Term 1: 10 July - September 2024

Subject: English

Class: Y3FN (Monday-Tuesday 10.30-11.30 Thursday 13.10-14.10 Friday 10.30-11.30)

Teacher: Jien Rizki Magsara Rumahorbo (Ms.Jien)

Key skills:

1. Listening: Listen to specific information and instructions

2. Speaking: Talk about what people are doing, families and family event
3. Reading: Read and talk about family memories and deserts around the world.
4. Writing: Write about things we like and don’t like, favourite months, a report about desert animals
5. Language Focus: questions, imperatives, action verbs, like + gerund, past simple

Thinking Skills: Critical thinking, communication, Learning to learn, Values, Collaboration, Creative Thinking

WEEK TOPICS LEARNING ACTIVITY/METHODS RESOURCES VOCABULARY LESSABLE/ COMMENTS

NO/DA OBJECTIVES NEEDED/TEX EXTENSION
TES What do I want TBOOK
my students to PAGES
learn

Week 1 Working 3Ld.01 Starter (4 x 5 minutes) Learner’s Up, down, left, Questions
1/11th- together 3Ld.02 - Focus on the Book Lesson right, cymbals, Imperatives:
12th 3Sc.03 photograph on page 1.1-1.3 slowly, must and
July 1.1 Celebrating 3Sc.06 11 of the Learner’s Workbook quickly, twist, must not
2024 together 3Rd.01 Book. Then read Lesson 1.1- turn, dance, Action Verbs
1.2 Giving 3Ug.01 questions a-c and 1.3 easy, hard,
Directions 3Sc.04 elicit answers from the ladder, paper,
1.3 Adding -ing 3Rd.02 class. Photocopiabl pole, rings,
to words 3Rd.03 - You could add some e 1,4,5,6 rope, swing,
3Wc.01 extra questions, such stairs
3Ug.02 as: What are the Video and
3Ld.04 children wearing? activity sheet back to back,
3Ug.05 What do you think - Celebrating link, together,
3Uv.01 they are celebrating? the New Year elbow, cross,
What days do you in China step, hold out,
celebrate at school or add up, don’t
at home? How do you Activity - give up!, let’s
work together with Activity try again,
your classmates or sound that’s good,
family to prepare for we’ve don it.
those celebrations? Activity -
What should Push, pull,
Presentations (4 x 20 you say? climb, tie,
minutes) carry, pass,
- Ask the class how Grammar stand, rope,
they celebrate the Presentation through,
New Year. Elicit - Present count, giggle,
suggestions from the Continuous bounce,
class. numbers to
- Ask learners to Activity - 100
describe what they Rhyming
think the people in the words
picture are doing and
what they are
wearing, etc. Supply
additional vocabulary
as needed, for
example pole,
cymbals.
- Ask learners what
they know about
dragons. Why are
dragons so important
in Chinese culture?
You may wish to have
learners visit suitable
webpages such as
Kiddle or China
HIghlight and find out
about dragons.
- Focus on the
illustration of the
game on page 14 of
the Learner’s Book
and ask learners what
the girls are doing.
Elicit some
descriptions.
- Emphasize the
importance of working
together - what
happens if one person
stands up and the
other tries to sit
down? Elicit the ideas.
Learners can even try
this pairs to see how
important it is they
work together.
- Focus on the example
sentences in the box
and ask the class to
identify the verbs in
each.
- Look at each example
sentence in turn, and
point to the present
tense be, then the -
ing form of the verb.
- As an extension, play
the ‘Action Verbs’
guessing game as a
class. Divide the class
into two teams.
Teams take turns
acting out sentences
with action verbs.
 They ask the other
team: What am I
doing? Guess!

Assessment (4 x 10
minutes)
- Learners could find
out about Chinese
New Year, for
example what people
eat, what special
clothes they wear, if
there are special .
They can look for the
pictures and write a
few sentences about
it.
- Use the activity ‘What
should you say?’ to
reinforce the values in
the lesson. The i
button will explain
how to use the
activity.
- Encourage learners to
write the spelling rules
and provide examples
of verbs for each one.

