RPH Bi Year 3 Module 2 (LP17-L32)

DAILY LESSON PLAN YEAR 3
SUBJECT English Language YEAR 3 KARISMA
DAY / DATE Thursday 18TH MARCH 2021 WEEK / LESSON 9 17
TIME 7.45-9.15 DURATION 60 minutes

World of Self, Family and
THEME TOPIC Module 2 - Every day
Friends
FOKUS SKILLS Main : Listening Complimentary : Listening
Main: 1.2 Understand meaning in a variety of familiar contexts.
CONTENT STANDARDS
Complementary: 1.3 Use appropriate listening strategies in a variety of contexts.
Main: 1.2.2 Understand with support specific information and details of very
LEARNING STANDARDS simple phrases and sentences
Complementary: 1.3.1 Predict words they will hear by using knowledge of a topic
1. By the end of the lesson, most of the pupils will be able to understand with support specific
information and details of very simple phrases and sentences
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to predict words they will hear by using
knowledge of a topic
SUCCESS CRITERIA Pupils can listen to the song and mime at least 3 actions correctly.
LANGUAGE /
Present simple for routines
GRAMMAR FOCUS
Pre-lesson
1. Play a miming game to introduce the new vocabulary. Pupils do not need to say the words/phrases at
this point.
Lesson delivery
2. Introduce the flashcards and play a circle game to have pupils practise the phrases.
3. Give out the flashcards so that each pupil has one card. Ask some pupils to tell the class what is on their
card.
4. Tell pupils they will listen to a song about a boy called Mike. They listen and hold up their card when
they hear their action. Play the recording once. (HOTS)
ACTIVITIES
5. Play the recording again. This time, all pupils should mime all the actions as they hear them.
6. Ask pupils to look at Student’s Book p.15. Let them listen to the song and follow the words before point
to the pictures.
7. Pupils listen to the song again but this time they put down the flashcards. When they hear the actions,
they mime all the actions together as a group in front of class. (CBA)
8. Watch pupils carefully during these activities to see how well they have understood the new
vocabulary.
Post-lesson
9. Have pupils play a mime game in pairs or small groups. (21st CA)
TEACHING AIDS Get Smart plus 3 Student’s Book p.15, Flashcards of the new vocabulary (at least one card per pupil)
st
21 CENTURY ACTIVITY Games CCE Language and Values
HOTS Analysis VALUES Friendly
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Presentation
Attendance: /
/ pupils able to achieve learning objectives and given enrichment exercise (s).
TEACHERS’S REFLECTION
/ pupils not able to achieve learning objectives and given remedial exercise(s).
Lesson is postponed due to : ____________________________________________________________
SUBJECT English Language YEAR 3 DINAMIK & 3 KARISMA
DAY / DATE Sunday 21ST MARCH 2021 WEEK / LESSON 10 18
TIME 8.15-9.45 & 10.45-12.15 DURATION 60 minutes

Friends
FOKUS SKILLS Main : Speaking Complimentary : Writing
Main: 2.1 Communicate simple information intelligibly.
CONTENT STANDARDS Complementary: 4.3 Communicate with appropriate language form and style for
a range of purposes in print and digital media.
Main: 2.1.2 Find out about and describe basic everyday routines
LEARNING STANDARDS Complementary: 4.3.2 Spell an increased range of familiar high frequency words
accurately in guided writing
1. By the end of the lesson, most of the pupils will be able to find out about and describe basic everyday
routines
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to spell an increased range of familiar high
frequency words accurately in guided writing
SUCCESS CRITERIA Pupils can find out by asking at least 2 questions correctly to their friends and reply the questions correctly
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Play the song from Student’s Book p.15 Activity 1 and encourage pupils to sing along. (21st CA)
Lesson delivery
2. Review the vocabulary flashcards from last lesson with the whole class by playing a guessing game.
3. Put pupils in pairs or small groups to play a matching game with a set of flashcards and word cards. The
cards are spread out, face-down. Pupils take turns to turn over two cards to try to find a picture + a word
that matches. (HOTS)
ACTIVITIES 4. Elicit (review) adverbs of frequency by encouraging pupils to tell you about their daily routines.
5. Have pupils to copy the table on Student’s Book p.15 in exercise book and write their own routine in
row 1.
6. Model the Speaking activity and have pupils mingle (move around the classroom and choose who to
speak to, not stay with their regular partner) to tell two classmates about their routine (Activity 2).
7. Teacher distributes worksheet (WB p.10).Pupils write the correct answer. (CBA)
Post-lesson
8. Play a word game to review the spelling of a few words the pupils have found challenging to remember.
Get Smart plus 3 Student’s Book p.15 Activity 2, Workbook p.10, Vocabulary flashcards and word cards (1
TEACHING AIDS
set per pair or small group)
21st CENTURY ACTIVITY Rhyming / Singing CCE Values
HOTS Analysis VALUES Respect
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Worksheet
Attendance: /
SUBJECT English Language YEAR 3 DINAMIK & 3 KARISMA
DAY / DATE Monday 22ND MARCH 2021 WEEK / LESSON 10 19

