.
teacher or classmate by using suitable questions. Post-lesson: Pupils are called out to perform their comic
strips.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to Taboo cards
describe the comic situation in at least 3 words correctly. Comic strip teacher sample
Comic strip template
Complementary: At the end of the lesson, pupils will be Teacher’s Book (page 49) *for reference
able to ask for teacher’s help to complete their task. CCE (CURRICULUM / HOTS / VALUES)
Language
Autonomous learning
IMPACT/REFLECTION

CLASSROOM BASED ASSESSMENT (PBD)

Comic strip conversation
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 40) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of self, family and friends DATE
TOPIC Module 3: Right now TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 3.2 Understand a variety of linear and non-linear
print and digital texts by using appropriate reading
strategies.
Complementary: 3.2 Understand a variety of linear and
non-linear print and digital texts by using appropriate
reading strategies.
Learning Standard
Main: 3.2.1 Understand the main idea of short simple texts.
Complementary: 3.2.2 Understand specific information
and details of short simple texts.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to read
and answer at least 5 questions correctly.
Complementary: At the end of the lesson, pupils will be
able to read and circle at least 5 answers correctly.
correctly.
IMPACT/REFLECTION
Pre-lesson: Teacher can start off with a short Zumba or
dancing activity. Pupils are asked about what they did.
Lesson delivery:
1. Pupils refer to textbook page 28. Track 44 is played while
pupils read the text.
2. Comprehension questions from Teacher’s Book are
asked.
3. Pupils are guided to practise the sentence structures
below.
No, she isn’t, I’m not and They aren’t
4. Pupils copy the questions from Activity 2 in page 29.
Pupils read and circle the correct answers.
Post-lesson: Pupils complete their learning diaries.
MATERIALS
Textbook (page 28 and 29)
Track 44
Teacher’s Book (page 50) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
Thinking skills
CLASSROOM BASED ASSESSMENT (PBD)
Comprehension answering
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 41) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Writing
THEME World of Self, Family and friends DATE
TOPIC Module 3: Right now TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 4.2 Communicate basic information intelligibly for a
range of purposes in print and digital media.
Complementary: 3.2 Understand a variety of linear and
non-linear print and digital texts by using appropriate
reading strategies.
Learning Standard
Main: 4.2.4 Describe people and objects using suitable
words and phrases.
Complementary: 3.2,2 Understand specific information
and details of short simple texts.
Pre-lesson: Pupils are called individually or in pairs to the
front. They draw a lot of an action. They do the action and
pose. The rest of the class say out in random what they are
not doing.
Lesson delivery:
1. Pupils recap the sentence structures below.
No, she isn’t, I’m not and They aren’t
2. Pupils are guided to complete page 17 in Year 3
Supplementary Worksheets Module.
3. Pupils refer to textbook page 29 activity 3. Pupils write
down what the characters aren’t doing in their exercise
books.
Post-lesson: Pupils’ works are checked.

OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to circle Year 3 Supplementary Worksheets Module page 17
and write based on at least 3 pictures correctly. Textbook page 29
Teacher’s Book (page 51) *for reference
Complementary: At the end of the lesson, pupils will be
able to look at the picture and write at least 3 sentences CCE (CURRICULUM / HOTS / VALUES)
correctly.
Language
Creativity
IMPACT/REFLECTION

CLASSROOM BASED ASSESSMENT (PBD)

Page 16 Year 3 Supplementary Worksheets Module
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 42) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Language Arts
THEME World of self, family and friends DATE
TOPIC Module 3: Right now TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 5.3 Express an imaginative response to literary texts.
Complementary:2.1 Communicate simple information
intelligibly.
Learning Standard
Main: 5.3.1 Respond imaginatively and intelligibly through
creating simple action songs on familiar topics. Other
imaginative responses as appropriate.
Complementary: 2.1.5 Describe people and objects using
suitable words and phrases.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
complete their own version of the song and perform
suitably.
Complementary: At the end of the lesson, pupils will be
able to share at least 3 suitable actions/activities/sports
while making their own stanza.
IMPACT/REFLECTION
Pre-lesson: Pupils recap a few sports vocabulary.
Lesson delivery:
1. Pupils refer to page 18 in Year 3 Supplementary
Worksheets Module.
2. Pupils are guided to sing the first two stanzas of the song.
3. Pupils are explained about their task. In their respective
groups, pupils complete page 18.
4. Pupils start practising with their group members.
Post-lesson: Pupils perform the song in groups in front of
the class.
MATERIALS
Year 3 Supplementary Worksheets Module page 18
CCE (CURRICULUM / HOTS / VALUES)
Language
Creativity and innovation
Multiple intelligences
CLASSROOM BASED ASSESSMENT (PBD)
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 43) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of self, family and friends DATE
TOPIC Module 3: Right now TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 1.2 Understand meaning in a variety of familiar
contexts.
Complementary:4.3 Communicate with appropriate
language form of style for a range of purposes in print and
digital media.
Learning Standard
Main: 1.2.2 Understand with support specific information
and details of short simple texts.
Complementary: 4.3.3 Plan, draft and write an increased
range of simple sentences.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to listen
and match to at least 4 pictures correctly.
Complementary: At the end of the lesson, pupils will be
able to rewrite and correct at least 3 sentences correctly.
IMPACT/REFLECTION
Pre-lesson: Pupils’ sentences from the previous lesson are
returned. They review their mistakes.
Lesson delivery:
1. Pupils refer to textbook page 29 and asked about what
the kinds are doing in the picture.
2. Track 45 are played. Pupils listen and match the
characters to the names above the picture.
3. Pupils are guided to correct the mistakes from the
previous lesson.
Post-lesson: Pupils conduct the Freeze Dance. One pupil is
randomly selected each round to be in front. The rest of
the class will dance freely with music played. They’ll pose
with one action representing a sport or a daily routine. The
chosen pupil guesses at least 3 actions. And, the round
starts again.
MATERIALS
Textbook page 29
Track 45
Teacher’s Book (page 51) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Multiple intelligences

CLASSROOM BASED ASSESSMENT (PBD)