Closure (4 x 5 minutes)
- Learners can describe
what people are doing
- Learners can read
and understand a text
about the Dragon
Dance.
- Learners can follow
 instructions.
- Learners can play in
teams.
- Learners can ask and
answer questions
using the present
continuous.
- Learners can recite a
poem

Week 1.4 Let’s put on 3Sc.02 Starter (4 x 5 minutes) Learner’s Owl, bat,
2/ a play! 3Rd.01 - Focus on the picture Book Lesson kangaroo,
15th,16 1.5 Whose team 3Rd.02 on page 18 of the 1.4-1.6 bear, hen, fox,
,18th,1 are you on? 3Wca.02 Learner’s Book. Workbook parrot,
9th 1.6 Check your 3Wca.03 Encourage learners to Lesson 1.4- mammal
July progress 3Wca.05 describe it. What do 1.6
2024 3Ld.04 they think the children Match,
3Lo.01 are doing? Elicit some Sample winning,
3So.01 ideas. answer for losing, score
3Sor.02 Unit 1 (n), score a
3Ro.01 Presentation (4 x 20 goal, draw (n),
3Wc.03 minutes) Photocopiabl grumpy,
3Sc.05 - Tell learners that e 1,6,7 switch, fair,
3Sc.07 these children are rules, loser,
3Wc.01 going to act in a play Differentiated winner
and they are making worksheets
signs for the animal 1A, B and C
characters in the play.
- Ask a class, read the Video and
paragraph about activity sheet
mammals and ask - Let's put on
learners to write the a play
names of three
animals on the chart. Activity -
- Discuss the meaning What do you
of any new words. like doing?
Encourage learners to
 discover the meaning Activity -
by themselves. Whose team
- Ask learners to add are you on?
more examples of
mammals and birds to
the chart. Supply
names in English, and
help with additional
vocabulary as
necessary.
- Ask learners to look at
the text and pictures
and guess what this
story might be about.
- Tell learners to look at
the pictures, and
guess what this story
might be about.
- As a class, brainstorm
things that learners
need to remember
when writing, for
example correct
spelling, use of capital
letters at the
beginning of
sentences and for
names, full stops at
the end of the
sentences.

Assessment (4x 10
minutes)
-

Week 2 Families 3Ld.01 Starter (4 x 5 minutes) Learner’s Happy,

3/22nd, 3Sc.05 - Ask the class how Book Lesson peaceful,
23rd,2 2.1 A family 3Sc.07 they celebrate special 2.11-2.2 contented,
5th,26t wedding 3Rd.01 occasions. Encourage Workbook excited, proud,
h July 2.2 Using past 3Rd.02 them to talk about the Lesson 2.1- bride, groom,
2024 simple 3Wca.02 food they eat, clothes 2.2 photographer,
questions 3Uv.04 they wear, music sister,
3Uv.07 played, etc. Photocopiabl grandson,
3Ld.02 e 8, 9 grandmother,
3Sc.01 Presentations (4 x 20 grandfather,
3Sc.02 minutes) Video - granddaughter
3Sc.03 - Focus on the Big Family time , aunt, uncle,
3Ug.01 Question: What are cousin
some of your Activity -
favourite family Who’s at the Coin, string,
memories? wedding? rice cake,
- Focus on the clever
photograph. Read Grammar
questions a-c and Presentation
elicit answers from the - Past Simple
class. Questions
- Encourage the class
to identify the
probable family
members
(grandfather,
grandson), talk about
what the family is
doing (action verbs),
how the child in the
photo is (probably)
feeling.
- Talk to the class
about your family,
how many
siblings,cousins,uncle
s,aunts you have,
how old they are, etc.
Then ask learners to
 talk about their
families.
- Encourage the class
to speak about a
wedding they have
attended. Introduce
vocabulary, such as
bride, groom,
wedding dress,
wedding cake, etc.
- Ask them to describe
something they liked
about the wedding.
- Explain the
preposition of time
after to state when
things happen. Ask:
What do people do
after the wedding
ceremony? Is there a
special meal? A
party?
- Ask learners to turn to
the Clothes page in
the Picture Dictionary
(Learner’s Book page
164) and talk about
the words.
- As a class, brainstorm
things that learners
need to remember
when writing the
description, for
example
capitalisation, final
punctuation, spelling
- Ask learners to draw
 the outline of a hand
or a foot. They label
each finger or toe with
something they’ve
gained from the
lesson
- Tell learners that they
are going to hear
about a special
tradition in South
Korea.
- Remind learners of
the past simple tense.
Elicit examples,

Assessment (4 x 10
minutes)
- Learners write about
birthday celebrations
in their family or in
their region

Closure (4 x 5 minutes)
- Learners can describe
a wedding
- Learners can talk
about family
celebrations
- Learners can write a
description
- Learners can ask and
answer questions
about past events.

Week 2.3 Saying 3Ld.04 Starter (4 x 5 minutes) Learner’s titles: Mr. Mrs,
4/29th, where things 3Lm.01 - To generate the Book Lesson Miss. Ms
30th are from 3Sc.06 interest idea of 2.3-2.4 Kimono,
July - 2.4 What’s your 3Rd.01 wedding customs, Workbook henna,
1st,2n favourite 3Rm.01 remind the class of Lesson 2.3- patterns, lei,
d Aug month? 3Ld.04 the Greek wedding 2.4 necklace,
2024 3Sc.07 they read about in name,
3Wca.03 Lesson 2.1. Ask Sample surname,
3Wca.04 learners what they answer for married,
3Wor.02 remember about it. unit 2 unmarried
3Us.04 language?
Differentiated Cold, cool,
Presentation (4 x 20 worksheets warm, hot,
minutes) 2A, B and C sunny, windy,
- Ask learners to think rany, ordinal
of three other Photocopiabl numbers
teachers in your e 1, 10
school. What title do
learners use to say Activity -
their names in Introductions
English? Do they use
the same form of Activity -
address for teachers Wedding quiz
in their own
- Compare and contrast Activity -
how names and Find the
surnames are used in dates
the learners’
language.
- Focus on the title and
model the
pronunciation.
- Display a wall
calendar. Ask learners
to work in a small
groups to answer the
bulleted questions on
page 34 of the
Learner’s Book. They
can use the words
 from the box to help
them answer the
questions

Assessment (4 x 10
minutes)
- Learners write a few
sentences about
wedding customs in
their own region or
country.
- Learners do the
challenge Activity
(Activity 5) on
Workbook page 27.
They can also ask the
family about their
favourite month. They
can make a mini -
poster for each family
member with the
name, the birthday
and the favourite
month. They can add
a picture if it is
appropriate.

Closure (4 x 5 minutes)
- Learners can discuss
wedding customs
- Learners can discuss
ways of addressing
adults and family
members
- Learners can write
about favourite
months.
 - Learners can join
sentences using
because

Week 2.5 Special 3Ld.04 Starter (4 x 5 minutes) Learner’s Teddy bear,

5/5th,6 memories 3Sc.01 - Remind learners of Book Lesson beach, proud,
th,8th, 2.6 Check your 3Sor.02 their discussions 2.5-2.6 get married,
9th progress 3Rd.03 about memories of Workbook bridesmaids,
Aug 3Ro.01 birthdays and special Lesson 2.5- petals,
2024 3Wca.02 celebrations from 2.6 banquet, hide
3Wca.03 previous lessons. and seek,
3Sc.07 - What other memories Photocopiabl necklace
3Rd.02 do they have, for e 11,12,13
3Wca.04 example of early
3Wc.01 childhood, holidays, Activity -
etc. Are they happy or Past or
sad memories? present?