Friends
FOKUS SKILLS Main : Reading Complimentary : Reading
Main: 3.2 Understand a variety of linear and non-linear print and digital texts
by using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies.
Main: 3.2.1 Understand the main idea of short simple texts
LEARNING STANDARDS Complementary: 3.2.2 Understand specific information and details of short
simple texts
1. By the end of the lesson, most of the pupils will be able to understand the main idea of short simple
texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand specific information and details
of short simple texts.
SUCCESS CRITERIA Pupils can answer at least 3 comprehension questions about the story in the Student’s Book correctly.
LANGUAGE /
Present simple for routines.
GRAMMAR FOCUS
Pre-lesson
1. Review vocabulary from previous lessons by playing the circle game in their groups.(21st CA)
Lesson delivery
2. Introduce and drill the new vocabulary using flashcards and continue the circle game using this as well.
3. Teacher shows pupils the story on Student’s Book p.16. Ask questions about the pictures. (HOTS)
4. Pupils shadow read the story in Student’s book page 16 with the audio CD (Track 23).
5. Ask pupils to read quietly the story on Student’s Book p.16 to tell you where the children are going
ACTIVITIES
(Answer: to school) and why Anna went in the car with Greg’s dad (Answer: because she missed the bus).
6. Teacher explain Grammar box page 17.
7. Pupils copy activity 2 in their exercise book.
7. Pupils read activity 1 again and answer activity 2. (CBA)
Post-lesson
8. Ask pupils to raise their hands if… they take the bus / walk / drive / take the train to school. Count the
responses for each and write them on the board.
TEACHING AIDS Get Smart plus 3 Student’s Book p.16–17, Routine flashcards of vocabulary from this and previous lesson
st
21 CENTURY ACTIVITY Games CCE Language
HOTS Evaluation VALUES Self-confidence
CLASSROOM BASED
PERFORMANCE LEVEL 5 ASSESSMENT (CBA) Exercise Book
TEACHERS’S REFLECTION Attendance: /
DAY / DATE Thursday 23RD MARCH 2021 WEEK / LESSON 10 20
TIME 7.45 - 9.15 DURATION 60 minutes

THEME TOPIC Module 1 - Welcome!
Friends
FOKUS SKILLS Main : Writing Complimentary : Writing
Main: 4.3 Communicate with appropriate language form and style for a range of
purposes in print and digital media.
CONTENT STANDARDS
Complementary: 4.3 Communicate with appropriate language form and style for a
range of purposes in print and digital media.
Main: 4.3.3 Plan, draft and write an increased range of simple sentences
LEARNING STANDARDS Complementary: 4.3.1 Use capital letters, full stops and question marks appropriately
in guided writing at sentence level
1. By the end of the lesson, most of the pupils will be able to plan, draft and write an increased range of simple
sentences.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to use capital letters, full stops and question marks
appropriately in guided writing at sentence level.
SUCCESS CRITERIA Pupils can change and rewrite at least three sentences correctly.
LANGUAGE /
Present simple for daily routines (third person He/She -s)
GRAMMAR FOCUS
Pre-lesson
1. Review the flashcards by putting them on the board and eliciting sentences I ……. every day and I
always/sometimes/never ….. from the pupils. (21ST CA)
Lesson delivery
2. Put pupils in groups (one group for each flashcard). Each group should draft a sentence for their picture, Ask
one pupil from each group to come to the board and write their sentence.
3. Review with pupils how to change the sentence to He/She and adding the third person -s by giving example
sentences (talk about yourself and then about male and female pupils).
4. Teacher distributes worksheet. (refer SOW p57)
5. Ask pupils to draw and write their sentences. When they have finished writing, they can draw a picture in the
ACTIVITIES
larger boxes for each one. Fast finishers can then write more sentences. (CBA)
6. Ask pupils some general questions about the display of their work, for example to find a well-drawn picture or
some neat handwriting.
Post-lesson
7. Ask pupils to think back on their learning so far this week. In their learning diary, they can write: (HOTS)
 New words I remember
 Activities I enjoyed
 A skill I did well in (L/S/R/W)
 A skill I need to do better in (L/S/R/W)
 Something I feel proud of (about my English)
TEACHING AIDS Flashcards for daily routine, Worksheets.
21 CENTURY ACTIVITY
st
Round Table CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
Attendance: /
SUBJECT English Language YEAR 3 KARISMA & 3 DINAMIK

