Level: Elementary Time : 45 minutes

Lesson plan 1
Topic Pets
Age group: Teens
Level: Elementary
Time :45 minutes
Aims
• To develop students’ writing, reading and listening skills through collaboration and listening material
Materials :
• handouts, markers, whiteboard, loudspeaker
Procedure
Lead -in: Brainstorm
Teacher reads aloud a text about pets and students should find names of domestic animals.
Handout N1
A pet, or companion animal, is an animal kept primarily for a person's company or entertainment rather than as a working animal, livestock or a laboratory animal. Popular pets are often considered to have attractive appearances, intelligence and relatable personalities, but some pets may be taken in on an altruistic basis (such as a stray animal) and accepted by the owner regardless of these characteristics.

Two of the most popular pets are dogs and cats; the technical term for a cat lover is an ailurophile and a dog lover a cynophile. Other animals commonly kept include: rabbits; ferrets; pigs; rodents, such as gerbils, hamsters, chinchillas, rats, mice, and guinea pigs; avian pets, such as parrots, passerines and fowls; reptile pets, such as turtles, alligators, crocodiles, lizards, and snakes; aquatic pets, such as fish, freshwater and saltwater snails, amphibians like frogs and salamanders; and arthropod pets, such as tarantulas and hermit crabs. Small pets may be grouped together as pocket pets, while the equine and bovine group include the largest companion animals.

2.Pre-listening task
Activity 1. Teacher asks students to work individually and provides them with listening track about pets. Students should listen to the recording and fill the gaps with missing words. The track can be found through the following link:
https://www.listenaminute.com/p/pets.html
Handout N2
Everyone needs a pet. It’s ___________________ after an animal of some kind, or even a bird or insect. I’ve always had pets. ___________________, we had three dogs, five cats, a tortoise and loads of rabbits. I lost ___________________ of rabbits we had. Pets are really important for kids. Looking after ___________________ child responsibility. It’s cute looking at the way children play with their pets. They always ___________________ so much fun. I wonder if pets like being pets. I think if I were a dog, it’d be ___________________ a pet. I get all my food given to me, I have somewhere warm and dry to sleep ___________________ and play lots. I suppose if you had a bad owner, that wouldn’t be good. One day I want ___________________ a tarantula or a scorpion.
Activity 2. Teacher shares the same text about pets , but students will have to correct some words in the text after listening the track one more time.
Handout N3
Everyone needs a pet. It’s really cool to look after an animal of some kind, or even a bird or necsit. I’ve always had pets. When I grew up, we had three dogs, five cats, a tortoise and odals of rabbits. I lost cuton of the number of rabbits we had. Pets are really important for kids. Looking after a pet ehascet the child responsibility. It’s cute looking at the way children play with their pets. They always seem to have so much fun. I noewrd if pets like gbein pets. I think if I were a dog, it’d be a good life to be a pet. I get all my food gvnei to me, I have somewhere warm and dry to sleep and I get to run and play lots. I psupseo if you had a bad rnewo, that wouldn’t be good. One day I want an nauulus pet like a tarantula or a scorpion.
Activity 3. Teacher provides students again with the same text, but this time students should correct jumbled sentences in the text.
Handout N4
Everyone needs a pet. cool look an really to after It’s animal of some kind, or even a bird or insect. I’ve always had pets. When I grew up, we had three dogs, five cats, loads and tortoise a rabbits of. I lost count of the number of rabbits we had. important really are Pets kids for. Looking after pet the responsibility a teaches child. It’s cute the children with at way play looking their pets. much so have to seem always They fun. I wonder if pets like being pets. I think if I were a dog, it’d be a good life to be a pet. I get all my food given to me, I have somewhere warm dry get to to sleep run and and I and play lots. I suppose if you had a bad owner, that wouldn’t be good. One unusual day pet I like want a an tarantula or a scorpion.
.
2.While-listening Task
Activity 4. Teacher pairs up students and makes them work in pairs.He/she demonstrates a handout where were given lines for writing questions about the information about pets above. Students should make up questions and ask each
3.Post-listening Task.
Activity 5. Teacher asks students to write five GOOD questions about pets in the table. Students should do this in pairs. Each student must write the questions on his / her own paper.

