LESSON PLAN

Date : June 12th, 2009.

Class : 5th Grade.

Level : NB3 5th grade.

Time : 90’.

Teaching Point : Listening Comprehension: “My favorite pet”

AIMS OF THE LESSON: : • Get the gist of the song.

By the end of the lesson, the students will be • Recognize the vocabulary they already know.
able to • Recognize the animal vocabulary.
• Understand the animal vocabulary.
• Differentiate between pets and wild animals.
• Identify the animal’s names in a song.
• Recognize the pronunciation of the words.
• Be aware of the function of the structures yes, I have – no, I haven’t.

(Cultural aim) : Identify animals & their habitats around the world.

(Transversal Objective) : To respect and care the animals and the environment.
 STAGES OF LESSON CONTENT TEACHER ACTIVITIES STUDENT ACTIVITIES MATERIALS AND TIME
OBJECTIVES TEACHING AIDS

MOTIVATION LINGUISTIC • The teacher shows to the class a photo • The students observe the • Data, computer, 1’
Set the mood for reading. Vocabulary: of a cat. photo. power point
Create expectations and arouse Snake, parrot, crocodile, presentation.
mouse, rabbit, tiger, tortoise,
sts’ interest in the topic. dog, bird, gorilla, lion,
• The teacher asks to the class some • Sts answer the questions.
goldfish, cat, lizard, giraffe, questions about the pet in the photo and 5
PRE – LISTENING lion, owl, hippo, frog. their own pets:
Activate sts’ previous What is your favorite animal? Why? Where
knowledge about the topic. STRUCTURES does it live? Do you have a pet? Which
Pre – teach some key words if Do you have…?, Have got…?, one?.
necessary. Yes, I have - No,
haven’t, forms: is-are,
Set some pre – listening tasks pronouns: it-they.
• The teacher brings some pictures to pre • The sts look at the photos. 5’
to prepare sts for – teach key vocabulary through some
listening. photos:
Snake, parrot, crocodile, mouse, rabbit, tiger,
tortoise, dog, bird, gorilla, lion, goldfish, cat,
lizard, giraffe, lion, owl, hippo, frog.
While the teacher presents the photos the sts • Sts answer/choose the
answer: where does it live?, and the teacher correct option.
gives them options. 3’
• The teacher asks the sts read the title of • The sts read the title and
the text and look at the pictures, and answer the question.
answer: what is the song about?

WHILE – LISTENING
(Extensive and intensive
reading)
Set listening tasks to help sts
deal with text extensively,
using type 1 skills
Ensure sts’ general
comprehension of the text, and
understanding of main ideas
Give sts practice in intensive
listening for detailed
comprehension of text, using of
type 2 skills.
POST – LISTENING
Set post-listening activities to
check that sts understood the
text.
Ask sts to do something with
what they got from the text,
integrating skills.
Set tasks for linguistic
reinforcement.
• The teacher tells the sts to listen to a
song and circle the animals they listen
to in a worksheet.
• The teacher tells the sts to listen to the
song again and complete the sentences
in the worksheet using the following
words: owl, me, frog, cat.
• The teacher checks the activity.
• The teacher asks the students to answer
a True or false-exercise in the
worksheet and the teacher supervises
the work of the students and clarifies
their doubts.
• The teacher invites the students to play
a mime game. Then the teacher selects
student (one by one) to represent an
animal using mime, the rest of the
students have to guess.
• The students check their
prediction. 3’
• The students listen to the
song and circle the animals
in a worksheet according to 3’
what they listen.
• The students listen a song
again and complete the
sentences in the worksheet
using the words: owl, me,
frog, cat
• The sts ask if they have • Worksheet
doubt and complete the last
exercise in the worksheet.
• The students listen
carefully to the instructions
of the game and play the
mime game; students have
to guess what animal is.