DAY / DATE 4TH APRIL 2021 WEEK / LESSON 11 21
Sunday
TIME 8.15 - 9.45 & 10.45 -12.15 DURATION 60 minutes
Friends
FOKUS SKILLS Main : Language Arts Complimentary : Writing
Main: 5.3 Express an imaginative response to literary texts.
CONTENT STANDARDS
Complementary: 5.1 Demonstrate appreciation through non-verbal responses
Main: 5.3.1 Respond imaginatively and intelligibly through creating simple action
LEARNING STANDARDS songs on familiar topics
Complementary: 5.1.1 Enjoy and appreciate rhymes, poems and songs
1. By the end of the lesson, most of the pupils will be able to respond imaginatively and intelligibly through
LEARNING OBJECTIVES creating simple action songs on familiar topics.
2. By the end of the lesson, most of the pupils will be able to enjoy and appreciate rhymes, poems and songs.
SUCCESS CRITERIA Pupils can enjoy and perform their song with gestures suitably.
LANGUAGE /
GRAMMAR FOCUS
Pre-lesson
1. Ask pupils to show you their toothbrushes. Ask them questions and talk to them about the colour, size and
type of toothbrush they have.
Lesson delivery
2. Have pupils work in pairs to compare their toothbrushes. They should try to make at a sentence comparing
them, e.g. their colour: My toothbrush is red, Izzi’s toothbrush is pink.
3. Ask pupils to show you how they brush their teeth. On the board, draw some arrows to show up, down, left
and right, round and round. Ask pupils to move their toothbrushes in the direction you tell them: Brush left;
brush round and round etc.
4. Tell pupils they will hear a song and about brushing your teeth.
ACTIVITIES
5. Tell pupils they will hear the song again, and this time they should mime with their toothbrushes. Encourage
them to sing along too if possible.
6. Using a daily routine flashcard, show pupils how to change the lyrics, e.g.
‘This is the way we wash our hair, wash our hair, wash our hair. We do it in the morning/evening.’
Pupils work in groups of three or four to choose a daily routine action and make a new verse of the song. They
should practise the actions together. (HOTS)
7. Have each group perform their in front of class.(21st CA)(CBA)
Post-lesson
8. Talk to pupils about the importance of keeping their teeth clean and healthy, the best ways to brush their
teeth and, if appropriate for your context, visiting the dentist regularly.
Pupils’ toothbrushes (bring some spare ones in case pupils’ parents don’t want them to bring them). If this is
TEACHING AIDS not appropriate, pupils could use a pencil to pretend to brush their teeth (miming only).
A song about brushing your teeth – This is the way… (from youtube)
21st CENTURY ACTIVITY Rhyming / Singing CCE Language
HOTS Evaluation VALUES Cleanliness
CLASSROOM BASED
Attendance: /
SUBJECT English Language YEAR 3
Choose an Choose an
DAY / DATE WEEK / LESSON 22
item. item.
TIME DURATION 60 minutes
Friends
FOKUS SKILLS Main : Listening Complimentary : Listening
CONTENT STANDARDS
Complementary: 1.2 Understand meaning in a variety of familiar contexts.
Main: 1.2.2 Understand with support specific information and details of short
LEARNING STANDARDS simple texts
Complementary: 1.2.5 Understand a wide range of short supported questions
1. By the end of the lesson, most of the pupils will be able to understand with support specific information
LEARNING OBJECTIVES and details of short simple texts.
2. By the end of the lesson, most of the pupils will be able to understand short supported questions.
SUCCESS CRITERIA Pupils can listen to and number at least 3 pictures correctly.
LANGUAGE /
Present simple, Yes/No questions
GRAMMAR FOCUS
Pre-lesson
1. Pupils review adjectives (p.5) in word form.
Lesson delivery
2. Have pupils work in pairs or small groups. Give each pair/group a set of word cards. The set includes the
words from the main vocabulary, all cut up and mixed up (e.g. take / the / bus / walk / take / the train / drive).
Pupils should work together to try to arrange them to make the vocabulary phrases or words. Consider
including some of the vocabulary from Student’s Book p.15 as well. (21st CA)
3. To check the answers, say the expressions in question form (e.g. Does Ali always take the bus to school? and
ACTIVITIES have pupils touch the words as they hear them.
4. Pupils open their books on page 17. Pupils listen to the audio for Activity 3 and say number of the alphabets
orally.
5. Teacher collects the exercise books from pupils to check their work.
6. Teacher distributes worksheet.(WB p11)
7. Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
8. Give some True and False sentences about the pictures in Activity 3. Pupils tell you if they are True or False
from memory (see post-lesson task 10). (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.17 (and 15 in step 2), Sets of cut up word cards
21 CENTURY ACTIVITY
st
Pair / Group Discussion CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
Friends
FOKUS SKILLS Main : Speaking Complimentary : Listening
CONTENT STANDARDS
LEARNING STANDARDS
routines.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand a wide range of short supported
questions
SUCCESS CRITERIA Pupils can ask, listen and answer at least 5 questions correctly.
LANGUAGE /
Present simple Yes/No questions
GRAMMAR FOCUS
Pre-lesson
1. Review key vocabulary with an action/miming game.
Lesson delivery
2. Pupils refer to the picture in textbook page 17 for Activity 4. Pupils listen to the audio (track 25) and practise
the exchange.
3. In pairs, pupils ask their partners about their parents (or another family member, as appropriate to your
pupils).(HOTS)
3. Monitor as pupils do the pairwork activity and review the question-answer form if necessary after the
activity.
4. Tell pupils they will do a class survey. Give pupils the worksheet (one per pair) and ask them to write a
ACTIVITIES question (for example, Do you … to school? or Does your dad/mum … to work?) (21st CA)
5. Tell pairs to ask 5 pair (10 pupils) their question and write yes or no for each pupil they will interview. They
should use the ‘Answers’ boxes on the worksheet to keep count of classmates’ answers then add up the total
when they have finished.
6. Use a model on the board to show how to complete the chart on the worksheet. Each block represents one
answer. Pupils should colour the number of squares for each answer, for example, if 7 pupils answer ‘Yes’ and
3 pupils answer ‘No’, then they colour 7 left-hand blocks and 3 right-hand blocks.
7. Pupils complete the worksheet in their pairs. (CBA)
Post-lesson
8. Display pupils’ work. Ask pupils to look at the questions and charts and tell you if they are surprised by any
of the findings. (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.17, Class survey worksheet.
21 CENTURY ACTIVITY
st
Survey CCE Language
HOTS Analysis VALUES Self-confidence
CLASSROOM BASED
Attendance: /
Choose an
DAY / DATE Monday 5TH APRIL 2021 WEEK / LESSON 24
item.
TIME 10.45 -11.45 & 11.45 - 12.45 DURATION 60 minutes
Friends
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies.
Main: 3.2.4 Recognise and use with support key features of a simple monolingual
dictionary
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of short simple
texts
1. By the end of the lesson, most of the pupils will be able to recognise and use with support key features of
a simple monolingual dictionary.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand specific information and details of
short simple texts.
SUCCESS CRITERIA Pupils can read and use the dictionary to look for meanings of at least 3 words correctly.
LANGUAGE /
Present simple for habits and occupations.
GRAMMAR FOCUS
Pre-lesson
1. Play a word game to focus on the word teacher.
2. Tell pupils this is your job – you are a teacher, and you teach and help children every day. Tell pupils that
today you will help them learn to use a dictionary. Show pupils a dictionary.
Lesson delivery
3. Elicit and write the alphabet on the board.
4. Write the word cat on the board. Model using a dictionary to find the word and read the definition.
5. Put the pictures of the people from Student’s Book p.18 on the board. Show pupils the word cards and put
them randomly on the board too.
ACTIVITIES 6. Have pupils work in at least seven groups. Assign one word to each group and ask them to find the word in
the dictionary. Give them time to find the word and then ask them which picture on the board they think their
word belongs with. (HOTS) (21st CA)
7. For each of the seven words, ask one pupil to come out and move their word card next to the correct picture
on the board.
8. Pupils refer to Student’s book page 18 with the CD audio (Track 27). Pupils listen and read (Activity 1).
9. Pupils do Activity 2 orally as a class.
10. Teacher distributes worksheet (WB p13).Pupils answer and mark will be given by teacher. (CBA)
Post-lesson
11. Ask pupils if they have a family member who is a firefighter, doctor or lifeguard.
Get Smart plus 3 Student’s Book p.18, word cards: firefighter, fire, lifeguard, save, dentist, fix, teeth.
TEACHING AIDS
Picture cards of the three people on Student’s Book p.18, Class set of monolingual dictionaries
21st CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Application VALUES Hardworking
CLASSROOM BASED
Attendance: /
Choose
DAY / DATE Tuesday 6TH APRIL 2021 WEEK / LESSON 25
an item.
Friends
FOKUS SKILLS Main : Writing Complimentary : Speaking
CONTENT STANDARDS purposes in print and digital media.
Complementary: 2.2 Use appropriate communication strategies.
Main: 4.3.2 Spell an increased range of familiar high frequency words accurately
in guided writing
LEARNING STANDARDS
Complementary: 2.2.2 Ask for attention or help from a teacher or classmate by
using suitable questions
1. By the end of the lesson, most of the pupils will be able to spell an increased range of familiar high
frequency words accurately in guided writing.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to ask for attention or help from a teacher or
classmate by using suitable questions.
SUCCESS CRITERIA Pupils can fill in the blanks of the crossword puzzle with at least 4 answers with correct spelling.
LANGUAGE /
Present simple for habits/occupations.
GRAMMAR FOCUS
Pre-lesson
1. Review the three occupations (jobs) from the previous lesson. Teacher gives some clues and pupils guess
the occupation. (21st CA)
Lesson delivery
2. Introduce the new occupations vocabulary using flashcards.
3. Follow the instructions for Grammar Box, then Activity 3. Remind pupils that they can ask for a classmate’s
help if they can’t read a word by putting up their hand and saying I do not understand this word. Can you help
me, please?
4. Pupils copy the questions from Activity 3 into their exercise book and fill in the blanks.
ACTIVITIES
5. Show the worksheet and explain that pupils will do a crossword puzzle. Model how to read the clue and
write the answer in the crossword. Have pupils work on the crossword in pairs.(CBA)
6. Ask some pupils what their parents do (their occupations). Extend pupils’ vocabulary as appropriate.
Post-lesson
7. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
TEACHING AIDS Get Smart plus 3 Student’s Book p.19, Flashcards of occupations, Crossword worksheet.
21 CENTURY ACTIVITY
st
Who Am I? CCE Language
HOTS Analysis VALUES Helping one another
CLASSROOM BASED
Attendance: /
Choose an Choose an
item. item.
Friends
FOKUS SKILLS Main : Language Arts Complimentary : Listening
Main: 5.1 Enjoy and appreciate rhymes, poems and songs.
CONTENT STANDARDS
Main: 5.1.2 In addition to Year 2 text types: simple poems
LEARNING STANDARDS
Complementary: 1.2.3 Understand with support short simple narratives
LEARNING OBJECTIVES By the end of the lesson, most of the pupils will be able to understand with support short simple narratives
(simple poems)
SUCCESS CRITERIA Pupils can listen and respond about short simple poem.
LANGUAGE /
He/She + present simple ‘s’; means of transport
GRAMMAR FOCUS
ACTIVITIES Pre-lesson
1. Put flashcards or a picture of a child walking, a car, a bike, and a bus on the board or on paper. Draw a child
next to the car, bike and bus.
2. Ask pupils to give the children names: 2 children should be girls and 2 children boys.
3. Tell pupils that the four children will be the characters in the rhyme.
Lesson delivery
4. Use the four pictures to say the rhyme verse by verse. For each picture, ask pupils to suggest actions to
mime the means of transport. (HOTS)
5. When you have used all the pictures, say the whole rhyme again and ask pupils to join in with the words and
actions.
6. Repeat step 5 until pupils can say the rhyme confidently.
7. Write the rhyme on the board with the items of transport missing. Ask pupils to copy the rhyme and add the
correct means of transport.
Post-lesson
8. Ask pupils to close their books and divide them into four groups, one group for each picture.
9. Ask each group in turn to perform the rhyme for their picture, so that the class performs the complete
rhyme. (21st CA)(CBA)
TEACHING AIDS Flashcards or pictures, The Going to school rhyme written on the board or as a handout.
st
21 CENTURY ACTIVITY Rhyming / Singing CCE Creativity and Imagination
HOTS Evaluation VALUES Tolerance
CLASSROOM BASED
Attendance: /
In the rhyme below, please replace the letters W (boy),X (girl) , Y (girl) and Z (boy) with the names suggested by your pupils .
Going to school rhyme
W walks to school
Walking’s very cool
X comes by car
Her mum drives very far
Y rides her bike
Riding’s what she likes
Z takes the bus
Z comes with us
SUBJECT English Language YEAR 3 DINAMIK
DAY / DATE Thursday 8TH APRIL 2021 WEEK / LESSON 11 27

