Martin Plasse Martin Plasse

Grade 8 (A1) level


No materials added to this plan yet.

Main Aims

  • To provide fluency speaking practice in a conversation in the context of animal communication

Subsidiary Aims

  • To provide clarification, review and practice of some animal communication related vocab


Warmer/Lead-in (Context 1) (5-6 minutes) • To set lesson context and engage students

Elicit the 5 senses from the sts (1st ppt. slide). Ask them how they can be involved in communication? Play the video about forms of communication of animals.

Useful Language (Vocab) 1 (3-5 minutes) • To highlight and clarify useful language for coming tasks

Elicit the different forms of communication from the video. Classify those under the 4 categories from the video: auditory; visual; tactile; chemical and link it with the 5 senses using slide 2.

Useful Language (Vocab) 2 (4-5 minutes) • To highlight and clarify useful language for coming productive tasks

Clarify meaning, form and pronunciation of discover, trainer, and sign language using ppt. and CCQs.

Context 2 (7-8 minutes) • To focus and reinforce context so it suits main vocab better

Inform sts to they have to answer these questions while watching: What's the name of the gorilla? What's the name of her trainer? How do they communicate with eachother? Play Koko the gorilla video check answers

Productive Task (controlled practice) (10-13 minutes) • To provide an opportunity to practice target productive skills

Vanishing dialogue: A: Today I discovered that gorillas can talk. B: Gorillas can't talk. What language do they speak? A: Alright, gorillas can't talk, but they can communicate with humans using sign language. B: It's amazing that a trainer trained a gorilla to use sign language! Practice dialogue as a whole class as you write it on BB. Divide class in two groups, one for A and one for B. Have them read it at least once. Then start erasing more and more words until they can say the dialogue without text.

Productive Task (uncontrolled practice) (8-10 minutes) • To provide an opportunity to practice target productive skills

Put following Qs on ppt.: Can humans communicate with other animals? Which animals? How do they communicate with them? How do they communicate with us? Sts discuss in pairs or 4s

Communication game (Extra) (6-8 minutes) • To illustrate what communication represents and the challenges it can entail, and simply have students speaking in context

(If you find this fits in timing well, it can be moved up between the 2 useful language stages, which is why they have been divided in the first place) Get two teams of 3 to come up in front, give 1 of the teams the pieces of a puzzle and the other the solution of the puzzle. Without showing it to the other team, the team with the solution guides the other to complete the puzzle, using their speech (in English of course), gestures as well as identifying the shapes or colors of the pieces. (T needs to color in and cut upthe puzzle pieces) Why was communication ideal in this activity? Were all ways of human communication being used during this activity?

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