Where Were You Yesterday

DAILY LESSON PLAN
ENGLISH YEAR 3
WEEK Choose an item. TIME
DAY Choose an item. CLASS
DATE LESSON 113
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Listening
TOPIC Where were you yesterday?
THEME World of Self, Family and Friends
LANGUAGE/GRAMMAR FOCUS Adverbs of time; past simple statements (was/were)
CROSS-CURRICULUM ELEMENT Language
MAIN CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
MAIN LEARNING STANDARD 1.2.2 Understand with support specific information and details of short simple texts
COM. CONTENT STANDARD 1.2 Understand meaning in a variety of familiar contexts
COM. LEARNING STANDARD 1.2.5 Understand a wide range of short supported questions
LEARNING OBJECTIVE By the end of the lesson, pupils should be able to
1. To sing a song
2. To identify places in a town
3. To talk about the different times of days
4. To ask and answer about where someone was in the past
ACTIVITIES PRE-LESSON Students play a word game to elicit what yesterday’s day was (and
date if pupils are familiar with this). Teacher use this to teach the
word yesterday. Students’ understanding checked with some
Yes/No questions about yesterday (where they were, what
happened, what the day/date was).
LESSON DELIVERY Warm Up ( SB page 75)
1. The flashcards of at home, shopping center, and theater stick on
the board. Teacher points to each one and say it out loud. Student
repeats each one. Teacher is going to mime being at one of these
places and that they’ll have to guess where teacher is and say it out
loud.
2. Teacher mime being at a theater. Teacher does this with all of
the places. Teacher sticks the flashcards of morning, in the evening,
in the afternoon and night on the board, point to them and say the
times of day. Students encouraged repeating.
Vocabulary ( SB page 75)
1. Students open their books to page 75. Students direct attention
to the vocabulary section. The Cd plays a few times ad students
point to each word and repeat. Teacher says the words in random
and students repeat and point.
Activity 1(SB page 75)
1. Students direct attention to the pictures around the song and
asked where they think the girl is in each picture. Students are
going to listen to a song. Students read the title out loud and
students encouraged guessing what it’s going to be about.
2. Students will have to write the correct time of day under the
pictures of the places the girl goes to. Teacher point out that the
times written in red.
3. The song plays once and students listen to the song. The song
plays a second time, pausing after the verse that mention the place
and the time of day so that students have enough time to write the
correct time of day.
POST LESSON Post Lesson Task 1 : Spot the differences
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21st CENTURY T&L STARTEGY Choose an item. iThink Map Choose an item.
CCE/CE 21st Century Literacy Choose an item.
High Order Thinking Skills Choose an item.
Teaching and Learning Strategy Choose an item.
Element Across the Curriculum (EMK) EMK -
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SUCCESS CRITERIA
REFLECTION Attendance:__/__
_____ pupils were able to achieve the objectives.
_____ pupils need extra guidance.
*Today’s lesson will be carried forward due to ____________.
DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 114
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Speaking
LANGUAGE/GRAMMAR FOCUS Adverbs of time; past simple statements (was/were)
MAIN CONTENT STANDARD 2.3 Communicate appropriately to a small or large group
MAIN LEARNING STANDARD 2.3.1 Narrate very short basic stories and events
COM. CONTENT STANDARD 2.2 Use appropriate communication strategies
COM. LEARNING STANDARD 2.2.2 Ask for attention or help from a teacher or classmate by using suitable questions
1. To sing a song
2. To talk about the different times of days
3. To ask and answer about where someone was in the past
ACTIVITIES PRE-LESSON TPR Activity ( SB page 75)
1. Teacher hands out photocopies of the flashcards of the places and times
of day so that each student has a copy. Students divided into 2
groups. Teacher hands out of the flashcards of the places to one group and
the times of day to the other group. Students asked to stand at their desks
and face the other groups of students. Teacher is going to play the song
and they will sing along. As they sing the song, the groups of students with
times of day will have to raise their flashcards and show them to the other
group every time they hear that time of day being mentioned in the song.
The students with the places will have to raise their flashcards of that
place each time they hear it being mentioned in the song.
LESSON DELIVERY 1. Teacher put the places cards on the board and point to a place. Students
asked to raise their hand if they were there yesterday. Students asked
Where he/she was yesterday. to elicit He/She was… Repeat a few times
with different places, choosing different students.
Grammar box (SB page 75)
1. Teacher points to the girl in the first picture in activity 1 and students
asked Where she was yesterday. Students encourage to answer She was at
the shopping center. Teacher writes both these sentences on the board
and students repeat. Students asked to guess when we use this question.
Teacher elicits that we use it to ask a person about the place s/he was on
the previous day.
2. 2 students asked Where you were yesterday. Students encouraged
answering At home. Teacher writes the question and answer on the board
and students repeat.
1. Students direct attention to Tony and Lucy ans asked to guess what
they’re doing. The Cd plays and students chorally repeat the exchange.
Students model the exchange individually. Students divided into pairs.
Students take turns asking and answering each other where they were the
previous day. Some pairs of students present the exchange to the rest of
the class.
POST LESSON Students play the Where was I? game

