Class: Year 3 Cekal Theme: World of knowledge Topic: Pets World Content Standards: 1.1, 1.2, 1.

3 Learning Standards: 1.1.4 Able to talk about a stimulus with guidance. 1.2.1 Able to participate in daily conversations: (e) talk about oneself 1.1.3 Able to listen to, say aloud and recite rhymes, tongue twisters and sing songs paying attention to pronunciation, rhythm and intonation. 1.3.1 Able to listen to and demonstrate understanding of oral texts by: (a) asking simple Wh-Questions. (b) answering simple Wh-Questions. Objectives: By the end of the lesson, pupils will be able to: a. talk about a picture with guidance. b. talk about pets with guidance. c. listen to and recite rhymes with correct pronunciation, rhythm and intonation. d. ask simple WH-questions correctly. e. answer simple Wh-Questions correctly. Cross-curricular elements / Educational emphases: Values and citizenship, multiple intelligences. Teaching aids: LCD, desktop, PowerPoint, a picture and a poem. Steps: Set Induction 1. Show PowerPoint slides about pets. 2. Q&A about the PowerPoint slides : e.g.: a. What are the animals in the slides? b. Which animals would you like to keep as a pet ? Why? c. Which animals would you not like to keep as a pet ? Why? 3. Name other animals that you can or cannot keep as pets. Why?

Pre-Speaking 1. Show a picture (TB, page 41) 2. Q&A about the picture. e.g.: a. What are the animals in the picture? b. Which animals would you like to keep as a pet? Why? c. Which animals would you not like to keep as a pet? Why? 3. Name the animals in the picture that you cannot keep as pets. Why?

Speaking 1. Teacher recites a poem and pupils listen. 2. In pairs, pupils work with his/her friend answering the following questions: a. Who wrote this poem? b. c. 3. 4. What do you think cuddles up with me means? What does Putih like to do?

Pupils tell about their pets. How do you treat your pet? Some people are cruel to animals. What do you think ?

Post-Speaking 1. Pupils ask their friends. Do you have a pet? Would you like to have a pet? Reflection

Class: Year 3 Cekal Theme: World of knowledge Topic: Pets World Content Standards: 2.2 Learning Standards: 2.2.3 Able to read and understand simple and compound sentences. 2.2.4 Able to read and understand a paragraph with simple and compound sentences. Objectives: By the end of the lesson, pupils will be able to: a. read simple and compound sentences with correct pronunciation. b. read a paragraph with simple and compound sentences with correct pronunciation. c. identify and follow all the procedures to look after the classroom pet. Cross-curricular elements / Educational emphases: Values and citizenship, multiple intelligences. Teaching aids: worksheets 1a 1h, different colored paper, PowerPoint slides about pets, scissors and classroom pet.

Steps: Set Induction 1. Q&A about classroom pet: e.g.: Do you have a pet ? How do you look after your pet ? Why do we need to look after our pets ? Pre-reading 1. Animals need certain things to survive food, water, air and a home. 2. 3. Animals find what they need in their habitat, which may be the forest, a desert, a wetland or a field. Show PowerPoint slides about pets. Get the children to talk about food that the pets need to grow.

Reading 4. Copy the animal cards (worksheets 1a 1h, eight animals) on different colored paper for each animal. Each student will work with one animal page. Some students will get the same animals. Cut out the five cards apart and hide the smaller cards around the room. Have the students sit in a circle and give each one the main animal card. Discuss: Animals need certain things to survive food, water, air and a home. Animals find what they need in their habitat, which may be the forest, a desert, a wetland or a field. 5. Have the students look at their cards and see what their animal needs to survive. Explain that they will go searching for those four things around the room and each animal needs to find four cards. (They are looking for the same colour cards as their animal card.) Have the students return to the circle with their four cards. Ask them to share what food or home they need to survive. Discuss and write the sentences on the whiteboard : All animals need water and air to breathe. All animals need food but they have different kinds of foods they eat. Some animals eat plants, some eat other animals, and some eat both plants and animals. All animals need homes, but they live in different kinds of places. Post- reading 6. Make a pet care chart for your class. Assign children to care for the animal. Demonstrate all the care procedures for the children so they can learn to take responsibility. Remember to leave extra food for the weekend or have someone take the animal home. The pet box can be used to hold the animal while cleaning. 7. Pupils read a text of Aunt Lees Pets (AB, page 39) silently. Pupils answer the Wh -Questions. Reflection:

Class: Year 3 Cekal Theme: World of knowledge Topic: Pets World Content Standards: 2.2 Learning Standards: 2.2.4 Able to read and understand a paragraph with simple and compound sentences. 2.2.5 Able to apply dictionary skills to locate words: a. entry points. b. exit points. 2.3.1 Able to read for information and enjoyment with guidance: a. non-fiction Objectives: By the end of the lesson, pupils will be able to: a. read a paragraph with simple and compound sentences with correct pronunciation. b. apply dictionary skills to locate words. c. read non-fiction for information with correct pronunciation. a. complete the life cycle of a frog using the diagram. Cross-curricular elements / Educational emphases: Information and Communication Technology skills Teaching aids: a picture of a frog, a diagram of life cycle of a frog, a fact of a frog, dictionary, worksheet of diagrams of the life cycle of a frog, LCD, desktop, PowerPoint slides and Internet. Steps: Set Induction 1. 2. Show a picture of a frog. Q&A about a frog : e.g.: Do you have frog as your pet ? If you dont, would you like to have frog as your pet ? If you do, how do you look after your frog ? Pre-reading 1. Frog needs certain things to survive food, water, air and a home. 2. Frog finds what they need in their habitat, which may be a wetland or in a pond. 3. Show a diagram of life cycle of a frog. Get the children to talk about the life cycle of a frog. 4. Teacher shows word cards of difficult words of the text. Get children to say the words and teacher checks the pronunciation. Reading 5. Children read the text of a frog silently. 6. A few good children read the text to the class. 7. In pairs, children answer the Wh-Questions. 8. In pairs, children find the meaning of these words: hitch, hatch, sticky using dictionary. Post- reading 9. Children sit in groups. 10. Distribute the diagrams to each group. Guide the children to complete the life cycle of the frog using the diagram. 11. Encourage the children to use a dictionary to find the meaning of words. 12. Discuss and write the sentences in the EB. 13. Get the children to go online and download information about other pets. They present it in the classroom. Reflection

Class: Year 3 Cekal Theme: World of knowledge Topic: Pets World Content Standards: 3.2 Learning Standards: 3.2.2 Able to write with guidance: (a) simple sentences (b) compound sentences Objectives: By the end of the lesson, pupils will be able to: a. write simple sentences with guidance b. write compound sentences with guidance Cross-curricular elements / Educational emphases: Values and citizenship, multiple intelligences. Teaching aids: LCD, desktop and PowerPoint slides, a worksheet and activity books. Steps: Set Induction 1. Show PowerPoint slides about pets. 2. Q&A about pets: e.g.: Do you have a pet ? If you do, how do you look after your pet ? If you dont, would you like to have a pet ? Which animals would you like to keep as a pet ? Why? Which animals would you not like to keep as a pet ? Why? 3. Name other animals that you can or cannot keep as pets. Why? Pre-writing 1. Get the children to talk or describe the pet they have with guidance. Alternatively what pet they would like to have. The children get pictures of the animals and describe them with guidance. Writing 2. Children write the pet they have or what pet they would like to have with guidance. Teacher walks around the class to monitor the childrens progress. Post- writing 3. Get the children to present it in the classroom. Reflection

Class: Year 3 Cekal Focus : Language Arts Theme: World of knowledge Topic: Pets World Content Standards: 4.1,4.3 Learning Standards: 4.1.1 Able to enjoy action songs, jazz chants and poems through nonverbal response. 4.1.2 Able to sing action songs, recite jazz chants and poems with correct pronunciation, rhythm and intonation. 4.3.1 Able to produce simple creative works with guidance based on : (c) action songs 4.3.2 Able to perform with guidance based on : (c) action songs Objectives: By the end of the lesson, pupils will be able to: a. b. c. d. enjoy action songs through actions with guidance. sing action song with correct pronunciation, rhythm and intonation with guidance. produce simple action song with guidance. perform action songs with guidance.

Cross-curricular elements / Educational emphases: musical, kinaesthetics, multiple intelligence. Teaching aids: LCD, desktop, PowerPoint and Five Little song. Steps: 1. 2. Teacher sing Five Little song to familiarize the pupils with it. Teacher says one verse of Five Little song at one time and asks pupils to repeat after the teacher. 3. 4. 5. 6. 7. 8. Teacher says the verse again with actions. Pupils repeat the action song several times with actions. In groups, pupils replace the words in bold with suitable words. Get the pupils to make the masks and role-play. In groups, pupils practice the song with suitable action. In groups, pupils perform the song created with suitable actions.

Reflection

Class: Year 3 Cekal Focus : Grammar Theme: World of knowledge Topic: Pets World Content Standards: 5.1 Learning Standards: 5.1.3 Able to use verbs correctly and appropriately: (a) regular verbs Objectives: By the end of the lesson, pupils will be able to: a. use regular verbs correctly. Cross-curricular elements / Educational emphases: multiple intelligences. Teaching aids: LCD, desktop, PowerPoint, a video. Steps: Set Induction 1. Show a video on regular verbs. 2. 3. Show PowerPoint slides on regular verbs. Q&A about the PowerPoint slides : e.g.: a. What does she/he do?

Activities 1. Conduct Memory Game of regular verbs. 2. Place some cards with different regular verbs on the board and put in the front of the card a number. The children then select the cards. If they make a match, they win a point. Then to review, the winning team has to make mimics with the verbs that made them the winners. Children underline the verbs in the TB, page 47. Children fill in the blanks with the verbs in the TB, page 47. Children list the regular verbs in the unit. ( what they have learned so far)

3.

4. 5. 6.

Closure 1. Teacher discusses childrens answer. 2. Teacher picks children at random and asks them to read their answer aloud.

Reflection: