Lesson Plan
Course book Spotlight 3
Unit 10 a
Lesson Clever Animals!
Aim: By the end of the lesson, the pupils will be able to speak about animals and their activities, to use the modal verb CAN
Skills:reading, writing, listening, speaking
New language: spider, seahorse, tortoise, pet, clever, cute, crawl, walk, talk.
Activity/Time | Procedure | Comments | |
Teacher Does/Says | Pupils Say/Do | ||
1 minute Organizational moment | T. greats Ps. | Ps. great T. | |
5 minutes Warm up | T. demonstrates 4 pictures with magic animals, and then suggests Ps. to give them their names. T. asks: What can these creatures do? Are these animals clever? Today we are going to speak about clever animals and activities they can do. | Ps. name the animals: Kangarhino, Parrotiger, Progiraffe, Fisheep Ps. answers: The first animal can jump and stomp. The second animal can fly and run. The third animal can jump and swim. The fourth animal can swim and stomp. Yes, they are. | Magic animals: 1. Kangaroo + rhino 2. Parrot + tiger 3. Frog + giraffe 4. Fish + sheep. T. asks: Can it jump? Can it climb? Can it sing? etc. Ps. anwer: Yes, It can. No, it can’t. |
5 minutes Activity 1 | T. describes the pictures on the page 78 in their Student’s books. There are 6 flesh cards with the animals (a spider, a bird, a rabbit, a seahorse, a tortoise, a parrot). T. points to the flash cards, names the animals. Then T. asks Ps. to say the words loudly, with whisper, happy, bored voice, etc. | Ps. have to guess which page they have to open (p.78). Ps. repeat after teacher, point to the animals in their Student’s books. Ps. say the words. | |
5 minutes Activity 2 | T. adds the action verbs on the board and mime them. | Ps. have to guess the meaning of the each verb. One by one, they come to the board and match the verbs with the flash cards. | |
5 minutes Activity 3 | T. suggests Ps. to sing the song and mime the actions from their Student’s book | Ps. sing and mime | Using Smart Board |
5 minutes Activity 4 | T. divides the class in pairs. Then T. gives each pair the set of the sentences from the previous song. | Ps. should put all sentences in the correct order. | |
3 minutes Dynamic pause | Action song Little bird, can you fly? | Ps. sing and act out | |
5 minutes Activity 5 | T. chooses one picture of the animal on the board, points to the picture and asks questions: Can the bird sing? Can the seahorse fly? Etc. After that teacher asks Ps. to do exercise from the Student’s book. | Yes, it can. No, it can’t. Ps. write down 6 sentences in their notebooks. | |
5 minutes Activity 6 | T. divides Ps. into three groups, gives 3 descriptions of the magic animals to each group. There are 5 sentences in descriptions. | P. 1 reads the first sentence, P. 2 draws. Then P.2 reads the second sentence, P. 3 draws. The same actions are for 2 other groups of pupils. Each group has to draw a magic animal. They use 3 descriptions. After that Ps. present their pictures. | T. gives a sheet of paper to each group |
3 minutes Homework explaining | T. gives instructions for homework. | Ps. listen carefully and write the homework in their diaries. | |
3 minutes Reflection | There are 2 pictures on the board: the zoo and the wild forest. T. gives one animal to each P. T: If you liked the lesson, put your animal in the wild forest. If it was hard, put your animal in the zoo. | Ps. choose the picture and then explain their choice. |
Revision:
Our lesson was based on teaching vocabulary and grammar structures.
The children in the class were at the age of 8-9. We tried to follow mixed style learners.
I used visualization to present new vocabulary and I explain the meaning from body language. During the lesson we developed the following type of intelligences: linguistic (new vocabulary and grammar structures), visual-spatial (flashcards), musical (song and chant), kinesthetic (miming), intrapersonal (drawing a picture in group), naturalistic (describing animals).
During the lesson we used the course book Spotlight 3. Materials we used: flash cards, pictures of the magic animals, action song, chant from the course book.
We worked with in the lesson the following words and structures: spider, seahorse, tortoise, pet, clever, cute, crawl, walk, talk. Can you….? Yes, I can/No, I can’t. Can it ….? Yes, it can/No, it can’t.
During the presentation stage we used flash card games, miming, TPR.
During the practice stage we used pair work, group work, TPR, drawing, singing, and miming.
Most of the pupils were excited at the lesson. They were creative, active, and attentive and behaved their selves. They liked to invent the names of the magical animals. Games with the flash cards helped to learn new words. Active song was very cheerful and the children easily remembered new vocabulary and grammar structures.
We were quite satisfied with the lesson. But during the revision we realized that we didn’t develop interpersonal intelligence. Some pupils are uncomfortable with group and pair work. We had to consider individual tasks for these pupils.