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SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 115
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Listening
LANGUAGE/GRAMMAR FOCUS Adjectives, past simple statements & Yes/No questions (was/were)
MAIN CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
MAIN LEARNING STANDARD 3.2.1 Understand the main idea of short simple texts
1. To describe past experience
ACTIVITIES PRE-LESSON Task 1: Work Out the Words
LESSON DELIVERY 1. Students introduced the vocabulary using the adjective flashcards; also,
mime reaction to the things in the flashcards to show the meaning of the
adjective. Students need to understand the subject of the sentence (i.e. the
clown is funny, not the person laughing). Students asked for more things
they find boring/funny/scary etc. to check understanding).
2. Students will read a story about going to the cinema. Teacher elicits the
words film and popcorn if possible, and put the word/flashcards on the
board. Students asked which words (adjectives) they think will go with
film & popcorn. Teacher takes a vote and put the most popular answer on
the board.
3. Students asked to read the story quietly to them (Student’s Book, p.76)
to see if they were right.
1. Students direct attention to the story. Teacher points to the first picture
and student asked Where they are. Students encouraged answering At the
cinema. Teacher points to the second picture and asked Where they are?
Students encouraged answering At home. Students asked to tell what they
think are happening.
2. Students asked to point to the appropriate bubbles and follow along as
the Cd plays. The Cd plays again and students encourage to shadow read.
The Cd plays once more, pausing after each phrase for students to repeat.
Students asked comprehension questions.
3. Teacher models acting out the dialogue with 5 students. 6 students
chose to act it out for the class. Students act out the dialogue in groups of
six. Groups of students perform in front of the whole class.
Grammar Box(SB page 76)
1. Teacher point to grammar box and read it out loud. Students repeat.
Students asked what they think Was the film good? Means and when we
use it. Teacher elicits that we use it to ask about something that happened
in the past. Teacher does the same for the second set of questions and
answers.
POST LESSON Learning diaries:
Students asked to think back on their learning so far this week.

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 116
MAIN CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
COM. CONTENT STANDARD 3.2 Understand a variety of linear and non-linear print and digital texts by using appropriate
reading strategies
COM. LEARNING STANDARD 3.2.2 Understand specific information and details of short simple texts
LESSON DELIVERY 1. Students divided into small groups. Each group receive a paper,
so that students have about the same number of papers for each
adjective. Students write or draw something (one word or picture)
that they think about when they hear the word (adjective). They
can use the picture dictionary at the back of the Student’s Book to
help them if necessary or they can ask for your help. Students have
a short time limit, then the groups pass the paper to the next
group, receiving a new paper from another group with a different
adjective (the other group’s word). Students should think of
something new to put on each paper. Continue with the new
adjective for at least four rounds.
2. Students feedback on the final papers and provide any relevant
new vocabulary in English.
Activity 2( SB page 77)
1. Students read Activity 1 to complete the speech bubbles with the
correct adjective.
POST LESSON Optional-Hot card
1. Some chairs arranged in a circle at the front of the classroom,
making sure there’s a chair for every student. Students invited to
sit on the chairs. Students fold the word cards with everyday
activities in half. Students explained that once some music plays,
they will have to pass the word card give them clockwise around
the circle. When the music stops, the students holding the word
card has to unfold it without letting anyone see it, read the phrase
silently and mime the everyday activities. The rest of the students
have to guess the everyday activity and call it out.

