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Instruction Writing

The lesson plan teaches students how to write instructions. It includes 4 activities: 1) A discussion on hydration and related terms to build vocabulary. 2) An activity identifying parts of speech using example words. 3) Reading and discussing an image about rehydration remedies. 4) Writing instructions for making salt and sugar water by following an imperative structure checklist. The lesson aims to help students learn how to write instructions and uses discussions, examples, and practice exercises to reinforce the concepts.

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Kaukab Mudassar - 73041/TCHR/ELJTB
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84 views4 pages

Instruction Writing

The lesson plan teaches students how to write instructions. It includes 4 activities: 1) A discussion on hydration and related terms to build vocabulary. 2) An activity identifying parts of speech using example words. 3) Reading and discussing an image about rehydration remedies. 4) Writing instructions for making salt and sugar water by following an imperative structure checklist. The lesson aims to help students learn how to write instructions and uses discussions, examples, and practice exercises to reinforce the concepts.

Uploaded by

Kaukab Mudassar - 73041/TCHR/ELJTB
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Plan (Writing Instructions)

Name of Teacher Kaukab Mudassar Subject English

Topic Writing Instructions Date 24 Oct, 2022

Class Class 7 Duration 40 (Min)

01. Write for a wide range of purposes and audiences to narrate, recount, describe, inform/explain, layout a procedure, argue
Attainment targets
and persuade by drawing on their knowledge of conventions of the genre.

By the end of the lesson, students will be able to:


Learning Outcomes (Knowledge,
Skills, and Attitudes) learn the importance of imperative sentences.
write down instructions on the given topic.

Content And Teacher Activity Student Activity Time Learning Materials and Formative assessment (Day to day
(min) Resources assessment)

How are you explaining and What are the students doing to help them   What resources will you use How do you plan to assess learning as it is
demonstrating the topic? understand the topic? that will support the teaching happening?
(The teaching strategies/
and learning activities?
methodology selected)

10
Elicitation: Ask students if the
Students will follow the instructions. They ability to talk and share information about basic
water they drink is clean. How much will share their prior knowledge about the information about health.
water do they drink each day and if it basic terms and help the teacher write
is enough?
words and their meanings on board. They
What happens if they do not drink will write the meanings on books side by
enough? Discuss dehydration and side and make their word bank.
rehydration.
Discuss the word origin

for diarrhoea, intravenous, hydration.

Discuss how diarrhoea affects the


people

in Africa and India.

Discuss the meanings of the following


words: diarrhoea,

contamination, drainage, essential,


fluid, absorption, remedy.

10
Activity1: Discuss the noun Students will read the text in pairs and ability to learn through visual aids.
`contamination` and the related understand the content of the image shared.
adjective

`contaminated` and the verb form


`e.g ‘Sewage contaminates drinking

water’. 

Teacher will write the words on


board and ask

students to make verbs, nouns and


adjectives for the following words:
educate,

connect, protect, sick, depend.

Example: drain: drains, drainage,

drainpipe, drained, draining

4
Activity2: Look at the picture on pg.61. Students in pairs read the content and see ability to think, pair and share
Students read the text in pairs, then read the image to follow the material used and
the rehydration remedy. Discuss how the sequence of instructions shared.
remedy works and how is it important?

Activity 3: Writing in the Imperative:


Write the following on the


board. Students rearrange
the sentences to turn them
into imperative functions.

1. Level
teaspoons
must be used
2. The solution will need to be
well mixed.
3. It is important to boil the
water you use
4. No more than 1 litre should
be drunk in a day.

Note: To form the imperative, put


the main verb first which turns the
sentence into a command. For
example: Take a jar of clean water

6
student will reinforce the way of writing ability to reinforce the taught concept.
imperative sentences.

10
Activity 4: Writing Instructions: Write Students will do the copy work of writing comprehend and follow the rules of instructional
your instructions for salt and sugar instructions of making salt and sugar water writing.
water. Use the checklist to ensure all after following the writing criteria.
features are included. Be very precise
about the way it should be made and the
amounts for each ingredient.

Imperative function
sentences
Use of adverbs of time (
e.g firstly)
Use of conjunctive adverbs
(e.g.then)
Use of numeral
adjectives (e.g. two)
Written in
chronological
order

 
How did you make the lesson inclusive?

 
Lesson Evaluation:

Strengths Areas for improvement


 

Identify a way forward to improve this lesson

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