Beruflich Dokumente
Kultur Dokumente
A) Lesson outline
1. Introduction
(10 min)
Activity 1. (1 min)
Methods and
techniques
Social forms
(Classroom
organization)
Teaching
aids/Materials
speaking
individual
work
textbook,
blackboard
discussion,
writing,
speaking
group work,
individual
work
textbook,
pencils
Q&A, speaking
whole class
.
The teacher instructs the
students to form groups of 6.
Each group answers questions
from Task A1 in their
textbooks (p. 87). The students
note down their answers in the
textbooks. After they finish, the
teacher instructs the students to
individually do the Task A2.
Activity 3. (4 min)
The teacher and the students
comment on the results of the
Didactic
commentary
2. Main part
(30 min)
reading, writing
work in pairs,
individual
work
workbook,
pencils
Q&A, speaking
whole class,
individual
work
textbook
reading,
listening
work in pairs,
whole class
textbook
Q&A, reading,
speaking
individual
work
textbook
reading
individual
work
blackboard,
textbook
Activity 5. (5 min)
The teacher asks questions
(textbook, p. 88, Task C)
related to the task the students
have just finished and the
students answer them.
Activity 6. (1 minute)
3. Conclusion
(5 min)
reading, writing,
speaking
individual
work
textbook,
workbook
speaking,
describing,
imagining
whole class
computer,
projector
Didactic commentary
I. Introduction
Step 1.
The teacher greets the students and asks them to open their textbooks to page 87 and to name the animals in the
pictures at the top of the page (cat, dog, turtle, hamster, canary). The teacher asks the students what all these animals
have in common. (They can be kept as pets.) The teacher asks the students to name some other animals that can be
kept as pets (a snake, a rabbit). The teacher announces the topic and writes it on the blackboard.
Step 2.
The teacher tells the students to form groups of 6. Each group has to do Task A1 in their textbooks by finding out
information about each student in the group (How many in the group are vegetarians/would like to have a fur
coat/enjoy going to the circus/have a pet). The students note down their answers in the textbooks. For this part of
the activity the students have 4 minutes. After they finish, the teacher instructs the students to individually do the Task
A2. The students have 1 minute to finish the task.
Step 3.
The teacher and the students comment on and compare the results of the previous two tasks. The teacher asks one
person from each group to present the results of their work by reading their answers to Task A2. (Group 1: Most of us
have a pet. Group 2: All of us have a pet.)
Step 5.
The students complete Tasks A and B in their workbooks (p. 62) and Task C in their textbooks (p. 90). After
finishing each task, the teacher picks a student to read the answers to these, as well as one student to read all
the question tags from the previous task (from the interview). If necessary, the teacher corrects the answers
and explains the mistakes. The students have 6 minutes to finish the tasks and 3 minutes are left to correct
the mistakes.
III. Conclusion
Step 1.
The teacher shows the students pictures using a PowerPoint presentation. The students describe the animals
in the pictures or guess what the people in them are doing or feeling using tag questions. (Picture 1 shows a
dog. Student: That is a golden retriever, isnt it? Picture 2 shows a person carrying a cat carrier. Student:
He took his cat to the vet, didnt he? Picture 3 shows a dog and a cat sitting side by side. Student: They are
friends, arent they?)
Blackboard (or whiteboard) organization
PETS
QUESTION TAGS