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DAILY LESSON PLAN YEAR 3

WEEK DAY DATE CLASS TIME SUBJECT

8.20 am – 9.20 am

18 Monday 3 English Language Year 3


60 minutes

FOCUS THEME

Listening World of Knowledge

TOPIC UNIT 6 - Food, please!

MAIN SKILL COMPLEMENTARY SKILL


CONTENT STANDARD
1.3 Use appropriate listening strategies in a variety
3.2 Understand
of contextsa variety of linear and non-linear print and digital texts

MAIN SKILL COMPLEMENTARY SKILL


LEARNING STANDARDS
1.3.1 Guess the meaning of unfamiliar words by
3.2.2
using
Understand
visual clues
specific
wheninformation
a teacher orand
classmate
details of
is speaking
short simple texts
By the end of the lesson, pupils should be able to:-
OBJECTIVE
- Listen and talk about food .
Pupils able to listen and talk about food at least in 5 words independently and in 5 simple sentences with little
SUCCESS CRITERIA
guidance.

21ST CENTURY SKILLS Communication


Pre-lesson
1.Stick the flashcards of yoghurt , jam , noodles , soup , cheeseburger and crepe on the board. Point to each one,
say the word and encourage students to repeat after teacher .
2.Teacher could also bring in real food to introduce the new vocabulary.

Lesson delivery

2.Point out the food in the vocabulary section at the top of the page .
3.Play the CD a few times and have students point to the food and repeat . ( Track 90 )
ACTIVITIES 4.Say the food again in random order and have students repeat and point .
5.Have students look at the presentation and ask them if they recognise any of the food the children are eating.
6.Read the title to students and explain what it means . Then ask students if they know of any street food
available on the streets in their country.
7.Ask students to follow along as teacher play the CD . ( Track 91 )
8.Play the CD again and encourage students to shadow read.
9.Play the CD once more , pausing after each phrase for students to repeat.

Post-lesson
12. To check comprehension , ask students questions as follow.
Food : Onions , lettuce , chocolate , biscuits , sugar , flour , omelette , peas , pancake , pineapple , peppers ,
VOCABULARY
coconut, yoghurt , jam , noodles , soup , cheeseburger , crepe .
There’s some ( milk ).
There are some ( eggs ) .
Is there any ( cheese ) ?
LANGUAGE / GRAMMAR Yes , there is . / No , there isn’t.
FOCUS Are there any ( peppers ) ?
Yes , there are . / No , there aren’t .
Souvlaki = comes from Greece
Noodles = comes from China
ADDED
VALUE thankful HOT/ ITHINK Bubble Map
CCE/CE
CCE Language THINKING PROCESS Classifying
 Student’s book p58 Activity 1
 Teacher’s book p92
TEACHING AIDS  Flashcards of food
 Blu tack
 Magazine cut-outs

LEVEL OF LEARNING BAND 2 (Understanding) ASSESSMENT Quiz

Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :

Meeting Sick Leave ( MC )


Course Other :
CRK

HOMEWORK No Page
DAILY LESSON PLAN YEAR 3
WEEK DAY DATE CLASS TIME SUBJECT

18 Tuesday 3 English Language Year 3


60 minutes

FOCUS THEME

Speaking World of Self, Family and Friends

TOPIC UNIT 6 - Food, please!

MAIN SKILL COMPLEMENTARY SKILL


CONTENT STANDARD
2.1 Communicate simple information intelligibly
3.2 Understand a variety of linear and non-linear print and digital texts

MAIN SKILL COMPLEMENTARY SKILL


LEARNING STANDARDS
2.1.4 Ask about , make and respond to simple3.2.2
predictions
Understand specific information and details of short simple texts
By the end of the lesson, pupils should be able to:-
OBJECTIVE
- Talk about food
- Talk about where food comes from
Pupils able to talk about food and where food come from at least in 5 words correctly and 5 simple sentences with
SUCCESS CRITERIA
guidance .

