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Lesson Plan 4 Unit 2 Cambridge English Book 3

This lesson plan template outlines a Year 3 lesson on following instructions. The objectives are for students to read instructions, follow instructions to make an invitation, and recognize command verbs and sequencing words. The main activities include reading instructions to make a pop-up card, assessing their work, and learning about the structure of instructions. Formative assessment includes workbook exercises. The lesson concludes with a game of Simon Says to reinforce command verbs.

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Fatma Essam
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294 views

Lesson Plan 4 Unit 2 Cambridge English Book 3

This lesson plan template outlines a Year 3 lesson on following instructions. The objectives are for students to read instructions, follow instructions to make an invitation, and recognize command verbs and sequencing words. The main activities include reading instructions to make a pop-up card, assessing their work, and learning about the structure of instructions. Formative assessment includes workbook exercises. The lesson concludes with a game of Simon Says to reinforce command verbs.

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:


2.4 Following instructions  Read instructions.  Learners can read
 Follow instructions to instructions.
make an invitation.  Learners can follow
instructions.
 Recognise command
 Learners can recognise
verbs and sequencing
command verbs and
words.
sequencing words.

1 Resources:
-Cambridge English Learners Book P. 45, 46, 47
-Cambridge English Workbook P. 35, 36, 37

2 Language support, including any key vocabulary:


-Command verbs.
-Sequencing words (First, next, then, finally)
3 Introducing the lesson: Timing:
Talk about the class party: 10 min
 Ask learners to reform the groups they were in when they
first discussed the class party.
 Explain that this time different learners should take on the
chairperson, scribe or spokesperson role in each group.
 Direct learners to the Getting started prompts.
 Explain that each group must agree a party theme and
begin to think about who to invite.
 Allow time for group discussion and then ask each
spokesperson to share the group’s ideas for a party theme.
 Agree on a theme as a class, either by choosing the idea

© Cambridge University Press 2021 1


LESSON PLANNING

that most groups suggest or by having a class vote.

4 Main Activities: Timing:


Reading instructions (10 minutes)
 Direct learners to the Learner’s Book and check that they
understand the abbreviations for centimetres.
 Read the instructions as a class then ask learners to answer
the questions in their copybooks.
Follow instructions (20 minutes)
 Explain that learners will now follow the instructions to
make a pop-up card of their own that can be used to invite
people to their party.
 Ask them to design a picture that matches the chosen
theme and explain that the party details will be added in
another lesson.
 Make sure learners know which pieces of card are Card 1,
Card 2 and Card 3.
 Allow time for learners to make their cards.
 Encourage learners to self-assess their work and think
about how they could have improved their cards.
 Direct learners to the reflection questions.
 Ask: Did you find the instructions easy to follow? Which
features did you find the most helpful?
Good Instructions: 25 minutes
 Ask learners to read the instructions for making a card
again.
 Ask: What do you notice about the way each instruction is
written (they are short sentences; they do not say ‘you’;
some start with verbs; some start with time words)?
 Ask: Why have the instructions been written this way (e.g.
easier to follow; only gives you the important information;
makes the order clear)?
 Explain that instructions use a special form of the verb
known as a command or imperative verb, and also use
special words called sequencing words using the
PowerPoint Presentation.
 Direct learners to the Language focus box and read this
together.
 Learners will answer Questions of exercise 3 in their

© Cambridge University Press 2021 2


LESSON PLANNING

copybooks.
 Learners will and language worksheet 2b for extra practice.

5 Assessment opportunities: Formative


 Students will answer workbook p. 36, 37

6 Differentiation opportunities:

7 Plenary and reflection: Timing:


Simon Says (5 minutes)
 Explain that the game Simon Says uses a lot of command verbs.
 Remind learners how to play Simon Says: they should only carry out an
action when Simon tells them to do it (e.g ‘Simon says, clap your
hands’).
 If Simon has told them to do something, (clap your hands) but they still
do it, then they are out of the game.
 Choose a learner to call out the commands for others to follow.
 Play the game until there are only a few learners that are not out.

8 Homework (if required):


Workbook P. 35, 36, 37

Notes:

© Cambridge University Press 2021 3

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