YEAR 3

DAY MONDAY YEAR 3 BIJAK

SUBJECT English Language MODULE Listening
THEME World of self, family and friends DATE 17/3/2025
TOPIC Module 2: Every day TIME 11.30-12.30
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Pupils review numbers in word form.

Main: 1.2 Understand meaning in a variety of Lesson delivery:

familiar contexts
1. Pupils are shown a few pictures and introduced ways
Complementary: 1.2 Understand meaning in a to ask questions based on the pictures. (*do / does).
variety of familiar contexts
Learning Standard: 2. Pupils write down alphabets a-d in their exercise
book.
Main: 1.2.2 Understand with support specific
information and details of short simple texts 3. Based on textbook page 17, pupils listen to audio 24.
Pupils listen to the audio and number the alphabet
according to the audio.
Complementary: 1.2.5 Understand a wide
range of short supported questions
4. Pupils play the game Jeopardy as a whole class.
You can create your own game from the link below
http://jeopardylabs.com/
OR
click this link to play the ready-made one.

https://www.youtube.com/watch?v=hZytACyDkKU

Post-lesson: Each pair of pupils must ask questions to the

teacher based on the lesson.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able textbook songs/audio clips
to listen and number at least 3 pictures correctly. Choose an item. Choose an item.
a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Complementary: At the end of the lesson, pupils Applying Games
will be able to guess at least 4 questions
b) CLASSROOM-BASED d) 21ST CL METHOD:
correctly in the Jeopardy game.
ASSESSMENT: Games Learning skills/process

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
DAY TUESDAY YEAR 3 BIJAK
SUBJECT English Language MODULE Speaking
THEME World of self, family and friends DATE 18/3/2025
TOPIC Module 2: Every day TIME 9.00-9.30, 11.30-12.30
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Pupils play a recap game where they line up
in 2 lines.
Main: 2.1 Communicate simple information
intelligibly Lesson delivery:

Complementary: 1.2 Understand meaning in a 1. Pupils refer to the picture in the textbook page 17 and
variety of familiar contexts guess what the kids are doing.
Learning Standard:
2. Pupils listen to the audio 25 and practise the
exchange.
Main: 2.1.2 Find out about and describe basic
everyday routines
3. In pairs, pupils practise the table in Activity 4 from
Teacher’s Book page 35.
Complementary: 1.2.5 Understand a wide
range of short supported questions
4. Pupils are briefed about the survey that they will
conduct. Pupils in pairs prepare a question for the
survey.
5. Pupils draw the survey graph as shown in the blog.
Pupils go around the class to ask their friends.

Post-lesson: Pupils’ works are displayed and discussed

OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able textbook songs/audio clips
to ask the question to at least 3 pairs of pupils Teacher's sample Choose an item.
correctly. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Evaluating Pair/Group discussion
Complementary: At the end of the lesson, pupils
b) CLASSROOM-BASED d) 21ST CL METHOD:
will be able to listen and record their findings by
ASSESSMENT: Q and A Collaborative learning
colouring the boxes in the survey form correctly.

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
DAY WEDNESDAY YEAR 3 BIJAK
SUBJECT English Language MODULE Reading
THEME World of self, family and friends DATE 19/3/2025
TOPIC Module 2: Every day TIME 8.30-9.30
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Pupils have reintroduced the word
‘veterinarian’ and asked about the definition.
Main: 3.2 Understand a variety of linear and non-
linear print and digital texts by using appropriate Lesson delivery:
reading strategies
1. Pupils refer to textbook page 18 with the audio 27.
Complementary: 3.2 Understand a variety of Questions from the Teacher’s Book on page 36 are
linear and non-linear print and digital texts by asked to check comprehension.
using appropriate reading strategies
Learning Standard: 2. A guide to dictionary slides are shown to guide pupils
to look for words in their dictionary.
Main: 3.2.4 Recognise and use with support key
features of a simple monolingual dictionary 3. A trial Dictionary Hunt was conducted to familiarize
pupils with the game.
Complementary: 3.2.2 Understand specific
information and details of short simple texts 4. Pupils conduct the Dictionary Hunt using page 10
Year 3 Supplementary Worksheet Module.

Post-lesson: Pupils share their findings with the class.

OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able songs/audio clips textbook Choose an item.
to look for meanings of at least 3 words in the Year 3 Supplementary Worksheets Module
dictionary correctly. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Analysing Station games
Complementary: At the end of the lesson, pupils
b) CLASSROOM-BASED d) 21ST CL METHOD:
will be able to answer at least 3 comprehension
ASSESSMENT: Task Collaborative learning
questions correctly.

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
DAY THURSDAY YEAR 3 BIJAK
SUBJECT English Language MODULE Writing
THEME World of self, family and friends DATE 20/3/2025
TOPIC Module 2: Every day TIME 11.00-12.00
SKILLS PEDAGOGY (STRATEGY/ACTIVITY)
Content Standard: Pre-lesson: Pupils are called out to the front to fill in the
circle map with occupations that they know.
Main: 4.3 Communicate with appropriate
language form and style for a range of purposes Lesson delivery:
in print and digital media
1. Pupils are introduced to a few reading cards with
Complementary: 2.2 Use appropriate new occupations.
communication strategies
Learning Standard: 2. Pupils view the Grammar Box in textbook page 19.
Teacher demonstrates with a few questions based on
Main: 4.3.2 Spell an increased range of familiar the reading cards using the sentence pattern from the
high frequency words accurately in guided Grammar Box. Pupils practise in pairs. If they do not
writing understand, they can say I do not understand. Can you
help me, please?
Complementary: 2.2.2 Ask for attention or help
from a teacher or classmate by using suitable 3. Pupils copy the questions from Activity 3 into their
questions exercise book and fill in the blanks.

4. Pupils complete page 11 in Year 3 Complementary

worksheet Module individually.

Post-lesson: Teacher says the alphabet based on the

pictures in the textbook Activity 3 page 19 and pupils
say the number according to the sentences in their
exercise book.
OBJECTIVES TEACHING AIDS:
Main: At the end of the lesson, pupils will be able pictures textbook Choose an item. Year 3
to fill in the blanks of the crossword puzzle with at Supplementary Worksheets Module
least 4 answers with correct spelling. a) THINKING SKILLS: c) 21ST CL ACTIVITIES:
Analysing Pair/Group discussion
Complementary: At the end of the lesson, pupils
b) CLASSROOM-BASED d) 21ST CL METHOD:
will be able to ask for help from a teacher or
ASSESSMENT: Task Learning skills/process
classmate using suitable questions.

REFLECTION / REMARKS:
1. All the pupils were able to complete the task.
2. Lesson was carried out successfully.
YEAR 5
 DAILY LESSON PLAN
CLASS 5 ARIF WEEK 5
THEME World of Knowledge DATE 17/3/2025
TOPIC 1: TOWNS AND CITIES DAY Monday
LESSON 26 (Writing 5) TIME 10.00-11.00
LEARNING OBJECTIVES
By the end of the lesson, most of the pupils will be able to:
1. Connect sentences using basic coordinating conjunctions.
2. Read and understand the text.
LEARNING OUTLINE
Pre-lesson:
Draw a line down the centre of the board. Write nouns as a heading on left of line, adjectives on right.
Pupils brainstorm nouns and adjectives from the previous lesson. (21st C)
Lesson development: -
1. Pupils reread text about Edinburgh on p.19. Write on board: A. What the writer likes about the city.
B. Other places and transport in the city. C. Where the city is. Pupils match the phrases A–C to the
paragraphs in the text (1.C; 2.A; 3.B).
2. Pupils do Activity 5 (Use it!). Explain they’re going to write a plan for a website with a description of
a town or city they like. Read steps in Writing Guide aloud. Remind pupils about order of
paragraphs. Elicit ideas about how to describe the size of a place. (HOTS)
3. Pupils look at Writing Guide, B Think and Plan. They make notes about the place they like. Monitor
pupils as they write these.
4. Pupils write the description then read it to check they have points in B, C and D of Writing Guide.
They draw smiley faces for writing the 5 points in B; three paragraphs in C; ‘there’s’ and ‘there are’;
adjectives in the right place and comparative forms in D. (CBA)

Post-lesson: -
To review topic vocabulary, do Post-Lesson Task 4: Correct the Mistake.

REFLECTION

8/19 pupils can achieve the learning objectives.

19/19 pupils can complete the exercises given.
11/19 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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 DAILY LESSON PLAN
CLASS 5 ARIF WEEK 5
THEME World of Stories DATE 19/3/2025
TOPIC Serenade DAY Wednesday
LESSON 27 (Language Art 5) TIME 7.00-8.00
LEARNING OBJECTIVES
By the end of the lesson, most of the pupils will be able to:
1. Explain in simple language why they like or dislike an event or description.
2. Read and enjoy the poem.
LEARNING OUTLINE
Pre-lesson:
Teacher provides lines for pupils to guess the words by giving letters for teacher to verify whether the
letter is present in the word (focus word: musical instruments e.g. guitar, piano, drum, etc.
Lesson development: -
1. Have pupils to read through the poem and ask them “What is the possible sound of …?”
(e.g … fiddle – tra-la-la, drum – boom, boom, etc.)
2. Divide the class into three big groups.
3. Teacher asks two groups to read a stanza of the poem and the other group will provide the
sound effects (e.g. play a drum – drum a table) (21st CA)
4. Teacher asks pupils the instruments that produce sound that they notice in the poem (drum,
fiddle & bubble gum) and say which instrument they like/dislike. (HOTS)
5. Pupils ask their friends’ choice of instrument and their simple reasons.
6. Pupils make a simple note on their friends’ instrument choice and their reasons. (CBA)
7. Pupils complete the crossword puzzle with the words from the poem.

Post-lesson: -
Pupils form two lines facing each other and share their answer.

REFLECTION

10/19 pupils can achieve the learning objectives.

19/19 pupils can complete the exercises given.
9/19 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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 DAILY LESSON PLAN
CLASS 5 ARIF WEEK 5
THEME World of Knowledge DATE 20/3/2025
TOPIC 1: TOWNS AND CITIES DAY Thursday
7.00-8.00,
LESSON 28 (Consolidation 2) TIME
10.30-11.00
LEARNING OBJECTIVES

By the end of the lesson, most of the pupils will be able to:
1. Spell a range of high-frequency words accurately in independent writing
2. Keep interaction going in short exchanges by asking suitable questions

LEARNING OUTLINE
Pre-lesson:
Pre-Lesson Task 9: Memory Chain. Use the vocabulary of things in towns and cities. Substitute the
shopping sentence with: I went to a town/city and saw a cinema.
Lesson development: -
1. Pupils do Activity 2. Say that in two sentences ‘a’ and ‘an’ change. Pupils compare with a
partner. Ask: What word needs ‘an’? (ugly) Is number 6 new or modern? Check answers.
2. Pupils do Activity 5. Model the first sentence. When finished, they compare with a different
partner. Check answers. Choose 6 pupils to write the comparative forms on the board. Ask: Is
the spelling correct? Which sentences are hard? Why?
3. Show a paper or digital street map of the local area on board. Elicit when pupils use a map;
how a map helps them; and what type of map they use. Pupils complete the dialogue in Activity
6. Check answers. (HOTS)
4. Pupils in pairs practise reading dialogue aloud. For pairs with a boy and girl, change Laura to
Leo; for pairs of boys, change names to Leo and Man. Choose pairs to read the dialogue to the
whole class. (CBA)

Post-lesson: -
Pupils work in small groups. Hand out paper and cards with 6 adjectives ending in -y (pretty, ugly,
busy, noisy, dirty). Pupils take turns to write the comparative form. The group that finishes first with
correct spelling is winner. (21st C)
REFLECTION

11/19 pupils can achieve the learning objectives.

19/19 pupils can complete the exercises given.
8/19 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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 DAILY LESSON PLAN
CLASS 5 ARIF WEEK 5
THEME World of Self, Family and Friends DATE 21/3/2025
TOPIC Extra Listening and Speaking DAY Friday
8.30-9.30,
LESSON 29 (Listening 6) TIME
10.00-10.30
LEARNING OBJECTIVES

By the end of the lesson, most of the pupils will be able to:
1. Listen and answer the questions.
2. Spell a range of high-frequency words in independent writing accurately.

LEARNING OUTLINE
Pre-lesson:
With the book closed, write on the board: name, age, birthday, brother and sister. Elicit details from a
confident pupil complete the information on the board and elicit that it is personal information.
Lesson development: -
1. Pupils do p.92 Activity 1 CD3.02. They read the questions and look at words crossed out in the
answers. Explain the answers are wrong. Pupils listen to the dialogue between a man and a
girl then write correct answers. Compare with a partner. Check answers. (HOTS)
2. Pupils look at Key Phrases in Activity 2. Explain they’re going to listen to two boys, Luke and
Tobias, then tick the questions Luke asks Tobias. Play CD3.03. Pupils compare answers with a
different partner. Ask: Who thinks his city is quite big and very friendly? (Tobias) What do you
think annoying means? Is it positive or negative? Who thinks their sister is annoying? (Luke)
(CBA)
3. Pupils do Activity 3. They listen to the conversation again and write words about Tobias in the
second column in the table (CD 3.03). Check answers.
4. Ask: What do we learn about Luke from the conversation? Elicit a few ideas. Then play the
audio again for pupils to listen and check their ideas. (21st C)

Post-lesson: -
Pupils in pairs ask and answer questions from Key Phrases about each other. When pupils describe
their town or city (Key Phrase 6) and then their sister or brother (Key Phrase 7), tell them to use quite,
really or very before adjectives.
REFLECTION

9/19 pupils can achieve the learning objectives.

19/19 pupils can complete the exercises given.
10/19 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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YEAR 6
 DAILY LESSON PLAN
CLASS 6 ARIF WEEK 5
THEME World of Knowledge DATE 17/3/2025
UNIT 2. Life in the past DAY Monday
LESSON 17 (Reading 4) TIME 7.30-8.30
LEARNING OBJECTIVES
By the end of the lesson, most of the pupils will be able:
1. Guess the meaning of unfamiliar words from clues provided by other known words and by
context.
2. Understand specific information and details of simple longer texts

LEARNING OUTLINE
Pre-lesson:
1. Show the pictures of London in the 17th century and ask pupils what they can see, where they
think it is, which century it is in, etc. (HOTS)

Lesson development: -
2. Pupils look at the pictures on pages 22-23. Use the picture of Samuel Pepys (pronounced: /piːps/)
as you introduce pupils to him. (Activity 1)
3. Pupils look at each picture and talk about what they see. Discuss and compare different ideas.
(Activity 2) (21st CA)
4. Pupils read the diary to check their answers to activity 2 and to gain a global understanding of the
text. (Activity 3)
5. Pupils scan the text to find the words in the vocabulary panel. Support and guide pupils as they
develop the skill of guessing meaning from context. (Activity 4)
6. Talk to pupils about how they record new vocabulary. Encourage pupils to write definitions of new
words in English and avoid translations unless necessary, especially in the case of more proficient
pupils.
7. The Great Fire of London was a tragic event, but it helped eradicate the plague. Ask pupils to
reflect on positive and negative outcomes of these events. (CCE: Global Sustainability). Support
pupils in expressing their ideas in English by helping them with vocabulary and language if they
speak in their home language. (CBA)

Post-lesson: -
1. Post-Lesson Task 3: Test My Friends - Review new vocabulary in the lesson.

REFLECTION

10/22 pupils can achieve the learning objectives.

22/22 pupils can complete the exercises given.
12/22 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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 DAILY LESSON PLAN
CLASS 6 ARIF WEEK 5
THEME World of Knowledge DATE 18/3/2025
UNIT 2. Life in the past DAY Tuesday
8.00-9.00
LESSON 18 (Writing 4) TIME
11.00-11.30
LEARNING OBJECTIVES
By the end of the lesson, most of the pupils will be able:
1. Infer meaning and conclude.
2. Understand the main idea of simple longer texts

LEARNING OUTLINE
Pre-lesson:
Use the pictures from Lesson 17 (both those from the UK and Malaysia) to review vocabulary and
historical content through a guessing game or another lively activity.
Lesson development: -
1. Ask pupils to remember the text in the Pupil’s Book pp.22–3 to order the sentences in Activity 1 in
the Pupil’s Book, p.24.
2. Pupils read the questions individually and think about the answer. Pupils will need to think carefully
to answer the questions. (Activity 2)
3. Pupils discuss the questions comparing life in the past with now. Ask pupils to focus on life in
London at this stage. (Activity 3)
4. Ask pupils if the same differences can be found in their hometown or in Kuala Lumpur, as the
capital city. Ask pupils in pairs to brainstorm similarities and differences between life in the past
(e.g. 50 or 100 years ago) and life now.
5. Working on a computer, where available, ask pupils to create a table to show the similarities and
differences. They could colour their table and find some illustrations to support their ideas.
Encourage them to use an online dictionary to check spelling or to find words they don’t know, or
they can ask for your help (in English). If you are not using a computer, encourage pupils to use
printed dictionaries.
6. Put two pairs together to read and review each other’s work. They should make changes and
corrections as necessary. (HOTS)
Pupils can create posters and display them in the classroom. (CBA)
Post-lesson: -
Conduct a gallery walk for pupils to give each other feedback on their work – pupils move around the
classroom, look at each other’s work and comment on it. Collect pupils’ work at the end of the lesson to
review it. (21st CA)
REFLECTION

10/22 pupils can achieve the learning objectives.

22/22 pupils can complete the exercises given.
12/22 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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 DAILY LESSON PLAN
CLASS 6 ARIF WEEK 5
THEME World of Knowledge DATE 19/3/2025
UNIT 2. Life in the past DAY Wednesday
LESSON 19 (Listening 4) TIME 11.30-12.30
LEARNING OBJECTIVES
By the end of the lesson, most of the pupils will be able:
1. Recognize and reproduce independently a wide range of target language phonemes.
2. Understand more complex supported questions

LEARNING OUTLINE
Pre-lesson:
1. Play a whole class or large group game using the nouns and verbs from Working with Words
(Pupil’s Book, p.24). Ask pupils if they remember Samuel Pepys’ job (he was a writer).

Lesson development: -
1. Elicit some ideas from pupils about how people lived in London in Pepys’ time. Elicit more ideas
about how pupils’ grandparents lived. Note useful ideas on the board.
2. Refer pupils to the vocabulary panel at the top of the page to introduce vocabulary.
3. Refer pupils to the picture in Activity 1. Pupils listen to the dialogue then practice th dialogue in
pairs. When asking questions to model used to, ask about pupils’ grandparents and/or Samuel
Pepys. (CCE: Patriotism, finding out about local heritage).
4. Play the recording of the dialogue again. Have pupils listen for the pronunciation of
used to (/'juːstə/). Point out that the pronunciation is different for use as a verb on its own. Drill
several times chorally and individually, having pupils focus on their pronunciation while saying full
positive and negative sentences and questions. Have pupils repeat in different voices to review
whisper, shout, scream etc.
5. Pupils use prompts to make a new dialogue. (Activity 2)
6. Pupils form questions using used to. (Activity 3)
7. Drill the questions and check pupils’ pronunciation of used to again before having them practice the
questions and answers (Activity 4, Pupil’s Book, p.26).

Post-lesson: -
Play Cooler Tic-tac-toe activity. Give the pupils prompts to make questions with used to.
REFLECTION

12/22 pupils can achieve the learning objectives.

22/22 pupils can complete the exercises given.
10/22 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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 DAILY LESSON PLAN
CLASS 6 ARIF WEEK 5
THEME World of Knowledge DATE 21/3/2025
UNIT 2. Life in the past DAY Friday
8.00-8.30
LESSON 20 (Speaking 4) TIME
10.30-11.30
LEARNING OBJECTIVES
By the end of the lesson, most of the pupils will be able:
1. Give detailed information about themselves and others.
2. Give detailed information about themselves and others

LEARNING OUTLINE
Pre-lesson:
1. Using the examples from pupils’ work from Lesson 18, say some sentences in the form they are
written (pupils may have used present simple, past simple, or some may have used to). In small
groups, pupils listen and write a full sentence using used to when suitable. Repeat three or four
times. Review and check as a whole class.

Lesson development: -
1. Pupils open their Pupil’s Book on pages 22-23. Give pupils 15 seconds to look at the pictures and
then close their book. Have them write down all the things they can remember that were different in
the past,
2. Teacher guides pupils to notice the target language form and meaning. (Activity 1)
3. Pupils complete the text using the target language. (Activity 2)
4. Give pupils back their writing from Lesson 18. Have pupils use their similarities and
differences to say sentences using used to/didn’t use to. (HOTS)
5. Pupils talk to their partner about when they were three years old. Extend the activity by asking
pupils to give one incorrect piece of information about themselves. Partners should guess which
information is incorrect. (Activity 3) (21st CA)
6. Individually, pupils write a short paragraph about their life in the past (e.g. when they
were three years old). Set a word limit (see differentiation strategies) and consider having pupils
finish for homework. Collect their work to evaluate their writing and language progress; adjust your
upcoming teaching plans if you need to review particular areas or work more with individuals.
(CBA)
Post-lesson: -
Consolidate learning with a speaking activity from the post-lesson tasks in Section 3
REFLECTION

11/22 pupils can achieve the learning objectives.

22/22 pupils can complete the exercises given.
11/22 pupils need further exercise and teacher guidance.

Note: Teaching and learning cannot be carried out today and will
continue in the next learning session because:

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