Presentation (4 x 20 Activity -
minutes) School
- Ask them to read the memories;
titles and look at the matching
pictures, and predict
what memories they
are going to read
about. What do they
think is the
relationship between
the titles and the
pictures? Why do they
think a photo is
clipped to each story?
What else does each
story include? Elicit
answers from the
class
- Focus on the word
 memory. HIghlight
the fact that it has the
same root as the word
remember
- Remind learners of
the use of can. Ask
them to supply
examples of things
they can and can’t do.
- Focus on the
explanation in the box
- using could as the
past form of can - and
the question.
Encourage learners to
answer the question
- Ask learners to look
for sentences with
could and couldn’t in
the reading texts. Ask
them to read these
sentences aloud and
then write them out
themselves.

Assessment (4 x 10
minutes)
- Learners write about
a memory using the
texts as a model
- Draw learners’
attention to the
‘Reflect on your
learning’ questions in
the Learner’s Book

Closure (4 x 5 minutes)
 - Learners can discuss
their own memories of
family events.
- Learners can discuss
personal examples of
trying hard and not
giving up.
- Learners can write
about memories of
family events
- Learners can make a
scrapbook

Week 3 The desert 3Ld.03 Starter (4 x 5 minutes) Learner’s Desert animals

6/12th, 3Lo.01 - Write the word desert Book Lesson and plants,
13th,15 3.1 Desert 3Sc.02 on the board. Ask 3.1 weather and
th,16th around the 3So.01 learners if they know Workbook temperature,
Aug world 3Rd.01 what a desert is. Elicit Lesson 3.1 geographic
2024 3Wca.03 a few ideas. regions,
- Learners often Photocopiabl continents, at
confuse desert with e 3,15 night, during
dessert. Point out the the day,
differences in spelling, Video - desert, dry,
pronunciation and deserts sandy, flat,
meaning cactus, waxy,
Activity - The sharp, spine,
Presentation (4 x 20 living desert minus,degrees
minutes) , Celcius
- Focus on the pictures
on Learner’s Book
page 43 and discuss
question a-c
- Ask the class what
sounds they would
expect to hear in a
desert. Would they
hear birds? Animals?
 Elicit ideas. Supply
additional vocabulary
as necessary.
- You may wish to show
learners some videos
of deserts online, for
example Visual
Soundscapes -
Desert; search for
Planet Earth II, BBC
America to find this
online.
- Focus on the article
on Learner’s Book
page 44 and draw
learner’s attention to
the four headings in
the article - they are
all questions.
- Ask learners what the
difference is between
a continent and a
country. Elicit ideas
- Focus on the map of
the world you
displayed in Activity 3
and ask learners to
label the seven
continents.
- Focus on the
questions and the
map in the Learner’s
Book. As a class, go
through the questions
one at a time. Elicit
answer,
- Focus on the picture.
 Ask the class what it
is and what we use it
for.
- Explain that
temperatures are
measured in degrees
- Write temperatures on
the board and ask the
class to read them.
Explain that we can
say both minus 5
degrees and also 5
degrees below zero.
- Explain that we
sometimes write a
capital C to show that
degrees are
expressed in Celsius,
a scale that measures
temperatures
- Ask learners: What’s
the weather like
today? Is it cold, cool,
warm or hot? Elicit
answers.
- Then ask: What do
you think the
temperature is? Elicit
the ideas.

Assessment (4 x 10
minutes)
- Learners make a
temperature poster.
They use a
thermometer and
record the
 temperature every
day for a number of
days.
- Learners choose one
of the deserts they
learned about. Give
them a list of suitable
websites or books
from the school
library. Learners look
for information and
pictures about the
desert they have
chosen and prepare a
poster and a short
presentation for the
class

Closure (4 x 5 minutes)
- Learners can talk
about deserts and
regions in the world.
- Learners can identify
deserts and
continents on a world
map.
- Learners can
understand desert
weather
- Learners can
understand
temperature

Week 3.2 Using 3Ld.02 Starter (4 x 5 minutes) Learner’s Opposites;

7/19th, regular and 3Sc.01 - Ask the learners to Book Lesson oasis, argue,
20th,22 irregular verbs 3So.01 look at the 3.2 yell, waterhole,
nd,23r 3Sc.07 temperature today Workbook cool off, shor,
d Aug 3Rd.03 and record it in the Lesson 3.2 carve, blow
2024 3Ug.01 temperature poster away,
3Ug.04 they created in the Slideshow - kindness,
previous lesson. What is an wise, hurt,
oasis? glad
Presentation (4 x 20
minutes) Activity -
- Ask the class who Present or
their best friend is. past simple
Ask them what they
have in common with Activity -
his friend. opposites;ma
- Have they ever tching
quarrelled with their
friend? Were they
angry? Was their
friend angry? What
did they do
afterwards? Elicit the
ideas.
- Ask the class to look
at the past forms of
the verbs and say
what they notice
about these words.
- Focus on the
explanation of how
regular verbs are
formed. Give some
more examples and
ask learners to add
some more. Have
them make some
sentences
- Ask learners to read
the verbs in the word
box. Tell them to find
 the past simple of
these verbs in the
story.
- Ask learners to read
the verbs in the word
box. Tell them to find
the past simple of
these verbs in the
story.
- Ask the learners to
read the verbs in the
list. Tell them to find
the past simple of
these verbs in the
story.
- Then ask learners to
copy the list into their
notebooks and write
the past form of each
verb.
- Focus on the
questions. Ask
learners to work
individually and write
the answers.
- When they have
finished, ask learners
to compare their
answers with a
partner and discuss
any differences. Then
hold an open class
discussion.
- Tell learners to write
four more questions
using What? Why?
How? And Where?
 - Turn to the Picture
Dictionary: Opposites
(Learner’s Book
pages 168 - 168)
Learners choose
three new opposite
pairs and make
sentences with them.
- Ask learners to write
their opposite pairs on
slips of paper or index
cards, one word per
slip or card.

Assessment (4 x 10
minutes)
- Ask learners to
pretend that they are
Hassan and Ibrahim,
and role play a
conversation. Hassan
should apologise for
getting angry and
yelling at his friend;
Ibrahim should accept
Hassan’s apology and
thank Hassan for
saving his life.

Closure (4 x 5 minutes)
- Learners can ask and
answer questions
about a story
- Learners can use the
past tense of regular
and irregular verbs.
- Learners can use
 opposites
- Learners can give
opinions

Week 3.3 Comparing 3Ld.04 Starter (4 x 5 minutes) Learner’s Thick, waxy,

8/26th, things 3Sc.03 - Remind the class of Book Lesson skin, sharp,
27th,29 3So.01 the natural regions (or 3.3 spine, hawk,
th,30th 3Sor.01 biomes) they learned Workbook canyon, lizard,
Aug 3Rd.01 about in Lesson 3.1 Lesson 3.3 coyote, rocky,
2024 3Wca.05 trail, thorn,
3Ug.09 Presentation (4 x 20 Activity - steep, cliff,
minutes) Which scurry, keen -
- Focus on the fact reptile? nosed, trot,
cards and photos. Ask bush, sharp -
the class if they have Grammar eyed, div, cliff
ever seen these Presentation top, splash,
animals. - amidst
- Play the audio Comparative
recording at least and
twice. Then ask superlative
learners to pair up adjectives
with a partner and
answer the questions
using the notes they
have taken.
- Focus on the
explanation in the
Learner’s book and
read it with the class
- Tell learners that they
are going to listen to
some children share
their opinions and
explain their reasons.
- Focus on the
examples in the
Language Detective
 box, using -er and -
est words. Remind
the class of the use of
superlatives.
- Encourage learners to
discover the rule by
themselves. Then
they complete it. They
write the rule in their
notebooks and supply
some more examples.

Assessment (4 x 10
minutes)
- Give learners a list of
suitable websites or
books they can find in
the school library and
ask them to look for
information about
animals.
- They make a mini
poster, write a few
sentences and bring it
to the next class

Closure (4 x 5 minutes)
- Learners can listen
and understand a text
about how living
things adapt to their
habitat.
- Learners can give and
justify opinions about
desert animals
- Learners can
compare and contrast
 desert animals

Week 3.4 Desert 3So.01 Starter (4 x 5 minutes) Learner’s Store, fat,

9/2nd,3 adaptations 3Rd.01 - If learners have done Book Lesson eyelashes,
rd,5th, 3.5 Rattlesnake, 3Wca.03 the homework activity 3.4-3.5 hump, wide,
6th mouse and 3Wca.05 from the previous Workbook round, hop,
Sept Clever Coyote 3Wor.0 lesson, ask them to 3.4-3.5 thick, fur
2024 3Ug.03 present their animal
3Us.03 records to the class. Sample Rattlesnake,
3Ld.04 Then collect their mini answer for push, let out,
3Sc.05 posters and display Unit 3 roll over, fair,
3Rm.o2 them around the trot, slither,
3Rd.01 class. Differentiated pretend,
3Rd.03 worksheets evening,
3Wc.02 Presentation (4 x 20 3A,B and C trapped,
3Wc.03 minutes) confused,
- Ask the class what Photocopiabl explain
they know about the e 1,16
camels. Show
photographs of the Activity -
two species of camels Which
(the Arabian camel or animal?
dromedary and the
Bactrian camel) Activity -
- Ask the class what Rattlesnake,
parts of the animal mouse and
they can name. clever Coyote
Introducing the word
hump.
- Ask the class how
they think camels
survive in the desert.
Elicit ideas. Then tell
the class to read and
listen to learn more
about them.
- Focus on the
 explanation in the
Learner’s Book.
Explain that reports
are usually written in
the Present Tense.
- Remind the class of
the form of the
Present Tense for
affirmative,
interrogative and
negative sentences.
- Tell learners that they
are going to write a
report about a desert
animal using
information from a fact
card.
- Read the rubric with
the class - it
introduces the
character of the
Coyote. Ask learners
who they think Coyote
will trick in this story.
Elicit ideas and
encourage learners to
justify them.
- Ask the class to find
the blue words in the
story.
- They read the
sentences in the
context to check the
meaning
- Tell them that you will
read all the words that
are said by their
 characters i.e. the
words that are said by
the narrator.
- Ask learners to read
the questions and
write the answers.
Ask them to explain
their answers.
- Ask: Which is the
most popular
character? Why?
Discuss answers as a
class.

Assessment (4 x 10
minutes)
- Remind learners of
the use of the past
simple and was/were.
Ask them to explain in
their own words how
to use the past simple
and how to answer
questions.
- Learners look for a
folktale in their
country’s tradition.
They write a summary
in English and bring it
to the next class.

Closure (4 x 5 minutes)
- Learners can interpret
and discuss a
diagram.
- Learners can turn
notes into full
 sentences.
- Learners can write a
report about a desert
animal.
- Learners can discuss
the characters in a
tale.
- Learners can write
about a favourite
character.

Week 3.6 Check your 3Sc.06 Starter (4 x 5 minutes) Learner’s Unit 3 Review
10/9th, progress 3Sc.07 - Ask the class to Book Lesson
10th,12 #rd.02 choose a lesson from 3.6
th,13th 3Wca.02 Unit 3 that they like a Workbook
Sept 3Wca.04 lot. Ask them to Lesson 3.6
2024 3Wc.01 explain why they liked
it. Photocopiabl
e 17,18
Presentation (4 x 20
minutes)
- Learners choose an
end of unit project to
work on. Look at the
examples in the
pictures and help
learners to choose.
Provide materials.

Assessment (4 x 10
minutes)
- Encourage learners t
think about and
comment on aspects
of the unit they feel
they are good at and
what they have found
 most difficult and why.
You may wish to keep
a record of their
comments to see how
they progress over
time.

Closure (4 x 5 minutes)
- Learners can plan a
project
- Learners can make a
desert animal
- Learners can chart
the weather