When they have finished, they should interview other students. Write down their names.

Activity 6. Students should write about pets for 10 minutes. They will have to show paper to their partner. They should correct each other’s work.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Homestask
PETS POSTER Make a poster about pets. Show it to your classmates in the next lesson. Give each other feedback on your posters.

Lesson plan 2.

Aims : To develop students’ writing, reading and listening skills through collaboration and listening material
Materials :
• loud-speakers, chairs, whiteboard, markers, handouts
Procedure
Lead -in: Running for the mouth
Teacher divides the group into two and records a track about cats. Teacher gets his students racing around the classroom to complete a dictation assignment. He/she has students work with partners or in groups, and make sure he/she has one available copy of a recording for each group (tape player, computer, CD player–anything will work, just work with what you have). The recordings are positioned around the edges of the room. One student from each group runs to their recording and listens to part of it. The student must remember what they heard then run back to their group and dictate it to them. Another group member writes it down and then runs to the recording to memorize the next bit, later running back and dictating it to the group. After the recording finished the teacher compares dictated text with the original one. The track can be found through the following ink:
https://listentogetherpodcast.com/cat-facts/
2.Pre-listening activity
Activity 1. Teacher shares a handout with new words and students should match the new vocabulary with their definition. Preparation task Match the definitions (a–h) with the vocabulary (1–8).
Handout № 1
Vocabulary Definition
1. …… a cat flap a. a baby cat
2. …… to cuddle b. to take another person’s child and legally become their parent
3. …… cute c. pleasant and attractive
4. …… to squash d. a little door for cats
5. …… a kitten e. to walk around without a purpose
6. …… to wander f. to move your hand gently over skin, hair or fur
7. …… to adopt g. to put your arms around someone and hold them in a loving way
8. …… to stroke h. to press or crush something into a flat shape

3.While-listening task

Activity 2. Students should Listen to Dave talking about travelling to different countries with his cats. Before listening to the track teacher provides students with handout written true-false activity. The listening track can be found through the following link:
https://learnenglish.britishcouncil.org/general-english/audio-zone/my-two-cats?page=3
Handout № 2. Are the sentences true or false?
1. Misha and Masha are Russian cats. True False
2. Misha and Masha were rescued from the Russian winter. True False
3. The speaker already had two Indian cats. . True False
4. The cats had to stay in France for two years to check that they were healthy. True False
5. Misha and Masha had lots of friends in Cambridge. True False
6. In Mexico, the speaker made special changes to his garden to make sure that Misha and Masha didn’t get out. True False
7. In China, Misha and Masha can roam about wherever they want. True False
8. Masha has become softer and friendlier as she has got older True False
Transcript of the recording
I’d like to talk about my two cats, who are called Misha and Masha, and they’re nine years old. And because I work for the British Council and I’ve worked in lots of different parts of the world, they’re quite international cats. So they were born in St Petersburg, Russia, around the dawn of the millennium, in the middle of winter. And St Petersburg winters are very, very cold, so it’s kind of minus 30 degrees, and some friends of mine found these two tiny little kittens in the snow and brought them in and then sent an email around the office saying ‘Who can look after these two cats?’ And my wife and I already had two cats at the time, from Indonesia, and we thought can we ... have we got room ... can we adopt these two new cats? And then when we saw them, they were just so cute that we couldn’t say no. So we brought them home and so they lived with us for, like, two years in Russia. And then we moved back to the UK and they had to stay in France for six months, erm, just to check that they didn’t have rabies ... erm, before they were allowed into the UK. And then they lived with us in Cambridge and we had a cat flap so they used to wander about it. When it came to leave the UK, we discovered that they’d in fact had about five or six different homes and had made friends with all kinds of people along the street and used to go and get fed and get stroked and cuddled by all of our neighbors. Then we moved to Mexico and we had a house with a garden, so we had to build a special fence that kind of curled in on itself so that the cats would climb up and then feel that they were starting to fall down so they’d climb back down again. And then we moved to Guangzhou this time last year. So now they are ‘flat cats’, erm, they’ve not been squashed, they just live in our flat, live in our apartment and they don’t go out. They just go out onto the balcony. But the interesting thing is that their personality has ... seems to have changed in every country they’ve lived in. So Masha used not to be very friendly towards people. As she’s got older, she’s now quite a cuddly cat. And they’ve adapted to living, to being kind of free to roam about and then being in the garden and now they seem to be very happy just being in a flat.

