RPH Bi Year 3 V2 (LP1-L16) Module 1

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3
DAY / DATE Monday 18/3/2024 WEEK / LESSON 1
TIME DURATION 60 minutes

THEME World of Self, Family and Friends TOPIC Module 1 - Welcome!
FOKUS SKILLS Main : Listening Complimentary : Speaking
Main: 1.3 Use appropriate listening strategies in a variety of contexts.
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly.
Main:
1.3.1 Guess the meaning of unfamiliar words by using visual clues when a teacher or classmate is speaking
LEARNING STANDARDS
Complementary: 2.1.5 Describe people and objects using suitable words and phrases
1. By the end of the lesson, mostof the pupils will be able to guess the meaning of unfamiliar
words by using visual clues when a teacher or classmate is speaking
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to describe people in the flashcards
correctly.
SUCCESS CRITERIA Pupils can sing a song in group.
LANGUAGE /
Possessive pronouns His / Her + name + ‘s (contraction)
GRAMMAR FOCUS
Pre-lesson
1. Pupils sit in circle to introduce themselves ‘My name’s [Amir]’.
2. Pupils introduce themselves and the pupil to their right/left in the circle ‘His/Her name’s
[Nurul/Abdul]’.
Lesson delivery
3. Introduce/review adjectives (p.5) using flashcards.
4. Pupils describe people in the flashcards in pairs correctly.
ACTIVITIES
5. Pupils look through the lyrics of Smart Friends and sing the song guided by the teacher. (21st
CA)
6. Monitor pupils carefully as they listen to the song to evaluate their vocabulary and Listening
skills. Review vocabulary next lesson as necessary. (HOTS)
7. Pupils can sing a song in group. (CBA)
Post-lesson
8. Use flashcards with the whole class to play a guessing game to review the adjectives again.
TEACHING AIDS Get Smart plus 3, Student’s Book p.5 Activity 1, Adjectives flashcards
21st CENTURY ACTIVITY Rhyming / Singing CCE Language and Values
HOTS Evaluation VALUES Friendly
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA)
Presentation
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________

FOKUS SKILLS Main : Speaking Complimentary : Listening
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS
Complementary: 1.2 Understand meaning in a variety of familiar contexts.
Main: 2.1.5 Name or describe objects using suitable words from word sets
LEARNING STANDARDS Complementary:
1.2.2 Understand with support specific information and details of very simple phrases and sentenc
1. By the end of the lesson, mostof the pupils will be able to name or describe objects using
suitable words from word sets.
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to understand with support specific
information and details of very simple phrases and sentences.
SUCCESS CRITERIA Pupils can describe at least four people correctly using suitable words.
LANGUAGE /
Have got (1st & 3rd person statements)
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review vocabulary and language from previous lesson. (21st CA)
Lesson delivery
2. Use flashcards of characters from the textbook to introduce language, e.g. He/She has got
brown hair / I have got brown hair.
3. Pupils look at the picture in the textbook.(Activity 2)
4. CD is played while pupils chorally repeat the dialog in pairs. Remind pupils of the
ACTIVITIES importance of being sensitive when describing people (e.g. for the adjective ugly). (HOTS)
5. Continue to monitor pupils as they work in pairs. Note which pupils are having difficulties or
seem to find the activity easy. This will be useful for pairing and grouping pupils in future
lessons.
6. Teacher distributes worksheet. (WB p2)
7. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
8. Pupils play ‘GUESS WHO’ game set.
TEACHING AIDS Get Smart plus 3, Student’s Book p.5 Activity 2, Workbook p2, Textbook character flashcards.
21st CENTURY ACTIVITY Games CCE Values
HOTS Evaluation VALUES Respect
CLASSROOM BASED
Worksheet
Attendance: /
REFLECTION

FOKUS SKILLS Main : Reading Complimentary : Reading
Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies
CONTENT STANDARDS
Complementary:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate readin
Main: 3.2.2 Understand specific information and details of short simple texts
3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
1. By the end of the lesson, mostof the pupils will be able to understand specific information
and details of short simple texts
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to guess the meaning of unfamiliar
words from clues provided by visuals and the topic
SUCCESS CRITERIA Pupils can count 10 to 100 independently and answering at least 3 questions correctly.
LANGUAGE /
Numbers up to 100 / have got question and Yes/No answer
GRAMMAR FOCUS
Pre-lesson
1. Review previous learning by playing a Guess who game as a whole class. (21st CA)
Lesson delivery
2. Teacher writes a few numbers from 1-100 on the board. Pupils come to the front to write
the numbers in word form.
3. Extend with a numbers game to consolidate numbers 1–100 if necessary. Monitor closely to
see whether pupils are comfortable with numbers up to 100. If some are having difficulty,
build in extra practice in this lesson (see step 2) and in the next few lessons.
ACTIVITIES
4. Pupils listen to CD and read. Pupils read the text as they listen by tracking the words on the
page with their finger as they listen to the recording.
5. Pupils read Activity 1 again and match (Activity 2) orally. Ask pupils to use the pictures in the
story to guess the meaning of the words they don’t know in Activity 2. (HOTS)
6. Teacher distributes worksheet.
Post-lesson
8. Play a Stand up if it’s true – sit down if it’s false game using have/has got.
TEACHING AIDS Get Smart plus 3, Student’s Book p.6 Activity 1, p.7 Activity 2, worksheet, Numbers flashcards
21st CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Self-confidence
CLASSROOM BASED
Worksheet
Attendance: /
REFLECTION

FOKUS SKILLS Main : Writing Complimentary : Writing
Main: 4.2 Communicate basic information intelligibly for a range of purposes in print and digital media.
CONTENT STANDARDS
Complementary: 4.1 Form letters and words in neat legible print using cursive writing.
Main: 4.2.4 Describe people and objects using suitable words and phrases
LEARNING STANDARDS
Complementary: 4.1.2 Begin to use cursive handwriting in a limited range of written work
1. By the end of the lesson, mostof the pupils will be able to describe people and objects using suitable
words and phrases.
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to begin to use cursive handwriting in a limited
range of written work.
SUCCESS CRITERIA Pupils can write at least 5 simple sentences correctly.
LANGUAGE /
Have got statements
GRAMMAR FOCUS
Pre-lesson
1. Play a word game to review family words (e.g. brother, sister, aunt, uncle, cousin). You could choose an
appropriate pre-lesson activity from the list in the introduction that suits your pupils’ needs and interests
and that will review language and/or vocabulary and prepare the pupils for the lesson. (21ST CA)
Lesson delivery
2. Build model sentences on the board about pupils’ families/your own family: My name’s Hana. I’ve got
three sisters and two brothers. Try to elicit as much language from pupils as possible rather than giving
them the language directly.(HOTS)
3. Pupils complete worksheet by drawing a picture of their family and writing about it under the picture.
Tell pupils that the work will be displayed so they should take care with handwriting and neatness. Go
around the classroom and check the pupils’ writing. Display the pictures in the classroom.
ACTIVITIES
4. Review questions Has he/she got a brother? How many has he/she got? by asking some pupils.
5. Pupils 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
6. Ask pupils some general questions about the display of their work, for example to find a well-drawn
picture or some neat handwriting.
TEACHING AIDS Family flashcards, Worksheet for drawing and writing.
st
21 CENTURY ACTIVITY Games CCE Language
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
REFLECTION
Lesson is postponed due to : ____________________________________________________________

