Lesson Plan (grade 11 – advanced) Period : 11 pptx

- By the end of the lesson, the students are able to talk about the activities with the senses.. warm-up 4’ Games: Pelmanism -Stick on the board 5 picture card of the body parts eye,

Lesson Plan (grade 11 – advanced)

Period : 11 Preparation date : 17/9/2011 Unit : 2 Lesson : Speaking

I Aims :

- By the end of the lesson, the students are able to name the senses in

English

- By the end of the lesson, the students are able to talk about the

activities with the senses

II Lexical items :

- the senses

- differentiate

Structures :

- A smoke sensor discovers fire in a room

- What do you think dogs are good at?

III Teaching aids:

- textbook - Pictures - Handouts

- chalk - cards

IV Techniques :

- skill-based ( listening, speaking)

V Procedures :

State/time Teacher’s and students’

activities

Blackboard Materials

1

warm-up

(4’)

Games: Pelmanism

-Stick on the board 5

picture card of the body parts ( eye, ear, nose, mouth /tongue, and hand /skin ) (1-5 )and five cards with phrases related

to the senses (a-e ), face down

( Appendix1 )

- Ask Sts to work in

- sheets of paper

group , A and B

- Tell the group to take

turns to choose a

numbered picture and a

phrase, if they match, that

is , the phrase expresses a

function done by that part

of body, e g “eyes” and

colorful flowers”, the

group scores 1 point If

not, the picture and

phrase will be turned face

down again SS continue

until every picture and

card are turned over

- The group that has more

points will win the game

- Check Sts’

understanding of

instructions and have

Expected: The senses ( and their

them start the game

-Keep a running total of

points for each group on

the boar

-Declare the winner

-Ask SS: From the

activity ,can you guess

the topic of the lesson

today?

Transition:- That ‘s right

Today we will talk about

the activities with these

different senses

-Write down on the board

:

activities)

What are the senses?

Expected: Sight, hearing, smell, taste, and touch

Unit 2 : Speaking

2 Pre-

Speaking

(5’)

Matching pictures with activities ( task a,

p.28-29)

- Ask Sts to read the phrases in Task a and match them with the pictures

- Tell SS to compare answers in pairs and then

go over the answers with the whole class

-Check if SS know what a smoke sensor is Give explanations

-Ask SS what ‘ differentiate’ means

Expected:

‘distinguish’

Chalk and board

Textbook

3

while-Speaking

(15’)

Activity 1: Talking about activities with the senses (Task b, p.29)

- Tell Sts to work in pairs, ask and answer about the things and people

mentioned in task a and their ability

- Go around to monitor and note down errors if any for correction later

-Encourage SS to talk about other animals or things that have a good sense of any Or you may want to list a few for SS

to talk about (For example: cats , owls,…)

Textbook

Personal experience

-Call on some close and open pairs to act out their conversations

Activity 2: ‘Spin the top’

- Prepare 5 or 6 five –

sided cards with the words eyes , ear, nose, tongue, and hand on each

side ( Appendix2 )

- Ask SS to work in 5 0r 6 groups

-Give each group a card and a pointed pencil ( or something similar)

-Tell SS to pierce the pencil thought the middle

of the card

-In turn , each student in

cards

the groups spins the top and makes a sentence about what they do with the sense corresponding

to the picture where it lands For the second round, SS talk about the animals or things that are very good at the senses

-Demonstrate by spinning the top and make a

sentence to so SS what they are expected to do For example , the top lands at the nose ,the

sentence can be ‘ I can smell food , fragrance of flowers ,etc.’ for the

second round, it can be :’Dogs are good at

smelling.’

-have SS start the activity

-Go around to monitor and note down errors if any for correction later

-Give feedback and

comments

4

Post-Speaking

(15’)

Listening and recognsing:

- Ask SS to work in two groups , A and B , listen

to your sentences and name the sense implied in each sentence

- if the group can’t get it right , the other group take the turn and score points if they get it right

- Keep the running total

The sentences used in the activity are:

1.I don’t like the fragrance of this flower

2.This juice is a bit too sour for

me

3.this table feels tough

4.The house is

Handouts

of points for each group

on the board

- Declare the winner and then give feedback and comments

small but very nice

5.We love classic music

6.Do you like sweet soup?

7.It’s so quiet in here

8.The water is too cold to swim

5

Homework

(1’)

Sentence Making

- Ask Sts to make a few sentences about activities with the senses