Marlynna Abdul Rahman Marlynna Abdul Rahman

Teaching Plan 8a


In this lesson, the Ss will start with a gist reading exercise where the Ss have to match the animals with its descriptions. Following that, they will practice detailed reading where they have to answer a few questions. For vocabulary, they have to match the words to the correct meaning. Lastly, they will have a free practice where they will discuss their favourite animals or pets to their classmates.


Main Aims

  • To provide gist and detailed reading practice in the context of animals.

Subsidiary Aims

  • To provide vocabulary and speaking practice in the context of animals.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T will start the lesson with a simple game to introduce the topic. T will ask one student (at a time) to come up to the WB and draw an animal. E.g. Dog, chicken or giraffe. The rest of the Ss have to guess what their classmate is drawing. If students have difficulties drawing the animal, ask them to draw things that associate with the animal. For example, draw a bone for monkey. T then show pictures of animals and ask them to discuss in pairs and name the animals they know. This is also to prepare them for the game during the speaking stage. I have decided to start with a simple game for the warmer stage because it is more fun and engaging.

While-Reading #1 (10-12 minutes) • To provide students with less challenging gist reading

T distributes HO. In pairs, Ss will have to match the name and picture of the animals with their descriptions. Ss have to read the text quickly. T will ask Ss to explain how they got the answers. What are the clues? T will show an example. ICQs: Do you read every word? No Do you read it quickly? Yes Do you need to understand each word? No T will discuss answers with WC.

While-Reading #2 (15-17 minutes) • To provide students with more challenging detailed reading practice.

T distributes HO with MCQ questions to Ss. Ss have to read the text again but this time, in detail so that they can answer the questions. T gives an example - For questions about distance, ask Ss to look for numbers in the text so that they can quickly zoom in to look for the answers. T reminds Ss that they have to read it quietly and complete the questions by themselves. T will then pair them so Ss to compare answers with their classmate. T will ask some students to come up and give answers on the WB. For some of the answers, T will ask S to explain how they got the answer. What are the words or clues that helped them?

Vocabulary (3-5 minutes) • To learn new vocabulary

T moves S from one end to the other end to make a "new" pair. In their new pair, they have to match the word to the meaning. T will remind Ss that they can't use the dictionary (and their phones) They have to guess it from the context. T go through answers with WC quickly. Drill on stress and pronunciation. For example, exhausted /ɪɡˈzɔː.stɪd/ stress is not at first syllable ('ɪɡ) similar to exhale /eksˈheɪl/

Speaking Practice (3-6 minutes) • To provide fluency speaking practice.

Game Time! T groups Ss into 3 or 4 groups. T will play videos about animals but only half way through. T then asks Ss to discuss and guess what will the ending be. Then T will play a video that has many different animals. Students have to remember as many as they can. This is also to test their knowledge of the lexical set. The group with the most correct answers wins.

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