21ST CENTURY SKILLS Communication


Pre-lesson
1.Stick the flashcards of yoghurt , jam , noodles , soup , cheeseburger and crepe on the board. Point to each one,
say the word and encourage students to repeat after teacher .
2.Teacher could also bring in real food to introduce the new vocabulary.

Lesson delivery ( Track 93 )


2. Direct students’ attention to the picture and ask them to guess what they are doing .
ACTIVITIES
3. Explain to students that they will have to walk around the classroom asking their classmates questions like the
one example , so that they can complete their table. Invite students to say the questions they need to ask to
complete the rest of the boxes .
4.When all students have filled in their tables , have some of them present their answers to the class.

Post-lesson
8.Students do the activity in their workbook page 46 activity 1.
Food : Onions , lettuce , chocolate , biscuits , sugar , flour , omelette , peas , pancake , pineapple , peppers ,
VOCABULARY
coconut, yoghurt , jam , noodles , soup , cheeseburger , crepe .
Is there any ( cheese ) ?
Yes , there is . / No , there isn’t.
LANGUAGE / GRAMMAR Are there any ( peppers ) ?
FOCUS Yes , there are . / No , there aren’t .
Souvlaki = comes from Greece
Noodles = comes from China
ADDED
VALUE responsible HOT/ ITHINK Bubble Map
CCE/CE
CCE Language THINKING PROCESS Classifying
 Student’s book p 59 Activity 4
 Teacher’s book p 93
TEACHING AIDS  Workbook page 46 activity 1
 Flashcards of food
 Blu tack

LEVEL OF LEARNING BAND 1 (Knowledge) ASSESSMENT Written exercise

Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson

REFLECTION Lesson is postponed due to :

Meeting Sick Leave ( MC )


Course Other :
CRK

HOMEWORK No Page
DAILY LESSON PLAN YEAR 3

WEEK DAY DATE CLASS TIME SUBJECT

18 Wednesday 3 English Language Year 3


60 minutes

FOCUS THEME

Reading World of Knowledge

TOPIC UNIT 6 - Food, please!

MAIN SKILL COMPLEMENTARY SKILL


CONTENT STANDARD
3.2 Understand a variety of linear and non-linear
4.2 Communicate
print and digital
basic
texts
information
by using appropriate
intelligibly for
reading
a range
strategies
of purposes

MAIN SKILL COMPLEMENTARY SKILL


LEARNING STANDARDS
3.2.2 Understand specific information and details
4.2.4ofDescribe
short simple
people
texts
and objects using suitable words and phrases
By the end of the lesson, pupils should be able to:-
OBJECTIVE
- Read and talk about food
- Read and talk about where food comes from
Pupils able to read and talk about food and where food comes from at least in 5 words independently and 5 simple
SUCCESS CRITERIA
sentences with little guidance .

21ST CENTURY SKILLS Communication


Pre-lesson
1.Stick the flashcards of yoghurt , jam , noodles , soup , cheeseburger and crepe on the board. Point to
each one, say the word and encourage students to repeat after teacher .
2.Teacher could also bring in real food to introduce the new vocabulary.

Lesson delivery
3. Hold up a magazine cut-out of students’ national food in one hand and that country’s flag in the other and say ,
example : ceviche comes from Peru .
4.Repeat the sentence again and encourage students to repeat . Write the sentence on the board.
5.Ask students to guess what comes from means . Elicit that we use it to talk about the country of origin of a
person or thing .
ACTIVITIES 6. Repeat this with the rest of the magazine cut-outs.
7.Alternatively , teacher may want to do this with the flashcards of hot dog , crepe , and noodles and the
corresponding flag of the country of origin .( refer to the materials section )
8. Direct students’ attention to the grammar box at the top of page 59. Read the sentences and have students
repeat after teacher .
9. Encourage students to think of any other food they know and its country of origin and say sentences about
them .
10.Direct students’ attention to the food , point to each one and encourage students to name them.
11.Explain to students that will have to read activity 1 again in order to write the food’s country of origin .

Post-lesson
7.Students do the activity in workbook page 46 activity 2.
Food : Onions , lettuce , chocolate , biscuits , sugar , flour , omelette , peas , pancake , pineapple , peppers ,
VOCABULARY
coconut, yoghurt , jam , noodles , soup , cheeseburger , crepe .
Is there any ( cheese ) ?
Yes , there is . / No , there isn’t.
LANGUAGE / GRAMMAR Are there any ( peppers ) ?
FOCUS Yes , there are . / No , there aren’t .
Souvlaki = comes from Greece
Noodles = comes from China
ADDED
VALUE thankful HOT/ ITHINK Circle Map
CCE/CE
CCE Language THINKING PROCESS Describing
 Student’s Book p.59 Activity 2
 Teacher’s Book p93
 Workbook p. 46 activity 2
TEACHING AIDS
 Food flashcards
 Blu tack

LEVEL OF LEARNING BAND 1 (Knowledge) ASSESSMENT Presentation

Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson

REFLECTION Lesson is postponed due to :

Meeting Sick Leave ( MC )


Course Other :
CRK
DAILY LESSON PLAN YEAR 3
HOMEWORK No Page

WEEK DAY DATE CLASS TIME SUBJECT

18 Thursday 3 English Language Year 3


60 minutes

FOCUS THEME

Writing World of Self, Family and Friends

TOPIC UNIT 6 - Food, please!

MAIN SKILL COMPLEMENTARY SKILL


CONTENT STANDARD
4.3 Communicate with appropriate language form
3.2 Understand
and style for
a variety
a rangeofoflinear
purposes
and non-linear
in print and
print
digital
andmedia
digital texts

MAIN SKILL COMPLEMENTARY SKILL


LEARNING STANDARDS
4.3.3 Plan , draft and write an increased range3.2.2
of simple
Understand
sentences
specific information and details of short simple texts

By the end of the lesson, pupils should be able to:


OBJECTIVE
- Learn how to use commas and to write a list in a sentence.
Pupils able to learn how to use commas and to write a list in a sentence at least in 5 words correctly and 5
SUCCESS CRITERIA
sentences with little guidance .

21ST CENTURY SKILLS Critical Thinking


Pre-lesson
1.Tell students about teacher favourite food .
2.Ask different students about what their favourite foods are.

Lesson delivery
3. Direct students’ attention to the box with the writing tip . Read the writing tip out loud and explain it to students
. Then read the examples.
ACTIVITIES
4.Write the sentences on the board and have students copy them and write in the commas and and where
necessary.
5.Have students compare answers in pairs, then check as a class .
6.Have students to copy the text in SB page 61 in their exercise book with correct punctuation .

Post-lesson
6.Students play game Whispers.
Food : omelette , peas , pancake , pineapple , peppers , coconut , lettuce , chocolate , sugar , biscuits , yoghurt ,
VOCABULARY
jam , noodles , soup , cheeseburger , crepe , water , lemonade , watermelon , dessert .
Is there any ( cheese ) ?
LANGUAGE / GRAMMAR Yes , there is . / No , there isn’t.
FOCUS Are there any ( peppers ) ?
Yes , there are . / No , there aren’t .
ADDED
VALUE respect HOT/ ITHINK Circle Map
CCE/CE
CCE Language THINKING PROCESS Describing
 Teacher’s Book p. 97
 Student’s book p 61
 Blu tack
TEACHING AIDS  Food flashcards
 Plain paper
 A stopwatch
 Photocopies of page 129 from the SB

LEVEL OF LEARNING BAND 3 (Application) ASSESSMENT Quiz

Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson

REFLECTION Lesson is postponed due to :

Meeting Sick Leave ( MC )


Course Other :
CRK

HOMEWORK No Page
DAILY LESSON PLAN YEAR 3

WEEK DAY DATE CLASS TIME SUBJECT

8.20 am – 9.20 am

18 Friday 3 English Language Year 3


60 minutes

FOCUS THEME

Language Arts World of Stories

TOPIC UNIT 6 - Food, please!