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 117
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Writing
LANGUAGE/GRAMMAR FOCUS Past simple question, prepositions of place
MAIN CONTENT STANDARD 5.2 Express personal responses to literary texts
MAIN LEARNING STANDARD 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a
text
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. LEARNING STANDARD 4.2.4 Describe people and objects using suitable words and phrases
1. Ask and answer simple questions about characters, actions and events of interest in a
text
2. Describe people and objects using suitable words and phrases
ACTIVITIES PRE-LESSON Each pair of pupils receives a pair of scissors and the worksheet of
the animals to cut out. If this will take too much time, prepare the
cut-outs yourself and give one set of animals to each pair of pupils.
Students receive the picture of Nur and Imran’s farm. Students
check the vocabulary of the animal names and barn, tractor, fence
and gate.
LESSON DELIVERY 1. Students receive instructions to practice the prepositions of
place: next to, in front of, behind, between. For example, Put the
cow behind the barn. Check answers with the whole class.
2. Students receive the text Where were the animals on Nur and
Imran’s farm? Students asked to read the text and place the
animals in the correct position. Students check answers with the
whole class. Students was told that the animals were in new
positions the next day, and give them the Now it’s your turn
worksheet (see below). Students asked to work in pairs to decide
these new positions, and to write a new text on the worksheet.
POST LESSON Pairs asked to swap texts and to place their animals according to
the description in their partner’s text. Students asked to check
their answers in groups of four.

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SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 118
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Writing
COM. CONTENT STANDARD 2.1 Communicate simple information intelligibly
COM. LEARNING STANDARD 2.1.1 Ask about and express basic opinions
1. Ask and answer simple questions about characters, actions and events of interest in a
text
2. Describe people and objects using suitable words and phrases
LESSON DELIVERY 1. In small groups, students divide up the word cards. Tell them
they should write the words from the pre-lesson task, one on each
card: home / shopping centre / cinema, etc. // the film / shopping
/ the food (popcorn) / It // funny / boring / scary / delicious.
Teacher include quiet/noisy, and students asked to add more
words if they can.
2. Students play a word association game with the word cards in
groups of four: Students divide the cards into sets
(places/activities/adjectives), shuffle the sets and place face down.
In turns, students turn over the top card of each pile and make a
sentence. They then decide as a group if the sentence makes sense
or not. For example.:
I was at home. The film (It) was scary. = I think this is ok.
I was at the cinema. Shopping (It) was funny. = I think this isn’t
ok/I think this is silly.
Students asked to remember some of the funny answers and feed
back on those after the activity.
Activity 3 (SB page 77)
1. Students direct attention to the pictures in activity 3 and asked
questions about each picture. Students will listen to four
conversations about different activities and that they will have to
tick the correct box according to what they hear. The CD plays,
pausing after each exchange in order to allow students enough
time to tick the correct picture. The CD plays again and students
check their answer. Students check their answer in pairs first, then
check as class.

