MissAsh

Daily English Language Lesson Plan

DAY (Lesson 144) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Writing (Language Awareness)
THEME World of self, family and friends DATE
TOPIC Module 9: On holiday 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: 1.2 Understand meaning in a variety of
familiar contexts.
Learning Standard
Main: 4.2.4 Describe people and objects using suitable
words and phrases.
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
describe people and objects in at last least 5 correct past
tense form.
Complementary: At the end of the lesson, pupils will be
able to listen and spell the past tense form of at least 5
verbs correctly.
IMPACT/REFLECTION
Pre-lesson: A few verbs are said the teacher in present
tense and pupils must spell the verb in past tense form.
Lesson delivery:
1. Pupils in groups are given a set of Tarsia puzzle to match
the verbs in present tense to past tense.
2. Pupils complete the puzzle task in groups. Winner is
determined upon the time of completion and correct
answers.
3. Pupils refer to page 65 in the Year 3 Supplementary
Worksheets Module and fill in the blanks of the text
correctly. Pupils exchange books for peer assessment.
Post-lesson: Pupils complete their self-assessment int eh
module.
MATERIALS
Past tense Tarsia puzzle
Page 65 in Year 3 Supplementary Worksheets Module
CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Making association
CLASSROOM BASED ASSESSMENT (PBD)
Completing the past tense text
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 145) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of Knowledge DATE
TOPIC Module 10: The world around us TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main:1.2 Understand meaning in a variety of familiar
contexts.
Complementary: 1.1 Recognise and reproduce target
language sounds.
Learning Standard
Main: 1.2.2 Understand with support specific information
and details of short simple texts.
Complementary: 1.1.1 Recognise and reproduce with
support a range of target language phonemes.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to listen
and do at least 4 gestures correctly.
Complementary: At the end of the lesson, pupils will be
able to listen and say out at least 5 animals’ name
correctly.
IMPACT/REFLECTION
Pre-lesson: A few adjectives are written on strips of paper
and pupils to called out to mine while other guess.
Lesson delivery:
1. Animal flashcards are shown to pupils. Pupils are guided
to brainstorm adjectives that represent the animals.
2. Pupils refer to textbook page 95. Pupils read the lyrics
and asked if there are any words that they don’t
understand.
3. CD C Track 40 is played. Pupils listen to the song and
follow teacher’s gestures.
4. Pupils sing and do the gestures on their own.
5. Pupils listen to the song without singing and only do the
gestures.
Post-lesson: Pupils write their learning diaries on anything
special that has happened this week.
MATERIALS
Animal flashcards (Pictures 2-15)
Textbook page 95
CD C Track 40
Teacher’s Book (page 134) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
CLASSROOM BASED ASSESSMENT (PBD)
Listening and doing the gestures
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 146) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Speaking
THEME World of knowledge DATE
TOPIC Module 10: The world around us TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 2.1 Communicate simple information intelligibly.
Complementary: 1.2 Understand meaning in a variety of
familiar contexts.
Learning Standard
Main: 2.1.5 Describe people and objects using suitable
words and phrases.
Complementary: 1.2.2 Understand with support specific
information and details of short simple texts.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
describe the animals using at least 4 comparative
adjectives correctly.
Complementary: At the end of the lesson, pupils will be
able to listen and use more than 3 different animals in the
game.
IMPACT/REFLECTION
Pre-lesson: The animal flashcards are pasted on the
board. Pupils compare two animals.
Lesson delivery:
1. Pupils are shown examples by referring to 2 objects in
the class. Pupils are asked how can they compare the 2
objects. Pupils are guided.
2. Pupils play a game called the ‘Comparative Chain’.
Pupils in their groups sit in circle. Everyone must brainstorm
animals and adjectives first in their groups.
3. In 2 minutes, everyone in the group must take turns to
say out a comparative phrase. A puppy is cuter than a
hamster. Pupils in the groups say out as many as they can
within the time. They cannot use the same animal or
adjective. The group with the most phrases wins.
Post-lesson: Pupils’ share one phrase with comparative
adjective.
MATERIALS
Animal flashcards (Any picture)
CCE (CURRICULUM / HOTS / VALUES)
Language
Multiple intelligences
CLASSROOM BASED ASSESSMENT (PBD)
Comparative Game
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 147) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of Knowledge DATE
TOPIC Module 10: The world around us 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: 3.2.2 Understand specific information and details of
short simple texts.
Complementary: 3.2.3 Guess the meaning of unfamiliar
words from clues provided by visuals and the topic.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to read
and compare 3 animals correctly.
Complementary: At the end of the lesson, pupils will be
able to guess the meaning of at least 2 unfamiliar words
suitably.
IMPACT/REFLECTION
Pre-lesson: The word shark is written on the board. Ask
pupils what they think of the shark.
Lesson delivery:
1. Pupils refer to page 66 in the Year 3 Supplementary
Worksheets Module.
2. Pupils go by the adjective. Which animal is bigger, pupils
circle the either blue whale or elephant?
3. Pupils read the story in textbook page 96 guided by
track CDC 52. Pupils check their answers in the module.
4. Pupils try to guess the meaning of words that they don’t
understand from the textbook.
5. Pupils refer to Grammar box in textbook page 97. Elicit
sentences from pupils using the comparative adjectives.
6. Pupils complete the second activity in page 66 on the
module.
Post-lesson: Pupils share their answers.
MATERIALS
Page 66 Year 3 Supplementary Worksheets Module
Textbook page 96 and 97
Track CDC 52
CCE (CURRICULUM / HOTS / VALUES)
Language
Communication
CLASSROOM BASED ASSESSMENT (PBD)
Page 66 Year 3 Supplementary Worksheets Module
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 148) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Writing
THEME World of Knowledge DATE
TOPIC Module 10: The world around us 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: 4.3 Communicate with appropriate
language form and style for a range of purposes in print
and digital media.
Learning Standard
Main: 4.2.4 Describe people and objects using suitable
words and phrases.
Complementary: 4.3.2 Spell an increased range of familiar
high frequency words accurately in guided writing.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to
describe animals in at least 3 correct sentences.
Pre-lesson: Teacher writes the word endangered on the
board and ask pupils if they know the meaning.
Lesson delivery:
1. A few pictures of endangered animals are pasted on
the board. Pupils are asked why do they think the animals
are endangered.
2. A few animal names are written on the board in
jumbled form. Pupils must rearrange the letters and form
the correct animal name. Pupils can draw or write a
sentence about the animal.
3. In their exercise books, pupils write sentences about the
endangered animals and the reason. They are guided
with examples.
Post-lesson: Pupils’ answers are checked.
MATERIALS
Pictures of endangered animals in Malaysia (Animal
flashcards, pictures 16-21)

Complementary: At the end of the lesson, pupils will be
able to spell at least 4 animal names correctly.
IMPACT/REFLECTION
CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Making association
CLASSROOM BASED ASSESSMENT (PBD)
Writing sentences about endangered animals