MAIN SKILL COMPLEMENTARY SKILL


CONTENT STANDARD
5.2 Express personal responses to literary texts
3.3 Read independently for information and enjoyment

MAIN SKILL COMPLEMENTARY SKILL


LEARNING STANDARDS
5.2.1 Ask and answer simple questions about 3.3.1
characters
Read and
, actions
enjoyand
A1 events
fiction of
/ non
interest
fiction
in print
a textand digital texts of in
By the end of the lesson, pupils should be able to:-
OBJECTIVE - Identify food and drinks
- Learn how to order at a restaurant
- Role-play a restaurant scene
Pupils able to identify food and drinks , learn how to order at a restaurant and role-paly a restaurant scene at least
SUCCESS CRITERIA
in 5 words correctly and 5 sentences with guidance.

21ST CENTURY SKILLS Creativity

Pre-lesson
1.Stick the flashcards of water ,lemonade , watermelon and dessert on the board . Point to each one , say
the word and encourage students to repeat after teacher.
2.Teacher can bring real food to introduce new vocabulary .
3.Explain that a dessert i usually sweet food or fruit eaten at the end of a meal .
Lesson delivery
4.Have students open their books to page 60 . Direct students’ attention to the vocabulary section and point out
the food and drinks.
5.Play the CD a few times and have students point to the pictures and repeat. ( Track 94 )
6.Say the food and drinks again in random order and have students repeat and point.
ACTIVITIES 7.Direct students’ attention to the grammar box at the top of page and point out the questions and answers.
8.Explain to students that we use these phrases to take an order and to respond .
9.Ask students to look at the pictures and ask them what they think is happening.
10.Ask students to follow along in their books as teacher play the CD . ( Track 95 )
11.Play the CD again and pause after each phrase for students to repeat.
12.Explain to students that they are going to take turns being the customers and the waiter , and role-play a
restaurant scene.
13.Tell students pretending to be the waiter to use their notebooks or a piece of paper and a pencil while taking
down the order from customers and tell the students pretending to be the customers to choose items from page
129.
Post-lesson
14.Continue play the game until all the students have had chances to role-play.
Food : omelette , peas , pancake , pineapple , peppers , coconut , lettuce , chocolate , sugar , biscuits , yoghurt ,
VOCABULARY
jam , noodles , soup , cheeseburger , crepe , water , lemonade , watermelon , dessert .
Is there any ( cheese ) ?
Yes , there is . / No , there isn’t.
Are there any ( peppers ) ?
Yes , there are . / No , there aren’t .
LANGUAGE / GRAMMAR
What would you like ?
FOCUS I’d like some ( water ) please ?
Can I have some ( lemonade ) please ?
Would you like some ( dessert ) ?
Yes , please . / No , thanks .
ADDED
VALUE respect HOT/ ITHINK Circle Map
CCE/CE
CCE Language THINKING PROCESS Describing
 Teacher’s Book p. 94 &95
 Student’s book p.60
 Food flashcards
TEACHING AIDS  Blu tack
 Photocopies of page 129 from Student’s book
 Glue
 Scissors

LEVEL OF LEARNING BAND 4 (Analysis) ASSESSMENT Presentation


DAILY LESSON PLAN YEAR 3
Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
REFLECTION Lesson is postponed due to :

Meeting Sick Leave ( MC )


Course Other :
CRK

HOMEWORK No Page

WEEK DAY DATE CLASS TIME SUBJECT

7.30 am – 8.30 am

18 Thursday 3 Zamrud English Language Year 3


60 minutes

FOCUS THEME

Language Awareness World of Self, Family and Friends

TOPIC UNIT 6 - Food, please! ( Revision )

MAIN SKILL COMPLEMENTARY SKILL

CONTENT STANDARD
1.2 Understand meaning in a variety of familiar
2.1contexts
Communicate simple information intelligibly

3.2 Understand a variety of linear and non-linear


4.2 Communicate
print and digital
basic
texts
information
by using appropriate
intelligibly for
reading
a range
strategies
of purposes

MAIN SKILL COMPLEMENTARY SKILL

LEARNING STANDARDS 1.2.2 Understand with support specific information


2.1.5 Describe
and details
people
of short
andsimple
objectstexts
using suitable words and phrases

3.2.2 Understand specific information and details


4.2.4ofDescribe
short simple
people
texts
and objects using suitable words and phrases

By the end of the lesson, pupils should be able to:-


OBJECTIVE
Revise and consolidate vocabulary and structures learnt in previous lessons .
Pupils able to revise and use the vocabulary and sentence structures learn at least in 5 words in a sentence
SUCCESS CRITERIA
independently and 5 simple sentences in a paragraph with little guidance .

21ST CENTURY SKILLS Critical Thinking

Pre-lesson
1.Remind students of the food categories .
2.Stick the flashcards of the vocabulary of the module on the board.
3.Draw a table and encourage students to complete the table.
Lesson delivery
Activity 1 ( Track 99 )
4. Direct students’ attention to the foods and ask them to name them.
5. Read the questions above each picture. Explain to students that they are going to listen to two dialogues and
they have to tick the ingredients each person wants in their food.
6.Play the CD and ask students to tick the box under the correct picture.
7.Play the CD once more if neccessary.
8.Have students compare their answers in pairs , then tick as a class.

ACTIVITIES Activity 2
9. Explain to students that they will have to read the questions and match them to the correct answers.
10.Have students compare their answers in pairs , then check as a class.

Activity 3
11.Direct students attention to the picture. Read the dialogues and have students repeat chorally.
12.Divide students into pairs.
13.Explain that student A will draw four different foods or drinks in the fridge on the left in his/her book and
student B will have to draw four foods or drinks in the fridge on the right in his / her book . This has to be done
without revealing their fridges to one another.
14.Then Student A and Student B will take turns asking each other what foods or drinks they’ve drawn in their
fridges so that they may drew these foods or drinks in the empty fridge in their books.
15.After students have done this , they may compare how close they came to reproducing their partner’s fridge.
16.Have a couple of pairs do the activity in front of the class.

Post-lesson
12. Students do the activity in their workbook page 50 & 51 .

REVIEW :
Food : omelette , peas , pancake , pineapple , peppers , coconut , lettuce , chocolate , sugar , biscuits , yoghurt ,
VOCABULARY
jam,
noodles , soup , cheeseburger , crepe , water , lemonade , watermelon , dessert .

LANGUAGE / GRAMMAR REVIEW :


FOCUS - Is there any ( cheese ) ?
Yes , there is . / No , there isn’t.
- Are there any ( peppers ) ?
Yes , there are . / No , there aren’t .
DAILY LESSON PLAN YEAR 3
- What would you like ?
- I’d like some ( water ) please ?
- Can I have some ( lemonade ) please ?
- Would you like some ( dessert ) ?
- Yes , please . / No , thanks .
ADDED
VALUE respect HOT/ ITHINK Circle Map
CCE/CE
CCE Language THINKING PROCESS Whole-part
Blu tack
Blown-up colour photocopies of Story time The cooking competition
Props
Foods and drinks flashcards
TEACHING AIDS
Photocopies of the flashcards
Student’s book page 64
Workbook p. 50 & 51
Teacher’s book p. 100 & 101

LEVEL OF LEARNING Choose an item. ASSESSMENT Choose an item.


Attendance :
/ pupils able to achieve LO and given enrichment exercise (s).
/ pupils not able to achieve LO and given remedial exercise(s).
Strength of the lesson :
Weaknesses of the lesson
Lesson is postponed due to :
REFLECTION
Meeting Sick Leave ( MC )
Course Other :
CRK

HOMEWORK Choose an item. Page