Activity 3. The track is recorded one more time by a teacher and students should re-order the parts of speech and make a correct sentences.

1. around the the millennium the middle dawn of in They were born of winter.
2. are St Petersburg very winters very, cold.
3. snow. two tiny They found little in the kittens these
4. office. an the email sent They around
5. They cute that we couldn’t say no. were so
6. They with us for, lived two years. like,
7. that is thing The interesting their personality has changed.
8. very happy seem just to be They being in the flat.
3. Post-listening task
Activity 4. Teacher puts students in pairs to interview each other on the recording they have recently heard. So students get preparation on questions and answers , after preparation they are welcome to show interviewing process on the board.
Hometask
Students will have to write essay about cats (150) words
Answers of handouts
Preparation task 1. d 2. g 3. c 4. h 5. a 6. e 7. b 8. f
Task 1 1. True 2. True 3. False 4. False 5. True 6. True 7. False 8. True
Task 2 1. They were born around the dawn of the millennium in the middle of winter.
2. St Petersburg winters are very, very cold.
3. They found these two tiny little kittens in the snow.
4. They sent an email around the office.
5. They were so cute that we couldn’t say no.
6. They lived with us for, like, two years.
7. The interesting thing is that their personality has changed.
8. They seem to be very happy just being in the flat.FIRST LESSON PLA

