PREPARING TO TEACH: ONLINE LESSON PLAN
Lesson plan template
This template can be used for individual lessons or a sequence of lessons in the
same topic.
Teacher’s initials: SP
School: Cambridge
Subject/age group: Grade 7
Date: 2021
Learning objectives (from the Cambridge curriculum framework):
7Rv.02, 7Rg.05, 7Rs.02, 7Ri.02, 7Ri.03, 7Ri.04, 7Ri.08, 7SLm.01, 7SLp.05, 7SLr.01
Topic/Session/Unit/lesson: Learning intentions:
Success criteria:
Cambridge Lower Secondary English
Stage 7, Unit 8 In the city
look at how informative
articles can be structured
Learners can comment on the structure of
informative articles
Session 8.2 The delights of Doha
NB: This lesson will be ONLINE
1
Resources:
Stage 7 Learners book - Unit 8 – In the city
Each learner will need a white board and a marker or a pencil and a piece of paper (preparation)
Examples from the internet of online city guides.
2
Language support, including any key vocabulary:
Learners will need to know how the preposition in is used with time phrases. Ask learners to type three
examples of time phrases in the chat box, using prepositions from the text.
Highlight the key words from the text: opt for using the annotation tool and ask learners to type a
synonym in the chat box.
Learners may need support identifying the features of informative writing (see Learner’s Book)
3
Introducing the lesson:
Display image of local town to promote discussion
Ask the learners to type five descriptive words (good or bad) about their local
area, or alternatively use raise hand function and suggest words orally.
Ask named individuals to give oral response to Getting started question in
the Learner’s Book:
Timing:
10 minutes
If you wanted to persuade somebody to visit, what would you tell them?
© Cambridge University Press 2021
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PREPARING TO TEACH: ONLINE LESSON PLAN
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5
Main activities:
Timing:
1
Ask learners to read ‘What To Do in Doha’ text in the Learner’s Book BEFORE
the lesson.
2 minutes
2
Ask nominated learners to orally provide give examples of the following:
heading and subheadings. Elicit: layout, formal, persuasive language, word
choice. Then ask them to recall in the chat box other characteristics of
informative texts
3
Ask learners to answer question 1 from the Learner’s Book individually in
their notebooks. Lead a whole class discussion and nominate learners to use
chat box for their answers.
8 minutes
4
Assign groups to breakout rooms to answer activity 2. Allow time for
feedback to whole class. Let learners nominate other learners to supply
answers on their mini white boards or pieces of paper. Make sure they keep
cameras switched on.
10 minutes
5
Ask learners to individually write a short paragraph commenting on the voice
used in the extract.
5 minutes
5 minutes
Assessment opportunities:
Observe and listen to learners’ responses to determine how well they understand the format and
features of informative articles.
Ask: What are the most obvious features? /After studying this extract, what can you conclude about the
writer’s experience of visiting Doha? Look for a quick, accurate oral response.
For activity 5 ask learners to use smiley faces on their work as self-assessment.
6
Differentiation opportunities:
Support: Ask learners probing questions to stimulate analytical thinking. For example: Why is a textbook
clearly informative but an advertisement not? /How is that different? /Can you explain more?
Challenge: Ask learners to write 100 words about their local area or a place they have visited in the style
of the travel article ‘Things to do in Doha’ extract.
7
Plenary and reflection:
Ask learners to reflect on different features of informative writing and invite oral
responses using the random name generator technique.
Set homework.
© Cambridge University Press 2021
Timing:
5 minutes
Lesson total – 45
mins
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PREPARING TO TEACH: ONLINE LESSON PLAN
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Homework (if required):
Workbook 8.2: Ask learners to get as far as they can. Extend selected learners by encouraging them to
complete challenge activity 4.
Use the internet to research a city in a different country and make notes.
Notes:
© Cambridge University Press 2021
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