Lesson 1 LESSON PLAN

Unit 4 – THEY’RE BEARS! Family and Friends

(N) 1

I. DURATIONS: 35 minutes
II. LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
− identify 5 animals
− use the animal words in the form of a chant
III. TEACHING AIDS
Flashcards 27-31, audio tracks 1, 50-51, workbook p.30, worksheet
IV. PROCEDURES
Steps and Teaching and Learning Activities Co-teacher Activities Source
duration

Greeting and - Greet students - Hello song

Warm-up Hello song
- Greet teachers and students.
- Ask students sing along the song
05mins
- Stick Class rules
Simon says
 Ask students to stand at their desks.
 Tell them the rule: If the instruction begins with the words Simon
says, children must do as you say. If not, they should stand still
and wait for the next instruction. Student who gets this wrong is - Guide students to follow the
out of the game and has to sit down. activities
Simon says point to your desk; Simon says stand up; Simon says
write your name; Sit in your chair; touch your desk, count to 3,…
 Continue the game until there is one winner left standing, or a
group of winners if you prefer

New lesson Lead in:

Tell your students: today we are going to the zoo, what can
20mins
we see in the zoo?

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Steps and Teaching and Learning Activities Co-teacher Activities Source
duration

 Use Flashcards 27-31 to introduce the vocabulary for this - Place flashcards
lesson.
 Hold the flashcards up one at a time and ask: What’s this?
 Say the words for children to repeat in chorus. - Support native teacher
 Put the flashcards in different places around the room.
 Say a word.
 Students point to the card and repeat the word in chorus.

1. Listen and point. Track 50

- Audio track
- Play the track 50, listen and point
50
- Play again, ask students to listen and point
- Play again, ask students to listen and repeat
2. Listen and chant. Track 51
- Students listen to track 51 and point to the correct flashcards
- Demonstrate an action for each word: bird (flap arms), bear (make
claws), hippo (snap teeth together), crocodile (snap arms together),
tiger (do pouncing actions).
- Go around to help and
- Divide the class into 6 groups
encourage the students - Audio track
- Give each group a flashcard
51
- Play the chant again
- Students listen and stand up when they hear their group’s animal
word
- Students listen, chant along and do the action
 Below level: Instead of teaching the actions above, ask the
Practice
different groups to stand up when they hear their word.
05mins  At level: Complete Exercise 2 as described above.
 Above level: Teach the actions as described but ask the whole
- Help teacher explain if
class to do all the actions in time with the chant. necessary
Repeat this several times to chant and do the actions.
3. Point and say. Stick
- Show students how to do:
 Point to the pictures
 Say:” Let’s stick!” - Guide students to answer
 Stick the sticker and say: “Tiger” the question
- Ask students to work in pairs to say and stick
- Go around to help

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 Steps and Teaching and Learning Activities Co-teacher Activities Source
duration

Worksheet
Part 1:
 Model first
 Point to each animal in number 1 and ask students: What is it?
 Point to the bird and say: “It’s a bird.’ Circle and draw line to
match the word
 Ask students to work in pairs, ask, say, circle and match - Guide students to match
Part 2:
 Model first
 Point to the word and say: “Hippo”

- Go around to help students

do tasks correct

 Circle the picture of the hippo - Go around to help and

4. Workbook p.30 encourage the students
- Ask student to do exercise in workbook p.30
- Go around to help and encourage the students
Do it!
Consolidation
 Use Flashcards 27–31 to review the vocabulary from the previous
05mins unit and to energize the class. - Support native teacher - Flashcards
 Assign each child a word from the vocabulary, e.g., bird, bear, 27–31
hippo, crocodile, tiger, etc.
 Give instructions, e.g., Tigers, roar! Bears, growl!
 Hold up a flashcard. Children who have that word assigned to them
do the action. Repeat with all of the flashcards.
Draw your favorite animal

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Steps and Teaching and Learning Activities Co-teacher Activities Source
duration
- students draw and color their favorite animals
 Students work in pairs talking about their picture: I love tigers. My
tiger is yellow!