FOKUS SKILLS Main : Language Arts Complimentary : Writing
Main: 5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS Complementary:
4.3 Communicate with appropriate language form and style for a range of purposes in print and digital media.
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics
LEARNING STANDARDS
Complementary: 4.3.3 Plan, and write words and phrases
1. By the end of the lesson, mostof the pupils will be able to respond imaginatively and intelligibly through
LEARNING OBJECTIVES creating simple action songs on familiar topics.
2. By the end of the lesson, mostof the pupils will be able to plan, and write words and phrases.
SUCCESS CRITERIA Pupils can create a class year book @ wall display with guided from teacher.
LANGUAGE /
have got 3rd person, has contraction
GRAMMAR FOCUS
In this lesson, pupils will make a class year book in groups. This can either be put together as a book, which
can be copied for each pupil to take home, or it could be an open book, displayed on the wall. (CBA)
Pre-lesson
1. Distribute the sentence papers, one to each pupil. The pupil should read the sentence and try to guess
who it is about. Feedback by asking pupils to read the sentence to the class.
Lesson delivery
2. Put pupils in groups of 5-6 pupils. Give each pupil in the group a number or letter, e.g. Pupil A, B, C, etc.
Ask pupils to write two sentences about another pupil in the group in their notebook.
3. Monitor as pupils write and support them as necessary. Encourage pupils to support each other in their
groups.
4. Ask each group to check each other’s sentences and to discuss any changes that are needed before
ACTIVITIES writing a final version.(21st CA)
For a wall display:
Pupils write on a small piece of paper. They will 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 pupil it describes.
For a class book:
Pupils stick the photo in the middle of the page and write the descriptions around it, connecting them to
the pupil in the photo with a line.
Post-lesson
5. Encourage pupils to look at the display/book by asking questions. You could, for example, ask pupils to
tell you what they like about each group’s work, or 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). Use this to see pupils’
progress). (HOTS)
Prepare and write a sentence (using the lesson grammar focus) about each pupil on a strip of paper
TEACHING AIDS A digital camera and computer to upload and print out photos, Plain paper, string and scissors (if making a
wall display), Plain paper, glue and ruler (if making a class book)
CLASSROOM BASED
ASSESSMENT (CBA@PBD) Project
st
21 CENTURY ACTIVITY Gallery Walk CCE Language
CLASSROOM BASED
Attendance: /
REFLECTION

FOKUS SKILLS Main : Listening Complimentary : Writing
Main: 1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS Complementary:
Main: 1.2.2 Understand with support specific information and details of short simple texts
LEARNING STANDARDS
Complementary: 4.3.1 Use capital letters appropriately in personal and place names
1. By the end of the lesson, mostof the pupils will be able to understand with support specific information
and details of short simple texts
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to use capital letters appropriately in personal
and place names.
SUCCESS CRITERIA Pupils can write a sentence with correct punctuation with guidance.
LANGUAGE /
Have got (+any) question + Yes/No answer
GRAMMAR FOCUS
Pre-lesson
1. Using flashcards, review key vocabulary and questions. (HOTS)
Lesson delivery
2. Pupils draw a table based on page 7(Student’s Book) in their notebooks. Pupils listen to the CD and
write down the correct answer for Activity 3. (CBA)
3. Using the word and punctuation cards, work with pupils to build a model sentence on the board. (HOTS)
4. In their notebooks, pupils write a sentence about one of the people in Activity 3.
5. Partners read each other’s sentences to guess who it is. Encourage them to check their partner’s work
ACTIVITIES
for correct punctuation (use of capitals, full stops and apostrophes).
6. Pupils rewrite their sentence based on their partner’s feedback.
7. Review and give feedback on pupils’ written work for both first and second drafts as well as the peer’s
feedback.
Post-lesson
8. Play a word and punctuation un-jumble game on the board, where you write a mixed-up sentence on
the board and pupils put the words and punctuation in the correct order to make a sentence. Play as a
whole class and then in groups if time allows. (21st CA)
TEACHING AIDS Get Smart plus 3, Student’s Book p.7 Activity 3, Vocabulary flashcards, Word & punctuation cards
CLASSROOM BASED
ASSESSMENT (CBA@PBD) Notebook
st
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
REFLECTION

CONTENT STANDARDS
Main: 2.1.5 Describe people and objects using suitable words and phrases
LEARNING STANDARDS
Complementary: 1.2.5 Understand a wide range of short supported questions
words and phrases.
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to understand a wide range of short supported
questions.
SUCCESS CRITERIA Pupils can ask, listen and answer at least 5 questions correctly.
LANGUAGE /
Have got (+any) question + Yes/No answer
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review key vocabulary.
Lesson delivery
2. Review the answers to Activity 3 (Student’s Book p.7, from last lesson) by asking pupils about the
people and what they have got.(21st CA)
3. Pupils introduced to a list of short questions and sample answer for Activity 4.
4. Give pupils a strip of paper. Ask them to write something they have got lots of and how many they’ve
got (e.g. I have got 15 books.).
5. Put pupils in large groups. One pupil collects the papers, mixes them and redistributes them.
ACTIVITIES
6. Pupils read the strips and take turns to ask the group members Have you got…? to find out whose paper
it is. At the end, pupils report to the group: Aiman has got 15 books.
Post-lesson
9. Ask pupils to tell you something interesting they found out about a friend. (HOTS)
10. Ask pupils 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.
Get Smart plus 3, Student’s Book p.7 Activity 4, Workbook p.3, Strips of paper for pupils to write a phrase
TEACHING AIDS
on
CLASSROOM BASED
ASSESSMENT (CBA@PBD) Worksheet
21st CENTURY ACTIVITY Recap Group CCE Language
CLASSROOM BASED
Attendance: /
REFLECTION

FOKUS SKILLS Main : Reading Complimentary : Reading
Main:
3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate reading strategies.
CONTENT STANDARDS
Complementary:
Main: 3.2.1 Understand the main idea of short simple texts

LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of short simple texts
1. By the end of the lesson, mostof the pupils will be able to understand the main idea of short simple
texts.
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to understand specific information and details
of short simple texts.
SUCCESS CRITERIA Pupils can choose at least four of six answers correctly.
LANGUAGE /
Modal can +verb
GRAMMAR FOCUS
Pre-lesson
1. Play an action or miming game to review key sports vocabulary. (21st CA)
Lesson delivery
2. Pupils listen to the reading from the CD and point as it goes.
3. Then, pupils read in pairs.
ACTIVITIES 4. Teacher explain Grammar box about ‘can / can’t’.
5. Pupils write activity 2 in their exercise book.
6. Pupils read again activity 1 and choose the correct answer.(CBA)
Post-lesson
7. Ask pupils to put up their hands if they can do paint/karate etc.
8. Ask questions to pupils, why they can/can’t do that. (HOTS)
Get Smart plus 3 Student’s Book p.8 Activity 1; p.9 Activity 2, Sets of texts and pictures on Student’s Book
TEACHING AIDS
p.8 cut up for matching.
CLASSROOM BASED
ASSESSMENT (CBA@PBD) Exercise book.
st
CLASSROOM BASED
Attendance: /
REFLECTION

FOKUS SKILLS Main : Writing Complimentary : Listening
Main:
CONTENT STANDARDS
Main: 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
LEARNING STANDARDS
Complementary: 1.2.1 Understand with support the main idea of short simple texts
1. By the end of the lesson, mostof the pupils will be able to spell an increased range of familiar high
frequency words accurately in guided writing.
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to understand with support the main idea of
short simple texts.
SUCCESS CRITERIA Pupils can spell the words about sports learn in the topic at least three words correctly.
LANGUAGE /
Modal can + verb question + Yes/No answer
GRAMMAR FOCUS
Pre-lesson
1. Use sports flashcards to play a vocabulary review game.
Lesson delivery
2. Play a miming game to review and practise can and can’t. Extend by asking pupils Can he/she X? Pupils
reply Yes, he/she can or No, he/she can’t. (21st CA)
3. Listen to the CD and do Activity 3 orally.
4. Pupils are explained that they will listen to four descriptions and they will have to say out A or B based
on what they hear.
ACTIVITIES 5. Pupils write down questions from Activity 4 in their exercise books.
6. Pupils write down the answers too after each question. (CBA)
Post-lesson
7. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
TEACHING AIDS Get Smart plus 3, Student’s Book p.9 Activity 3 & 4, Sports flashcards.
st
HOTS Analysis VALUES Honest
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Exercise book
Attendance: /
REFLECTION

