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Lesson Plan Format: What Will Learners Be Better Able To Do by The End of The Lesson?

The lesson plan aims to teach 5th grade students about animal characteristics such as big-small, fast-slow, and strong-weak. Students will practice listening, reading, speaking and writing skills through activities like throwing a balloon and describing animals. The lesson incorporates vocabulary presentation, practice assigning characteristics to animals, and a writing exercise to describe an animal.

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Ricardo Martínez
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37 views3 pages

Lesson Plan Format: What Will Learners Be Better Able To Do by The End of The Lesson?

The lesson plan aims to teach 5th grade students about animal characteristics such as big-small, fast-slow, and strong-weak. Students will practice listening, reading, speaking and writing skills through activities like throwing a balloon and describing animals. The lesson incorporates vocabulary presentation, practice assigning characteristics to animals, and a writing exercise to describe an animal.

Uploaded by

Ricardo Martínez
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 PLAN FORMAT

Name: Institution: City: Armenia

Date: October 27th, 2014 Time: 12:00 Length: 90 minutes

Grade: 5th Age: 9 - 10 Level: Beg /Elem/Pre-int CEF level: A0/ A1/ A2
Communicative purpose of the lesson: What will learners be better able to do by the end of the lesson?

At the end of the lesson the students will be able to express animals characteristics.

E.g: The tiger is fast.

What skills: (speaking, listening, reading, writing) will you practice?

Listening, reading, speaking, and writing

What language (grammar, vocabulary, functional expressions) will you focus on?

Big - Small / Fast - Slow / Strong - Weak

Functional expressions: The … is big, slow...


Standard(s): Copy here the appropriate standards from the National standards booklet (note the competence
No.)

• Sigo atentamente lo que dicen mi profesor y mis compañeros durante un juego o una
actividad. 2, 3

• Uso adecuadamente estructuras y patrones gramaticales de uso frecuente. 1, 2

• Verifico la ortografía de las palabras que escribo con frecuencia.

• Describo algunas características de mí mismo, de otras personas, de animales, de lugares y


del clima. 1, 2

• Escribo descripciones y narraciones cortas basadas en una secuencia de ilustraciones. 2


Topic: What the lesson is about (e.g. Shopping)

Animals characteristics

Materials: List any worksheets you use and pages from other books (e.g. Hadfield, J. 1990.
‘Elementary Communication Games’. Nelson. Page 24.). Include copies with your plan

Board, markers, a balloon, a short text, and flashcards.

Stage, Timing, Procedure & Instructions Stage / aim


interaction

e.g. T-SS, S-S What the Teacher SAYS & DOES What the Students SAY & The Aim of the Stage
DO

The teachers provide the The teachers throw a The students will be
students with a balloon, balloon to the familiarized with
which they have to throw to students and when some animals and the
another classmate. When a
Warm up one touches it, she things they can or
student touches it, she has to
say an animal and the next has to say the name cannot do.
student that touches it has to of an animal and the
say a characteristic of the next student that
10 m
animal previously touches it has to say
mentioned. a ability that tyhe
animal previously
T-S mentioned can or
cannot do.
S-S

Presentatio The teachers introduce new The students are The students will be
n vocabulary by miming the told to imitate the able to create a link
words, telling the name and teachers and to between the action
15 m asking the students to
repeat what they say and its spoken form.
imitate them and to make
when they mime
drills.
some unknown
T-S words.
The teachers ask the The students are The students will be
students to assign the asked to assign the able to use the
characteristics already seen characteristics vocabulary presented
to the animals studied along already seen to the in a real context.
the course. animals studied
along the course.

Practice
Then, the teachers give out a
35 m text describing an animal and Then, the students
the students fill in the space receive a short text
with the most accurate word in which they have
Individual according to the classification to fill the spaces with
work already done. the most accurate
words according to
the vocabulary
already presented.
T-S

The teachers ask the The students select The students will be
students to select an animal an animal and write able to write texts
Production
from the ones already a short description using the words and
30 m studied and to describe it in a of it in a piece of the expressions
piece of paper as the last paper as the last already studied.
exercise showed. exercise showed.
Individual
work

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