- Go around to help and

encourage the students

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 Lesson 2 LESSON PLAN
Unit 4 – THEY’RE BEARS! Family and Friends
(N) 1

I. DURATIONS: 35 minutes
II. LEARNING OBJECTIVES
At the end of the lesson, students will be able to:
− ask question:” What are they?”
− answer: “They are (bears).”
− Recognize plurals with s
− sing a song
III. TEACHING AIDS
Flashcards 27-31, audio tracks 52-53, worksheet
IV. PROCEDURES
Steps and Teaching and Learning Activities
Co-teacher Activities Source
duration
- Greeting
Greeting and - Hello song
- Sing Hello song - Greet teachers and students.
Warm-up
- Class rules
05mins Guessing game
- read poem: Dear zoo
Dear zoo So they sent me (a snake) - Support native teacher
By Rod Campbell He was too scary!
I wrote to the zoo I sent him back
To send me a pet
So they sent me (a - Guide students to follow the
They sent me (an monkey) activities
elephant) He was too naughty!
He was too big! I sent him back
I sent him back.
So they sent me (a frog)
So they sent me (a He was too jumpy!
giraffe) Oh I sent him back
He was too tall

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Steps and Teaching and Learning Activities
Co-teacher Activities Source
duration
I sent him back. So they thought very hard
And sent me a puppy
So they sent me (a lion) He was perfect
He was so fierce! I kept him.
I sent him back

So they sent me (a [Link]

camel) FbgMWFIrwOY
He was too grumpy!
I sent him back

- change the animals and adjectives, make the poem familiar to the
children. EX: a hippo/big, …
- make the sound or do the actions
- ask students to guess
- students listen and guess
- Continue the game until you have practiced all of the words from
the vocabulary set.
New lesson Lead in:
- Hold up flashcard of a bird and say What’s this? Elicit It’s a bird.
20mins - Guide students to answer
Draw one more bird and say What are they? Say They’re birds.
the question
- practice of plural form of animals: hippos, bears, tigers, monkeys
- Point to the hippos and say What are they? They’re hippos.
1. Listen and repeat track 52
 Play track 52, listen and point - Audio track
 Play again, ask students to listen and point 52
 Play again, ask students to listen and repeat - Help teacher explain if
•Below level: Bring out a flashcard, e.g., tiger. Hold up one finger necessary
and say tiger. Hold up three fingers and elicit three tigers.
Pretend you can’t hear the s. Put your hand behind your ear and
make the children shout the word, emphasizing the s. - Guide students to follow the
Repeat with different numbers and all the flashcards. activities
• At level: Carry out Exercise 2 as described above.
• Above level: Have two children come to the front of the class and
stand back-to-back so that the class can only see one child.

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Steps and Teaching and Learning Activities
Co-teacher Activities Source
duration

 Whisper to them which animal they will mime, e.g., bear.

- guide students to sing
 The first child mimes being a bear, the class answers bear.
 The second child turns around and both children mime.
 The class responds with the plural form, bears.
 Repeat with different children and animal mimes.
2. Listen and sing. Track 53
- Audio track
 Point to the picture and say: What are they?
53
 Elicit the answer: They are (tigers).
 Repeat with all animals with the whole class.
 Play the song.
 Demonstrate an action for each animal.
 Play the recording again and students listen and point to the
animals as they hear the words.
 Practice several times singing and doing the actions.

3. Ask and answer.

Practice
 Point to the hippos and ask: What are they? Elicit: They’re
05mins hippos. Repeat with different groups of animals in the picture.
 Then cover up a group of animals with your hand or some
paper, and elicit from the class the question: What are they? - Guide students to answer
Remove your hand and answer their question. the question
 Repeat with all the animals in the picture.
 Ask students to work in pair to ask and answer
LET’S TALK
 Ask students to look at the picture and the words in the speech
bubble. Ask: What are they? (Two bears.)
 Have two students demonstrate the question in the speech
bubble and the answer in the picture.
 Students work in pairs to ask and answer the question.
Worksheet P. 36
 Give each pair a worksheet
 Students work in pair ask and answer (part 2) - Go around to help students
 Move around to help do tasks correct
 Students finish part 1

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 Steps and Teaching and Learning Activities
Co-teacher Activities Source
duration

- Go around to help and

encourage the students

4. Workbook p. 31
- Ask student to do exercise in workbook p.31
- Go around to help and encourage the students
Poster
Consolidation
- Ask students to draw a zoo
05mins - Place their zoos on the wall
- 1 student from each group stands near the poster to answer
questions
- Students move around, ask their friends about their zoos: What is it?
What are they?

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