Topic: Domestic animals

Time: 45 min
Level: Intermediate
Materials: White (black) board, markers, handouts, audios.
Main focus of lesson: skills, languages
Speaking
Main Aims:
Practicing speaking abilities.
Increasing their vocabularies.
Subsidiary aims /focus:
My subsidiary aims are:
Reinforcing students’ comprehension skills through speaking.
Exposing them to some vocabulary items they are responsible for
Adapting an interesting game, out of the students’ speaking and implementing it in the classroom.
Assumptions: I assume that;
Students will find the lesson interesting because the activities, which is about domestic animals, is directly related to their lives so that they will easily personalize it.
Students will find the lesson beneficial since they will practice speaking and listening skills which they need in their proficiency exam.
Warm-up activity. Questions
Purpose: Students’ awareness on guessing will be developed
Time: 5 min
Materials: -
Procedure: T gives some questions related to the topic. Ss tell their answers. Teacher elicits the answers and gives interesting comments.
Interaction Pattern: Group work
Handout:
Which animal never sleep?
What do domestic animals give us?
What are the benefits of domestic animals?
Activity 1. Introducing with new vocabularies, idioms.
Purpose: To improve Ss’ vocabulary through idioms related to domestic animals and remember all idioms.
Time: 15 min
Materials: Whiteboard, handouts, animal-pictures.
Procedure: T introduce with new topic, some idioms connected with animal vocabularies. T divides class into 3 groups. T sticks hidden animal pictures on the whiteboard. T asks them come to the whiteboard one by one, Ss should find the idiom used the animal name and proper definition in oral.
Interaction Pattern: Whole class
Handout:
That really gets my goat. If something “gets your goat,” it means it annoys you.
The cat’s meow. If you think something is “the cat’s meow,” it means you think it is excellent, wonderful, really great.
get (someone`s) goat. To annoy someone
My friend is always complaining about the way that I do things which gets my goat.
Go to the dogs. If something “goes to the dogs,” it means it goes bad, deteriorates, or becomes poor-quality.
As rare as hen's teeth. Something that is rare as hen's teeth is very rare or non-existent.
The black sheep of the family. The worst or the most unpopular or disliked member of a family.
My cousin is the black sheep of the family and nobody likes to talk about him.
Let sleeping dogs lie. If you make a suggestion to “let sleeping dogs lie,” it means not to talk about things in the past that might cause problems if you mention them today. This idiom comes from the fact that a sleeping dog is peaceful, but if you wake it up, it might be angry and bite you
Holy cow. Used to express strong feelings of astonishment or pleasure or anger
"Holy cow," the man said when he saw the car that hit the street lamp.
A dark horse. A candidate who is little known to the general public
The candidate for mayor was a dark horse until he gave some good speeches on TV.
Activity 2. Fidget spinner game
Purpose: to help them put to use all of their vocabulary.
Time: 15 min
Materials: Cards, whiteboard
Procedure:
Cut a small arrow from paper or craft foam and stick it onto the fidget spinner as your pointer.
Place the fidget spinner in the middle of the vocabulary circle
Spin it and spinner stops where Ss should speak about the animal using new vocabularies, idioms.
Interaction Pattern: Groupwork
Activity 3.
Purpose: Oral fluency practice
Time: 10 min
Materials: Handout
Procedure: Ss speak in order to find the differences between 2 similar pictures.
Interaction Pattern: Individual
Homework:
Purpose: improving speaking and listening skills.
Time: 5 min
Materials: Audio
Procedure: T gives a story-audio about domestic animals to listen at home. Next lesson, Ss speak .
Subject/Course: Speaking
Writing Topic: Domestic animals
Level: Intermediate
Lesson duration: 45 minutes
Target skill: Speaking
Goals
Students will be able to:
develop Ss’ thinking
Increase vocabulary base 25-30 words, expressions and recombinations related to domestic animals
take notes and retell information to others.
develop language and thinking skills.
Introduction To give some information related to the topic and ask some question to concentrate students’ attention
Development Giving students new vocabularies, and speaking exercises, games answering questions and etc.
Time management Introduction of the lesson: Checking the attendance, asking homework and suggest some of students tell the group latest news in the world and social-political and economic news related to our country’s life
Warm-up. Speaking about shown pictures on the presentation.
Activity 1: Card-game
Activity 2: Question-answer
Activity 3. Running Dictation
Summarizing: Asking students their opinion on lesson, giving home tasks and informing the topic .
-Divide the class into 2 groups: A and B. Give each group a set of 10 card pictures. The 10 cards contain pictures of five animals mentioned in the song that the teacher plays aloud, and the other five cards serve as distracters because they are pictures of animals not mentioned in the song.
-Divide the board into two parts: A and B. Give each group 5 pieces of blue tac. Tell groups that they will listen to the ‘Old Macdonald had a farm’ song, and they will hear the names of 5 out of the 10 animals they have. Ask groups to run to the board to stick the picture of the animal they hear under their group’s name.
-Click this link http://www.youtube.com/watch?v=7_mol6B9z00. Remind the 2 groups to listen carefully to the song. Announce that this game is a competition between the 2 groups, and the group that sticks all the pictures correctly and quickly wins.
-Go over the 5 words again with the whole class. Stick on one side of the class an A5 sheet with a picture or a drawing of a farm with animals to recycle recently taught vocabulary.
-T puts hidden question papers related to the topic on the table.
- Ss answer without stopping 2 min. Who stops leave the group.
-T divides into some groups. T sticks small text papers on a wall away from the desks.
Ss Choose who will run and who will write. The running Ss run (or power-walk) to their assigned texts, read, remember as much as they can and then return to dictate the text to the writing student. Then they run again. The first pair to finish writing the complete, correct texts wins.
Text 1. History of farm animals.
Alan K. Outram, head of archaeology at the University of Exeter, says that for most species, studying domestication is not about pets, but about finding the origins of a farming economy that produced food rather than collecting it from the wild. The first animals to be domesticated for food use are thought to be sheep, between 11,000 and 9,000 B.C. in Southwest Asia. Goats followed later around 8,000 BC. Both animals were used for their meat, milk, and coats, and became an integral part of nomadic communities.
Ross Tellam, a researcher at CSIRO Livestock Industries in Brisbane, Australia, said that scientists can tell when milk-bearing animals were domesticated based on when the humans in the area became lactose tolerant. “The mutation that enabled the utilization of lactose as an adult gave an enormous advantage to that population and contributed to stable human populations that had the luxury of excess calories,” Tellam said. “This helped civilizations to emerge.”
Pigs and cattle were domesticated around the same time as sheep and goats, but tended to be domesticated by more settled communities. “Farming vastly increased humans' capacity to feed larger populations, and also led to a much more settled way of life. With the arrival of large permanent settlements, and with the ownership of land and agricultural surplus come major changes in the way societies were organized,” Outram explained. Animals that belonged to farming communities were herded instead of immediately eaten because the farmer’s ability to tame them meant a continuous supply of meat and dairy.
Text 2. Interesting facts about domestic animals.
Goats and sheep don’t have teeth on their upper jaw. They have a hard palate that helps them grind their food.
Goats are great companions for other farm animals, including horses, cows, and chickens.
Sheep make a bleating sound. A baby lamb can identify its mother by her bleat.
One mature ewe (female sheep) produces 7 to 10 pounds of newly shorn wool a year – enough to make a man’s suit.
Goats were the first animal to be domesticated, according to many historians.
The goat is among the cleanest of animals, and is a much more selective feeder than cows, sheep, pigs, chickens and even dogs. Goats do eat many different species of plants, but do not want to eat food that has been contaminated or that has been on the floor or the ground.
The chicken is the closest living relative to the T-Rex.
Some breeds of chickens can lay colored eggs. The Ameraucana and Araucana can lay eggs of green or blue.
Chickens have over 200 distinct noises they can make for communicating.
Pigs are considered the 4th most intelligent animal (after chimpanzees, dolphins, and elephants).
A group of pigs is called a “sounder.”
Cows can recognize their names (though they may not come when called!).
Cows have a memory of about three years.
Cows are social animals who form bonds with each other. In a herd of cows, many will form cliques together.
Female sheep are called ewes, male sheep are called rams, and baby sheep are called lambs.
A female goat is called a doe.
Goats are great swimmers.
Some wild goats can climb trees and can walk along a ledge not much wider than a tightrope.
Female ducks are called hens and male ducks are called drakes.
Ducklings are born ready to leave the nest within hours of hatching – their eyes are open and they are able to find some of their own food.
Geese are faithful, mate for life, and mourn when their partner dies.
A male goose is called a gander, and a group of geese is called a gaggle.
Pigs can run 11 miles per hour – that’s faster than a six minute mile!
Sheep have two toes on each foot.
Cows can sense a storm coming and will lie down.
Goats have rectangular pupils, allowing them to see well in the dark.
Ducks’ feathers are waterproof. A special gland near the tail produces oil that spreads and covers the outer coats of feathers.
Pigs don’t have sweat glands, so they must roll in mud to stay cool and prevent sunburns.
Text 3. History of domestic animals.
“The history of human civilizations and cattle domestication are intimately intertwined,” Tellam said. “The ability of humans to maintain a reliable, high energy food source that was mobile and able to live on poor quality land was a huge advantage and this factor certainly fostered stable communities and new knowledge.”
Kim Worley believes that understanding cattle domestication is crucial to the well-being of humans. “For cattle, there is great interest in using traits important to meat and milk production, disease resistance, heat tolerance, etc.,” she said. All of these features of cattle are of interest to humans because of how often we eat their meat or drink their milk. It is thus highly important that these products be the healthiest they possibly can be.
It has been hard to pinpoint a place and time that horses were domesticated, since they were widespread and did not take on distinct morphological changes when domesticated, as observed in other animals. “Many domestic animals see a significant size drop upon initial domestication, and some animals show significant morphological change, too. Horse size does not seem to have been affected in the same way as other animals and there are no immediately visible morphological changes,” Outram said.
Homework. Seeing “Lassie Come Home (1943)” movie and prepare to speak main idea .

