Farouk Zaabab Farouk Zaabab

TP4 (Dog's are men's best friends)
Elementary level


In this lesson, the focus is on the grammar point of object pronouns which will be introduced in the context of animals (dogs) as a part of the family. The lesson will follow a Test, Teach, Test (TTT) procedure. It starts with pre-teaching essential vocabulary and giving an exercise, then checking the answers by listening to an audio recording (Test). The lesson moves on to the teaching part where the teacher presents meaning, form and pronunciation to the students. After that, the teacher tests the students again via a controlled practice. Finally, the students move to perform a freer activity (speaking).


Main Aims

  • By the end of the lesson, the students will have had controlled and freer practice in using the language point (object pronouns) in the context of family friends: animals (especially dogs).

Subsidiary Aims

  • By the end of this lesson, the students will have had practice in listening for specific information in the context of dogs as man's best friends.


Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

The T shows a picture of two dogs and asks the students if they like dogs or not, and which pets they like more and makes them think about the reason(s) behind that.

Test #1 (5-6 minutes) • To gauge students' prior knowledge of the target language

T gives the students an exercise about object pronouns ( the instruction is to circle the appropriate answer. The teacher demos the activity first. The teacher makes sure they get the instructions right by asking ICQs like: Are going to circle or underline the right answer? Do you have 2 minutes or 20 minutes? are you going to work in pairs or .........? After their time is up, the teacher quickly plays the recording and asks them to check their answers.He also asks them to give him the sentences two and three (to develop their ability to listen for specific information: object pronouns ).

Teach (13-15 minutes) • To introduce and clarify areas of the target language (object pronouns) where students had difficulty in the first test stage in terms of meaning, form and pronunciation.

Ss were asked to provide the teacher with sentences two and three from the previous exercise. The teacher shows the sentences they provided and the versions with the repeated words and asks the students about the ones they like and why. The aim is to elicit the meaning of the object pronouns and their use (to avoid repetition and length of expression) from the students. The T does a substitution drill to show them the form and helps them practise it. T uses the students as objects to contextualize and personalize the drill. The Ss drill the pronunciation of the object pronouns both in isolation and in context (sentences). The teacher uses a variety of drilling techniques (choral, back chain, and individual). Finally, the T challenges the students to complete two sentences with the appropriate pronouns to check their understanding (in two groups they compete to finish first). This is an energizer to keep their energy high for the activities to come.

Test #2 (7-8 minutes) • Check students' use of the target language -object pronouns- again (after teaching them).

T sets the second test (activity) to check the grasp of the object pronouns and especially the pronouns him and her. The T demos the activity after introducing the context of the activity through pictures that activate their schemata of the family and the animals (Materials: Dogs and Obama). The T checks instructions using ICQs .When the Ss finish, the WC check their answers (a checking game using ppt. It could be fun for them).

Free practice (10-13 minutes) • To provide students with personalized free practice of the object pronouns.

T divides the Ss according to whether they like dogs or not and puts them into pairs. They are supposed to move around the class and read the key words on the papers on the wall to ask related questions to each other. For example, Hussein pairs up with Esra and go to the paper on which there is the word dogs. Esra asks him: Do you like dogs? He answers: No,I don't like them. Then she asks him why? He speaks freely to justify his answer, and so on. After finishing the activity, students are nominated to report about their friends' answers. T gives delayed feedback (error correction) and ends the lesson with praising and genuinely appreciating the students efforts throughout all his lessons.

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