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 119
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.1 Ask about and express basic opinions
COM. CONTENT STANDARD 2.3 Communicate appropriately to a small or large group
COM. LEARNING STANDARD 2.3.1 Narrate very short basic stories and events
LESSON DELIVERY Activity 4 (SB page 77)
1. Students directs attention to the picture of Alex and Tony.
Students asked to guess what they are doing. The Cd plays
and students chorally repeat the exchange. Students
model the exchange individually. Students divided into
pairs and they take turns asking and answering about each
of the pictures in activity 3. Some pairs of students ask and
answer in front of the rest of the class.
2. Using the students-made cards from the last lesson,
students asked to work in the same groups as in Lesson
118. Give the groups back their same cards. Students
divide the cards into sets, as before. Groups divided in
pairs of students, they take either the places set of cards
OR the activities + adjectives set and use them to play a
guessing game.
3. When students are finished, they exchange the sets with
the other pair in their group and play again.
4. In notebooks, students write down where they were at the
weekend. They write their opinions of what they were
doing. Students need only write in note form, single words
at this point. Students write what they want to write by
supplying them with the vocabulary.
5. Students use their notes to tell their partner where they
were and their opinion (adjective).
POST LESSON A few pupils chose to tell the class about their weekend. Students
encouraged to ask the speakers questions if they can. Again, focus
on fluency rather than accuracy and allow single words or phrases
at this stage.

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 120
LANGUAGE/GRAMMAR FOCUS Past simple (was/were) statements (positive & negative)
CROSS-CURRICULUM ELEMENT Science & Technology
reading strategies
MAIN LEARNING STANDARD 3.2.2 Understand specific information and details of short simple texts
COM. CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
COM. LEARNING STANDARD 4.2.2 Make and give reasons for simple predictions
1. To talk about life in the past
LESSON DELIVERY 1. Teacher shows the pictures from Student’s Book, p.78 and
students asked if they think ths city is in Malaysia [No]. Students
asked where they think it might be [USA, New York City]. Find out
if students know this city or have been there, as appropriate.
Students asked when they think the pictures were taken [in the
past, 1900].
2. Teacher write key words in a list on the board, and students
asked to read them (if not already there from pre-lesson stage):
cinemas / theatres / shopping centres. Add cars / horses /
carriages (show flashcards to explain) / quiet / noisy. Teacher use
the words to elicit some sentences from more proficient students,
introduce negative wasn’t/weren’t.
3. Students asked to put the vocabulary in their notebooks (or
create a worksheet with these words). Students asked which of
these things were found in New York City in 1900 – they should
tick what was and cross what wasn’t found (in their opinion).
Students work in pairs to make predictions and write their
answers in full sentences, e.g. There weren’t any cars in New York
City in 1900 or No, there weren’t.
4. Students read the texts and check their predictions. Students
check their answers with their partner. Check answers as a class.
1. Students direct attention to the pictures and asked to
name them. Sudents will have to read activity 1 again
inorder to tick the pictures of the things that existed in
New York City in year 1900.

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DAILY LESSON PLAN
ENGLISH YEAR 3
DATE LESSON 121
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
LANGUAGE/GRAMMAR FOCUS Past simple (was/were (n’t)) + determiners (many/a/any)
CROSS-CURRICULUM ELEMENT Patriotism & Citizenship
MAIN CONTENT STANDARD 4.2 Communicate basic information intelligibly for a range of purposes in print and digital
media
MAIN LEARNING STANDARD 4.2.4 Describe people and objects using suitable words and phrases
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.1 Use capital letters, full stops and question marks appropriately in guided writing at
sentence level
1. To talk about life in the past
LESSON DELIVERY 1.Students play a True/False game to review the content of
the text on SB p.78 – say a sentence and students tell if it is
True or False. They can do this in an interesting way e.g.
by standing up/sitting down, raising right/left hand,
moving to the left/right of the classroom). Teacher
changes the focus to student’s hometown. For example:
There weren’t any motorbikes in [your town name] in
1900. / It was very quiet in [your town name] in 1900.
Grammar Box (SB page 78)
1. Students direct attention to the grammar box. Teacher
elicits that we use There was to say that a person, place or
object existed in a specific place in the past. Teacher elicits
that we use There were to say that more than one person,
place or object existed in a specific place in the past.
1. Students will have to look at their answers in activity 2 in
order to complete the activity with the correct form of the
verb.
1. Students direct attention to the picture of Lucy and asked
to guess what she’s doing. The CD plays and students
listen to what Lucy says. Teacher assign this activity as
homework. Students direct attention to the table and they
will have to ask a parent about what their town was like
in the year 1900 and write X or tick according to what they
say.
POST LESSON Students play the Whispers game (Teacher’s Book, p.121, Optional
activity).

