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Lesson Plan 1 Unit 1 Book 2 Cambridge English

This lesson plan is for an English lesson for Year 2 students. The lesson focuses on places students know like home, school, park, and beach. Students will discuss pictures showing these places and read a story called "It's Much Too Early!" about a boy named Jamal's birthday. They will listen to the story, count how many times the title is said, and answer workbook questions. Students will also learn the time by looking at clocks in the story pictures. The lesson provides opportunities for assessment, differentiation, and a plenary game to review the content.

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Fatma Essam
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2K views

Lesson Plan 1 Unit 1 Book 2 Cambridge English

This lesson plan is for an English lesson for Year 2 students. The lesson focuses on places students know like home, school, park, and beach. Students will discuss pictures showing these places and read a story called "It's Much Too Early!" about a boy named Jamal's birthday. They will listen to the story, count how many times the title is said, and answer workbook questions. Students will also learn the time by looking at clocks in the story pictures. The lesson provides opportunities for assessment, differentiation, and a plenary game to review the content.

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.E School: Pakistan International School Cairo

Subject/age group: English/ Year 2 Date:

Learning objectives:

Session: Learning intentions: Success criteria:
1.1 At home (Cambridge English  To talk about places,  Learners can talk about
Book 1) they know. places they know.
 To listen to a story set at  Learners can listen to
home, finding and read a story set at
information in the home, finding
pictures. information in the
 To talk about the story pictures.
sequence.  Learners can talk about
the story sequence.
1 Resources:
 Learners` book session 1.1 Activities 1,2,3 P. 10,11,12,13
 Workbook session 1.1 P. 6
2 Language support, including any key vocabulary:
(It`s much too early - presents – scooter – early – got out of bed- Go back to bed – It`s ……
o`clock – one – two – three – four – five – six – seven – eight – nine – ten – home – school –
park - beach)
3 Introducing the lesson: Timing:
Places we know 15 min
 Ask learners to talk about places they know to elicit key
vocabulary such as home, school, park and beach.
 Explain that this unit is all about places we know and ask
learners to share their ideas and experiences at school, at
home, on the beach and at the club.
 Learners will discuss the pictures in the getting started
activity in pairs.
 Ask learners to share what they have noticed in the pictures
and what they are able to name.
 Ask learners if they noticed any places which are not

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LESSON PLANNING

familiar to them.
 Ask learners to share if they are places which they would
like to add.

4 Main activities Timing:


1- Words and pictures: (20 min) 70 min
 Write the first sentence of the story on the board and ask
learners to read it together while pointing to each word.
 Ask learners to read the sentence again in pairs in the same
way.
 Ask pairs of learners to explore the picture: What else does
this picture tell you about this story?
 Read the questions in the Learner’s Book Session 1.1
Activity 1 together and ask for verbal responses.
 Ask learners to show in the picture where they found the
information.
 show a variety of clocks, to consolidate number recognition
and to talk about time.
 Differentiation ideas: Challenge learners by asking them to
comment on a very small detail in the picture, e.g. How are
the presents wrapped?
2 It’s Much Too Early! (30 minutes)
 Tell learners that they will now listen to the rest of this
story about Jamal’s birthday.
 Initially, ask them to just listen and look at the pictures.
 On a second listening, ask learners to count the number of
times they hear the story title: It’s Much Too Early!
 Ask learners: what do you think of the story?
 Ask learners: can you guess the present wrapped in papers?
 Ask learners to read the story in pairs.
 Learners will complete the workbook p.6
 Differentiation ideas: Challenge learners to point to the
words as they listen and to the phrase It’s much too early
when they hear it.
3 Time (20 minutes)
 Ask learners to look back at the pictures of the story to
focus on each time Jamal gets up and key events.

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LESSON PLANNING

 rehearse numbers and number formation as learners notice


the clock in each picture.
 Ask learners to rehearse the sentences for five, six and
seven o’clock. At five o’clock Jamal got out of bed, etc.
 Encourage learners to think about what they do in the
morning and share ideas.
 Differentiation ideas:
 Support learners to share, draw and sequence their ideas
about what they do in the mornings, e.g. get out of bed,
wash, eat breakfast in their copybooks
 Challenge learners to draw and write a sentence for their
morning sequence of activities in their copybooks.
5 Assessment opportunities:
 Students will answer workbook p.6 in pairs.
 Students will speak and write about activities they do in the morning.
6 Differentiation opportunities:
 Differentiation ideas:
Challenge learners by asking them to comment on a very small detail in the picture, e.g.
How are the presents wrapped?
 Challenge learners to point to the words as they listen and to the phrase It’s much too
early when they hear it.
 Support learners to share, draw and sequence their ideas about what they do in the
mornings, e.g. get out of bed, wash, eat breakfast.
 Challenge learners to draw and write a sentence for their morning sequence of activities.
7 Plenary and reflection: Timing:
Play Which Picture? (10 minutes) 10 min
 Ask learners to play a game of Which Picture?
 Split learners into pairs. The first learners should choose a
picture from the story in the learners` book Session 1.1
Activity 2 and describe it.
 The second learner should point to the picture being
described.
8 Homework (if required):
 complete the Workbook 1.1 activities

Notes:

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LESSON PLANNING

© Cambridge University Press 2021 4

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