Friends
FOKUS SKILLS Main : Listening Complimentary : Speaking
CONTENT STANDARDS
Complementary: 2.3 Communicate appropriately to a small or large group.
Main: 1.2.1 Understand with support the main idea of short simple texts
LEARNING STANDARDS
Complementary: 2.3.1 Narrate very short basic stories and events
1. By the end of the lesson, most of the pupils will be able to understand with support the main idea of short
LEARNING OBJECTIVES simple texts.
2. By the end of the lesson, most of the pupils will be able to narrate very short basic stories and events.
SUCCESS CRITERIA Pupils can talk about their ambition with at least 2 sentences correctly.
LANGUAGE /
Present simple for habits and occupations.
GRAMMAR FOCUS
1. Ask pupils what they would like to be when they grow up. Use this as an opportunity to review some more
challenging occupations vocabulary from previous lessons. (HOTS)
Lesson delivery
2. Show pupils the worksheet and ask them to choose an occupation and draw it on the worksheet. They
should write the occupation word under their picture. They should NOT write their name on the worksheet at
this point. (CBA)
3. Tell pupils they will talk about the person on their picture. They should plan what they are going to say. They
could write notes in their exercise books. See Activity 4 in Student’s Book p.19. Pupils listen to the audio track
28.
4. Ask pupils to work in groups of 6–8. Try not to group pupils who sit next to or near each other. They put
their pictures together. Each pupil in turn talks about their picture. The other pupils listen carefully and guess
which picture is the pupil’s. Ask pupils to note their guesses/answers in their notebooks so that feedback can
be done as a group after each pupil has had a turn speaking. (21st CA)
Post-lesson
6. Repeat the activity as a whole class with the pupils you have chosen, providing plenty of praise.
TEACHING AIDS Get Smart plus 3 Student’s Book p.19, Occupations flashcards, Worksheet, Colour pencils.
21st CENTURY ACTIVITY Talking Chips CCE Language
HOTS Analysis VALUES Helping one another
CLASSROOM BASED
Attendance: /
DAY / DATE Sunday 11.4.2021 WEEK / LESSON 12 28

