LESSON PLAN Speaking Skill: Making comparisons I. Class profile: - Age: 8-10 years old - Gender: 11 female students & 1 male student - Proficiency levels: elementary II. Instructional objectives: By the end of the lesson, students will be able to: LANGUAGE: - use comparative structures to do task 1,2,3,4 SKILLS: - Speaking skills: (2) make statements and questions using comparative structure in task 2,3,4 - Soft skills: (3) make polite conversation in task 4 (saying “Excuse me”, “Thank you” to begin and end conversation) III. Materials: slides, handouts IV. Procedure - Set up - Greeting before starting the lesson Session Teacher ’s activities Warm – up + Lead – in * Task 1 – Review about comparative adjectives and animals – “Slap the board” game - Ask Ss to form 3 teams (Red, Blue, Yellow) -> stand in 3 lines - Sticks on the board 10 pictures of 5 animal (big – small elephant, big – small giraffe, big – small sheep, big – small tiger, big – small snake) - Introduce game rules: Teacher say aloud 1 animal (ex: smaller tiger) -> Ss slap on the picture of the smaller tiger on the board -> lead in the lesson’s topic: Making comparisons (8m) Pre – speaking - Introduce the lesson’s objectives * Task 2 – Review about comparison structures – Reordering exercise (7m) Ask Ss to re-order the given words to make comparative statements and questions While – speaking * Task 3 – Controlled practice (8m) – Finding out the difference - Ask 3 teams to stand in 3 lines (20m) - Introduce game rules: Teacher shows on slide information about 2 things (height, length,…) including 2 similarities and 1 difference -> Ss find out the differences (ex: House A is higher than house B) - Facilitate the game - Consolidate about comparative structure * Task 4 – Free practice (12m) – “Who am I” game - Stick a picture of 1 animal on each student’s back (tiger / sheep/ giraffe/ elephant) - Introduce game rules: Ss go around the class -> ask each student 1 comparative question (ex: Am I shorter than the tiger?) until they find out which animal they are -> go to that animal’s home (a corner of the room). 3 students that go to their home first win - Facilitate the game Post – speaking - Give feedback on common mistakes that teacher identifies while observing Ss’ performance (3m) Wrap – up - Ask Ss to reflect on how much they achieve the lesson’s objectives (2m) - Give Ss homework: Record yourself saying 3 sentences about the animal you play today. For example: Today I am a baby sheep. I am longer than a baby tiger and I am lighter than a baby elephant. It is exciting to be a baby sheep * Assessment in the lesson (formative assessment scheme for teacher) Activity Task 1 Aspect of assessment Description Prior knowledge Observing students using actions to see if they remember the prior knowledge Prior knowledge Observing students giving answers to see if they remember the prior knowledge Review about comparative adjectives and animals Task 2 Review about comparative structures Task 3 Controlled practice Task 4 Free practice Ability to use prior knowledge to produce Observing students giving answer to see if they can produce some sentences using some sentences, following the prompts comparative structure. Ability to use prior knowledge and skills to communicate and complete a task Observing students working in intermingle environment to see if they can communicate using the comparative sentences to identify themselves and find their home.