Lesson plan

Unit 5: Daily Activities
Aim: “Developing speaking skills –fluency and accuracy practice.”
Objective: By the end of the lesson, the students will be able to:
-pronounce the falling intonation for practicing on positive statements and information questions correctly,
-conduct a classroom survey in order to talk about people’s daily activities logically and accurately, and
-make use of students’ survey finding for reporting to whole class logically.
Note: T= Teacher; Ss = Students; mns = minutes; Ex = Example
I. Opening
Greeting
-T greets and chats with Ss.
-T writes date and fills in Class Information Box at the corner of the board.
-T checks Ss’ attendance.
Revising (Technique: The Time You Say)
-T shows a real clock to the class.
-Ss are called to stand up and tell the time to the class when the T has adjusted the time in the clock.
-T summarizes the way English tells the time in the previous session as the whole class.
Warm Up (Technique: Impromptu Talk)
-T models his daily activities to guide Ss to do this technique.
-T asks three volunteers to go to the white board and to describe his or her daily activities like the way the T has shown.
-T gives comments as the whole class.
Transition
-T says “Today, you are going to learn how to describe your daily activities to our classmates.”
10 mns
-White board
-Marker
-Teacher’s File
-A Clock
-Some Ss may arrive late.
-During activity in warm up some Ss may not give the best presentation or talk , so T encourages Ss to present what they can without interrupt them at all so that T helps Ss to improve their fluency.
II. Pre-Speaking
Technique 1: Mirror Pronunciation
-T gets Ss to open their course book on page 55.
-T plays the MP3, track 24, and asks Ss to listen to the falling intonation.
-After listening twice, Ss are asked to repeat all the statements individually.
-T plays and pause the MP3 while all Ss must repeat the falling intonation both in positive and negative statements as the whole class.
-T calls a few volunteer to repeat the pronunciation out loud.
-T gives comments in case Ss make mistakes.
10 mns
-MP3 Player
-Speaker
-Text book

-If playing the MP3 twice and Ss still don’t get it, T must play the MP3 for the third time making sure Ss can pick up the right pronunciation.

III. Production
Technique 1: Describing a Daily Schedule
-T sticks a poster on the white board.
Ex:
Monday: 6:30 a.m. doing exercise
Tuesday: 7:30 p.m. sunset photos at beach
Wednesday: ………………………………………
Thursday: 9:15 a.m. meet Dara at KFC
Friday: ……………………………………………
Saturday: …………………………………………
Sunday: …………………………………………..
-T asks Ss to complete the missing information by their own information.
-T models one sample to guide Ss to do this technique.
-T sets time 5 mns for Ss to complete their schedule.
-T asks a few students to look at the schedule and say out loud their information.
-T gives feedbacks as the whole class.
Technique 2: Classroom Survey
-T explains Ss how to conduct classroom survey.
-T gives each Ss a handout of a survey.
-T reminds Ss to use falling intonation which is used in information questions in order to ask their friends.
-T models one sample as guide for Ss to do this technique.
-Ss are asked to stand up and walk around the class to fill in their survey.
What time do you….
1. get up?
2. go to school?
3. take a nap?
4. have dinner?
5. go to bed?
-T sets time 10 mns for Ss to do this technique.
Technique 3: Whole Class Report
-After finishing interviewing their classmates, Ss are required to work in 4 groups (a group of 5).
-Ss are asked to take turn to report their finding to their group members.
-T sets time 6 mns for Ss to share their finding.
-T walks around the class to monitor Ss.
-T calls each representative from each group to come to white board and report to the whole class.
-T gives comments and feedbacks to the whole class.
30 mns
-Poster of the Schedule
-Handout of the class survey
-In technique 1, T must tell the Ss that all the information on the poster is just the example. Ss must design their own schedule.
IV. Closing
-T asks Ss what they have learnt today.
-T wraps up the lesson.
-T praises and thanks Ss for their active participation and cooperation.
-T says “Goodbye” to Ss.
2 mns