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DAILY LESSON PLAN ENGLISH YEAR 3

Focus:
Topic:

Content
Standard:

Learning
Standard:

Reading
Once Upon A Time
2.2 By the end of the 6-year
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-print materials using a
range of strategies to
construct meaning.
2.3 By the end of the 6-year
primary schooling, pupils will
be able to read independently
for information and enjoyment.
2.2.4. Able to read and understand a paragraph with simple
and
compound sentences.
2.3.1 Able to read for information and enjoyment with
guidance:
(a) fiction
(b) non- fiction

Level 1 1. Name 5 out of 11 characters in the story correctly


2. Name 5 out of 10 vocabularies in the story heard
3. Pronounce few words in the story correctly with
guidance

Objectives:

Level 2 1. Name 7 out of 11 characters in the


story correctly
2. Name 7 out of 10 vocabularies in the
story heard
3. Pronounce words in the story correctly
with guidance

Level 3 1. Name 9 out of 11 characters in the


story correctly
2. Name 9 out of 10 vocabularies in the
story heard

3. Pronounce all the words in the story


with correct pronunciation

Time:

60 minutes

Teaching Aids:

Power Point slide presentation, video, big book, masks.

Steps / Phase
Time
Set Induction
(5+mins)

Presentation:
(10+mins)

Content
Name of cartoon

Teaching Learning Activities


1.

Teacher asks students the


cartoon they liked to watch.

2.

Students give answer.

Fairy tales story

1.

Choral Reading
using Big Book

2.

Snow White and


the Seven Dwarfs.
3.
4.
5.

6.

Practice:
(15+mins)

Quiz (Character
and
characteristics)

1.

2.

Teacher asks the pupils to


bring their chairs and sit in
front of her.
Teacher reads the story of
Snow White and The Seven
Dwarfs while pointing to the
words as they are being read.
Teacher then get pupils to do
choral reading.
Pupils read the story in unison.
Teacher
then
echo
the
vocabularies in the story while
they read and asks the pupils
to read it twice.
Pupils echo the vocabularies
twice.

Teacher shows a Slide Show


about the characters in the
story
and
explains
its
characteristics.
(e.g; Snow white beautiful)
Teacher divides the pupils

Remarks

Technique:
- Questions and answers

Resource(s):
Hand Made Big Book

Multiple Intelligence(s):
Visual-Spatial

Approach:
Choral reading
Technique:
Big Book

Resource(s):
1. Slide show

Multiple Intelligence(s):
Visual spatial

into 10 groups (3 pupils in a


group).
3.

Teacher displays a quiz (Slide


Show)
containing
11
questions
about
the
characteristics
of
each
character in the story.

4.

Each pairs need to answer 1


question and they can choose
any number they like from
number 1 11.
(the last one number that are
not chosen by the groups will
be the bonus question)

5.

6.

7.

Teacher asks pupils to


answer questions in the slide
shows. If they give a wrong
answer, the question is open
to other groups to answer.
Teacher
discusses
the
answer with pupils and the
reasoning for the answer.
Teacher will write the marks
by each pairs on the white
board.

Rationale:
- Visual/Spatial intelligence refers to
the ability to form and manipulate a
mental model. Pupils tend to learn
most readily from visual presentations
such as movies, pictures, videos, and
demonstrations using models and
props

Interpersonal intelligence

Rationale:
- It requires good communication
and interaction skills, and the ability
show empathy towards the feelings of
other individuals.
Moral Values:
Cooperation
Approach
Direct approach
Rationale:
- The focus is on listening and
speaking, the use f the target
language for all class instructions, and
the use of visuals and realia to
illustrate meaning.
Technique
Question and answer exercise
Rationale :
- Closed ended questions are used
to test the pupils understanding as
well as in wrapping up a discussion or
when making decisions.

Production:
(25+mins)

Dramatization

1. Teacher divides the


students into two groups.
2. Teacher will give masks
and script to each group.
3. Teacher demonstrates on
how to dramatize the
story by using the masks.
4. Teacher then gives time
for students to practice
their own character.
5. Students will perform the
story.

Resource(s):
Script
Masks

Multiple Intelligence(s):
Visual Spatial
Rationale:
- This
intelligence
involves
sensitivity to colour, line, shape,
space, form and the relationships
that exist between these elements.

It includes the capacity to


visualize, to graphically represent
visual or spatial ideas.

Interpersonal Intelligence

Rationale:
- Interpersonal Intelligence is about
understanding other people-their
non-verbal
expressions,
their
motivations and desires and
moods.

Moral Values:
Humility
Cooperation
Approach
Direct Method
Rationale:
- The teacher usually directs the
interactions but he/she is not as
dominant. While students are
active
participants.
The
interactions involved teacher and
students
and
students
and
students interactions.

Techniques
- Dramatization
Closure:
(5+mins)

Discussion

1.

Teacher asks students about


the value they have learnt
from the story.

2.

Pupils will response to the


question.

Technique:
- Questions and answers

* Advance / Intermediate / Elementary / Good / Average / Weak / Mixed-ability


Trainees post lesson reflection:
Lecturers comments: