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Lesson Plan Lesson 2 Unit 2 Cambridge English Book 3

This lesson plan template is for a Year 3 lesson on writing lists to plan a party. The lesson involves learners working in groups to brainstorm ideas for planning a party and writing lists of tasks. They will identify verbs in sentences. For assessment, the teacher will formatively assess the students. In the plenary, students will discuss different ways of organizing lists and when each method is useful. Homework involves completing exercises in the workbook.

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Fatma Essam
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559 views3 pages

Lesson Plan Lesson 2 Unit 2 Cambridge English Book 3

This lesson plan template is for a Year 3 lesson on writing lists to plan a party. The lesson involves learners working in groups to brainstorm ideas for planning a party and writing lists of tasks. They will identify verbs in sentences. For assessment, the teacher will formatively assess the students. In the plenary, students will discuss different ways of organizing lists and when each method is useful. Homework involves completing exercises in the workbook.

Uploaded by

Fatma Essam
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLANNING

Lesson planning

This template can be used for individual lessons or a sequence of lessons in the
same topic.
Teacher’s initials: F. Essam School: Pakistan International School Cairo

Subject/age group: Year 3 Date:

Learning objectives:

Session: Learning intentions: Success criteria:


2.2 Writing Lists  Plan a party.  Learners can plan a party.
 Learners can write lists.
 Write lists.  Learners can identify verbs.
• Identify verbs.

1 Resources:
-Cambridge English Learners Book P. 40, 41
-Cambridge English Workbook P. 30, 31

2 Language support, including any key vocabulary:


-Verbs
3 Introducing the lesson: Timing:
 Write party on your board and challenge learners to find as many words 7 min
as possible from the letters in 2 minutes (e.g. art, apt, pat, pay, rat,
ray, tap)
 Ask learners if they have been to a party recently?
 Think – pair – share:
Asign learners in pairs to talk about a party they have been to recently.
Each learner should ask his partner four questions about this party.
Choose some learners to share their partner experience.

4 Main activities: Timing:


1- Talk about parties ( 20 min) 35 min
 Explain that during this unit learners will plan a class party.
 Explain that learners should first make a list of all the things that
they need to do to make the party a success.
 Learners will work in groups of five or six.
 Each group will allocate the following roles:

Chairperson: making sure every group member has an

© Cambridge University Press 2021 1


LESSON PLANNING

opportunity to speak.
Scribe: making a note of everyone`s ideas.
Spokesperson: explains their groups ideas to the whole
class.
 Each group will discuss the following points:
What they need to do before the party.
How you will tell the people there is a party.
What you could do at the party.
 Learners will write a list of the ideas they have discussed and they
will number the items on their list in the order that things need to
be done.
2- Verb forms : (15 minutes)
 Explain that the lists they have made are often called ‘to do lists’
because they are lists of all the actions that need to be done.
 Ask learners Who can remember what action words are calle (verbs)?
 Ask learners Who can give me some examples (e.g. jump, dance, make,
laugh)?
 Direct learners to Activity 2a in the Learner’s Book and ask them to
answer the questions about verbs in their notebooks.
 Ask learners to complete Activity 2b, perhaps using a coloured pen or
crayon to underline the verb in each sentence.

5 Assessment opportunities: Formative

6 Differentiation opportunities:

7 Plenary and reflection: Timing:


Organising lists (5 minutes) 5 min
 Ask learners where they might find a list (e.g. rules for a game; in a
phone book; a shopping list; sets of instructions; chapters in a book; the
register).
 Challenge learners to think of as many ways of organising a list as they
can (e.g. numbers, alphabetically, bullet points). Some learners may find
it helpful to look through books or leaflets for ideas.
 Discuss why each way of organising a list might be useful (e.g. numbers
help you know the order you need to do something; bullet points keep
things

8 Homework (if required):


- Workbook p. 30, 31

Notes:

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LESSON PLANNING

© Cambridge University Press 2021 3

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