Friends
FOKUS SKILLS Main : Speaking Complimentary : Listening
CONTENT STANDARDS
LEARNING STANDARDS
routines.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to Understand a wide range of short supported
questions
SUCCESS CRITERIA Pupils can speak and write about their ambition with at least 3 lines correctly.
LANGUAGE /
Present simple (want to)
GRAMMAR FOCUS
Pre-lesson
1. Play Guess the occupation game.
Lesson delivery
2. Introduce the new vocabulary from Student’s Book.
3. Play a matching game with flashcards, where pupils in pairs or small groups match the occupation with what
the person does (e.g. pilot + fly a helicopter).(21st CA)
4. Introduce/review the question and answer What do you want to be when you grow up? Drill the questions
and then have pupils ask and answer their partner. (HOTS)
ACTIVITIES 5. Pupils refer to textbook page 20 and copy the table in their exercise book.
6. Pupils listen to the audio (track 32).
7. Pupils ask and answer in pairs and fill in the table correctly.
8. Monitor carefully as pupils work and support them in making sentences.
Post-lesson
11. Give feedback on the activity including a focus on / review of common problems. Give extra praise to pupils
who have tried hard at this activity.
TEACHING AIDS Get Smart plus 3 Student’s Book, p.20, Occupations & vocabulary flashcards.
st
21 CENTURY ACTIVITY Games CCE Language
HOTS Analysis VALUES Tolerance
CLASSROOM BASED
Attendance: /
DAY / DATE Monday 12th APRIL 2021 WEEK / LESSON 12 29
TIME 10.45- 11.45 & 11.45-12.45 DURATION 60 minutes

Friends
Main: 3.2 Understand a variety of linear and non-linear print and digital texts by
using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 3.2 Understand a variety of linear and non-linear print and digital
texts by using appropriate reading strategies.
Main: 3.2.3 Guess the meaning of unfamiliar words from clues provided by visuals
and the topic
LEARNING STANDARDS
Complementary: 3.2.2 Understand specific information and details of short simple
texts
1. By the end of the lesson, most of the pupils will be able to guess the meaning of unfamiliar words from
clues provided by visuals and the topic.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to understand specific information and details of
short simple texts.
SUCCESS CRITERIA Pupils can guess at least 3 purposes of 3 organisations appropriately,
LANGUAGE /
Present simple for habits.
GRAMMAR FOCUS
Pre-lesson
1. Put the names of some well-known Malaysian charity organisations on the board (e.g. WWF Malaysia (World
Wildlife Fund); other local charities the pupils will know). Talk to pupils about what the organisations do.
(HOTS)
Lesson delivery
2. Use the flashcards to pre-teach the vocabulary.
ACTIVITIES 3. Show the pictures from Student’s Book p.115 and ask pupils which vocabulary might belong to each picture.
(21st CA)
4. Pupils listen and read for Activity. Remind pupils to look at the pictures to help them with new vocabulary.
5. Elicit We can sentences from pupils about other charities you talked about in the pre-lesson activity.
6. Pupils copy Activity 2 in their exercise book and answer it. (CBA)
Post-lesson
7. Talk to pupils about charity membership.
Get Smart plus 3 Student’s Book, p.115, Vocabulary flashcards
TEACHING AIDS
Copies of pictures next to texts on Student’s Book p.115 to create their learning diaries.
21st CENTURY ACTIVITY Brainstorming CCE Patriotism and citizenship
HOTS Analysis VALUES Love to animal
CLASSROOM BASED
Attendance: /
DAY / DATE Tuesday 13TH APRIL 2021 WEEK / LESSON 12 30

Friends
FOKUS SKILLS Main : Writing Complimentary : Writing
CONTENT STANDARDS
Complementary: 4.1 Form letters and words in neat legible print using cursive
writing.
Main: 4.3.1 Use capital letters, full stops and question marks appropriately in
guided writing at sentence level
LEARNING STANDARDS
Complementary: 4.1.2 Begin to use cursive handwriting in a limited range of
written work*
1. By the end of the lesson, most of the pupils will be able to use capital letters, full stops and question
marks appropriately in guided writing at sentence level
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to begin to use cursive handwriting in a limited
range of written work.
SUCCESS CRITERIA Pupils can use capital letter and full stops in at least 5 sentences correctly.
LANGUAGE /
Present simple for routines.
GRAMMAR FOCUS
Pre-lesson
1. Play Do not break the chain.
Lesson delivery
2. Pupils refer to Student’s Book page 21. Teacher plays track 33 as pupils listen and point the words.
3. Play the recording again and have pupils read along as they listen. Ask some questions about the text,
letting pupils find the answers in the text.
4. Show pupils the three questions on the page. Pupils work in pairs to ask and answer the questions.
Monitor carefully as pupils do this to make sure they can answer them. (21st CA)
5. Explain the instructions for Writing Tip.
6. Ask pupils to write sentences about their day in their exercise books. Encourage the use of cursive writing.
ACTIVITIES
7. Monitor carefully to check their work, with a focus on punctuation, use of capital letters and handwriting.
Post-lesson
10. Ask pupils to think back on their learning. In their learning diary, they can write: (HOTS)
 Something I feel proud of in my English
TEACHING AIDS Get Smart plus 3 Student’s Book p.21.
21 CENTURY ACTIVITY
st
Pair / Group Discussion CCE Language
HOTS Evaluation VALUES Cleanliness
CLASSROOM BASED
Attendance: /
DAY / DATE Wednesday 14TH APRIL 2021 WEEK / LESSON 12 31

Friends
FOKUS SKILLS Main : Language Arts Complimentary : Speaking
Main: 5.2 Express personal responses to literary texts.
CONTENT STANDARDS
Complementary: 2.1 Communicate simple information intelligibly.
Main: 5.2.1 Ask and answer simple questions about characters, actions and
LEARNING STANDARDS events of interest in a text
Complementary: 2.1.5 Describe people and objects using suitable words and phrases
1. By the end of the lesson, most of the pupils will be able to ask and answer simple questions about
characters, actions and events of interest in a text.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to describe people and objects using suitable
words and phrases.
SUCCESS CRITERIA Pupils can answer at least 3 questions about the story correctly.
LANGUAGE /
Present simple want to + be + occupation
GRAMMAR FOCUS
Pre-lesson
1. Pupils are shown the occupation reading cards from previous lesson.
Lesson delivery
2. Explain the meaning of career to pupils. Ask them what they think a school career day is. Explain that they
will read and listen to a story about a school career day.
3. Pupils read the story in page 22-23 alongside track. Ask pupils what they think of the story, which character
they like and why.
4. Ask each pupil to draw a picture showing an occupation. (21st CA)
5. In groups of 6–8 pupils, ask them to share their pictures. They should write their name under the picture of
ACTIVITIES
an occupation they want to be.
6. Feedback by asking pupils to tell the class who wants to be the same occupation as them, e.g. Hamid, Maitha
and Yi Ling want to be a police officer.
7. Talk to pupils about the Value mentioned on Student’s Book ‘Every job is important’. (HOTS)
8. Teacher distributes worksheet. (WB p15)
Post-lesson
10. Ask pupils to tell you what new words they have learned today. Focus their attention on what they learned
from the story, including the storyline, the characters and the message (value).
TEACHING AIDS Get Smart plus 3 Student’s Book p.22-23.
21 CENTURY ACTIVITY
st
Stretch to Sketch CCE Language
HOTS Evaluation VALUES Responsible
CLASSROOM BASED
Attendance: /
Choose an Choose an 3
DAY / DATE WEEK / LESSON
item. item. 2

Friends
FOKUS SKILLS Main : Reading Complimentary : Writing
Main: 3.2 Understand a variety of linear and non-linear print and digital texts
by using appropriate reading strategies.
CONTENT STANDARDS
Complementary: 4.2 Communicate basic information intelligibly for a range of
Main: 3.2.2 Understand specific information and details of short simple texts
LEARNING STANDARDS Complementary: 4.2.4 Describe people and objects using suitable words and
phrases
1. By the end of the lesson, most of the pupils will be able to understand specific information and details
of short simple texts.
LEARNING OBJECTIVES
2. By the end of the lesson, most of the pupils will be able to use describe people and objects using
suitable words and phrases.
SUCCESS CRITERIA Pupils can read and rearrange to form 3 sentences correctly.
LANGUAGE /
Review of Unit 2 language
GRAMMAR FOCUS
1. Pupils look at Student’s Book page 24 and talk about the pictures.
Lesson delivery
2. CD Track 35 is played while pupils state yes / no based on the picture (Activity 1).
3. Show pupils the picture and tell them the boy is Hamid and the girl is May. They are brother and sister.
Ask pupils to look at and read silently the text on the worksheet 1. Ask a question, for example, Who wrote
this? Hamid or May?
Ask questions about the language: (HOTS)
 Which words tell you how often they do something? Where do we find it in the sentence?
 Which sentences have an ‘s’ in the verb (or show them in an example)? Why?
 What can we find at the beginning of the sentences? And at the end?
3. Show pupils how to unjumble a sentence by doing an example on the board.
Ask pupils to work in groups of three. Give one set of jumbled sentences (worksheet 1) to each pupil in the
group. (21st CA)
5. Collect the worksheets from pupils and review them to note pupils’ performance. (CBA)
6. Ask pupils to write in their notebooks (homework):
 Something they always/never do every day.
 Something someone else always/never does every day.
 What they want to be when they grow up.
Post-lesson
5. Ask pupils to think about what they have learned in Unit 2 and how well they feel they know the
language now. They should complete self-assessment section (worksheet 2).
Worksheets (see SOW p75), Picture of a girl and a boy, Get Smart plus 3 Student’s Book, p.24 Activities 1
TEACHING AIDS
and/or 2, Self-assessment worksheets
21st CENTURY ACTIVITY Pair / Group Discussion CCE Language
HOTS Analysis VALUES Honest
CLASSROOM BASED
Attendance: /
Name : ______________________________ Class: _________
A. Read silently the text
I’m Hamid. I like swimming and I want to help people. When I grow up,
I want to be a lifeguard. My sister likes playing with toy planes. She
wants to be a pilot when she grows up and fly a plane. I love my sister.
We always take the bus to school together. We never walk to school.
B. Let’s rearrange.
Name : ______________________________ Class: _________
Self-assessment
How did I do in Unit 2?
In English, I know how to:

 say what I do every day Great!
OK [ ] A little [ ]
 say what other people do every day Great!

OK [ ] A little [ ]
 talk about different jobs Great!

OK [ ] A little [ ]
 talk about different ways to travel Great!

OK [ ] A little [ ]
 say what I want to be when I grow up Great!

OK [ ] A little [ ]

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DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 KARISMA

DAY / DATE Thursday 18TH MARCH 2021 WEEK / LESSON 9 17

TIME 7.45-9.15 DURATION 60 minutes

SUBJECT English Language YEAR 3 DINAMIK & 3 KARISMA

DAY / DATE Sunday 21ST MARCH 2021 WEEK / LESSON 10 18

TIME 8.15-9.45 & 10.45-12.15 DURATION 60 minutes

SUBJECT English Language YEAR 3 DINAMIK & 3 KARISMA

DAY / DATE Monday 22ND MARCH 2021 WEEK / LESSON 10 19

TIME 7.45-9.15 & 11.15-12.45 DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 KARISMA

DAY / DATE Thursday 23RD MARCH 2021 WEEK / LESSON 10 20

TIME 7.45 - 9.15 DURATION 60 minutes

SUBJECT English Language YEAR 3 KARISMA & 3 DINAMIK

SUBJECT English Language YEAR 3

SUBJECT English Language YEAR 1

SUBJECT English Language YEAR 3 KARISMA & 3 DINAMIK

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 KARISMA & 3 DINAMIK

SUBJECT English Language YEAR 3

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 DINAMIK

DAY / DATE Thursday 8TH APRIL 2021 WEEK / LESSON 11 27

TIME 11.15-12.45 DURATION 60 minutes

SUBJECT English Language YEAR 3 KARISMA & 3 DINAMIK

DAY / DATE Sunday 11.4.2021 WEEK / LESSON 12 28

TIME DURATION 60 minutes

SUBJECT English Language YEAR 3 KARISMA & 3 DINAMIK

DAY / DATE Monday 12th APRIL 2021 WEEK / LESSON 12 29

TIME 10.45- 11.45 & 11.45-12.45 DURATION 60 minutes

SUBJECT English Language YEAR 3

DAY / DATE Tuesday 13TH APRIL 2021 WEEK / LESSON 12 30

TIME 9.15-10.15 & 10.45-11.45 DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 3 KARISMA

DAY / DATE Wednesday 14TH APRIL 2021 WEEK / LESSON 12 31

TIME 8.15-9.15 DURATION 60 minutes

DAILY LESSON PLAN YEAR 3

SUBJECT English Language YEAR 1

TIME DURATION 60 minutes

Name : ______________________________ Class: _________

A. Read silently the text

How did I do in Unit 2?

In English, I know how to:

 say what other people do every day Great!

 talk about different jobs Great!

 talk about different ways to travel Great!

 say what I want to be when I grow up Great!

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Name : ______________________ Class: _