KSSR ENGLISH LESSON PLAN YEAR 3

Subject
Class
Enrolment
Date/Day
Time
Theme
Topic
Focused skill
Integrated skill
Content Standard

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Learning Standard

Learning outcome

Teaching aids
Educational Emphases
Multiple Intelligence
CCTS

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English
Year 3 C
22
19th August 2015 / Wednesday
8.50-9.50 am
World of Knowledge
Fresh Fruits
Reading
Listening and speaking, writing
2.2 By the end of Year 6 primary schooling, pupils will
be able to demonstrate understanding of a variety of linear
and non-linear texts in the form of print and non-materials
using a range of strategies to construct meaning.
2.2.4 Able to read and understand a paragraph with simple
and compound sentences.
By the end of the lesson, the students will be able to:
a) Read the paragraph with correct pronunciation and
word stress.
b) Differentiate 2 from 3 the simple and compound
sentence in the paragraph.
Picture card, puzzle, textbook, Mahjong paper, word card
Thinking skills and multiple intelligence
Visual-spatial, Verbal-linguistic
Categorizing, Analyzing, Generate ideas, Identifying
characteristic

STAGE/TIME
Set induction
10 minutes

CONTENT
Guessing the name of
fruits in the picture card
and fill in the missing
letter on the word card.
Example of picture card:

Example of word card

with missing letter:
Pre-reading
10 minutes

w _ _ erme_on
Puzzle
Example of puzzle:
group 1
Spiky crown
Group(with
2
picture)
Long
leaves
(with

While-reading
15 minutes

Rebus

TEACHING AND LEARNING ACTIVITIES

REMARKS
1. The teacher shows picture cards of
Resources:
fruits to the students and the students
Pictures cards
guess the name of fruit.
and word cards
2. The teacher pastes a few picture cards Multiple
of fruits on the black board.
Intelligences:
3. The teacher pastes word cards with
-Visual-spatial
missing letter on the black board.
-Verbal-linguistic
4. The teacher asks a few students to
come in front and choose any of the
CCTS:
word card.
Identifying
5. The teacher asks the students to fill in
characteristic
the missing letter in the cards.
The teacher reads the words and the
students repeat after her.
1. The teacher asks the students to sit in
Resources:
their group.
Puzzle
2. The teacher gives puzzle to the
students.
Multiple
3. The students need to solve the puzzle. Intelligences:
4. The teacher asks the students to paste
Visual-spatial
the puzzle based on the part of the
Verbal-linguistic
pineapple.
5. The teacher reads the phrases in the the
CCTS:
puzzle and the students repeat after her.
6. The teacher highlights a few words such aAnalyzing
as:
Spiky
Crown
Long
Leaves
Short
Stem
1. The teacher pastes a mahjong paper
Resources:
with a few blank words in the
-Mahjong paper
paragraph.
-Word card
2. The teacher pastes the word cards
randomly.
Multiple
3. The blank words in the paragraph are
Intelligences:
filled up with a few pictures.
Verbal-linguistic
4. The students need to change the
picture card with the correct word
CCTS:

Post-reading
15 minutes

Identifying
characteristic

Example of sentence
cards:

cards.
5. The teacher reads the paragraph.
6. The students repeat after her.
1. The teacher divides the students into
four groups.
2. The teacher asks the students to open
their textbook.
3. The teacher gives word cards and
manila cards to the students.
4. The students need to find the
sentences from the textbook by using
the word card as a clue.
5. The students write the sentence on the
manila card.
6. The teacher has prepared the mahjong
paper with a table in it.
7. The students need to fill up the table
with the sentences that they have
written on the manila card by putting it
either at the simple or compound
sentence category.

The pineapple plant

has long leaves.
Recap

1. The teacher uses the picture cards and

Multiple
Intelligence:
Verbal-linguistic

Group work
Categorizing the
sentence.
Example of table:
Simple

Compound

Example of clue in the

word card:
it- one fruit.

Closure
10 minutes

asks the students few question about

the picture.

Resources:
Textbook
Mahjong paper
Multiple
Intelligences:
Verbal-linguistic
CCTS:
Categorizing
Moral value:
cooperation

2. The teacher asks the students to spell

the name of the fruits in the pictures
card.
Reflection
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Guidance teachers comment
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