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 122
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Reading
THEME World of Stories
LANGUAGE/GRAMMAR FOCUS Past simple: went, bought, was, How much did she/she spend? Numbers up to 100.
CROSS-CURRICULUM ELEMENT Financial education
MAIN CONTENT STANDARD 5.3 Express an imaginative response to literary texts
MAIN LEARNING STANDARD 5.3.1 Respond imaginatively and intelligibly through creating simple action songs on
familiar topics. Other imaginative responses as appropriate.
reading strategies
COM. LEARNING STANDARD 3.2.2 Understand specific information and details of short simple texts
1. Respond imaginatively and intelligibly through creating simple action songs on
familiar topics. Other imaginative responses as appropriate.
2. Understand specific information and details of short simple texts
ACTIVITIES PRE-LESSON Students showed a flashcard of Damia, or draw a stick figure on the
board. Students was told that she went to the supermarket, and
asked to suggest things she bought. Teacher writes five
suggestions on the board.
LESSON DELIVERY 1. Students receive the worksheet (see below). Students asked to
check Damia’s story to see whether any of their suggestions were
right.
2. Went, bought and How much did she spend may be new
language for students. If they are new words, students can guess
their meaning from context. Teacher briefly elicit their meaning
and review if necessary.
3. Students asked to read the story again and to solve the puzzle.
4. Students check the answer with the whole class and asked to
explain how they reached the answer. Students rewarded for their
effort to find the correct answers, even if they get the maths wrong.
5. Students receive the Alvin story. Students asked to complete it
individually or in pairs. They should use their own ideas for this.
Students encouraged think of sensible, funny or crazy ideas, that is
appropriate.
6. Students asked to swap their Alvin puzzle stories and solve each
other’s puzzles.
POST LESSON Students share any well-written or interesting stories with the
whole class.

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 123
MAIN FOCUSED SKILL Listening COM. FOCUSED SKILL Speaking
LANGUAGE/GRAMMAR FOCUS Past simple (was/were) statements (positive & negative)
COM. CONTENT STANDARD 2.2 Use appropriate communication strategies
COM. LEARNING STANDARD 2.2.1 Keep interaction going in short exchanges by repeating key words from the other
speaker
1. To identify places in a town.
2. To revise and consolidate vocabulary and structures learnt in previous lessons.
LESSON DELIVERY 1. Students showed the flashcards of circus and amusement park.
Students asked if they have ever been to one of these and asked
how it was. Teacher review some adjectives at this point and
introduce/review interesting. Students asked for examples of
something they find interesting.
Vocabulary (SB page 80)
1. Teacher points out the words in the vocabulary section.
The Cd plays a few times and students point and repeat.
Students repeat the words teacher says in random order.
1. Students direct attention t the pictures of the different
places and students encouraged to identify them. Students
look at the picture of Lucy and Sue and asked to guess
what they are doing. The CD plays and students listen to
the exchanges. The Cd plays again and pause after each
sentences for students to repeat chorally. Students divided
into pairs.
2. Students direct attention to the examples. Student A will
have to match the pictures of the children to the times of
day, the places and the adjectives s/he wants, making sure
his/her partner doesn’t see what s/he has matched by
lifting one side of their book up.
3. Student B will ask students A questions about each child
so as to discover the pictures his/her partner has matched
and do the same in his/her book. Once student B has
finished asking the questions and has matched the
pictures in his/her book, the students compare their
answers to check how close Students B come to guessing
Students A answers. When students are finished playing
the game, a few pairs of students play the game in front of
the rest of the class.

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DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 124
MAIN FOCUSED SKILL Speaking COM. FOCUSED SKILL Listening
LANGUAGE/GRAMMAR FOCUS Past simple (was/were) questions
MAIN CONTENT STANDARD 2.1 Communicate simple information intelligibly
MAIN LEARNING STANDARD 2.1.1 Ask about and express basic opinions
1. Ask about and express basic opinions
2. Understand a wide range of short supported questions
LESSON DELIVERY 1.Using the questions from this lesson, some students asked
about yesterday/the weekend/last week:
Where were you yesterday?
When were you there?
How was it?
2. Teacher give out the worksheets and students asked to write
the questions in full in the left-hand column of the worksheet.
3. Students showed and explained the example answer, and
students asked to write their own answers in the table.
4. Students asked to talk to at least two friends and make a note of
their answers. They should not show each other their worksheets.
5. Students asked in groups of four play a game with the word
cards from Lesson 118. Shuffle the cards all together. Student A
takes a card. Students B, C & D take turns to ask Student A
questions. Student A should imagine their answer. For example:
Student A takes cinema card
Student B asks: Where were you? // I was at the cinema.
Student C asks: When were you there? // I was at the cinema
yesterday evening
Student D asks: How was it? // It was good.
6. Student continue until students have each had at least two
turns at taking a card.

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ENGLISH YEAR 3
DATE LESSON 125
MAIN FOCUSED SKILL Reading COM. FOCUSED SKILL Reading
LANGUAGE/GRAMMAR FOCUS Past simple (was/were/n’t) statements
CROSS-CURRICULUM ELEMENT Science & Technology
reading strategies
reading strategies
COM. LEARNING STANDARD 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
1. To provide students with cross curricular information on social studies
LESSON DELIVERY Warm Up (SB page 118)
1. Teacher sticks the flashcards on the board one by one and
says the word. Students asked to repeat.
Vocabulary (SB page 118)
1. Students open their books. Teacher point s out the words
in vocabulary section. The Cd plays a few times and
students points to the corresponding pictures and repeat.
2. Teacher says the words again in random order and
students point and repeat.
1. Teacher hands out the worksheets and the pictures – one set per
pair. Students stick the pictures in the correct squares. Check the
answers before moving on to the next stage of the lesson. Students
asked to look at part 2 of the worksheet. They should read the
words and try to put them in the grid on the worksheet.
Activity 1 ( SB page 117)
1. Students asked to look at the picture. Students asked to
guess what the text is going to be about. The CD plays and
students shadow read. Student asked more questions to
help students understand the instructions of the recipe.
Some students read the text.
1. Students draw attention to activity 2. The activity read and
student asked to look at the activity. Students encourage
to follow example of the etxt and draw their own strange
dish. Students asked to write the recipe for their strange
dish in their notebooks. A few students asked to present
their projects to the class.

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ENGLISH YEAR 3
DATE LESSON 126
MAIN FOCUSED SKILL Writing COM. FOCUSED SKILL Writing
LANGUAGE/GRAMMAR FOCUS Past simple (was/were/n’t: questions and statements
CROSS-CURRICULUM ELEMENT Patriotism & Citizenship
MAIN CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
MAIN LEARNING STANDARD 4.3.3 Plan, draft and write an increased range of simple sentences
COM. CONTENT STANDARD 4.3 Communicate with appropriate language form and style for a range of purposes in print
and digital media
COM. LEARNING STANDARD 4.3.2 Spell an increased range of familiar high frequency words accurately in guided writing
1. To read one’s diary.
2. To learn how to use intensifiers in a sentence
ACTIVITIES PRE-LESSON Students play a word game that focuses on the spelling of the words which
will be used later in the lesson.
LESSON DELIVERY 1. Students showed a diary and elicit the word diary. Students
asked if they keep a diary, what they write/would write in it.
They will read a girl’s (Kelly’s) diary about Saturday.
1. Students direct attention to the pictures in activity 1. Students
asked to guess what the text is going to be about. The Cd plays
and students asked to follow in their books. Students asked
comprehension questions. A few students chose to read the text
aloud.
Writing Tips (SB page 81)
1. Students direct attention to the box with the Writing tip.
Students read the writing tips out loud. Then students read the
examples. Teacher write the sentences and the intensifier below
on the board and students copy them. Students have to write the
sentences and put the intensifiers in the correct place. Students
compare their sentences in pairs, then check their answers.
2. In their notebooks, students write short answers to the questions
in the blue box on Student’s Book, p.81. Students then draft full
sentences for these answers in their notebooks.
3. Students asked to exchange their work with a partner, who
should read and check their writing. They should also find one
thing they like about their partner’s writing. Monitor closely to
make sure this peer feedback is productive, kind and that the
corrections that students suggest are correct.
4. For the final draft on the worksheet, students asked to focus on
making their diaries look good. They can illustrate the diary in
the space at the bottom of the page, or they could write about
another day if there is extra time.