FOKUS SKILLS Main : Language Arts Complimentary : Language Arts
Main: 5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS
Complementary: 5.1 Enjoy and appreciate rhymes, poems and songs.
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on familiar topics
LEARNING STANDARDS
Complementary: 5.1.1 In addition to Year 2 text types: simple poems
By the end of the lesson, mostof the pupils will be able to respond imaginatively and intelligibly through
LEARNING OBJECTIVES
creating simple action songs on familiar topics.
SUCCESS CRITERIA Pupils can create and sing a new verse song in their group.
LANGUAGE /
Modal can statements
GRAMMAR FOCUS
Pre-lesson
1. Play a game to review vocabulary and the form I can/can’t… Can you? using action cards. Make sure to
include the verbs from the song: run, jump, swim, hop, skip.
2. Give each pupil a card. They look at the card and mime the action, either as I can or I can’t. Other pupils
should say either She/He can … or He/She can’t …
Lesson delivery
3. Ask pupils 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
ACTIVITIES
4. Ask pupils to listen to the song again and copy the actions they hear. Play the song again. (21st CA)
5. Put pupils 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. Pupils order the lines as they hear them.
6. 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.(HOTS)
7. Pupils practice to sing the newly edited song.
8. Groups perform their verses. Provide plenty of positive feedback on their efforts. (CBA)
Post-lesson
9. Play the song video again and encourage pupils to sing along and mime.
TEACHING AIDS Action flash cards (picture or words), Online song, Lines of the song cut up (in verses)
Creativity and
21st CENTURY ACTIVITY Rhyming / Singing CCE
Imagination
HOTS Creation VALUES Unity
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Presentation
Attendance: /
REFLECTION

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: 1.2.5 Understand a wide range of short supported questions
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, mostof the pupils will be able to understand a wide range of short supported
questions
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to ask for attention or help from a teacher or
classmate by using suitable questions
SUCCESS CRITERIA Pupils can answer at least three Yes/ Now questions correctly.
LANGUAGE /
Modal can + verb question + Yes/No answer
GRAMMAR FOCUS
Pre-lesson
1. Pupils do a brainstorming activity in groups. Pupils write vocabulary related to the activities topic on
board. (21st CA)
Lesson delivery
2. Return to some difficult or new words from the pre-lesson activity and check spellings/vocabulary as a
whole class. Introduce new words according to the needs and personal interests of your pupils. (HOTS)
3. Ask questions to pupils, moving from Can he/she..? to Can you…?
Tell pupils to ask 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?
ACTIVITIES 4. Pupils copy the table in page 9 into their exercise book. Pupils listen to CD Track 12 and practice the
exchange in pairs.
5. Pupils then fill in the table with their answers first. Pupils start to ask questions to their partners and fill
in the blanks.
Post-lesson
8. Play a TPR game (listen and mime), e.g.
- Teacher 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.
TEACHING AIDS Get Smart plus 3 Student’s Book p.9 Activity 5, Action flashcards from last lesson
st
21 CENTURY ACTIVITY Brainstorming CCE Language
HOTS Analysis VALUES Polite
CLASSROOM BASED
Attendance: /
REFLECTION

