MissAsh

Daily English Language Lesson Plan

DAY (Lesson 114) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Speaking
THEME World of self, family and friends DATE
TOPIC Module 8: Where were you yesterday? TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 2.3 Communicate appropriately to a small or large
group.
Complementary: 2.2 Use appropriate communication
strategies.
Learning Standard
Main: 2.3.1 Narrate very short basic stories and events.
Complementary: 2.2.2 Ask for attention or help from a
teacher or classmate by using suitable questions.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to ask
and answer at least 3 questions with added details
correctly.
Complementary: At the end of the lesson, pupils will be
able to ask help using at least 1 suitable question.
IMPACT/REFLECTION
Pre-lesson: Pupils sing the song from the previous lesson.
(Track 17)
Lesson delivery:
1. A substitution table with info from the Grammar Box from
textbook page 75 is shown on the board.
2. Teacher demonstrates how to choose, say out the
questions and answer them.
3. Pupils practise in pairs in their groups using all the
possible answers.
4. Every group is given a phrase from the blue box from
the corner of textbook page 75.
5. Pupils must move to every group to ask and answer via
practising. When they answer, they must add in one more
details such as time and activity.
Post lesson: Pupils play charades. Pupils are called out at
random to pick a strip of paper. They must act out the
place and when someone says the correct answer, they
must ask the question again.
MATERIALS
Textbook page 75
Track 17
Teacher’s Book (page 117) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
Creativity
CLASSROOM BASED ASSESSMENT (PBD)
Ask and answer
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 115) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of self, family and friends DATE
TOPIC Module 8: Where were you yesterday? 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: 1.2 Understand meaning in a variety of
familiar contexts.
Learning Standard
Main: 3.2.1 Understand the main idea of short simple texts.
Complementary: 1.2.5 Understand a wide range of short
supported questions.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to read
and answer at least 4 questions correctly.
Complementary: At the end of the lesson, pupils will be
able to listen and answer at least 2 questions asked orally
based on the story.
IMPACT/REFLECTION
Pre-lesson: Pupils and teacher plays the Charades app.
Teacher put a handphone that shows the vocab in the
textbook and pupils give clues until teacher guesses the
right answer.
Lesson delivery:
1. Pupils read the story in textbook page 76 silently. Track
22 is played to guide the pupils.
2. Teacher asks questions to check pupils’ understanding
frame by frame.
3. Pupils refer to page 49 in the Year 3 Supplementary
Worksheets Module and complete the comprehension
questions.
4. A video clip from the movie Inside Out is played. Pupils
are asked to describe each character.
Post-lesson: Pupils complete their learning diaries for the
week.
MATERIALS
Textbook page 76
Page 49 Year 3 Supplementary Worksheets Teacher’s Book
(page 114) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
Multiple intelligences
CLASSROOM BASED ASSESSMENT (PBD)
Page 49 Year 3 Supplementary Worksheets Teacher’s Book
MissAsh
Daily English Language Lesson Plan
DAY (Lesson 116)
SUBJECT English
THEME World of self, family and friends
TOPIC Module 8: Where were you yesterday?
SKILLS
Content Standard
Main: 4.3 Communicate with appropriate language form
and style 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: 4.3.2 Spell an increased range of familiar high
frequency words accurately in guided writing.
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 write
at least 3 sentences in each element of a story correctly.
Complementary: At the end of the lesson, pupils will be
able to understand information by describing a situation
with at least 3 sentences correctly.
IMPACT/REFLECTION
YEAR 3 NUM. OF PUPILS:
MODULE Writing
DATE
TIME
PEDAGOGY (STRATEGY/ACTIVITY)
Pre-lesson: Each group is given a picture. In groups, pupils
discuss and write at least 3 sentences based on picture.
Then, teacher reads their story strips in order.
Lesson delivery:
1. Pupils are introduced to more adjectives to describe
horror scenes using bubble maps.
2. Teacher gives three groups a situation.
Ex: It was 9.30 p.m. Alex was brushing his teeth in the toilet.
He cleaned up and walked towards his bed. As he stood
near his bed, he saw a finger moving under his bed…
3. Pupils are guided to write the beginning, middle and
ending of the story.
4. Pupils are given another situation. In their groups, they
discuss and form their story.
Post-lesson: Pupils share their strip with everyone.
MATERIALS
Story pictures
CCE (CURRICULUM / HOTS / VALUES)
Language
Multiple intelligences
CLASSROOM BASED ASSESSMENT (PBD)
Writing story situations
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 117) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Language Arts
THEME World of self, family and friends DATE
TOPIC Module 8: Where were you yesterday? TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 5.2 Express personal responses to literary texts.
Complementary: 4.2 Communicate basic information
intelligibly for a range of purposes in print and digital
media.
Learning Standard
Main: 5.2.1 Ask and answer simple questions about
characters, actions and events of interest in a text.
Complementary: 4.2.4 Describe people and objects using
suitable words and phrases.
OBJECTIVES
Main: At the end of the lesson, pupils will be
able to act out using at least 4 characters to demonstrate
prepositions correctly.
Complementary: At the end of the lesson, pupils will be
able to describe people and objects in at least 4 correct
sentences.
IMPACT/REFLECTION
Pre-lesson: Pupils are introduced to prepositions next to, in
front of, behind and between.
Lesson delivery:
1. Pupils are given examples for every preposition.
2. Each group is given a preposition. Pupils demonstrate by
acting out the preposition.
3. Pupils are explained about the big pizza that they’re
going to make. Each group is given a slice of pizza
template. Each pupil in the group gets a preposition.
4. Pupils take turns to write a sentence on the pepperoni
on top of the pizza (circles).
Post-lesson: Leaders of every group comes forward to
build the class pizza. Teacher checks pupils’ sentences.
MATERIALS
Preposition pizza template
CCE (CURRICULUM / HOTS / VALUES)
Language
Communication
CLASSROOM BASED ASSESSMENT (PBD)
Plural Word Search and True / False exercises
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 118) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of self, family and friends DATE
TOPIC Module 8: Where were you yesterday? TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 1.2 Understand meaning in a variety of familiar
contexts.
Complementary: 2.1 Communicate simple information
intelligibly.
Learning Standard
Main: 1.2.2 Understand with support specific information
and details of short simple texts.
Complementary: 2.1.1 Ask about and express basic
opinions.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to listen
and fill in at least 5 blanks correctly.
Complementary: At the end of the lesson, pupils will be
able to discuss at least 1 paragraph correctly.
IMPACT/REFLECTION
Pre-lesson: Pupils review the places, activities and
adjectives from previous lessons.
Lesson delivery:
1. Explain that there’ll be 4 conversations about different
activities.
2. Pupils refer to textbook page 77. Pupils listen to track 23
and say out the answer based on the audio and picture.
3. Track is played again while pupils check their answers.
4. A listening task sheet is given to everyone.
5. Pupils listen to the audio and fill in the task sheet.
Post-lesson: Pupils then discuss in pairs in order to check
answers.
MATERIALS
Textbook page 77
Track 23
Story audio
Story listening task sheet
Teacher’s Book (page 119) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Making association
CLASSROOM BASED ASSESSMENT (PBD)
Listen and fill in the blanks