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN

ENGLISH YEAR 3
DATE LESSON 127
MAIN FOCUSED SKILL Language Arts COM. FOCUSED SKILL Reading
LANGUAGE/GRAMMAR FOCUS Review of past simple (was/were/n’t)
MAIN CONTENT STANDARD 5.2 Express personal responses to literary texts
MAIN LEARNING STANDARD 5.2.1 Ask and answer simple questions about characters, actions and events of interest in a
text
reading strategies
COM. LEARNING STANDARD 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals and the topic
1. To listen and read for pleasure
2. To revise and consolidate vocabulary and structures learnt in previous lessons.
LESSON DELIVERY 1. Students plays a word categorisation game (e.g. a mind-mapping
activity or a board race) for the topics: circus / restaurant /
cinema. Include the words: funny / elephants / lions / fast food /
cheeseburger / chips / delicious / film / popcorn / boring.
2. Students will read a story and asked to read the story and whose
weekend sounds best. Students take a vote on the answer. Students
encouraged to guess the meaning of the word hospital from the
pictures and the context.
While reading Activity 1(SB page 82)
1. The Cd plays and point to each frame in book or on the
board. Students encouraged to point to each frame In their
books. Students’ predictions checked. The CD plays again
and students asked to point to each speech bubble and
follow along in their books. Students talk about what
happens in each frame. The CD plays again and students
invited to shadow read. Then play it again, pausing after
each line. Students repeat chorally.
After reading Activity 1(SB page 82)
1. Students asked comprehension questions. Students
divided into groups of five and they act out the story.
Students was told to rotate roles so that every students
gets a chance to play each of the characters. Some groups
of students perform for the whole class.
Optional-Press conference (SB page 83)
1. Students was told that teacher are going to take a few
minutes to tell them what teacher did at the weekend,
After each sentences, they will have to interrupt as many
times as possible . Teacher keep a record of the questions
of the board as well as the name of the students asked
them. At the end, teacher count th questions the students
asked and announcer the winner, the students who asked
the most questions.

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA
DAILY LESSON PLAN
ENGLISH YEAR 3
DATE LESSON 128
LANGUAGE/GRAMMAR FOCUS Review of past simple (was/were/n’t): statements + questions
reading strategies
1. Understand specific information and details of short simple texts
2. Understand a wide range of short supported questions
LESSON DELIVERY 1. teacher pre-teach key vocabulary for the texts about homework.
2. Half of the class receive the past text (A1) and half of the class
the present text (B1). Students asked to tell you which one they
have, to check they know whether they are A or B.
3. Students received the gapped texts (A2, B2, so that students
have A1 and B1 OR A2 and B2). Students should fill in the texts
with the correct form of be. Teacher models an example on the
board to show students what to do.
4. Pair students, A with B, and students asked to check their
answers. They should do this orally, not show each other the
answers.
5. With their new partner,students write at least two questions
about the texts. Review question forms before they begin as
necessary, e.g.
Was there internet?
Were there any computers?
Were there any books?
Are children at the library often?
Are there any computers?
How is it at home?
6. Pairs ask another pair their questions.
POST LESSON Students asked to think about what they have learned in Unit 8 and
how well they feel they know the language now. They should
complete a How did I do in Unit 8? self-assessment section of the
worksheet (design this section with questions related to the
learning in this unit).
The worksheets collected from students and review them to note
students’ performance. If there are any areas of concern, prepare a
review of these in upcoming lessons.

Language
Moral Values –
Choose an item.
SUCCESS CRITERIA

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