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Lesson Aims:
To review the vocabulary related to animals and their parts of the body
To review have/has got
To review can/cant related to animals abilities
To integrate the review knowledge so that new messages are produced
Language functions:
role-play
Anticipated problems: - Ss may encounter problems in finding the right form for expressing
themselves.
- may be shy or have concentration problems
- may have different problems with the time allotted for each activity.
Materials: Students book, worksheets, PowerPoint presentations, textbook, board
Strategies: ORAL/WRITTEN COMMUNICATION
Types of interaction: T S, S S, pair work, individual work, whole class work
LESSON STAGES
ACTIVITY 1: WARM UP
AIM: to get students ready for the English class by having an informal conversation
(greetings, teachers ice-breaking, How are you?)
TIMING: 2 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher greets Students, asks them how they are. Pupils respond to
informal question. Teacher tells a joke to break the ice.
AIM: to review the vocabulary related to animals and parts of their bodies
TIMING: 10 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher pins a picture of a cow on the blackboard and asks Ss to place
the cards with parts of the body in the correct place.
TASKS: Ss have to say the name of the part of the body loud, in order to practice the
pronunciation.
ACTIVITY 4: Review of can/cant
AIM: to make students use the structure inn sentences of their own
TIMIMG: 10 minutes
TYPE OF INTERACTION: T S, S T
PROCEDURE: Teacher shows students flashcards of different animals and asks Ss what
they can or cant do. They play the game A spider can... fly Ss agree or disagree with
what teacher says by clapping (True) or stamping (False).
To practice the structure, Ss will do the task on the worksheet (pair work).
STAGE 1:
AIMS: to make students make up a short description of an animal, using adjectives, parts
of the body and can/cant. .
TIMING: 10 minutes
TYPE OF INTERACTION: T S, S T, S S
PROCEDURE: Teacher gives students cue cards with the picture of an animal and
cue words. Ss have to make up sentences.
STAGE 2: FEEDBACK
AIM: to check students understanding of the communicative task.
TIMING: 5 minutes
TYPE OF INTERACTION: T S, S S
PROCEDURE: Teacher pairs some students, gives them some cue cards and asks them to
role play a conversation, according to the model.
ACTIVITY 6: ASSESSMENT
AIM: to evaluate students work
TIMING: 6 minutes
TYPE OF INTERACTION: T S
PROCEDURE: Students are asked to solve exercise 2 from the worksheet.