CONTENT STANDARDS
Main: 2.1.2 Find out about and describe basic everyday routines
LEARNING STANDARDS
1. By the end of the lesson, mostof the pupils will be able to find out about and describe basic everyday
routines
LEARNING OBJECTIVES
words and phrases
SUCCESS CRITERIA Pupils can listen and reply to at least 2 questions about time correctly.
LANGUAGE /
Asking and telling the time (on the hour/half past the hour)
GRAMMAR FOCUS
Pre-lesson
1. Play a circle game to review numbers up to twelve in word form. (HOTS)
Lesson delivery
2. Introduce telling the time (on the hour and half past) using the board or toy clocks.
3. Pupils listen to the CD Track 13 and point out the time.
ACTIVITIES 4. Next, ask pupils to play the game in Activity 1 in pairs. Monitor as pupils work on this activity. Depending
on their performance, you could ask pupils to repeat Activity 1 with new partners.(21st CA)
Post-lesson
7. Play What’s the time, Mr. Wolf. For instructions, see www.youtube.com/watch?v=_63i8r_wW5Y
TEACHING AIDS Get Smart plus 3 Student’s Book p.10 Activity 1, Toy clock(s), YouTube game suggestion for post-lesson
CLASSROOM BASED
ASSESSMENT (CBA@PBD) Worksheet
st
HOTS Analysis VALUES Tolerance
CLASSROOM BASED
Attendance: /
REFLECTION

FOKUS SKILLS Main : Reading Complimentary : Speaking
Main:
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly.
LEARNING STANDARDS
1. By the end of the lesson, mostof the pupils will be able to understand specific information and details of
short simple texts.
LEARNING OBJECTIVES
words and phrases.
SUCCESS CRITERIA Pupils can describe their family members using at least two suitable sentences.
LANGUAGE /
Review of Unit 1 language
GRAMMAR FOCUS
Pre-lesson
1. Teacher shows a picture of family members to pupils.
Lesson delivery
2. Tell pupils they will read about a girl called Fay. Show the picture on Student’s Book p.11. Ask pupils to
show you who Fay is. Ask questions to help pupils predict what they will read.
3. Ask pupils to read the text on Student’s Book p.11 and find the answer to their question.
ACTIVITIES 4. Pupils share their family picture with their partner. Using the same sentence pattern, pupils talk about
their family members. (HOTS)
5. Teacher shows an example of a family tree.
6. Pupils create their family tree in exercise book. (CBA)
Post-lesson
7. Play a True/False game based on the information in the text. Ask pupils to explain why something is
False. Repeat correct answers in complete short sentences. (21st CA)
TEACHING AIDS Get Smart plus 3 Student’s Book p.11 Activity 1, Family photos
st
HOTS Analysis VALUES Loving
CLASSROOM BASED
Attendance: /
REFLECTION

FOKUS SKILLS Main : Writing Complimentary : Writing
Main:
CONTENT STANDARDS
Complementary:
Main:
4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level
LEARNING STANDARDS
Complementary: 4.3.3 Plan, draft and write an increased range of simple sentences
1. By the end of the lesson, mostof the pupils will be able to use capital letters, full stops and question
marks appropriately in guided writing at sentence level
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to plan, draft and write an increased range of
simple sentences
SUCCESS CRITERIA Pupils can write about their family members using at least three sentences correctly.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Review the topic of families. You could play a vocabulary game based on Lesson 13.
Lesson delivery
2. Review the model text from the last lesson by playing the audio for the text (Student’s Book p.11) while
pupils read along.
3. Pupils 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.
4. Follow on with the Writing Tip on p.11 Student’s Book.
5. Teacher distributes project worksheet.(WB p6) (CBA)
ACTIVITIES
6. Pupils draw or stick a picture of their family member and write. Use the prompts on p. 11 in the
Student’s Book. Then, present it to the class. (21st CA)
Post-lesson
8. Learning diaries: Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of in my English
TEACHING AIDS Get Smart plus 3, Student’s Book p.11 Activity 1, Workbook p.6, Family photos
st
21 CENTURY ACTIVITY Presentations CCE Language
HOTS Evaluation VALUES Loving
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Simple Project
Attendance: /
REFLECTION

FOKUS SKILLS Main : Language Arts Complimentary : Speaking
Main: 5.2 Express personal responses to literary texts.
CONTENT STANDARDS
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a text
LEARNING STANDARDS
Complementary: 2.3.1 Narrate very short basic stories and events
LEARNING OBJECTIVES
2. By the end of the lesson, mostof the pupils will be able to plan, draft and write an increased range of
simple sentences
SUCCESS CRITERIA Pupils can practice in pairs and performing to the whole class.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Introduce the characters of the story using the puppets you have prepared. Ask pupils questions about
the puppets to review key language and predict the story.
Lesson delivery
2. Pupils listen to the story and show their puppets as the story goes.
3. Have pupils make and use puppets to help them act out the story in pairs.(HOTS)
ACTIVITIES 4. Pupils are asked questions based on the story.
5. Pupils practice the story with their partners.
6. Pupils performing to the whole class. (21st CA)
7. Teacher distributes project worksheet.(WB p7)
8. Pupils answer and mark given by teacher.(CBA)
Post-lesson
9. Talk to pupils about the Value shown in this story.
Get Smart plus 3 Student’s Book p.12–13, Stick puppets of characters from story (cut out a picture of each
TEACHING AIDS
and glue it on to a stick/straw), Sticks/straws, scissors for pairs/groups
21st CENTURY ACTIVITY Role-Play CCE Language
HOTS Creation VALUES Forgiving
CLASSROOM BASED
Attendance: /
REFLECTION

FOKUS SKILLS Main: Reading Complimentary: Writing
Main:
3.2 Understand a variety of linear and non-linear print and digital texs by using appropriate reading strategies.
CONTENT STANDARDS
Complementary:
4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at sentence level
1. By the end of the lesson, mostof the pupils will be able to understand specific information and details of
short simple texts
LEARNING OBJECTIVES
SUCCESS CRITERIA Pupils can to read and fill in at least 6 blanks correctly.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Pupils do a recap on characters from the units.
Lesson delivery
Have got:
2. Show flashcards of characters from the textbook. Elicit sentences about the characters He/She has got...
Write the sentences on the board and put the pictures next to them.
3. Next elicit sentences from pupils about themselves. Ask pupils to come to the board, write their name
and write a sentence about themselves I have got…
4. Next pupils complete Sections A & B of the worksheet 1.
Can:
5. Using action cards, model I can/can’t … with three or four cards. Ask pupils to tell their partners two
ACTIVITIES
things they can and can’t do.
6. Model and drill the question and answer Can you…? Yes, I can/No, I can’t in a similar way and have
pupils ask each other in pairs about two activities.
7. Next pupils complete Section C of the worksheet 1.
be + time expression
8. Using the toy clocks, review time expressions (on the hour and half past). Elicit It’s x o’clock. / It’s half
past x and write on the board. Have pupils work in pairs with a clock and tell the time to each other.
9. Next pupils complete Section D of the worksheet 2.
Post-lesson
10. Ask pupils to think about what they have learned in Unit 1 and how well they feel they know the
language now. Collect the worksheets from pupils and review them to note pupils’ performance. (CBA)
Worksheet, Flashcards of characters from Get Smart plus 3 (Greg & Anna, Student’s Book p.6), Action
TEACHING AIDS
cards, Toy clocks, Get Smart plus 3 Student’s Book p.14 (Homework)
21st CENTURY ACTIVITY Games CCE Language
HOTS Analysis VALUES Honest
CLASSROOM BASED
Attendance: /
REFLECTION

RPH Bi Year 3 V2 (LP1-L16) Module 1

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 1

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 2

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 3

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 4

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 5

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 6

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 7

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 8

TIME DURATION 60 minutes

Main: 3.2.1 Understand the main idea of short simple texts

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 9

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 10

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 11

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 12

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 13

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 14

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 15

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Monday 18/3/2024 WEEK / LESSON 16

TIME DURATION 60 minutes

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