Teaching date: 5/11/2021

Duration: 45 minutes

Level: Elementary

Class size: 20 students

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LESSON PLAN

UNIT 1: Animal And Animal Body Parts

A. READING

i. OBJECTIVES:

- At the end of the lesson, students should be able to :

+ Read and understand more about the changes in animal life.

+ Improve listening, speaking, reading, and writing skills.

+ Understand some new words about the topic “ Animal and Animal body
parts”.

A. Knowledge:
1. General knowledge:

a. Vocabulary
+ Skin /skɪn/: the natural outer layer that covers a person, animal, fruit, etc.
+ Mammals /ˈmæm.əl/: any animal of which the female feeds her young on milk
from her own body. Most mammals give birth to live young, not eggs.
+ Egg /eɡ/: the oval object with a hard shell that is produced by female birds,
especially chickens, eaten as food
+ Amphibians /æmˈfɪb.i.ən/: an animal, such as a frog, that lives both on land
and in water but must produce its eggs in water
+ Scales /skeɪl/: a set of numbers, amounts, etc., used to measure or compare the
level of something
+ Gills /ɡɪl/: the organ through which fish and other water creatures breathe
 + Feathers /ˈfeð.ər/: one of the many soft, light things that cover a bird's body,
consisting of a long, thin, central part with material like hairs along each side
+ Wings /wɪŋz/: the sides of a stage which cannot be seen by the people
watching the play
+ Fur /fɜːr/: the thick hair that covers the bodies of some animals, or the hair-
covered skin(s) of animals, removed from their bodies:

2. Pronunciation:
- Correct pronunciation of new words

B. Skills:
Integrated skills: Listening - Speaking - Reading - Writing
* Focus on: Reading skills.

II. METHOD AND TEACHING AIDS:

1. Method:

- Communicative Language Teaching Method (CLT).

2. Teaching aids:

- Laptop

- Smart TV

- A powerpoint lesson

- Record file

- Speaker

- Pictures

- Coursebook

III. STEPS OF TEACHING

1. Greeting: (1 minute)
 2. New lesson: (44 minutes)

Steps Teacher Students Contents

1. Warm-up *Warm-up: (3
and lead-in minutes)
(5 minutes) - Follow the - T introduces the
- T introduces teacher’s questions before
the activity: request showing the
and video.
instruction
+Questions:
- Shows
Animals - How many
Vocabulary animals do you
video so that see in the video?
students can
guess the - what do you
lesson’s topic. see?

Link: - Are there any

https://youtu.be/vGD different animal
tHlJvmiw groups?

- To show the video on

PowerPoint.

https://youtu.be/
vGDtHlJvmiw

Suggest answer:

+ A lot of animals or
- Ss answer there are 10 animals in
-T checks Ss’s the video.
T’
understanding.
questions
+ There are birds, fish,
-T gives feedback. to check
frog, panther, rattler,
Ss
monkey, rhino, water
+When 3 questions understand
seal, antelope.
have been ing.
answered, then you +Yes, they are
have to find out the
name of the topic by
the image which is
hidden behind this
video.

- Ss watch
- T asks Ss: “Do video,
you know what answer
topic we are questions,
going to study and find (Students may give
today?”( Asks out the some wrong answers)
2-3 students to topic
guess the
lesson’s topic)

*Lead-in: ( 2
minutes)

- T lead in the
new lesson:
+ “The topic
we are going - Lesson’s topic:
to learn today
is Animal And Animal And Animal
Animal Body Body Parts
Parts ”
2. Pre- -Teacher (T)
reading (10 introduces the
minutes) activity:

- T’s instructions: - Pay attention to - Show flashcards of

the screen and Frog, Lion, Bird and
+ Before we teacher’s ask them “Do you know
start our instructions then what animal is it?” And
lesson, I have answer the raise the flashcards
an activity. questions. each time.
+ Teacher
shows some
flashcards of
popular
animals such
Vocabulary: Skin,
as Frog, Lion,
mammals, eggs,
Bird,... then -Listen then amphibians, scales,
ask student if repeat gills, feathers, wings,
they know vocabulary fur.
them or not. following the
( Ss work teacher’s
individually) instruction.

“What cover the

+ Show student -Answer the frog/lion/fish body?”
pictures of questions
vocabulary “Is lion/frog a
then let them mammal?”
listen to the
audio at the “What do the birds use
first time then to fly?”
ask them to
repeat at the
second time.
Vocabulary: Skin,
mammals, eggs,
amphibians, scales,
+ -Explain which gills, feathers, wings,
animals are fur.
mammals,
which are
amphibians or
what animals
have skin,
feathers or
scales,... ask
 students some https://www.wordwall.n
questions to et/play/19963/557/1699
check their -Pronounce
understanding. vocabulary, and Rule: If any member of
follow teacher to one team knows the
correct. word say: “Stop the
bus” to answer. 10
points for 1 correct
answer. Which team
get the higher score
will be the winner.
-Listen and
repeat incorrect -1. Birds have two of
way. these. Orangutans
don't have these.
(wings)
-Remember back
2. Chickens lay these.
the vocabulary
Some people eat them
then play in
in the morning.____
teams.
-Invites random
students to repeat 3. These are all over
the vocabulary animals' bodies. _____
above then shows
all vocabulary on a 4. An elephant and an
slide and calls orangutan are part of
random students to this group. _____
pronounce them all.
5. Frogs are part of
- Helps students to this. group.______
correct
6. Many animals that
pronunciation if they
live in water have these
pronounce
to help them
vocabulary
breathe._____
incorrectly. -Read and fill in
the blanks
-Play a vocabulary
game on Wordwall
to check students
memorize. Divide -What do you know
class into 2 teams about fish? Do you like
then play “stop the frogs? Why? Why not?
bus”.
 -Answer the
questions

-Give student an
exercise. Ask them
to read the
sentences then write
the words from the
vocabulary.

-Ask students some

questions before
they go to the
reading part.

3. While *Task 1:
readin
g (15 - Asks students -Look at the Task 1:
minute to look at Task screen and pay
s) 1 on the screen attention.
and gives
instruction
about
“ compare and
contrast”.

-Asks students
-Read the text.
to read the text.

-Listen and
- Invites random
raise their hand
students to read
the text. to read the text.

- Gives the -Read through

instruction the task to get
the
requirement.

- Asks some - Listen and do

random the task
students to give
their answers.

- Checks the - Give the

students’ answers
answers.

-Listen and
- Shows the
check
correct
answers.

-Shows the -Listen and

picture and answer the
asks question question
Answer keys:

-Asks students -Pay attention

to look at the
text on pages
10 and 11

- Plays the
audio and asks -Look at the
students to text and listen
listen

-Invites random
students to - Intensive
repeat the text reading
above.

- Helps students
to correct
pronunciation if
-Listen and
they are
repeat incorrect
pronounced
way.
incorrectly.

*Task 2: Fill in
the blank

-Asks students
to read again
the text on page
10 and 11
- Read again
- Gives the the text on
instruction page 10 and 11

-Read through
the task to get
the
- Asks students requirement.
to take notes to *
answer the
questions.
- Take notes
 and write the
correct
answers.

- Asks some
students to give
their answers Task 2: Fill in the blank

- Give the
answers.
- Checks the
students’
answers and
shows the
correct
answers. -Students pay
attention and
correct the
answers. ● Answer keys:
1. wings
2. gills
3. Amphibians
4. walk
5. mammal
6. fur

- Teacher tell
student to ask
4. Post- and answer
Reading (10 question with
minutes) each other
-Student form
(section A)
pairs with
-After 2 his/her friend
minutes,
teacher correct
mistake
Animals topic + Students ask
for students to 3 questions to
prepare. each other.

+ Listen to
teacher and
-Devices class take notes.
into small
groups on
Microsoft teams
for students to
discuss and
communicate to
each other.

+ Ask them the

different
between fish
and birds
Questions:(example)
(section B)
What’s your favorite part?
-Students join
in their private Frogs have wet skin! That’s cool!
room.
+Gives
comments or +Student circle
correct errors “same” or
for the students “different”
depend on the
question
Questions and answers:
-Teacher +Listen to the
divides student teacher’s
correction. How are birds and fish the same?
into pairs and how are they different?
tell them to ask
questions in 1. How they breathe
section C. -Form pairs and (different)
ask question 2. What covers their body
- After 3 (different)
minutes, 3. How they lay eggs (Same)
teacher corrects 4. How they move (different)
mistakes of
students. +Take notes
and correct
mistake.
 The questions:

1. Where do amphibians live?

2. How do amphibians move?
3. What do mammals have all
over their body?

5. - Checks the - Students look - To show the game on

Consolidate students’ at the pictures PowerPoint.
the lesson (3 understanding and answer the
minutes) by looking at question. Answer keys:
the pictures and
answering the 1. C. Skin
correct 2. D.mammals
question. 3. A. eggs
4. D.amphibians
5. B. scales
6. D Gills
https:// 7. B feathers
www.wordwa 8. D wings
ll.net/play/ 9. C. fur
19963/557/1
699

6.
Homewor - Asks Ss to Ss pay Write a paragraph about
write a attention the topic “Animal And
k( 1
paragraph and do Animal Body Parts”.
minute) about the homewor
topic “Animal k.
And Animal
Body Parts ”.

- Asks Ss to
prepare new
lesson ( page
13).
Comments

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