Professional Documents
Culture Documents
Lesson Plan 4
Lesson Plan 4
Learning objectives:
Writing: To write a description from question prompts and from provided notes.
Prior Knowledge (What knowledge are you building in?) students know:
o Writing sentences in present simple.
o Lexis of animals, parts of the body.
o Present simple to describe animals.
o Understanding of the question form: What is X like?
o Students knew how to use first, next, then, finally strategy to write a paragraph.
st
21 Century Skills:
o Learning and innovation skills: introduce learning to develop, implement and communicate new ideas to
others effectively in English.
Materials:
o Learners Book, page 43
o Activity Book p.30
o Worksheet
o Colored markers
Key vocabulary:
o moisture, root, insect, tunnel, underground, cool, blood, brain, sweat, body, mud, rattlesnake, hill
Common misconceptions for learners, ways of identifying these and techniques for addressing these
misconceptions:
Learners at this age may not be used to working from written notes so they may need support with how to
interpret them.
Those learners whose first language is Arabic might still be struggling with writing because of the lack of
needed vocabulary for specific topic, so they might need a little extra time for the writing stage and
flashcards of some helpful words.
Evaluation / Assessment: (How will you know your students have achieved the goal?)
Check the students answers after each activity or at the end of the lesson collect their books and mark them.
Feedback
Talk about the chart and ask learners what similarities and differences they notice between the
two animals.
Support the low achievers and engage them while the activity do not let them just set back and
look.
Answers
Feedback
Answers
J erboa:
1- It lives in the Sahara Desert and the Gobi Desert.
2- It sleeps underground during the day.
3- It gets enough moisture from its food.
4- It closes the tunnel to its home with mud to keep out hot air. It has long legs to keep its body
away from the hot sand.
5- It is 10 centimeters long.
6- It eats leaves, roots and insects.
Oryx:
In pairs Activity 4:
Activity 4 10 Let students
minutes speak and Get the class finished with:
Describing an describe
Ask learners to think about their favorite animal then describe it to their partner, the partner
animal
should guess its name.
Give students homework and demonstrate the worksheet for them:
1- Do a worksheet filling gabs with having picture bank. (see the worksheet below the lesson
plan)
2- Re-write the answers that they wrote about jerboa/ oryx as a paragraph.
Reference:
Linse, C., Boylan, G., Medwell, C., & Schottman, E. (2016). Bridge to Success: Teachers guide.
Resources:
worksheets: