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:

2.5 Writing an invitation
 Discuss the information
needed in an invitation.
 Write and present an
invitation for a particular
purpose and audience.
 Listen and respond
appropriately.
 Add –ing and –ed to
words.
 Learners can discuss the
information needed in
an invitation.
 Learners can write and
present an invitation for
a particular purpose and
audience.
 Learners can listen and
respond appropriately.
 Learners can add –ing
and –ed to words

1 Resources:
-Cambridge English Learners Book P. 48, 49, 50
-Cambridge English Workbook P. 38, 39
2 Language support, including any key vocabulary:
- Verb Endings (ed, ing)
3 Introducing the lesson: Timing:
Amelia’s invitation (7 minutes) 7 min
 Ask learners to talk to their partner about the invitation
João sent to Amelia in Session 2.3.
 Direct them to the discussion prompts in the Learner’s Book
and ask learners to make notes in their books.
 Discuss answers as a class, checking that all learners have
noted the correct information.

4 Main Activities: Timing:

1 Exploring invitations (15 minutes)

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 Direct learners to Activity 1 and discuss questions a, b and c

as a class.
 Ask: Why do we need to include RSVP (e.g. so that we know
who is coming)?
 Why is RSVP useful (e.g. it is very short)? Are there any
other phrases that we could use that are less formal (e.g.
Please reply; Please let us know if you can come; Please say
whether you can come)?
 Do we need to give a date that we want people to reply by
(learners answers will vary)?
 Direct learners to answer question d in their copybooks.

2 Writing an invitation (25 minutes)

 Check that all your learners know what the details are for
your party (e.g. what the party is for, where the party will
be, when the party will take place, any additional
information such as the theme or how to be dressed).
 Remind learners to use the notes they have made as a
group or as a class.
 Allow time for learners to write their rough invitations in
their books.
 Remind learners of what it means to proofread their writing
(e.g. check spelling accuracy, check party details are correct,
check layout).
 Remind learners that their invitations must be beautifully
presented as they are to be sent to other people, and if
handwriting the invitations, writing must be neat and
legible.
 Once learners have cut and stuck their written invitation
onto their pop-up card, direct them to peer assess their
finished invitations with their partners.

3 Listening activity (15 minutes)

 Learners will have the worksheet of what? When? Where?

Who? How?
 Explain that learners are going to listen to a conversation
between Tuhil and Anya and that the conversation includes
all the information they need about a party.
 Ask learners to talk to their partner about the kind of

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information they expect to hear and share ideas (e.g. what

kind of party it will be, when it will be, where it will be).
 Show learners how to prepare for listening by writing
headings such as What? When? Where? Other
information ? on the board.
 Play the audio. Once learners have listened to the audio,
ask each pair to compare notes. Ask: Do you have all the
information you need to write an invitation for the party?
 Allow learners time to write an invitation from Tuhil to Anya
in their books, then ask learners to peer assess each other’s
invitations.

4 Adding –ing and –ed to verbs (20 minutes)

5 Assessment opportunities: Formative


6 Differentiation opportunities:

7 Plenary and reflection: Timing:


8 Homework (if required):


Notes:

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