MissAsh

Daily English Language Lesson Plan

DAY (Lesson 91) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Listening
THEME World of self, family and friends DATE
TOPIC Module 6: Food, please! TIME

PEDAGOGY
SKILLS (STRATEGY/ACTIVITY)
Pre-lesson: Pupils play the Sit down, Stand up game
Content Standard based
Main: 1.2 Understand meaning in a variety of familiar on the food and countries from the previous lesson.
contexts. Lesson delivery:
1. Pupils refer to textbook page 69. Using question Are
Complementary: 1.2 Understand meaning in a variety of there any……?, pupils are asked about the food they can
familiar contexts. see in the page.
2. Explain to pupils that they are going to listen to Track
92
Learning Standard where people talk about the food they’re eating.
Main: 1.2.2 Understand with support specific information 3. Pupils listen and say out the correct answers.
and details of short simple texts 4. The track is played again and pupils check their
answers.
Complementary: 1.2.5 Understand a wide range of short 5. Pupils are explained about today’s learning diaries.
supported questions.
Post-lesson: Pupil start writing their learning diaries.

OBJECTIV MATERIA
ES LS
Main: At the end of the lesson, pupils will be able to listen Textbook page 59
and say out at least 2 correct answers. Track 92
Teacher’s Book (page 93) *for reference
Complementary: At the end of the lesson, pupils will be
able listen and reflect on their learning diaries. CCE (CURRICULUM / HOTS / VALUES)
Language
Multiple intelligences
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Listen and say out
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 92) YEAR 3 NUM. OF PUPILS: /14

SUBJECT English MODULE Speaking
THEME World of self, family and friends DATE 03/10/2019
TOPIC Module 6: Food, please! TIME 08:40-09:40

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils get a little intro about fast food and
Main: 2.1 Communicate simple information intelligibly. pupils are asked about when they eat them.
Lesson delivery:
Complementary: 1.2 Understand meaning in a variety of 1. Pupils are explained about the questioning activity.
familiar contexts. Pupils must write their answers. (Yes, I do , No, I don’t)
2. Questions are asked. A) Do you like to eat cereals for
Learning Standard breakfast? B) Do you like cheeseburger? C) Do you like
yoghurt? D) Do you have soup for dinner? E) Do you have
Main: 2.1.2 Find out about and describe basic everyday fries for lunch.
routines. 2. Pupils refer to textbook page 59 Activity 4.
3. Pupils complete page 41 in Year 3 Supplementary
Complementary: 1.2.5 Understand a wide range of short Worksheets Module.
supported questions. 4. Pupils practise the sentence structures by listening to
track 93.
5. Pupils walk around the class to ask.
Post-lesson: Pupils play the memory shopping list. A few
cards are shown on the board. After they’re taken down,
pupils try to list out as many foods they can remember.
OBJECTIV MATERIA
ES LS
Main: At the end of the lesson, pupils will be able to find Textbook page 59
about the food from at least 10 friends correctly. Track 93
Page 41 Year 3 Supplementary Worksheets Module
Complementary: At the end of the lesson, pupils will be Teacher’s Book (page 93 & 96) *for reference
able to listen and write at least 3 of their answers
correctly. CCE (CURRICULUM / HOTS / VALUES)
Language
Communication
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Asking friend about food
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 93) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Reading
THEME World of knowledge DATE 4/10/2019
TOPIC Module 6: Food, please! TIME 7:20-8:20 a.m.

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Pre-lesson: Pupils are asked about their favourite
Content Standard Malaysian
Main: 3.2 Understand a variety of linear and non-linear food and they share their answers.
print and digital texts by using appropriate reading Lesson delivery:
strategies
. 1. Pupils refer to textbook page 61. Pupils read the texts
guided by track 97.
Complementary: 4.2 Communicate basic information 2. A few questions are asked to check their understanding
intelligibly for a range of purposes in print and digital of the texts.
media. 3. Pupils refer to page 40 in the Year 3 Supplementary
Worksheets Module.
Learning Standard 4. Pupils read the text on their own and ask if they don’t
Main: 3.2.1 Understand the main idea of short simple
texts. understand any words.
5. Pupils answer the comprehension questions.
Complementary: 4.2.5 Connect sentences using basic
coordinating conjunctions. Post-lesson: Pupils discuss the answers with the teacher.
MATERIA
OBJECTIVES LS
Main: At the end of the lesson, pupils will be able to read Textbook page 61
and answer at least 4 questions correctly. Track 97
Page 40 Year 3 Supplementary Worksheets Module
Complementary: At the end of the lesson, pupils will be Teacher’s Book (page 96) *for reference
able to write the punctuations correctly. CCE (CURRICULUM / HOTS / VALUES)
Collaborative learning / Language
Making association
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Page 40 comprehension questions.
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 94) YEAR 3 NUM. OF PUPILS:

SUBJECT English MODULE Writing
THEME World of Self, family and friends DATE 7/10/2019
TOPIC Module 6: Food, please! TIME 10:00-11:00 a.m.

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils are asked if they got to restaurants /eat
out sometimes. Pupils a re asked about their favourite
Main: 4.3 Communicate with appropriate language form food
and style for a range of purposes in print and digital and restaurants.
media. Lesson delivery:
1. Pupils refer to textbook page 60 and are introduced to
Complementary: 2.3 Communicate appropriately to a water, lemonade, watermelon and dessert.
small range or large group. 2. Track 94 is played while pupils repeat the words.
3. Pupils refer to the grammar box on top of the textbook.
Learning Standard 4. Pupils practise the sentence structures.
Main: 4.3.3 Plan, draft and write an increased range of 5. Pupils are explained about dialogues and scripts.
simple sentences. Sample is shown too.
6. Pupils are guided to make create their scripts with at
least
Complementary: 2.3.1 Narrate very short basic stories
and 1 sentence for each group member (M). Pupils are guided
to fill in the blanks of a sample script (L). (Scripts is about
events. a
situation in a restaurant – waiter, cashier, a family with 4
members as customers)
Post lesson: Pupils discuss their scripts with teacher.
OBJECTIV MATERIA
ES LS
Main: At the end of the lesson, pupils will be able to plan, Textbook page 60
draft and write at least sentences correctly. Track 94
Teacher’s Book (page 94) *for reference
Complementary: At the end of the lesson, pupils will be
CCE (CURRICULUM / HOTS / VALUES)
able to discuss their dialogues.
Language
Creativity
IMPACT/REFLECTION

CLASSROOM BASED ASSESSMENT (PBD)

Writing scripts with dialogues
MissAsh
Daily English Language Lesson Plan

DAY (Lesson 95) YEAR 3 NUM. OF PUPILS: /14

SUBJECT English MODULE Language Arts
THEME World of self, family and friends DATE 8/10/2019
TOPIC Module 6: Food, please! TIME 07:10-08:10 a.m.

SKILLS PEDAGOGY (STRATEGY/ACTIVITY)

Content Standard Pre-lesson: Pupils asked if they have joined any
Main: 5.3 Express an imaginative response to literary
texts. competitions
Lesson delivery:
1. Pupils have a discussion about cooking. (Can you cook?
Complementary: 3.3 Read independently for information Do you like cooking?)
and enjoyment. 2. Pupils refer to textbook page 62 and 63. Pupils read the
story while track 98 is
played.
Learning Standard 3. Groups are chosen to roleplay the story.
4. Pupils get ready to perform their scripts from the
Main: 5.3.1 Respond imaginatively and intelligibly through previous
creating simple actions songs on familiar topics. lesson.
5. Pupils perform their scripts in front of the class.
Complementary: 3.3.1 Read and enjoy AI fiction/non- Post-lesson: Pupils write the 2 wishes and 1 star for each
fiction print and digital texts of interest. group.
MATERIA
OBJECTIVES LS
Main: At the end of the lesson, pupils will be able to Textbook page 62 and 63
perform their dialogues with the correct pronunciation, Track 98
Teacher’s Book (page 98) *for reference
Complementary: At the end of the lesson, pupils will be
CCE (CURRICULUM / HOTS / VALUES)
able to enjoy their reading by performing suitably.
Language
Multiple intelligences
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Performing the script
MissAsh

Daily English Language Lesson Plan

DAY (Lesson 96) YEAR 3 NUM. OF PUPILS: /14

SUBJECT English MODULE Reading (Language Awareness)
THEME World of self, family and friends DATE 9/10/2019
TOPIC Module 6: Food, please! TIME 10:00-11:00 a.m.

PEDAGOGY
SKILLS (STRATEGY/ACTIVITY)
Pre-lesson: Pupils do a little recap on (some, any),
Content Standard (there’s,
Main: 3.2 Understand a variety of linear and non-linear there are), (is, are), (, & and).
print and digital texts by using appropriate reading Lesson delivery:
strategies. 1. Pupils are given a trip of sentence. Pupils go around to
find the answer to the question.
Complementary: 2.1 Communicate simple information 2. Pupils refer to page 42 in Year 3 Supplementary
intelligibly. Worksheets Module. Pupils discuss with their group
members to complete the worksheets
Learning Standard 3. Pupils discuss their answers with teacher.
Main: 3.2.2 Understand specific information and details of 4. Pupils refer to page 43 in Year 3 Supplementary
short simple texts. Worksheets Module. Pupils complete the first part of the
page.
Complementary: 2.1.1 Ask about and express basic 5. Pupils complete the self-assessment for module 6.
opinions.
Post-lesson: Pupils’ answers are checked.

OBJECTIV MATERIA
ES LS
Main: At the end of the lesson, pupils will be able to read Question and answers sentence strips
and fill in the blanks with at least 6 correct answers. Page 42 and 43 Year 3 Supplementary Worksheets Module

Complementary: At the end of the lesson, pupils will be

able to find out their matching answers or questions CCE (CURRICULUM / HOTS / VALUES)
correctly. Language
Multiple intelligences
IMPACT/REFLECTION
CLASSROOM BASED ASSESSMENT (PBD)
Filling in the blanks in page 42