MissAsh

Daily English Language Lesson Plan

DAY (Lesson 69) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Language Arts
THEME World of Self, family and friends DATE
TOPIC Module 5: My new house TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard
Main: 5.3 Express an imaginative response to literary texts.
Complementary: 1.2 Understand meaning in a variety
Learning Standard
Main: 5.3.1 Respond imaginatively and intelligibly through
creating simple action songs on familiar topics. Other
imaginative responses as appropriate.
Complementary: 1.2.4 Understand a wide range of short
basic supported classroom instructions.
Pre-lesson: A sample of 3D paper house is brought to the
class and pupils are asked if they have ever done it
before.
Lesson delivery:
1. Each pupil brings their own A4 papers.
2. Pupils watch a video on making a 3D paper house.
Teacher says out the instructions step by step to the pupils.
3. After pupils have completed the 3D paper house
template, pupils are asked to choose 4 parts of the house
that they would like to include in their paper house.
4. Pupils watch the video again to draw and label the
parts of the house. Pupils are guided to draw and label the
parts of the house step by step (L).

Post lesson: Pupils showcase their 3D paper house and

explain to their friends about their house.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to follow 3D paper house YouTube video
at least 75% of the video to create a paper house A4 papers
correctly.
CCE (CURRICULUM / HOTS / VALUES)
Complementary: At the end of the lesson, pupils will be Language
able to listen to the instructions and make a paper house Creativity
correctly.
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 70) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of self, family and friends DATE
TOPIC Module 5: My new house TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils do a recap on ‘this’ and ‘these’.
Main: 1.2 Understand meaning in a variety of familiar
contexts. Lesson delivery:
1. Pupils are introduced to the sentence pattern.
Complementary: 1.2 Understand meaning in a variety of Ex: Whose xxx is this/these?
familiar contexts. 2. In pairs, pupils pick an item in the class to practise ‘this’.
Then, pupils pick items in plural to practise ‘these’
Learning Standard 3. Pupils refer to the Grammar Box in textbook page 47.
Main: 1.2.2 Understand with support specific information 4. Pupils refer to the 6 pictures in Activity 3-page 47
and details of short simple texts. textbook. Pupils name the items.
5. Pupils listen to track 71 and match the clothes to the
Complementary: 1.2.5 Understand a wide range of short correct girls.
supported questions. 6. Pupils play Stop thief! Teacher calls out a few pupils.
Everyone is asked to close their eyes after they have put a
few things on the tables. The few pupils are chosen to be
the thieves and ‘steal certain pupils’ things. Once
everyone opens their eyes, they say Stop thief!’ and say
ask using the sentence pattern of the day.

Post-lesson: Pupils think back on their learning and start

writing as their diaries.
OBJECTIVES MATERIALS
Main: At the end of the lesson, pupils will be able to listen Textbook page 47
and match at least 4 pictures correctly. Track 71
Teacher’s Book (page 77) *for reference
Complementary: At the end of the lesson, pupils will be
able to listen and answer at least 4 friends correctly. CCE (CURRICULUM / HOTS / VALUES)
Language
Multiple intelligences
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Sentence pattern practise
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 71) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Speaking
THEME World of self, family and friends DATE
TOPIC Module 5: My new house 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: 2.1.1 Ask about and express basic opinions.
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 ask
questions to at least 3 pupils correctly.
Complementary: At the end of the lesson, pupils will be
able listen and find the artist of the drawing.
IMPACT/REFLECTION
Pre-lesson: Pupils refer to page 47 and guess what the kids
in Activity 4 are doing.
Lesson delivery:
1. Pupils listen to track 72 and repeat the dialogue.
2. Teacher picks a pupil randomly. The pupil chooses any
friend in the class and point at the clothes. Pupil ask the
question and the rest of the class replies. A few pupils can
be called out for practice.
3. Each pupil is given of paper (an A4 paper cut into 4).
4. Pupils draw a picture of a clothing on the given piece of
paper.
5. After drawing, teacher collects all the papers and
distributes the drawings randomly.
6. Pupils find the artist of the drawing in their classroom
Q: Whose drawing is this? Is this yours?
A: Yes, it’s mine / I think this is xxxx’s / I’m sorry, I don’t know
Post-lesson: Remaining pupils try to guess the drawing.
MATERIALS
Textbook page 47
Track 72
Teacher’s Book (page 77) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
Creativity
CLASSROOM BASED ASSESSMENT (PBD)
Q&A session
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 72) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of self, family and friends DATE
TOPIC Module 5: My new house 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: 3.2.3 Guess the meaning of unfamiliar words from
clues provided by visuals and the topic.
Complementary: 3.2.1 Understand the main idea of short
simple texts.
OBJECTIVES
Main: At the end of the lesson, pupils will be able to guess
at least 3 unfamiliar words in the graphic organisers.
Complementary: At the end of the lesson, pupils will be
able to read and transfer at least 3 information based on
the questions correctly.
IMPACT/REFLECTION
Pre-lesson: Pupils refer to page 48 in textbook. Pupils look
at the houses and elicit some differences between the
picture and their own homes.
Lesson delivery:
1. Pupils read the text in page 48.
2. Pupils are asked comprehension questions based on the
text.
3. Pupils are introduced to the different types of home
around the world through slides of pictures.
4. A few cards with houses and graphic organisers are
pasted around the class.
5. Pupils prepare their passport template and pretend as if
they’re boarding a flight with a ticket.
6. Pupils go around the class and transfer the information
Post-lesson: Answers are checked. If they transfer
correctly, they’ll get the country stamp on the visa page.
MATERIALS
Textbook page 48
Houses around the world graphic organiser cards
Passport: World Traveller template
Teacher’s Book (page 78) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Language
Communication
CLASSROOM BASED ASSESSMENT (PBD)
Passport template
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 73) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Writing
THEME World of self, family and words DATE
TOPIC Module 5: My new house TIME

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils refer to page 48 in textbook. Pupils look
Main: 4.2 Communicate basic information intelligibly for a at the houses and elicit some differences between the
range of purposes in print and digital media. picture and their own homes.

Complementary: 4.3 Communicate with appropriate Lesson delivery:

language form and style for a range of purposes in print 1. Pupils are shown the different types of houses around
and digital media. the world.
2. Pupils are introduced to the term ‘environmentally
Learning Standard friendly home’. Pictures and videos can be shown.
Main: 4.2.4 Describe people and objects using suitable 3. Using there is/ there are, sentences based on houses are
words and phrases. given as examples to pupils.
4. In their groups, pupils discuss and design their
Complementary: 4.3.3 Plan, draft and write an increased environmentally friendly house.
range of simple sentences. 5. Pupils complete the exercise in page 30 in Year 3
Supplementary Worksheets Module. Pupils are guided to
write a short paragraph (L).

Post-lesson: Pupils in groups take turns to explain about

OBJECTIVES
Main: At the end of the lesson, pupils will be able to write
at least 6 sentences based on the substitution table
correctly.
Complementary: At the end of the lesson, pupils will be
able to read and fill in blanks in at least 2 paragraphs
correctly.
IMPACT/REFLECTION
the house that they have designed.
MATERIALS
Textbook page 48
Page 30 in Year 3 Supplementary Worksheets Module
Teacher’s Book (page 78) *for reference
CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Making association
CLASSROOM BASED ASSESSMENT (PBD)
Page 30 in Year 3 Supplementary Worksheets Module